Empire of the sun wiki posting
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1. The document provides directions for students to post responses to assigned reading sections from the book Empire of the Sun on a class wiki discussion page. 2. Students are to create a discussion thread named with their first name, last initial, and period, and post responses to assigned sections of the book by given due dates. 3. The document outlines the sections of the book and due dates for personal responses, peer responses, and teacher responses. It also provides rubrics for grading personal and peer responses.
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![EMPIRE OF THE SUN WIKI POSTING<br />DIRECTIONS:1. Go to http://msherzlworldhistory.wikispaces.com/Empire+of+the+Sun and click on the discussion tab.2. Under the discussion tab start a new discussion thread by clicking on the button that says, “+ New Post”.3. Name your new discussion thread your first name, last initial, and the period you are in. For example my discussion thread would be Lisa H. A Period. Complete this by Friday (2/11).4. Under you discussion thread you can post your response to the section of the book you’ve read (please see posting and reading schedule below).5. To respond to my prompts you will post your response under her discussion message. Discussion messages will be labeled, “Teacher Prompt Response, Section 1”.<br />Remember: this is an educational activity, personal commentary/remarks are not appropriate. I will be checking (and commenting!) on all discussion threads. Make sure your responses demonstrate your understanding of the topics discussed in class and historical accuracy. Feel free to use other resources (from other websites for example) but make sure to include the url/address so I can visit the site.<br />SECTIONPERSONAL RESPONSE DUEPEER RESPONSE DUETEACHER RESPONSE DUE1 – Chapters 1 - 62/172/192/212 – Chapters 7 – 122/242/262/283 – Chapters 13 – 193/33/53/74 – Chapters 20 – 253/103/123/145 – Chapters 26 – 313/173/193/216 – Chapters 32 – 423/243/263/28<br />If you are unable to complete a wiki posting assignment it is your responsibility to contact me to arrange a replacement assignment. If you do not contact me my assumption is that you are not completing the assignment.<br />WIKI POSTING GRADING RUBRIC – PERSONAL RESPONSES<br />,[object Object],WIKI POSTING GRADING RUBRIC – PEER RESPONSES<br />,[object Object]](https://image.slidesharecdn.com/empireofthesunwikiposting-110208101120-phpapp01/85/Empire-of-the-sun-wiki-posting-1-320.jpg)
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PACO 500 MMF
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Due to the nature of these research-based forums, these learning activities have something of a “paper-like” feel (i.e. higher word counts, evidence-based research, thoughtful analysis with examples, application, and specific structure and style). Meaning-Making Forums are not designed to be opinion-based discussions but rather for the development and assimilation of pertinent material for a cumulative learning experience. With this in mind, the remainder of this document provides basic parameters and T.I.P.S –To Insure Personal Success.
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Please help we only need to completed section 1 at this time. I wo.docx
Please help we only need to completed section 1 at this time. I would like to respond to option 2
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please read info below because it is very important pertaining to the requirements...thanks
READ VERY CAREFULLY ALL OF THE FOLLOWING IMPORTANT DIRECTIONS (ROMAN NUMERALS I-V) AND THEN RE-READ AND FOLLOW THEM
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[
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Works Cited
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Running head: TITLE OF PAPER 1
TITLE OF PAPER 2
Construct a Deductively Valid Argument
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Premise one: Because some arts and humanities classes take place after school hours, these studies keep children out of trouble after school.
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Premise three: Arts deepens a child’s knowledge and understanding of other cultures and traditions.
Premise four: Participating in the arts and humanities can help children who may not be great at traditional studies but have a creative side.
Conclusion: Therefore, teaching children arts and humanities is necessary for a child’s development.
I feel that all of my premises are true and valid and can be proven to be true. My audience can also deduct that my premises are true and thus valid.
Discuss Icon Guided Response: Read the arguments presented by your classmates, and analyze the reasoning that they have presented. In particular, if you believe that their argument is invalid, explain a way in which it would be possible for the premises to be true and the conclusion false. If you believe that their argument has a false premise, explain why a reasonable person might take it to be false. Finally, see if you can help them to improve their argument. How can they alter their premises so that all of them are true? What might they change in order to make their argument valid?
Deductive Logic
Flipper is a dolphin, so Flipper is a mammal.
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Premise one: Dolphins are mammals, not fish because they come to the surface to breathe air.
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Hello Tania,
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Running head: TITLE OF PAPER 1
TITLE OF PAPER 3
Ashford 2: - Week 1 - Discussion
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.
The central tool of logic is the argument. Accordingly, constructing good arguments is the central element of this course. Each writing assignment in this course will give you an opportunity to construct and improve upon an argument that you will develop as the course progresses. This discussion post allows you to begin the process of developing your argument by presenting good ...
ENG102 Essay One The Position PaperThe first assignment in ENG.docx
ENG102 Essay One: The Position Paper
The first assignment in ENG102 is the argumentative position paper; this paper should be four to six pages in length, not including a Title and References pages. To successfully complete this assignment, you will:
1. Identify a current issue that is debatable.
2. Take a position/side on that issue.
3. Research the issue and find appropriate resources and support to develop your position.
4. Address the opposing side’s views and refute those with logic and reason.
5. Demonstrate an awareness of your target audience and appropriately use appeals for that audience to persuade them of your position.
Prewriting: You will begin this assignment by first doing some exploratory research to find out what people are discussing in relation to your topic. In most cases, you will need to narrow your topic selection to a specific issue. For instance, immigration is a broad topic. In the early stages of my project, I would need to do some research to find out what specific issue within immigration is under debate right now. To do this, I might search for things like “immigration reform” or “immigration amnesty.
Research: The first step in research should happen in the pre-writing stage, as mentioned above. Note that you will want to make use of the Baker College Library databases to find current articles on your issue. In this paper at least three different sources must be used with not more than one deriving from the Internet. Reference sources, such as an encyclopedia, (e.g. Wikepedia.org) or a dictionary will not count as legitimate sources. This includes reference sites like WebMD.org and About.com. In addition, personal blogs or essays posted on personal websites or self-published on sites like Associatedcontent.com and Helium.com are not acceptable.
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3. Claim 2: See #2
4. Claim 3: See #3
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Total Possible Score: 4.00
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Checklist Do not use a standard essay format. Provide each co.docx
Checklist
: Do not use a standard essay format. Provide each component clearly and distinctly.
Two paragraphs comparing two selected documents.
One thesis statement
One discussion question
WORD LIMIT
300-400.
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Step ONE: Identify the nature of the source material. Which readings are primary or secondary sources? Are they fictional works or do they present any evident bias?
Step TWO: Choose
TWO
READINGS from the assigned documents to perform a compare/contrast analysis. Video material is not acceptable in this assignment.
If you choose a primary and a secondary source, then think about how the primary source fits into the narrative/position of the secondary source.
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If there is only one assigned reading, then extract two meaningful examples instead of comparisons.
Step THREE: Draw TWO meaningful comparisons between the two documents that reveals important insight into the historical period/topic of the week. The comparison may be any similarity or difference, but should focus on explaining how it helps historians understand the past. Think about how and why things happened the way they did. Figure out what you think is the most significant SIMILARITY between the two passages.
Consider the author's perspective (national origin, class, ideology etc) for each document.
STEP FOUR: If these documents were the source material for your research project, what would your preliminary research question or thesis statement be? This should be no more than two sentences and cover the main idea that you would try to argue.
Ex. Using the works of Robespierre and St. Just, this paper will argue that the violence of the French Revolution was created by their interpretation of the needs of the French nation rather than their philosophical beliefs.
Be ambitious but with limits. Lay out a provable case that makes a strong a point, regardless of whether you are fully convinced that it is the case. You will be evaluated on the composition and effect of the ideas rather than the perfectness of the answer.
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Avalon Proj.
Ritt241 How to Write a Discussion Board Post Writing.docx
Ritt/241
How to Write a Discussion Board Post
“Writing is thinking on paper.”
–William Zinsser
Discussion boards (or DBs) are a chance for you to confer with your colleagues outside of class
time. You will be assigned 3 DB posts in each genre, often concentrated around the beginning of
our discussion of the genre.
How to access the discussion board:
1. Login to Brightspace (brightspace.ccc.edu)
2. Enter our course site, and click “content” in the top menu bar.
3. In the “table of contents” menu at left, click “discussion boards”.
4. Each DB assignment will have its own forum. Find the name of the main discussion
board thread you want to post under and click on it to open that discussion board
assignment. Review the directions there.
5. To make your own post inside the assignment thread, click “start a new thread” (below
directions). Give your post a subject line that includes your name. Then enter your
response into the text box. When you are finished, click “post”.
6. To reply to someone else’s thread, click on their subject line to open their thread. Under
their content, click “reply” to answer their post.
Writing your discussion board post:
First, read the text! You may wish to read more than once, first as you usually would and
the second time as a writer, looking for clues as to how the story works.
Refer to the list of “things to consider” included in this handout (next page) as you
choose one interesting feature of the writing to focus on in your post. In addition to
those ideas, you are welcome to explore any other features of the writing that you notice.
o Our goal is to think about how and why the writing works. Why might the writer
have made the choices that s/he makes here? What purpose might this choice
serve in the story? Look for evidence in the writing to back up your claims, and
include at least one direct reference to the reading in your post.
o You don’t have to have all the answers; I’m just asking for your insight as a reader.
Any opinion you can justify with evidence from the text is valid.
Make direct reference to the reading at least once.
o This means either using a quote which illustrates your point or including a
paraphrase-style reference, in your own words, to a specific part of the reading.
o Any use of quoted material must be in “quotation marks”.
o Don’t forget to give credit to the author of the quote! When mentioning authors,
use their full names or last names only. (If you’re responding to “Three Pokes of a
Thistle”, for example, you can attribute your quote to Naomi Shihab Nye or Nye,
but don’t call her just “Naomi”).
Ritt/241
Examples of things to consider:
The author’s voice/tone (as evident in the piece)
The choice to use a stylistic device (e.g. use of segments, fantastical elements,
descriptive passages, etc—stick with something you’re comfortable observing here)
Sentence rhythms or punctuation choic.
The Proposal In a paper proposal, your job is to answer t.docx
The Proposal
In a paper proposal, your job is to answer the what, how, and why of your essay topic so that
your audience understands the basic parameters of your argument.
For this proposal, you will write me (your professor) a letter that contains the following:
1) Capture the reader’s interest with your introduction, which should be a brief explanation
of your topic as a whole. This is where you explain the exigency (show why this is a
problem/idea worth considering and why?)
2) Write your working thesis statement. Formulate the question that will govern your
research, and then answer it with a strong statement/claim that your paper intends to
prove.
3) Supply background/context on your topic along with the purpose and relevance of your
thesis. Explain what you hope to prove or uncover. Provide concrete examples of the
issues you will be exploring, and explain why the research you will conduct is important.
This is where you will branch away from the primary source (the novel) to explain why
the theme or idea you are exploring is relevant beyond the page.
4) Discuss preliminary research on your topic while developing your proposal; explain how
this research fits into your argument and plans for the paper. How are you going to use
your sources? (make sure to include primary and secondary sources).
Project Text: The Road
In this project we will explore the post-apocalyptic genre and how texts of this genre reflect issues
and anxieties coursing through everyday life.
You will begin this Project by reading and analyzing Cormac McCarthy’s The Road. During this
time, we will pay close attention to themes being built within the text that provide insight on
“real-world” issues. You will then conduct research of your own (using the CSUN databases) in
order to find evidence that supports your theme in that “real-world” context.
The essay itself will be an argument made by you with an explicit thesis that is proven with
evidence from our primary text: The Road, and at least three resources you have found on the
CSUN databases.
Basic Requirements:
- 6 page minimum with Works Cited (not included in page count)
- Standard MLA Format
- A completed essay packet.
- Essay needs to be posted to your Class Website AND turned in at the beginning of class.
- Minimum of 3 secondary sources. You may use the articles I have provided for you, but
these will not count towards the minimum requirement.
- Proof of visit to the LRC.
- Completion of all lead-up exercises.
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For this assignment, you will be required to write a scholarly review of Cormac McCarthy’s The
Road. In this review, you will be required to interpret The Road within a larger conversation (based
on the themes you have been developing throughout the past few weeks). Your review will need
to include supplemental information from two of our previous texts.
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Group Discussion Rubric – Methods II Group Assignment Di.docx
Group Discussion Rubric – Methods II
Group Assignment Discussion Rubric (Up to 5 Points)
Category
0 points
.25 point (per
category)
.5 points (per
category)
.75 points (per
category)
1 point (per
category)
Promptness and
Initiative
Does Not
Post
Does not
respond to
most postings;
rarely
participates or
waits until the
last minute
Responds to
most postings
several days
after initial
discussion;
limited
initiative
Responds to
most postings
within a 48
hour period;
requires
occasional
prompting to
post
Consistently
responds to
postings in less
than 48 hours (24
hours when
facilitating);
demonstrates good
self-initiative
Delivery of Post
Does Not
Post
Utilizes poor
spelling and
grammar in
most posts;
posts appear
"hasty"
Errors in
spelling and
grammar
evidenced in
several posts
Few
grammatical or
spelling errors
are noted in
posts
Consistently uses
grammatically
correct posts with
rare misspellings
Quality/Relevance
of Post
Does Not
Post
Posts topics
which do not
relate to the
discussion
content;
makes short or
irrelevant
remarks
Occasionally
posts off topic;
most posts are
short in length
and offer no
further insight
into the topic
Frequently
posts topics
that are related
to discussion
content;
prompts further
discussion of
topic
Consistently posts
topics related to
discussion topic;
cites additional
references related
to topic
Contribution to
the Learning
Community
Does Not
Post
Does not
make effort to
participate in
learning
community as
it develops;
seems
indifferent
Occasionally
makes
meaningful
reflection on
group's efforts;
marginal effort
to become
involved with
group
Frequently
attempts to
direct the
discussion and
to present
relevant
viewpoints for
consideration
by group;
interacts freely
Aware of needs of
community;
frequently
attempts to
motivate the group
discussion;
presents creative
approaches to
topic
Participants'
Quantity of Posts
Does Not
Post
Participants'
Quantity of
Posts
Posts only 1
message and
does not
respond to
peers or posts
only short
agreement
messages
Posts 1
thorough (1-3
paragraphs)
message and 1
reply to a peers
message
Posts 2 or 3
thorough (1-3
paragraphs)
messages/replies
to peers
FAQ’s about group “Slackers, Freeloaders and Just Wrong-Wrong-Wrong Responders”
1). So what happens if a group member either fails or is late in providing an individual
assignment?
Well … that student loses 5 points for the individual assignment, which cannot be
made up. This individual can still work with the group on the group discussion
and receive 10 points for Part II, but the most they can get for the chapter is 10
out of 15 points.
2). What if I submit my individual assign ...
Module Q&A” Assignment Instructions — Online ENVS 100 .docx
Module “Q&A” Assignment Instructions — Online ENVS 100
Please print these instructions to use each week.
This 2‐part weekly assignment is worth a significant portion of your course grade.
Remember, we don’t have any quizzes or exams!
Instead, this assignment ensures us both that you are learning the material well.
GOALS:
• Reading comprehension — To deeply understand the information in each module’s readings
• Synthesis — To synthesize information found in multiple sources
• Critical thinking — To see where you need clarification on concepts, and learn to write good questions
• Research — To find reputable sources and research answers to questions
• Contextualizing — To put “book learning” about science into the context of society and daily life
• Discussion — To interact with your classmates about course concepts
• Writing — To practice writing clear, understandable prose with good grammar and spelling
To do this assignment, you must first read and study all of the module’s assigned readings. (This will help eliminate
simple questions that are easily answered in the readings.)
Then, you will post your work to the specified Canvas discussion board, in the message box of a discussion board
post. (I won’t be able to read fancy formatting or attachments; they don’t “compile” well in Canvas.)
Your grade will be based on completing the following activities and posting them correctly before the deadlines. I’ll
be looking for substantive content, and a clear, professional style. Yes, spelling and grammar do count!
Part A is due by end of day Wednesday (by 11:59pm).
Part B is due by that Friday night (board locks at 11:59 pm).
Part A – Synthesis and Questions:
After reading all of the module’s assigned material, submit the following information in ONE COMBINED POST to
the discussion board called “Q&A #__”. The subject line should be brief and should clearly state: (a) YOUR FULL
NAME and (b) PART A.
Example: If your name is Sophie Daniels, your Part A post’s subject line would be “Sophie Daniels’ Part A”
1) Synthesis of the Module’s Readings
Summarize and synthesize the module’s readings. This should be a coherent, comprehensive synthesis of
information from all of the assigned sources, plus related readings of your choosing. Please include the
following information; expand the list if you want:
• What are the main concepts? (highlights for an interested friend or family member)
• What new terminology did you learn? (discuss a few key terms)
• Which figures and diagrams are particularly useful? (sketch/describe)
• How does this connect with information from earlier in the quarter?
• What is the most interesting thing you learned?
• What is the most important thing you learned?
Helpful Hint: Use this as an opportunity to create comprehensive “reference sheets” of information! All
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Nixon Mythology Syllabus 2019
This is the syllabus for a Nixon graduate seminar on Mythology, summer 2019
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Writing a Philosophy paper
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The score can be converted into a letter grade:
Score Letter Grade
19-20 A
18 A-
17 B
16 B-
14-15 C
13 D
12 D-
11-below F
I provide the scale for each element below. With each scale I have included specific directions that will help you score higher on that element. The bold print is what I will use to determine your score. I hope that by reading this you will feel confident that you know how to organize and write the essay.
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As I grade, I will ask myself, “How well did you describe and explain both positions (either two different positions or an argument and counterargument)? How clear and accurate are your explanations and the use of the relevant philosophical terms/concepts?”
Provides clear, accurate and full explanations of each philosophical position.
Provides mostly clear, accurate and full explanations of each philosophical position.
(a) Provides a clear and accurate explanation of one position and a poor explanation of the second position or (b) provides explanations for both positions that are unclear and/or incomplete and/or inaccurate.
2 (a) Fails to provide an explanation for one of the two theories or (b) provides poor explanations of both positions.
1 (a) Fails to provide an explanation for one of the two theories and (b) provides a poor explanation for the other position.
The essay was not on the topic or there was no essay at all
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Due Dates (by 11:59PM):
Rubin AB entry:
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AB Draft
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2/25
OPTIONAL:
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AB Revised Draft:
3/17
Mechanics: 6 page minimum (including 5 AB entries and a Literature Review with CRQ), double-spaced, 12 point, 1” margins, MLA (or other) format
Explanation
Annotated Bibliography is a genre of writing in academia that works to show your awareness of what others have written about a topic. The work done in an AB, including introducing the authors with brief intellectual biographies; explicating the main claims and concepts; tracing the argument and its evidence; evaluating the source; and discussing its stakes and implications gives some context to the course reading you choose to research and situates the course reading into a research topic by indicating the intellectual conversations you are entering. The point of this assignment is to practice research skills but also to dig a little deeper into 4 of our readings using research. For this assignment:Writing Task
1. Compile an Annotated Bibliographyof five scholarly sources, including one entry for Gayle Rubin’s “Thinking Sex” and 4 more scholarly sources based on researching sources that are connected to one (the deep dive) or more of our course readings. See the next page for the specific AB entry format.
· Sources
· “Scholarly” means peer-reviewed articles from academic journals or chapters in books written by experts in a field and not wikis, encyclopedias, newspapers, popular magazines/media, blogs, websites, etc. (see the Library Guide on what constitutes a scholarly source).
· “Connected” means that each of your researched, scholarly sources must be connection to a course reading in some way. You can either find a source that engages or discusses the particular critical essay or cultural text from the course calendar or you can do research on a topic or theme that is brought up in or similar to the course reading. Whatever you decide, you’ll explain the connection in your quote analysis.
· “Deep Dive” means you may also include more than one researched source per course text. You can, for instance, research two sources on a critical essay and two on a cultural text or even include 4 sources that are all about one essay or text to give some in-depth engagement with one course reading. Alternatively, you may also include 4 sources on 4 different course texts.
· Focus
· If you’d like, you canfocus your research within a broad topic, on a field of knowledge, or on a really specific object of analysis within that topic. For example, you can produce an AB based on a specific topic (like racialized hypersexuality, the sex/gender/desire matrix, or a particular sexual stereotype) or a specific discipline (for instance, focus on the sociology of sex) or an interdisciplinary one that pursues a critical research question through multiple fields of knowledge (for instance, focused on how sociology, cult.
[Type text][Type text][Type text]TjerrildUnit I Essay Promp.docx
[Type text] [Type text] [Type text]
Tjerrild Unit I Essay Prompt English 1A
Unit 1: Critical Response Essay
Due: Thursday, April 2nd
Choose ONE text to respond to:
· “Only Connect” by William Cronon
· “Faking Cultural Literacy,” by Karl Taro Greenfeld
· “Why Some of Us Don’t Have One True Calling” by Emilie Wapnick
· “Following Your Passion Is Dead” by Michael Bohanes
· “A New Assignment: Pick Books You Like” by Motoko Rich
Purpose:
Learning how to read and respond to another’s arguments responsibly are the preliminary aspects of effective argument. Your purpose in this essay is two-fold: to reflect a clear understanding of the source text and to demonstrate your competence in expressing and organizing your conversation with the text.
Audience:
Assume that your audience is educated and familiar with the source’s topic but has not read the article or watched the TedTalk themselves.
Introduction:
· Context: Begin your paper by familiarizing your audience with the text to which you’re responding. What information does your reader need to know? This includes:
· introducing the author and the essay title (using appropriate punctuation)
· summarizing (5-6 sentences) the essay’s main argument.
· This brief summary should lead into your THESIS, the clear and specific claim you will be asserting and proving in response to the source essay. A good thesis will be focused and will include an essay map that lays out the trajectory of your response. (i.e. the 2-3 distinct points must be proven in order to persuade your readers that your thesis is correct)
· Choose one of the following methods for your response:
1. Agree and Extend (Agree with a difference). Strengthen the argument presented by the essay by engaging with and then extending the reasoning. Beyond agreeing with the essay, make your response worth reading by taking the ideas further by, for example, shifting the context or considering a new angle informed by your own personal experience, attitudes, and observations. Avoid simply summarizing the author’s ideas!
2. Disagree (and explain why). Identify specific assertions in the essay with which you disagree. First, carefully and accurately represent the author’s ideas. Then, explain and support your disagreement.
3. Agree and Disagree Simultaneously (Okay, but). If you find that you both agree and disagree with different aspects of the author’s essay, you can incorporate both into your response. For this method I recommend choosing your points of agreement and disagreement strategically so that your essay is cohesive. Your thesis should clearly reflect the relationship between your agreement and disagreement. Additionally, your thesis should not come across as wishy-washy or unclear.
· Please refer to the “Three Ways to Respond” reading for further explanation and suggestions on how to structure your thesis statement. Remember, a strong thesis statement is the most important basis for a strong essay.
Body:
· Use the essay ...
[Type text][Type text][Type text]TjerrildUnit I Essay Promp.docx
[Type text] [Type text] [Type text]
Tjerrild Unit I Essay Prompt English 1A
Unit 1: Critical Response Essay
Due: Thursday, April 2nd
Choose ONE text to respond to:
· “Only Connect” by William Cronon
· “Faking Cultural Literacy,” by Karl Taro Greenfeld
· “Why Some of Us Don’t Have One True Calling” by Emilie Wapnick
· “Following Your Passion Is Dead” by Michael Bohanes
· “A New Assignment: Pick Books You Like” by Motoko Rich
Purpose:
Learning how to read and respond to another’s arguments responsibly are the preliminary aspects of effective argument. Your purpose in this essay is two-fold: to reflect a clear understanding of the source text and to demonstrate your competence in expressing and organizing your conversation with the text.
Audience:
Assume that your audience is educated and familiar with the source’s topic but has not read the article or watched the TedTalk themselves.
Introduction:
· Context: Begin your paper by familiarizing your audience with the text to which you’re responding. What information does your reader need to know? This includes:
· introducing the author and the essay title (using appropriate punctuation)
· summarizing (5-6 sentences) the essay’s main argument.
· This brief summary should lead into your THESIS, the clear and specific claim you will be asserting and proving in response to the source essay. A good thesis will be focused and will include an essay map that lays out the trajectory of your response. (i.e. the 2-3 distinct points must be proven in order to persuade your readers that your thesis is correct)
· Choose one of the following methods for your response:
1. Agree and Extend (Agree with a difference). Strengthen the argument presented by the essay by engaging with and then extending the reasoning. Beyond agreeing with the essay, make your response worth reading by taking the ideas further by, for example, shifting the context or considering a new angle informed by your own personal experience, attitudes, and observations. Avoid simply summarizing the author’s ideas!
2. Disagree (and explain why). Identify specific assertions in the essay with which you disagree. First, carefully and accurately represent the author’s ideas. Then, explain and support your disagreement.
3. Agree and Disagree Simultaneously (Okay, but). If you find that you both agree and disagree with different aspects of the author’s essay, you can incorporate both into your response. For this method I recommend choosing your points of agreement and disagreement strategically so that your essay is cohesive. Your thesis should clearly reflect the relationship between your agreement and disagreement. Additionally, your thesis should not come across as wishy-washy or unclear.
· Please refer to the “Three Ways to Respond” reading for further explanation and suggestions on how to structure your thesis statement. Remember, a strong thesis statement is the most important basis for a strong essay.
Body:
· Use the essay .
5. Discussion Death and CultureInstructions for this discussion.docx
5. Discussion: Death and Culture
Instructions for this discussion board:
Through the reading, lecture, and videos this week, we have covered a number of different topics and ideas related to death. In her TedTalk entitled "Life that doesn't end with death", Kelli Swazey touched the surface on the way that different cultures approach death and death-related rituals (such as funerals). In this week's discussion forum, it is your turn to do a little research on the topic of death and culture and share what you learned with your discussion board group!
Before you participate in this discussion board, please complete the following tasks:
1. Read and watch the content above on death, dying, and bereavement.
2. Watch the video above in which Kelli Swazey discusses culture and death.
3. Do some searching and find a specific example of how a different culture (other than the "typical" American culture) approaches the topic of death. You can do this in a number of ways, including searching for a video or online article or even talking to someone you know who identifies with a specific cultural group. Gather enough information to be able to describe the cultural group (this may be an ethnicity, nationality, or some other distinguishing feature) and to describe the way that they approach death. This may include beliefs about what happens after death or a specific ritual, such as a funeral.
In your initial post (DUE Thursday, 6/25 by 11:59PM):
1. Locate the discussion forum, "Week 6 Discussion: Death and Culture"(see instructions for finding your group discussion board below). Create a thread and in your initial post, describe the information that you found in step 3 listed above. Be sure to include the specific cultural group, how you found your information, and the describe you learned about their approach to death. Teach us what you learned! Include adequate details and examples. How are the examples you found similar or different to the topics that we discussed this week? Be sure to link your responses back to the course material! Your experiences are a valuable reference point, but your post must also reflect what you have learned in this course. Posts with no reference to course content will lose points.
You must also provice at least two thoughtful, respectful responses to your peers (DUE Friday, 6/26 by 11:59PM). This is your opportunity to discuss, so there are not strict guidelines for what you must include in your response. However, responses must ADD TO THE DISCUSSION. "I agree!" or "Cool idea!" or "That's dumb!" will not earn you points. Things that may prompt discussion are comments that include ideas like the reasons for similarities/differences between posts, the potential real-world application of your classmates' ideas, and links to other course content (including lectures and videos).
Please remember that late posts will not earn any credit, so be sure to be mindful of the course deadlines and to make sure that .
More Related Content
Similar to Empire of the sun wiki posting
PACO 500 MMF15Meaning-Making Forum Guidelines & T.I.P..docx
PACO 500 MMF
1
5
Meaning-Making Forum Guidelines & T.I.P.S.
(To Insure Personal Success)
Due to the nature of these research-based forums, these learning activities have something of a “paper-like” feel (i.e. higher word counts, evidence-based research, thoughtful analysis with examples, application, and specific structure and style). Meaning-Making Forums are not designed to be opinion-based discussions but rather for the development and assimilation of pertinent material for a cumulative learning experience. With this in mind, the remainder of this document provides basic parameters and T.I.P.S –To Insure Personal Success.
Basic Parameters:
1. You will meet the first expectation of a Meaning-Making Forum by posting a well-developed, evidenced-based thread within the forum. Your thread will set the stage for further contributions.
2. After posting the thread, you are required to substantively reply via QUOTE button to at least 1 of your classmate’s threads. Reply with Quote permits a well-developed, evidence-based insight to be inserted within a classmate’s thread. Place cursor within classmate’s thread and integrate pertinent material from the required readings. Differentiate your QUOTE with bold and Dark Blue colored font. Make sure to noticeably support all posts (i.e., PACO courses use APA in-text citations and not Turabian footnotes).
If a direct quote, paraphrase, or core notion from a required resource is cited, an abridged in-text citation is sufficient -- (Nichols, p. 5). Complete in-text citations and a References section are required for secondary sources. For APA questions, use the PurdueOWL (see QAC bookmarks) or APA Central (see Course Content>Week 1) to build correct in-text citations and References. Do not simply "copy and paste" a reference from an electronic source. Always construct the required reference entry or you will likely lose points due to recopied errors.
3. Unless otherwise stated in a forum’s prompt, the thread must be at least 450 words and posted before 11:59 p.m. (ET) on the day assigned in the Course Schedule (e.g., Friday). An inserted QUOTE must be at least 150 words and posted before 11:59 p.m. (ET) on day assigned in the Course Schedule (e.g., Sunday). The end of term forum (MMF #5) dates are different (Thread – Wed; Reply – Fri). See Course Schedule.
4. An annotated outline format (see end of document) is required to provide organizational clarity, easily viewed material, and to align with the course’s cumulative research/writing approach. As a live, evolving document, it is easily provisioned with insights during your degree completion process. If you have a MMF question, “raise your hand” in the Question & Answer Center forum.
5. Your Professor’s feedback will reference these basic parameters as delineated in the Meaning-Making Forum Rubric.
6. The overarching goal of each forum is to promote critical thinking within the classroom and to produce knowledge that is essential for the comple.
Please help we only need to completed section 1 at this time. I wo.docx
Please help we only need to completed section 1 at this time. I would like to respond to option 2
2.
In what ways does (or does not) the New Testament provide justification to discriminate (or practice prejudice) against other peoples/nations/ethnicities/minorities and such (either nowadays or at some point in the past)?
SECTION ONE: Introductory paragraph (circa 250 words or so) must include
•
your research question (
see *STAGE ONE* of assignment above)
•
your argument as to why readers should truly care about your question. In other words, answer those who would ask
“
so what?
”
In other words, address the
“
significance
”
of that question.
•
a road map/guide/preview of things to come. Put simply,
tell the readers what you are going to tell them
. Reveal the structure or organization of the rest of your paper (e.g.
“
I will review critically two recent secondary sources that broadly address this question
”
). Then, you should also include the authors and titles of each source (titles are to be enclosed in quotation marks and must also be cited appropriately in a
“
Works Cited
”
section at the end of your essay!).
please read info below because it is very important pertaining to the requirements...thanks
READ VERY CAREFULLY ALL OF THE FOLLOWING IMPORTANT DIRECTIONS (ROMAN NUMERALS I-V) AND THEN RE-READ AND FOLLOW THEM
—
RELIGIOUSLY!
I.EXECUTIVE SUMMARY
Students are required to submit a 2000-word research paper, limited to the critical review of two major sources. Papers must be submitted on time to receive full credit. Late papers will be lowered one-third of a complete letter grade for each day they are submitted past the due date (thus, a
“
B+
”
paper submitted one day after the due date will be lowered to a
“
B
”
, a
“
B
”
paper that is two days late would merit a
“
C+,
”
and so forth). If you think you will have problems with any aspect of writing this paper, I strongly recommend that you make an appointment at the University
’
s Writing Center.
I.
SUMMARY FROM THE SYLLABUS:
[
“
Writing and Submission of Major Paper
”
]
The term paper / research paper for this course must be prepared
in advance
of the final weeks of the semester. It is assigned in
FOUR
stages so that you can manage this highly important assignment (35 percent of your final grade in the course!). You must complete this assignment to pass the class.
After all
: if you aren
’
t writing, you probably aren
’
t thinking
—
much less
learning
!
The final draft of the term paper (stage 4) must be submitted via the Blackboard link to
turnitin.com
. All papers and writing assignments must include an MLA-style
“
Works Cited
”
list and must use
parenthetical citations
whenever you make reference to your sources (no matter whether you are quoting from, paraphrasing, or summarizing them).
Please read carefully
all
of the
handouts
about writing the term paper (or
“
research paper
”
) for a detailed guide to how grades are determined .
Running head TITLE OF PAPER1TITLE OF PAPER2 Construct a D.docx
Running head: TITLE OF PAPER 1
TITLE OF PAPER 2
Construct a Deductively Valid Argument
Write: Identify the components and structure of your argument by presenting your deductively valid argument in standard form, and explain how your conclusion follows from your premises.
Premise one: Because some arts and humanities classes take place after school hours, these studies keep children out of trouble after school.
Premise two: The arts and humanities enhance the learning experience for children.
Premise three: Arts deepens a child’s knowledge and understanding of other cultures and traditions.
Premise four: Participating in the arts and humanities can help children who may not be great at traditional studies but have a creative side.
Conclusion: Therefore, teaching children arts and humanities is necessary for a child’s development.
I feel that all of my premises are true and valid and can be proven to be true. My audience can also deduct that my premises are true and thus valid.
Discuss Icon Guided Response: Read the arguments presented by your classmates, and analyze the reasoning that they have presented. In particular, if you believe that their argument is invalid, explain a way in which it would be possible for the premises to be true and the conclusion false. If you believe that their argument has a false premise, explain why a reasonable person might take it to be false. Finally, see if you can help them to improve their argument. How can they alter their premises so that all of them are true? What might they change in order to make their argument valid?
Deductive Logic
Flipper is a dolphin, so Flipper is a mammal.
Missing premise to make the argument valid: Dolphins are mammals. Dolphins live in the water, but they are not fish. Therefore, not all mammals live on the land.
Premise one: Dolphins are mammals, not fish because they come to the surface to breathe air.
Premise two: Fish do not need to breathe air, however, live in water.
Conclusion: Not all aquatic beings are fish.
Hello Tania,
I don't agree with your premise. Maybe the missing item is that he lost his job or his car broke down so he didn't have the money or time to buy flowers.
Running head: TITLE OF PAPER 1
TITLE OF PAPER 3
Ashford 2: - Week 1 - Discussion
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.
The central tool of logic is the argument. Accordingly, constructing good arguments is the central element of this course. Each writing assignment in this course will give you an opportunity to construct and improve upon an argument that you will develop as the course progresses. This discussion post allows you to begin the process of developing your argument by presenting good ...
ENG102 Essay One The Position PaperThe first assignment in ENG.docx
ENG102 Essay One: The Position Paper
The first assignment in ENG102 is the argumentative position paper; this paper should be four to six pages in length, not including a Title and References pages. To successfully complete this assignment, you will:
1. Identify a current issue that is debatable.
2. Take a position/side on that issue.
3. Research the issue and find appropriate resources and support to develop your position.
4. Address the opposing side’s views and refute those with logic and reason.
5. Demonstrate an awareness of your target audience and appropriately use appeals for that audience to persuade them of your position.
Prewriting: You will begin this assignment by first doing some exploratory research to find out what people are discussing in relation to your topic. In most cases, you will need to narrow your topic selection to a specific issue. For instance, immigration is a broad topic. In the early stages of my project, I would need to do some research to find out what specific issue within immigration is under debate right now. To do this, I might search for things like “immigration reform” or “immigration amnesty.
Research: The first step in research should happen in the pre-writing stage, as mentioned above. Note that you will want to make use of the Baker College Library databases to find current articles on your issue. In this paper at least three different sources must be used with not more than one deriving from the Internet. Reference sources, such as an encyclopedia, (e.g. Wikepedia.org) or a dictionary will not count as legitimate sources. This includes reference sites like WebMD.org and About.com. In addition, personal blogs or essays posted on personal websites or self-published on sites like Associatedcontent.com and Helium.com are not acceptable.
Note that by “make use” we mean the essay should incorporate quotations, summaries, and paraphrases using introductory phrasing and document sources in the text according to APA: The Easy Way!
Basic Organizational Pattern: There are multiple ways to organize argumentative position essays, but most follow a basic pattern like the sample outline below:
1. Introduction. Setting up some context for the issue is a great way to open a position paper, as it allows you to show the issue is current. End this introduction paragraph with your thesis statement.
2. Claim 1: Set up the first reason/claim for the position in a topic sentence. Develop a paragraph on that one claim, using supporting evidence to develop that point.
3. Claim 2: See #2
4. Claim 3: See #3
5. Refutation of the Opposition’s claims: This may take a couple of paragraphs. This section of the paper requires you directly address the main claims made by the opposition and refute those, showing why those are not strong or valid claims.
6. Conclusion: Think about how you can lead the reader back out of the paper.
Total Possible Score: 4.00
General Content/Subject Knowledge
Total: 2.00
Dis ...
Checklist Do not use a standard essay format. Provide each co.docx
Checklist
: Do not use a standard essay format. Provide each component clearly and distinctly.
Two paragraphs comparing two selected documents.
One thesis statement
One discussion question
WORD LIMIT
300-400.
Content Expectations:
Step ONE: Identify the nature of the source material. Which readings are primary or secondary sources? Are they fictional works or do they present any evident bias?
Step TWO: Choose
TWO
READINGS from the assigned documents to perform a compare/contrast analysis. Video material is not acceptable in this assignment.
If you choose a primary and a secondary source, then think about how the primary source fits into the narrative/position of the secondary source.
If you choose two primary sources, then compare how they represent different viewpoints or perspectives on important issues.
If there is only one assigned reading, then extract two meaningful examples instead of comparisons.
Step THREE: Draw TWO meaningful comparisons between the two documents that reveals important insight into the historical period/topic of the week. The comparison may be any similarity or difference, but should focus on explaining how it helps historians understand the past. Think about how and why things happened the way they did. Figure out what you think is the most significant SIMILARITY between the two passages.
Consider the author's perspective (national origin, class, ideology etc) for each document.
STEP FOUR: If these documents were the source material for your research project, what would your preliminary research question or thesis statement be? This should be no more than two sentences and cover the main idea that you would try to argue.
Ex. Using the works of Robespierre and St. Just, this paper will argue that the violence of the French Revolution was created by their interpretation of the needs of the French nation rather than their philosophical beliefs.
Be ambitious but with limits. Lay out a provable case that makes a strong a point, regardless of whether you are fully convinced that it is the case. You will be evaluated on the composition and effect of the ideas rather than the perfectness of the answer.
Step FIVE: Create one discussion question that you can propose to the class during seminar. It should be a ‘why’ problem that poses an issue for debate rather than demanding a specific factual answer. Ex. ‘Why didn’t Frankenstein name the Creature?” instead of “Did Frankenstein name the Creature?”
Do NOT use quotations or paraphrase the document. You may refer to specific passages but do not summarize the document. “ex. Where Thomas Paine talked about hereditary right, he was focused on the legitimacy of an absolute monarchy.” The paper should consist entirely of your own ideas and opinions about the sources using a compare/contrast approach. Therefore, citations should never be required. If you do quote/paraphrase then include citations.
READINGS-
CHOOSE ONLY 2.
Avalon Proj.
Ritt241 How to Write a Discussion Board Post Writing.docx
Ritt/241
How to Write a Discussion Board Post
“Writing is thinking on paper.”
–William Zinsser
Discussion boards (or DBs) are a chance for you to confer with your colleagues outside of class
time. You will be assigned 3 DB posts in each genre, often concentrated around the beginning of
our discussion of the genre.
How to access the discussion board:
1. Login to Brightspace (brightspace.ccc.edu)
2. Enter our course site, and click “content” in the top menu bar.
3. In the “table of contents” menu at left, click “discussion boards”.
4. Each DB assignment will have its own forum. Find the name of the main discussion
board thread you want to post under and click on it to open that discussion board
assignment. Review the directions there.
5. To make your own post inside the assignment thread, click “start a new thread” (below
directions). Give your post a subject line that includes your name. Then enter your
response into the text box. When you are finished, click “post”.
6. To reply to someone else’s thread, click on their subject line to open their thread. Under
their content, click “reply” to answer their post.
Writing your discussion board post:
First, read the text! You may wish to read more than once, first as you usually would and
the second time as a writer, looking for clues as to how the story works.
Refer to the list of “things to consider” included in this handout (next page) as you
choose one interesting feature of the writing to focus on in your post. In addition to
those ideas, you are welcome to explore any other features of the writing that you notice.
o Our goal is to think about how and why the writing works. Why might the writer
have made the choices that s/he makes here? What purpose might this choice
serve in the story? Look for evidence in the writing to back up your claims, and
include at least one direct reference to the reading in your post.
o You don’t have to have all the answers; I’m just asking for your insight as a reader.
Any opinion you can justify with evidence from the text is valid.
Make direct reference to the reading at least once.
o This means either using a quote which illustrates your point or including a
paraphrase-style reference, in your own words, to a specific part of the reading.
o Any use of quoted material must be in “quotation marks”.
o Don’t forget to give credit to the author of the quote! When mentioning authors,
use their full names or last names only. (If you’re responding to “Three Pokes of a
Thistle”, for example, you can attribute your quote to Naomi Shihab Nye or Nye,
but don’t call her just “Naomi”).
Ritt/241
Examples of things to consider:
The author’s voice/tone (as evident in the piece)
The choice to use a stylistic device (e.g. use of segments, fantastical elements,
descriptive passages, etc—stick with something you’re comfortable observing here)
Sentence rhythms or punctuation choic.
The Proposal In a paper proposal, your job is to answer t.docx
The Proposal
In a paper proposal, your job is to answer the what, how, and why of your essay topic so that
your audience understands the basic parameters of your argument.
For this proposal, you will write me (your professor) a letter that contains the following:
1) Capture the reader’s interest with your introduction, which should be a brief explanation
of your topic as a whole. This is where you explain the exigency (show why this is a
problem/idea worth considering and why?)
2) Write your working thesis statement. Formulate the question that will govern your
research, and then answer it with a strong statement/claim that your paper intends to
prove.
3) Supply background/context on your topic along with the purpose and relevance of your
thesis. Explain what you hope to prove or uncover. Provide concrete examples of the
issues you will be exploring, and explain why the research you will conduct is important.
This is where you will branch away from the primary source (the novel) to explain why
the theme or idea you are exploring is relevant beyond the page.
4) Discuss preliminary research on your topic while developing your proposal; explain how
this research fits into your argument and plans for the paper. How are you going to use
your sources? (make sure to include primary and secondary sources).
Project Text: The Road
In this project we will explore the post-apocalyptic genre and how texts of this genre reflect issues
and anxieties coursing through everyday life.
You will begin this Project by reading and analyzing Cormac McCarthy’s The Road. During this
time, we will pay close attention to themes being built within the text that provide insight on
“real-world” issues. You will then conduct research of your own (using the CSUN databases) in
order to find evidence that supports your theme in that “real-world” context.
The essay itself will be an argument made by you with an explicit thesis that is proven with
evidence from our primary text: The Road, and at least three resources you have found on the
CSUN databases.
Basic Requirements:
- 6 page minimum with Works Cited (not included in page count)
- Standard MLA Format
- A completed essay packet.
- Essay needs to be posted to your Class Website AND turned in at the beginning of class.
- Minimum of 3 secondary sources. You may use the articles I have provided for you, but
these will not count towards the minimum requirement.
- Proof of visit to the LRC.
- Completion of all lead-up exercises.
Exercise 1: The Review
For this assignment, you will be required to write a scholarly review of Cormac McCarthy’s The
Road. In this review, you will be required to interpret The Road within a larger conversation (based
on the themes you have been developing throughout the past few weeks). Your review will need
to include supplemental information from two of our previous texts.
750 Word Minimum. Posted to your Class Websit ...
Group Discussion Rubric – Methods II Group Assignment Di.docx
Group Discussion Rubric – Methods II
Group Assignment Discussion Rubric (Up to 5 Points)
Category
0 points
.25 point (per
category)
.5 points (per
category)
.75 points (per
category)
1 point (per
category)
Promptness and
Initiative
Does Not
Post
Does not
respond to
most postings;
rarely
participates or
waits until the
last minute
Responds to
most postings
several days
after initial
discussion;
limited
initiative
Responds to
most postings
within a 48
hour period;
requires
occasional
prompting to
post
Consistently
responds to
postings in less
than 48 hours (24
hours when
facilitating);
demonstrates good
self-initiative
Delivery of Post
Does Not
Post
Utilizes poor
spelling and
grammar in
most posts;
posts appear
"hasty"
Errors in
spelling and
grammar
evidenced in
several posts
Few
grammatical or
spelling errors
are noted in
posts
Consistently uses
grammatically
correct posts with
rare misspellings
Quality/Relevance
of Post
Does Not
Post
Posts topics
which do not
relate to the
discussion
content;
makes short or
irrelevant
remarks
Occasionally
posts off topic;
most posts are
short in length
and offer no
further insight
into the topic
Frequently
posts topics
that are related
to discussion
content;
prompts further
discussion of
topic
Consistently posts
topics related to
discussion topic;
cites additional
references related
to topic
Contribution to
the Learning
Community
Does Not
Post
Does not
make effort to
participate in
learning
community as
it develops;
seems
indifferent
Occasionally
makes
meaningful
reflection on
group's efforts;
marginal effort
to become
involved with
group
Frequently
attempts to
direct the
discussion and
to present
relevant
viewpoints for
consideration
by group;
interacts freely
Aware of needs of
community;
frequently
attempts to
motivate the group
discussion;
presents creative
approaches to
topic
Participants'
Quantity of Posts
Does Not
Post
Participants'
Quantity of
Posts
Posts only 1
message and
does not
respond to
peers or posts
only short
agreement
messages
Posts 1
thorough (1-3
paragraphs)
message and 1
reply to a peers
message
Posts 2 or 3
thorough (1-3
paragraphs)
messages/replies
to peers
FAQ’s about group “Slackers, Freeloaders and Just Wrong-Wrong-Wrong Responders”
1). So what happens if a group member either fails or is late in providing an individual
assignment?
Well … that student loses 5 points for the individual assignment, which cannot be
made up. This individual can still work with the group on the group discussion
and receive 10 points for Part II, but the most they can get for the chapter is 10
out of 15 points.
2). What if I submit my individual assign ...
Module Q&A” Assignment Instructions — Online ENVS 100 .docx
Module “Q&A” Assignment Instructions — Online ENVS 100
Please print these instructions to use each week.
This 2‐part weekly assignment is worth a significant portion of your course grade.
Remember, we don’t have any quizzes or exams!
Instead, this assignment ensures us both that you are learning the material well.
GOALS:
• Reading comprehension — To deeply understand the information in each module’s readings
• Synthesis — To synthesize information found in multiple sources
• Critical thinking — To see where you need clarification on concepts, and learn to write good questions
• Research — To find reputable sources and research answers to questions
• Contextualizing — To put “book learning” about science into the context of society and daily life
• Discussion — To interact with your classmates about course concepts
• Writing — To practice writing clear, understandable prose with good grammar and spelling
To do this assignment, you must first read and study all of the module’s assigned readings. (This will help eliminate
simple questions that are easily answered in the readings.)
Then, you will post your work to the specified Canvas discussion board, in the message box of a discussion board
post. (I won’t be able to read fancy formatting or attachments; they don’t “compile” well in Canvas.)
Your grade will be based on completing the following activities and posting them correctly before the deadlines. I’ll
be looking for substantive content, and a clear, professional style. Yes, spelling and grammar do count!
Part A is due by end of day Wednesday (by 11:59pm).
Part B is due by that Friday night (board locks at 11:59 pm).
Part A – Synthesis and Questions:
After reading all of the module’s assigned material, submit the following information in ONE COMBINED POST to
the discussion board called “Q&A #__”. The subject line should be brief and should clearly state: (a) YOUR FULL
NAME and (b) PART A.
Example: If your name is Sophie Daniels, your Part A post’s subject line would be “Sophie Daniels’ Part A”
1) Synthesis of the Module’s Readings
Summarize and synthesize the module’s readings. This should be a coherent, comprehensive synthesis of
information from all of the assigned sources, plus related readings of your choosing. Please include the
following information; expand the list if you want:
• What are the main concepts? (highlights for an interested friend or family member)
• What new terminology did you learn? (discuss a few key terms)
• Which figures and diagrams are particularly useful? (sketch/describe)
• How does this connect with information from earlier in the quarter?
• What is the most interesting thing you learned?
• What is the most important thing you learned?
Helpful Hint: Use this as an opportunity to create comprehensive “reference sheets” of information! All
course assignments are open‐book, so it will be handy to have th.
Nixon Mythology Syllabus 2019
This is the syllabus for a Nixon graduate seminar on Mythology, summer 2019
Writing a Philosophy paperEach topic I give you will ask you t.docx
Writing a Philosophy paper
Each topic I give you will ask you to “explain and evaluate” a position or idea or argument. There are four elements you must address in your essay (these four will be the elements I am grading).
I will give you a score of 0-5 for each of these four elements. I will then add the scores together to calculate your grade on the essay. If you score a perfect “5” on each element the maximum total score would be 20.
The score can be converted into a letter grade:
Score Letter Grade
19-20 A
18 A-
17 B
16 B-
14-15 C
13 D
12 D-
11-below F
I provide the scale for each element below. With each scale I have included specific directions that will help you score higher on that element. The bold print is what I will use to determine your score. I hope that by reading this you will feel confident that you know how to organize and write the essay.
#1: Describe, identify and explain two or more different philosophical positions and the relevant philosophical concepts.
As I grade, I will ask myself, “How well did you describe and explain both positions (either two different positions or an argument and counterargument)? How clear and accurate are your explanations and the use of the relevant philosophical terms/concepts?”
Provides clear, accurate and full explanations of each philosophical position.
Provides mostly clear, accurate and full explanations of each philosophical position.
(a) Provides a clear and accurate explanation of one position and a poor explanation of the second position or (b) provides explanations for both positions that are unclear and/or incomplete and/or inaccurate.
2 (a) Fails to provide an explanation for one of the two theories or (b) provides poor explanations of both positions.
1 (a) Fails to provide an explanation for one of the two theories and (b) provides a poor explanation for the other position.
The essay was not on the topic or there was no essay at all
#2: Apply critical thinking skills by analyzing the strengths and weaknesses of philosophical positions or theories and by writing a clear and coherent essay. As I grade, I will ask myself, “Did you explain the issue to be considered? How well do you analyze the strengths and weaknesses of the theories or positions? And how clear and coherent is your overall presentation?”
Gives coherent and consistent reasoning throughout the essay and a clear and comprehensive explanation of the issue to be considered. Also provides a coherent analysis of the strengths and weaknesses of the positions at issue.
Uses generally coherent and consistent reasoning throughout the essay and a clear, but not necessarily comprehensive, explanation of the issue to be considered. Also provides a coherent analysis of the strengths and weaknesses of the positions at issue.
Uses some coherent and consistent reasoning that either contains clear weakness in reasoning or fails to explain the issue to be considered. Also fai.
Writing Assignment Annotated Bibliography (AB)Due Dates (by .docx
Writing Assignment: Annotated Bibliography (AB)
Due Dates (by 11:59PM):
Rubin AB entry:
1/30
AB Draft
(3 entries):
2/25
OPTIONAL:
AB Final Draft
(5 entries): 3/ 10
AB Revised Draft:
3/17
Mechanics: 6 page minimum (including 5 AB entries and a Literature Review with CRQ), double-spaced, 12 point, 1” margins, MLA (or other) format
Explanation
Annotated Bibliography is a genre of writing in academia that works to show your awareness of what others have written about a topic. The work done in an AB, including introducing the authors with brief intellectual biographies; explicating the main claims and concepts; tracing the argument and its evidence; evaluating the source; and discussing its stakes and implications gives some context to the course reading you choose to research and situates the course reading into a research topic by indicating the intellectual conversations you are entering. The point of this assignment is to practice research skills but also to dig a little deeper into 4 of our readings using research. For this assignment:Writing Task
1. Compile an Annotated Bibliographyof five scholarly sources, including one entry for Gayle Rubin’s “Thinking Sex” and 4 more scholarly sources based on researching sources that are connected to one (the deep dive) or more of our course readings. See the next page for the specific AB entry format.
· Sources
· “Scholarly” means peer-reviewed articles from academic journals or chapters in books written by experts in a field and not wikis, encyclopedias, newspapers, popular magazines/media, blogs, websites, etc. (see the Library Guide on what constitutes a scholarly source).
· “Connected” means that each of your researched, scholarly sources must be connection to a course reading in some way. You can either find a source that engages or discusses the particular critical essay or cultural text from the course calendar or you can do research on a topic or theme that is brought up in or similar to the course reading. Whatever you decide, you’ll explain the connection in your quote analysis.
· “Deep Dive” means you may also include more than one researched source per course text. You can, for instance, research two sources on a critical essay and two on a cultural text or even include 4 sources that are all about one essay or text to give some in-depth engagement with one course reading. Alternatively, you may also include 4 sources on 4 different course texts.
· Focus
· If you’d like, you canfocus your research within a broad topic, on a field of knowledge, or on a really specific object of analysis within that topic. For example, you can produce an AB based on a specific topic (like racialized hypersexuality, the sex/gender/desire matrix, or a particular sexual stereotype) or a specific discipline (for instance, focus on the sociology of sex) or an interdisciplinary one that pursues a critical research question through multiple fields of knowledge (for instance, focused on how sociology, cult.
[Type text][Type text][Type text]TjerrildUnit I Essay Promp.docx
[Type text] [Type text] [Type text]
Tjerrild Unit I Essay Prompt English 1A
Unit 1: Critical Response Essay
Due: Thursday, April 2nd
Choose ONE text to respond to:
· “Only Connect” by William Cronon
· “Faking Cultural Literacy,” by Karl Taro Greenfeld
· “Why Some of Us Don’t Have One True Calling” by Emilie Wapnick
· “Following Your Passion Is Dead” by Michael Bohanes
· “A New Assignment: Pick Books You Like” by Motoko Rich
Purpose:
Learning how to read and respond to another’s arguments responsibly are the preliminary aspects of effective argument. Your purpose in this essay is two-fold: to reflect a clear understanding of the source text and to demonstrate your competence in expressing and organizing your conversation with the text.
Audience:
Assume that your audience is educated and familiar with the source’s topic but has not read the article or watched the TedTalk themselves.
Introduction:
· Context: Begin your paper by familiarizing your audience with the text to which you’re responding. What information does your reader need to know? This includes:
· introducing the author and the essay title (using appropriate punctuation)
· summarizing (5-6 sentences) the essay’s main argument.
· This brief summary should lead into your THESIS, the clear and specific claim you will be asserting and proving in response to the source essay. A good thesis will be focused and will include an essay map that lays out the trajectory of your response. (i.e. the 2-3 distinct points must be proven in order to persuade your readers that your thesis is correct)
· Choose one of the following methods for your response:
1. Agree and Extend (Agree with a difference). Strengthen the argument presented by the essay by engaging with and then extending the reasoning. Beyond agreeing with the essay, make your response worth reading by taking the ideas further by, for example, shifting the context or considering a new angle informed by your own personal experience, attitudes, and observations. Avoid simply summarizing the author’s ideas!
2. Disagree (and explain why). Identify specific assertions in the essay with which you disagree. First, carefully and accurately represent the author’s ideas. Then, explain and support your disagreement.
3. Agree and Disagree Simultaneously (Okay, but). If you find that you both agree and disagree with different aspects of the author’s essay, you can incorporate both into your response. For this method I recommend choosing your points of agreement and disagreement strategically so that your essay is cohesive. Your thesis should clearly reflect the relationship between your agreement and disagreement. Additionally, your thesis should not come across as wishy-washy or unclear.
· Please refer to the “Three Ways to Respond” reading for further explanation and suggestions on how to structure your thesis statement. Remember, a strong thesis statement is the most important basis for a strong essay.
Body:
· Use the essay ...
[Type text][Type text][Type text]TjerrildUnit I Essay Promp.docx
[Type text] [Type text] [Type text]
Tjerrild Unit I Essay Prompt English 1A
Unit 1: Critical Response Essay
Due: Thursday, April 2nd
Choose ONE text to respond to:
· “Only Connect” by William Cronon
· “Faking Cultural Literacy,” by Karl Taro Greenfeld
· “Why Some of Us Don’t Have One True Calling” by Emilie Wapnick
· “Following Your Passion Is Dead” by Michael Bohanes
· “A New Assignment: Pick Books You Like” by Motoko Rich
Purpose:
Learning how to read and respond to another’s arguments responsibly are the preliminary aspects of effective argument. Your purpose in this essay is two-fold: to reflect a clear understanding of the source text and to demonstrate your competence in expressing and organizing your conversation with the text.
Audience:
Assume that your audience is educated and familiar with the source’s topic but has not read the article or watched the TedTalk themselves.
Introduction:
· Context: Begin your paper by familiarizing your audience with the text to which you’re responding. What information does your reader need to know? This includes:
· introducing the author and the essay title (using appropriate punctuation)
· summarizing (5-6 sentences) the essay’s main argument.
· This brief summary should lead into your THESIS, the clear and specific claim you will be asserting and proving in response to the source essay. A good thesis will be focused and will include an essay map that lays out the trajectory of your response. (i.e. the 2-3 distinct points must be proven in order to persuade your readers that your thesis is correct)
· Choose one of the following methods for your response:
1. Agree and Extend (Agree with a difference). Strengthen the argument presented by the essay by engaging with and then extending the reasoning. Beyond agreeing with the essay, make your response worth reading by taking the ideas further by, for example, shifting the context or considering a new angle informed by your own personal experience, attitudes, and observations. Avoid simply summarizing the author’s ideas!
2. Disagree (and explain why). Identify specific assertions in the essay with which you disagree. First, carefully and accurately represent the author’s ideas. Then, explain and support your disagreement.
3. Agree and Disagree Simultaneously (Okay, but). If you find that you both agree and disagree with different aspects of the author’s essay, you can incorporate both into your response. For this method I recommend choosing your points of agreement and disagreement strategically so that your essay is cohesive. Your thesis should clearly reflect the relationship between your agreement and disagreement. Additionally, your thesis should not come across as wishy-washy or unclear.
· Please refer to the “Three Ways to Respond” reading for further explanation and suggestions on how to structure your thesis statement. Remember, a strong thesis statement is the most important basis for a strong essay.
Body:
· Use the essay .
5. Discussion Death and CultureInstructions for this discussion.docx
5. Discussion: Death and Culture
Instructions for this discussion board:
Through the reading, lecture, and videos this week, we have covered a number of different topics and ideas related to death. In her TedTalk entitled "Life that doesn't end with death", Kelli Swazey touched the surface on the way that different cultures approach death and death-related rituals (such as funerals). In this week's discussion forum, it is your turn to do a little research on the topic of death and culture and share what you learned with your discussion board group!
Before you participate in this discussion board, please complete the following tasks:
1. Read and watch the content above on death, dying, and bereavement.
2. Watch the video above in which Kelli Swazey discusses culture and death.
3. Do some searching and find a specific example of how a different culture (other than the "typical" American culture) approaches the topic of death. You can do this in a number of ways, including searching for a video or online article or even talking to someone you know who identifies with a specific cultural group. Gather enough information to be able to describe the cultural group (this may be an ethnicity, nationality, or some other distinguishing feature) and to describe the way that they approach death. This may include beliefs about what happens after death or a specific ritual, such as a funeral.
In your initial post (DUE Thursday, 6/25 by 11:59PM):
1. Locate the discussion forum, "Week 6 Discussion: Death and Culture"(see instructions for finding your group discussion board below). Create a thread and in your initial post, describe the information that you found in step 3 listed above. Be sure to include the specific cultural group, how you found your information, and the describe you learned about their approach to death. Teach us what you learned! Include adequate details and examples. How are the examples you found similar or different to the topics that we discussed this week? Be sure to link your responses back to the course material! Your experiences are a valuable reference point, but your post must also reflect what you have learned in this course. Posts with no reference to course content will lose points.
You must also provice at least two thoughtful, respectful responses to your peers (DUE Friday, 6/26 by 11:59PM). This is your opportunity to discuss, so there are not strict guidelines for what you must include in your response. However, responses must ADD TO THE DISCUSSION. "I agree!" or "Cool idea!" or "That's dumb!" will not earn you points. Things that may prompt discussion are comments that include ideas like the reasons for similarities/differences between posts, the potential real-world application of your classmates' ideas, and links to other course content (including lectures and videos).
Please remember that late posts will not earn any credit, so be sure to be mindful of the course deadlines and to make sure that .
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