DIRW 0310 READING ANALYSIS Due Dates: See Course Syllabus Objective: The goal of this project is to expose you to a variety of different writing styles and assist you in developing proficient reading and writing skills, while breaking up the monotony that comes from exclusively reading textbooks. By reading articles, you will indirectly be exposed to domestic and foreign events, the world of entertainment and sports, practical how-to articles, and products on the market, among many other interesting things. Instructions: Throughout the semester, you will be required to critically read and analyze selected readings. You will then write an analysis of the reading selection, which must contain the following information (organize your analysis in this order and use the provided template): 1. First, read and annotate the reading selection. Be sure to note any main ideas and supporting details. Mark any new vocabulary words. 2. Complete the STRAP mnemonic (see template for what STRAP is) 3. Create a graphic organizer 4. Using the Template, type up your assignment using MLA format. The template can be found in the folder with this assignment. The analysis must include the following elements: a. Create a graphic organizer that matches the organization/structure of the text b. Type the STRAP information c. Type a one page, two paragraph (250+ word) summary of the reading written in 3rd person - you must include: i. The first paragraph is a discussion of the audience, the author's primary purpose, and tone (who or what and which details from the reading support your answers) ii. The second paragraph is a synopsis of the main idea and key details d. Type a three quarter page (200+ word) personal response written in 1st person to the reading. Consider the following: i. Connection to text, self, and/or world e. Type up Three EASY vocabulary words from new vocabulary terms used in the reading f. Type an MLA Works Cited entry for the reading 5. Save the document in the following format a. Last Name-First Name-Class-Assignment Name b. Example: Doe-John-DIRW 0310 71001-Reading Analysis-LitNar You must turn in your analyses on time (see course agenda) and format them correctly in MLA style! Type them in Arial 12-point standard font, double-spaced with one-inch margins. Refer to the sample student analysis on Blackboard for exact formatting details. No late work will be accepted. Assessment: Your work will be evaluated based on completeness of the assignment and quality of the written analyses. You will be graded on the following: · Annotations, STRAP, and graphic organizer 15 % · Summary (250+ words) 35 % · Response (200+ words) 30 % · Three EASY Vocabulary 15 % · MLA Works Cited entry 5 % Your instructor will choose a reading selection for this class assignment. 1) How would you define statistics? How is statistics used in business decision making? Statistics is accurately defined as the study of the analysis, data coll.

1. DIRW 0310
READING ANALYSIS
Due Dates: See Course Syllabus
Objective: The goal of this project is to expose you to a variety
of different writing styles and assist you in developing
proficient reading and writing skills, while breaking up the
monotony that comes from exclusively reading textbooks. By
reading articles, you will indirectly be exposed to domestic and
foreign events, the world of entertainment and sports, practical
how-to articles, and products on the market, among many other
interesting things.
Instructions: Throughout the semester, you will be required to
critically read and analyze selected readings. You will then
write an analysis of the reading selection, which must contain
the following information (organize your analysis in this order
and use the provided template):
1. First, read and annotate the reading selection. Be sure to note
any main ideas and supporting details. Mark any new
vocabulary words.
2. Complete the STRAP mnemonic (see template for what
STRAP is)
3. Create a graphic organizer
4. Using the Template, type up your assignment using MLA
format. The template can be found in the folder with this
assignment. The analysis must include the following elements:
a. Create a graphic organizer that matches the
organization/structure of the text
b. Type the STRAP information
c. Type a one page, two paragraph (250+ word) summary of the
reading written in 3rd person - you must include:
i. The first paragraph is a discussion of the audience, the

2. author's primary purpose, and tone (who or what and which
details from the reading support your answers)
ii. The second paragraph is a synopsis of the main idea and key
details
d. Type a three quarter page (200+ word) personal response
written in 1st person to the reading. Consider the following:
i. Connection to text, self, and/or world
e. Type up Three EASY vocabulary words from new vocabulary
terms used in the reading
f. Type an MLA Works Cited entry for the reading
5. Save the document in the following format
a. Last Name-First Name-Class-Assignment Name
b. Example: Doe-John-DIRW 0310 71001-Reading Analysis-
LitNar
You must turn in your analyses on time (see course agenda) and
format them correctly in MLA style! Type them in Arial 12-
point standard font, double-spaced with one-inch margins. Refer
to the sample student analysis on Blackboard for exact
formatting details. No late work will be accepted.
Assessment: Your work will be evaluated based on
completeness of the assignment and quality of the written
analyses. You will be graded on the following:
· Annotations, STRAP, and graphic organizer 15 %
· Summary (250+ words) 35 %
· Response (200+ words) 30 %
· Three EASY Vocabulary 15 %
· MLA Works Cited entry 5 %
Your instructor will choose a reading selection for this class
assignment.

3. 1) How would you define statistics? How is statistics used in
business decision making? Statistics is accurately defined as the
study of the analysis, data collection, and organization of the
data which is interpreted by a particular business field.
2) What is the importance of statistics in business decision
making? Describe a business situation where statistics was used
in making a decision.
3) The yield on a 30-year treasury note at the end of each year
since 1990 is recorded below.
Compute a five-year (1) moving average and (2) weighted
moving average using weights of .1, .1, .2, .3, and .3,
respectively.
Describe the trend in yield both in
1. narrative form and
2. graphical form (see if you can place all the moving averages
in one graph -- good for comparison).

4. year
yield
5 yr.
moving
avg
5 yr.
weighted
moving avg
1990
8.61

5. 1991
8.14
1992
7.67
1993
6.59

6. 1994
7.37
1995
6.88
1996
6.71

7. 1997
6.61
1998
5.58
1999
5.87
2000
5.94

8. 2001
5.49
2002
5.43
4) Correlation & Regression Equation:
1. discuss what is meant by "coefficient of correlation" and
"coefficient of determination." What are these, what do they
measure, what do you know when you have these numbers?
2. why and how should you test for the significance of the

9. coefficient of correlation?
Assets Return
Sample Mutual Fund ($ millions) (%)
1
AARP
622.2
10.8
2
Babson
160.4
11.3
3
Compass
275.7
11.4
4
Galaxy
433.2
9.1
5
Keystone
437.9
9.2
6
MFS Bond A
494.5
11.6
7
Nichols
158.3
9.5
8
T Rowe
681
8.2
9

10. Thompston
241.3
6.8
The table above contains data from 9 mutual funds -- total
assets held by the fund and last year's return on the investment
of the assets (cash). Please:
(1) construct a scatter diagram -- be sure you choose the correct
dependent and independent variable. Think about these
questions: Which variable influences the other? What is the
direction of the relationship? Do assets influence the return or
does the return influence the assets? What you choose as the
"causing" variable will be X, what you choose as the variable
being "caused" or influenced will be Y. Discuss your diagram.
(2) compute the coefficients of correlation and determination
and discuss what they mean.
(3) test the significance of the sample correlation computed in
#2.
(4) develop a regression equation. What return would you
predict for $400M in assets? Is the regression equation you
developed meaningful? Why or why not?
Be sure to highlight every statistic needed to address the
problem and discuss what each means. Be sure to show all 5
steps necessary to test the significance of the correlation.
5) WHAT IS CORRELATION ANALYSIS? Provide an example.
6) What are the 4 COMPONENTS OF A TIME SERIES? Please

11. explain what all four mean their purpose.
Last Name 4
Student’s First and Last Name
Instructor’s Name
Course & Section #
Date
Analysis of Gender Roles and Coaching
Graphic
Differences
Male
· Less coachable
· Dismiss the coach
· Confidence
· Single out the weakest member
· Wants to be a leader
Female
· More coachable
· Appreciative
· Less confidence
· Single out the strongest member

12. · Don’t want to be a leader
Competitive
Men
Women
STRAP
S (subject/topic of reading) – male athletes vs. female athletes
T (type/form of writing) – an compare/contrast article
R (author’s role) –2nd and 3rd person
A (audience/readers; who and why?) – coaches, athletes, or
parents
P (author’s purpose) – inform
Summary
The audiences in this article are coaches mainly because the
article came from a sporting website. However athletes or
parents of athletes might be interested too. The author’s
purpose is to inform the audience and sensitize the coaching of
male and female players. The author explained his points well

13. in the article and his tone was respectful because he tried not to
offend either gender in the article.
Jeff Jansen’s main idea in the article “gender role” is how there
are difference in how men and women approach and interpret
sport. As a result coaches need to coach each gender
differently. His points are as follows;
1. Coachability- Female athletes are more coachable than male
athletes. Females are more appreciative; shows respect towards
their coach and are open to new ways of doing things. While the
male tends to be more convinced of their own prowess, are less
coachable, feels like they know everything and may dismiss the
coach.
2. Confidence- Female athletes struggle with their confidence
and do not give themselves enough credit for their hard work
and talent. They don’t rely on their inner strength and this
makes them fragile and fleeting; in contrast, the males are
taught from early age to project confidence and toughness.
Males base their confidence on inner strength and factors
making them more stable and durable.
3. Competitiveness- Female athletes can be as competitive as
males. It appears that competitiveness is sometimes not as
accepted in the female environment but it is highly encouraged
in the males. Men are continually testing and comparing
themselves to each other.
4. Chemistry-This can be best categorized using what
researchers call “task cohesion” and “social cohesion”. Males
take importance to task cohesion than social cohesion; they
believed that social cohesion is just a plus and not necessary
component. Female relationship is like a web structure and they
value social cohesion.
My Response
I feel like this is a great article. It was an easy and interesting
read. The author gave enough details to let me understand the
differences between men and women athletes. Some of them I
understood but had never really thought about in the way he
explained them. Jensen gave an example of each main point he

14. was making. Some of them I find very surprising, but they are
true. For example, a female being more coachable than males
was true on my swim team, now that I think about it. I can
relate to some of his examples because I had experienced them
in high school. I used to be on a swim team. We had both male
and female swimmers. For us male, we rarely listened out
coach and were too proud of our abilities sometimes, and could
be disrespectful. We did our things our way instead of listening.
But all the girls are listen to him and did exactly what he said
and were respectful. My reaction about this article is it was
educating. I finally know more about women. I know that they
don’t like to be a top dog and not as competitive as men. I was
surprised that they are less confident. Some of the female
swimmers I trained with were very skilled and seemed
confident. This really surprised me.
EASY Vocabulary
1. Tendency (noun)
E- For students, there is tendency to socialize at night.
A- dislike, hate
S- bias, learning, frequency, common event
Y- go to school, I’m quiet, I’m shy.
2. Top dog (noun)
E- I was the top dog of my high school swim team.
A- rookie, amateur
S- expert, the best
Y- Michael Jordan, Michael Phelps, Lionel Messi
3. Alpha (noun)
E- Wayne Rooney is the alpha man of Manchester United.
A- follower
S- captain team, the head, leader
Y- my boss, my uncle
Works Cited
Jensen, Jeff. “Gender Role: Discover the Difference Coaching

15. Male and Female Athletes.” Coach and Athletic Director Dec.
2010. Web. 10 Jun. 2015.
Literacy Narrative Essay ENGL 1301
Your Literacy Narrative essay will be at least 2 pages and no
more than 4 and be completed following MLA format.
Regardless of our backgrounds, our ideas of literacy often
become deeply engrained and labeled as “good” or “bad”
without much thought about how these views have come to be.
As a result, many of us have definitions of literacy–of reading,
writing, and viewing–that could benefit from a thoughtful and
honest close self-examination.
Choose a Focus: Please draw from the following as you develop
your essay focus:
· Narrate an early memory about writing or reading that you
recall vividly. Then explain why this event is significant to you
now. (Similar to Malcolm X and the student example on pp. 36
in the text)
· Identify a book or other text and explain its significance for
you in your reading and writing. (Similar to Sherman Alexie)
· Choose a literacy theme from your experience (difficulty,
pleasure, distraction, benefits, etc.) and unify your literacy
narrative around it (Similar to Ivan Dole)
· Narrate your literacy journey from first memories to now
(Similar to Ivan Dole’s and the student example)
Create a Narrative: Use sound writing and story-telling skills to
organize and articulate your story. Make sure to stay focused on
your one, main idea.
Key Elements
· Create a well told story. Bring your narrative to life by using
concrete and vivid
Details - use energetic, precise, and engaging verbs and

16. adjectives.
· Develop your main idea. (make sure you only have one main
idea)
· Develop the significance or effect of your experience
· Use strong, complete, varied sentences
· Organize paragraphs in a logical way, using topic sentences
· Demonstrate effective, engaging, and clear writing
· State the main idea of your essay somewhere in your
introduction, and then make
certain that every supporting paragraph relates to and supports
that main idea
· Consider using dialogue between the characters in your
narrative, if you feel
Comfortable doing so (though this is not necessary)
· Demonstrate growth and improvement from the first drafts to
the final revised draft.
· Proofread! Read your essay to yourself out loud: does it flow?
Can details be added to make it more powerful? Is anything
missing?
English MLA Page Formatting Rubric
Categories
Unacceptable = 0 points
Needs Improvement = 7
Acceptable = 14 points
Points Earned
Header
No header or header is manually inserted.
Header is lacking one or more components (i.e. author’s last
name or accurate page number)

17. Has actual header with author’s last name, space, and page
number automatically inserted.
Heading
Missing heading
Missing one or more line of essential information (student’s
name, instructor’s name, class, and date) or arranged
incorrectly.
Has four-line, double-spaced heading with required information
in correct order (if paper has no title page).
Title
No title
Title is bolded, underlined, italicized, and/or supersized.
Title is properly sized and formatted.
Margins
Has not set margins correctly.
Margins not set consistently throughout the document.
Has correct margin for every side of the page.
Font and Size
Does not follow instructor’s rules for font choice and size.
Font choice and size changes throughout the document. Font
formatting is not consistent.
Follows instructor’s rules for font choice and size.
Paragraph Spacing
Paragraphs are single-spaced or too much spacing.
Paragraph spacing is inconsistent throughout the paper.
Paragraphs are double-spaced.
Paragraph Indentation (must be one-tab, cannot be done using
spacebar)
One or more paragraphs are not indented.

18. Paragraph indention is not consistent with every paragraph.
Every paragraph is indented .5, using one-tab stroke.
English Writing Rubric
Unacceptable 0-7 pts.
Poor 8-13 pts.
Average 14-15 pts.
Good 16-17 pts.
Excellent 18-20 pts.
Topic/Thesis
Lacks a central idea and purpose.
Represents a seemingly random collection of information.
Topic is inappropriate for the assignment
Uses a weak central idea and purpose.
Lacks focus on the topic.
Topic may be inappropriate for the assignment
Topic is appropriate for the assignment. Thesis is focused.
And essay’s purpose is evident.
Thesis is clearly, logically, and adequately stated and
developed. Essay achieves its purpose.
Shows imagination in its approach to its topic.
Creatively, clearly, and logically states and develops its thesis
and achieves its purpose.

19. Presents clear, logical, and thought-provoking ideas.
Organization & Development
Lacks organization.
Fails to flow from one point to another.
Lacks transitions.
Lacks supporting ideas and details.
Provides no explanation; no elaboration.
Does not address the writing situation.
Uses confusing connections among supporting points.
Uneven flow from one point to another.
Lacks transitions.
Provides minimal and/or inadequate supporting ideas and
details.
Attempts to address the writing situation.
Mostly consistent flow from point to point and paragraph to
paragraph.
Uses adequate transitions and makes appropriate connections
among supporting points.
Provides general explanations, and some supporting ideas,
details, and evidence. Adequately addresses the writing
situation.
Uses clear, logical connections among supporting points.
Ensures consistent flow from one point to another. Consistently
employs appropriate transitions.
Provides specific explanation, evidence, and elaboration on
unified supporting ideas and details. Appropriately addresses
the writing situation
Consistently uses a logical, clear, connected arrangement of

20. supporting points.
Ensures a consistent flow from one point to another. Uses
surprising but appropriate transitions.
Abundant explanation, evidence, and elaboration on unified and
unique supporting ideas and details.
Addresses the writing situation exceptionally well.
Sentence variety and construction
Incorporates incorrectly constructed sentences.
Contains syntax errors.
Lacks variety in sentence structure.
Incorporates basic, repetitive, and predictable sentence
structures.
Contains syntax errors.
Employs varied, grammatically sound sentence structures all of
which may not be effective.
Effectively uses varied, grammatically sound sentence
structures.
Uses varied and creative sentence structures such as,
compound/complex, balanced, and parallel.
Style
Inadequate word and phrase choices.
Unclear and confusing choice of words and phrases. Relies on
clichés, jargon, or other informal language.
Lacks voice and tone.
Lacks contextual language. Paper is not MLA formatted or
documented.
Uses limited, imprecise vocabulary, or contains

21. a weak and/or confusing choice of words and phrases.
Frequently relies on clichés, jargon, or other informal language.
Contains an inconsistent and/or weak voice and tone.
Misapplies contextual language. Unevenly applies MLA format
Diction is simple but appropriate.
Uses few clichés, jargon, and other informal language.
Employs consistent voice and tone.
Utilizes some helpful contextual language.
Uses MLA format with some errors.
Uses creative and concise diction. Employs imaginative literal
and figurative language.
Avoids clichés, jargon, and other informal language.
Effectively employs consistent, unique voice and tone.
Utilizes useful contextual language.
Uses MLA format with minimal errors.
Usesmemorable and profound diction. Creatively uses literal
and figurative language.
Uses creative, effective, and unique voice and tone. Utilizes
consistently useful contextual language.
Consistently and precisely uses MLA format.
Mechanics/
Grammar
Contains distracting errors in spelling, punctuation, and
grammar that interfere with understanding.
Contains frequent errors in spelling, punctuation, and grammar
that reduce understanding.
May contain some errors in spelling, punctuation, and/or
grammar that do not interfere with meaning or understanding.
Contains minimal errors in spelling, punctuation, and/or
grammar.
Writing is virtually free from errors in spelling, punctuation,

22. and grammar.
TOTALS