ENC 1102 Noonan Spring 2018 RESEARCH PAPER PACKET
Contents:
Assignment Page #s
1. Research Paper Outline2-4
2. Main Article Selection 5
3. Summary of Main Article 6
4. Requirements for Sources 7
5. Research Plan 8
6. Annotated Bibliography 9
7. Quote Sandwich 10
8. Works Cited 11
9. Introduction 12
10. Ethos, Pathos, Logos examples 13
11. Effectiveness discussion 14
12. Conclusions 15
13. Rough Draft directions 15
14. Rough Draft checklist 16
15. Final Paper directions 17-18
16. Final Paper checklist 19
1. Research Paper Outline
Use this outline to guide you through the development of your paper. This outline is meant to show the ideal structure of your paper. You do not need to complete this outline as an assignment.
I. Introduction
a. Hook – Attention Grabber
b. Background Information - what is the issue discussed in the main article? Describe at least 2 different
positions on the issue (ex: pro and con).
c. Why is this topic important for the audience to understand?
II. Summary
a. Cut and paste the (Main Article) Article Summary you previously submitted; revise as needed
III. Analysis:
Paragraph 1: Ethos/Pathos/Logos example
a. Find one example in your Main Article where the author uses ethos, pathos, or logos to persuade the reader. Give a quote from the main article, cite the quote, then explain how it shows use of ethos, pathos, or logos.
Paragraph 2: Point 1, compared to research
a. Select first point from main article
i. Introduce the point from main article
ii. Give quote from main article and in-text citation
iii. Explain the quote (What does it mean? How does it fit into rest of your paper?)
b. Select correlating point from Source 1
i. Introduce the correlating point from Source 1
ii. Give quote from Source 1 and in-text citation
iii. Explain the quote (What does it mean?)
iv. Describe how this point relates to Point 1 from the main article- does it support, contradict, or give
more info on that point?
Paragraph 3: Point 2, compared to research
a. Select second point from main article
i. Introduce the point from main article
ii. Give quote from main article and in-text citation
iii. Explain the quote (What does it mean? How does it fit into rest of your paper?)
b. Select correlating point from Source 2
i. Introduce the correlating point from Source 2
ii. Give quote from Source 2 and in-text citation
iii. Explain the quote (What does it mean?)
iv. Describe how this point relates to Point 2 from the main article- does it support, contradict, or give
more info on that point?
Paragraph 4: Point 3, compared to research
a. Select third point from main article
i. Introduce the point from main article
ii. Give quote from main article and in-text citation
iii. Explain the quote (What does it mean? How does it fit into rest of your paper?)
b. Select correlating point from Source 3
i. Introduce the point from Source 3
ii. Give quote.
Assignment Objective Learn about your topic; analyze and synthesi.docxssuser562afc1
Assignment Objective: Learn about your topic; analyze and synthesize possible sources
Goal: Gather credible source information to support argument
Textbook Reading: p. 388-400
Student Example: Annotated Bib Student Example (includes one example entry; you must include 5)
Template Document: Annotated Bib Template
Scholarly sources are required for this assignment. You will NOT earn points for popular sources.
The annotated bibliography is an important step in the research process, as analyzing and synthesizing each possible source assists you in knowing if the source will properly support your thesis statement. This assignment is the most time consuming assignment in the course. You will have to read, analyze, document, and record each source you plan to use to support the argument in your essay. Get to work on this assignment early and leave yourself some extra time to review it before submitting to the dropbox. Past students have noted that this is the most challenging, but most rewarding, assignment of the term.
A bibliography is a list of sources one has used for researching a topic. Bibliographies are sometimes called "references" or "works cited" depending on the style format you are using. A bibliography usually just includes the bibliographic information (i.e., the author, title, publisher, etc.).
An annotation is a summary and/or evaluation.
Therefore, an annotated bibliography includes the citation, a summary, and an evaluation of each of source. For purposes of developing research skills in this class, we are going to take it one step further and detail what information can be used to support the argument and counterargument for the research paper. This is NOT the traditional formatting of an annotated bibliography. Please closely follow the template for completion of the annotated bibliography.
Creating an annotated bibliography calls for the application of a variety of intellectual skills: concise exposition, succinct analysis, and informed library research. Writing an annotated bibliography can help you gain a good perspective on what is being said about your topic. While you are researching, evaluation of your sources is essential. You cannot expect to use the first few sources you come across. Once you find an acceptable source, create an entry for the annotated bibliography using the criteria guide below.
Criteria
I. CITATION: APA formatted reference citation
II. SUMMARY:In one sentence, summarize the article topic and findings.
III. EVALUATION: What interesting information/data (2-3) will help you support your argument? Follow with your analysis of that information. Parenthetical citations required.
To get started, click on the student example and template document linked above.
Notes:
FIVE (5) scholarly sourcesrequired, with 2-3 pieces of information gathered from each source.
Include the thesis statement in bold letter at the top of the assignment.
If you are hav ...
Rubric for Article ReviewAPACover55 point.docxtoddr4
Rubric for Article Review
APA
Cover
5/5 point
Your name and date
Header with page number
Introductory Paragraph
5/5 points
1. Author’s Thesis
Discuss the author’s thesis. Include article and author name
in this paragraph. (if more than one article, include them both)
2. The Facts
20/20 points
Discuss three important facts the author uses to support thesis.
Explain or correlate the facts with facts from course content.
Use in text citations from course reading so show connections
to this article.
Evaluate the resources provided with the article.
Are there resources provided with the article? Are they recent?
Body- minimum of 4 fully developed paragraphs
This should be a bulk of the report.
3. Strengths /weaknesses/discussion to the profession
40/40 points.
Describe the strengths of the information presented as it applies to the
professions. Critically evaluate the information in the article.
4. Is there bias or faulty reasoning? Evaluate the information for truth.
Bring in outside sources to support your analysis and review.
What are others saying about the same topic? Do they agree or is there conflicting information.
Draw conclusions.
You must support claims of both fact and faulty reasoning.
Conclusion
5. Conclusions
10/10 points
Provide concluding remarks regarding your
review/evaluation of the article.
6. APA Format
10/10 points
in text
# of references
Reference page
7. Overall presentation
10/10 points
formatting
wording
person
tense
Comments/Reasons for Deductions:
Total
100/100
PAGE
1
Week 3- Article Review
DUE: Feb 23, 2020 11:59 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 3, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
Yes
Remaining Submissions
3
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Paper - Find two peer reviewed articles in library about ethics in your discipline or ethics in research and discuss the positions of the authors.
Assignment Instructions
Instructions: Select two appropriate articles for review to complete the assignment. Write a review using the instructions below. This paper should be a minimum of 1000 words. Write in APA format. Include cover page, body with in text citations & reference list.
Select two Articles
Locate two peer-reviewed article (related to the ethics) published within the last 3 years in a peer-reviewed journal from the online library, then present an assessment comprising of a precise and critical evaluation. Do not summarize the article. First synthesize the position of the authors. Then, evaluate the information presented in the article. Evaluate the information presented in the article for truth.
Is there bias or faulty reasoning? You must support claims of both fact and faulty reasoning.
What are others are.
Rubric for Article ReviewAPACover55 point.docxhealdkathaleen
Rubric for Article Review
APA
Cover
5/5 point
Your name and date
Header with page number
Introductory Paragraph
5/5 points
1. Author’s Thesis
Discuss the author’s thesis. Include article and author name
in this paragraph. (if more than one article, include them both)
2. The Facts
20/20 points
Discuss three important facts the author uses to support thesis.
Explain or correlate the facts with facts from course content.
Use in text citations from course reading so show connections
to this article.
Evaluate the resources provided with the article.
Are there resources provided with the article? Are they recent?
Body- minimum of 4 fully developed paragraphs
This should be a bulk of the report.
3. Strengths /weaknesses/discussion to the profession
40/40 points.
Describe the strengths of the information presented as it applies to the
professions. Critically evaluate the information in the article.
4. Is there bias or faulty reasoning? Evaluate the information for truth.
Bring in outside sources to support your analysis and review.
What are others saying about the same topic? Do they agree or is there conflicting information.
Draw conclusions.
You must support claims of both fact and faulty reasoning.
Conclusion
5. Conclusions
10/10 points
Provide concluding remarks regarding your
review/evaluation of the article.
6. APA Format
10/10 points
in text
# of references
Reference page
7. Overall presentation
10/10 points
formatting
wording
person
tense
Comments/Reasons for Deductions:
Total
100/100
PAGE
1
Week 3- Article Review
DUE: Feb 23, 2020 11:59 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 3, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
Yes
Remaining Submissions
3
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Paper - Find two peer reviewed articles in library about ethics in your discipline or ethics in research and discuss the positions of the authors.
Assignment Instructions
Instructions: Select two appropriate articles for review to complete the assignment. Write a review using the instructions below. This paper should be a minimum of 1000 words. Write in APA format. Include cover page, body with in text citations & reference list.
Select two Articles
Locate two peer-reviewed article (related to the ethics) published within the last 3 years in a peer-reviewed journal from the online library, then present an assessment comprising of a precise and critical evaluation. Do not summarize the article. First synthesize the position of the authors. Then, evaluate the information presented in the article. Evaluate the information presented in the article for truth.
Is there bias or faulty reasoning? You must support claims of both fact and faulty reasoning.
What are others are ...
Name:_______________________
Grading Criteria for Paper 1Your Introduction_____________________
Guides the reader into the topic and thesis of
Weak
Competent
Above&Beyond
Great
your paper
Offers a clear and interesting thesis statement
Weak
Competent
Above&Beyond
Great
that a) makes a claim about the meaning, argument
or key idea conveyed by your text; and b) states
how your text conveys that meaning or idea.
Your Analysis and Discussion ____________
Closely analyzes 2-3 passages in the text
Weak
Competent
Above&Beyond
Great
Draws on relevant outside sources
Weak
Competent
Above&Beyond
Great
Offers a conclusion that discusses the implications
Weak
Competent
Above&Beyond
Great
of your observations
Your Essay Structure:______________________
Organizes each paragraph around one central
Weak
Competent
Above&Beyond
Great
claim or idea
Orders the paragraphs in a logical way
Weak
Competent
Above&Beyond
Great
Pulls together key points in a concluding para-
Weak
Competent
Above&Beyond
Great
graph
Your Grammar and style:________
Uses an appropriate style
Weak
Competent
Above&Beyond
Great
Uses academically-standard grammar
Weak
Competent
Above&Beyond
Great
Your Adherence to formatting guidelines:
States name, title, and other front page infor-
Weak
Competent
Above&Beyond
Great
mation in a professional format, and uses ap-
propriate headers on subsequent pages
Adequately cites sources in MLA format
Weak
Competent
Above&Beyond
Great
Includes a Works Cited page
Weak
Competent
Above&Beyond
Great
Thesis + Outline – Essay 1
Due: Tues, Jul 16, 12 pm - submit through Blackboard
Instructions:
Tell me your basic topic:which text you will analyze
and which themes or topics you plan to discuss
Passages from the text: Identify 2-3 key passages from the text that you intend to discuss. Describe what aspects of these passages that you consider most important.
Literary / rhetorical features: Identify the literary or rhetorical features of the text you plan to discuss. For example, what literary or rhetorical strategies do you think the author is using in these passages? Or what features of the genre are important to understanding the text? Or what elements of the text’s structure shape it’s meaning?
Fact-checking / Spot-Research: Identify 1-2 historical, religious, or other issues that you might need to research.
Thesis: Draft a tentative thesis statement that contains your ideas. Remember that a thesis statement can be more than one sentence long. (I know, I know, this is hard! I expect that you’ll eventually change this. But it can help you to focus if you start out with a basic hypothesis.)
Outline: Based on what you have written in the previous paragraphs, outline your paper including a full-sentence description for each line in the outline.
Assignment – Essay 1 – pg 3
Essay 1
Due Dates
Thesis + outline
Tues, July 16, 12 pm
Final Draft
Sat, Jul.
Argument paperEnglish 1 Spring 2014 Argument Assignment Paper.docxrossskuddershamus
Argument paper/English 1 Spring 2014 Argument Assignment Paper.doc
PAGE
English 1: Argumentative Essay Assignment
The Assignment: Write a six-to-ten page argument paper that addresses a current issue that will address our theme of the impact of technology on communication on ourselves, on our world and on what it means to be human (Barrios, 583). The topic and the issue for this paper is the same as your exploratory paper assignment. The purpose of this paper is to present your position on the issue and then argue why by presenting your own reasons and evidence to support your thesis statement.
Locating Sources for Research. The purpose of the exploratory paper was to explore different writers and their position, their perspective, and the types of evidence they used in order to form your own position and perspective. You have three sources that you may use in your paper. For this paper, you must include a variety of sources; they cannot all come from Web sites. Search SMC’s library online catalog, search for a book, search online databases, find newspaper articles, use the search engine Google scholar at www.google.com, or www.yahoo.com . In addition, observations or experience from your personal life are not allowable. Refer to the following handouts: “Research Guide for Papers,” “Sources Acceptable for Academic Papers.” Both of these handouts are on eCompanion. If you include an article from a Website, there must be a date and a sponsor/publisher. If this is not available you cannot use this source.
Thesis Statement and Claim: Does your thesis clearly include a claim? Is it arguable? Does it take a perspective on an issue? Is it narrow and specific enough for the length of this assignment? Is it focused on one subject? Is it a claim of policy where you argue that certainpolicies should be changed? Is it a claim of value where you argue that some action, belief, or policy is morally wrong, good, or bad? Once your claim is clear, you must develop reasons that match and correspond to the type of claim being made.
Audience/Point of View: An effective argument is tailored to its audience. The reasons and the types of evidence you offer, the needs and values to which you appeal, terms defined, all depend on your audience and the type of claim. Ask: What does your audience know or not know about your topic? The audience is your instructor and classmates. Never assume that the audience is familiar with your topic or terms. You may need to include definitions and relevant details to help the audience understand your position in the first body paragraph. For this argument essay, you will use only the third-person point of view. No, “I” “We” or “You.”
Content/Body Paragraphs. For the length of this assignment, you should have at least three-to-four distinct and relevant reasons to support your thesis. Follow the guidelines for writing the argument paper when developing your reasons. Use the “because” clause approach.
Assignment Objective Learn about your topic; analyze and synthesi.docxssuser562afc1
Assignment Objective: Learn about your topic; analyze and synthesize possible sources
Goal: Gather credible source information to support argument
Textbook Reading: p. 388-400
Student Example: Annotated Bib Student Example (includes one example entry; you must include 5)
Template Document: Annotated Bib Template
Scholarly sources are required for this assignment. You will NOT earn points for popular sources.
The annotated bibliography is an important step in the research process, as analyzing and synthesizing each possible source assists you in knowing if the source will properly support your thesis statement. This assignment is the most time consuming assignment in the course. You will have to read, analyze, document, and record each source you plan to use to support the argument in your essay. Get to work on this assignment early and leave yourself some extra time to review it before submitting to the dropbox. Past students have noted that this is the most challenging, but most rewarding, assignment of the term.
A bibliography is a list of sources one has used for researching a topic. Bibliographies are sometimes called "references" or "works cited" depending on the style format you are using. A bibliography usually just includes the bibliographic information (i.e., the author, title, publisher, etc.).
An annotation is a summary and/or evaluation.
Therefore, an annotated bibliography includes the citation, a summary, and an evaluation of each of source. For purposes of developing research skills in this class, we are going to take it one step further and detail what information can be used to support the argument and counterargument for the research paper. This is NOT the traditional formatting of an annotated bibliography. Please closely follow the template for completion of the annotated bibliography.
Creating an annotated bibliography calls for the application of a variety of intellectual skills: concise exposition, succinct analysis, and informed library research. Writing an annotated bibliography can help you gain a good perspective on what is being said about your topic. While you are researching, evaluation of your sources is essential. You cannot expect to use the first few sources you come across. Once you find an acceptable source, create an entry for the annotated bibliography using the criteria guide below.
Criteria
I. CITATION: APA formatted reference citation
II. SUMMARY:In one sentence, summarize the article topic and findings.
III. EVALUATION: What interesting information/data (2-3) will help you support your argument? Follow with your analysis of that information. Parenthetical citations required.
To get started, click on the student example and template document linked above.
Notes:
FIVE (5) scholarly sourcesrequired, with 2-3 pieces of information gathered from each source.
Include the thesis statement in bold letter at the top of the assignment.
If you are hav ...
Rubric for Article ReviewAPACover55 point.docxtoddr4
Rubric for Article Review
APA
Cover
5/5 point
Your name and date
Header with page number
Introductory Paragraph
5/5 points
1. Author’s Thesis
Discuss the author’s thesis. Include article and author name
in this paragraph. (if more than one article, include them both)
2. The Facts
20/20 points
Discuss three important facts the author uses to support thesis.
Explain or correlate the facts with facts from course content.
Use in text citations from course reading so show connections
to this article.
Evaluate the resources provided with the article.
Are there resources provided with the article? Are they recent?
Body- minimum of 4 fully developed paragraphs
This should be a bulk of the report.
3. Strengths /weaknesses/discussion to the profession
40/40 points.
Describe the strengths of the information presented as it applies to the
professions. Critically evaluate the information in the article.
4. Is there bias or faulty reasoning? Evaluate the information for truth.
Bring in outside sources to support your analysis and review.
What are others saying about the same topic? Do they agree or is there conflicting information.
Draw conclusions.
You must support claims of both fact and faulty reasoning.
Conclusion
5. Conclusions
10/10 points
Provide concluding remarks regarding your
review/evaluation of the article.
6. APA Format
10/10 points
in text
# of references
Reference page
7. Overall presentation
10/10 points
formatting
wording
person
tense
Comments/Reasons for Deductions:
Total
100/100
PAGE
1
Week 3- Article Review
DUE: Feb 23, 2020 11:59 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 3, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
Yes
Remaining Submissions
3
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Paper - Find two peer reviewed articles in library about ethics in your discipline or ethics in research and discuss the positions of the authors.
Assignment Instructions
Instructions: Select two appropriate articles for review to complete the assignment. Write a review using the instructions below. This paper should be a minimum of 1000 words. Write in APA format. Include cover page, body with in text citations & reference list.
Select two Articles
Locate two peer-reviewed article (related to the ethics) published within the last 3 years in a peer-reviewed journal from the online library, then present an assessment comprising of a precise and critical evaluation. Do not summarize the article. First synthesize the position of the authors. Then, evaluate the information presented in the article. Evaluate the information presented in the article for truth.
Is there bias or faulty reasoning? You must support claims of both fact and faulty reasoning.
What are others are.
Rubric for Article ReviewAPACover55 point.docxhealdkathaleen
Rubric for Article Review
APA
Cover
5/5 point
Your name and date
Header with page number
Introductory Paragraph
5/5 points
1. Author’s Thesis
Discuss the author’s thesis. Include article and author name
in this paragraph. (if more than one article, include them both)
2. The Facts
20/20 points
Discuss three important facts the author uses to support thesis.
Explain or correlate the facts with facts from course content.
Use in text citations from course reading so show connections
to this article.
Evaluate the resources provided with the article.
Are there resources provided with the article? Are they recent?
Body- minimum of 4 fully developed paragraphs
This should be a bulk of the report.
3. Strengths /weaknesses/discussion to the profession
40/40 points.
Describe the strengths of the information presented as it applies to the
professions. Critically evaluate the information in the article.
4. Is there bias or faulty reasoning? Evaluate the information for truth.
Bring in outside sources to support your analysis and review.
What are others saying about the same topic? Do they agree or is there conflicting information.
Draw conclusions.
You must support claims of both fact and faulty reasoning.
Conclusion
5. Conclusions
10/10 points
Provide concluding remarks regarding your
review/evaluation of the article.
6. APA Format
10/10 points
in text
# of references
Reference page
7. Overall presentation
10/10 points
formatting
wording
person
tense
Comments/Reasons for Deductions:
Total
100/100
PAGE
1
Week 3- Article Review
DUE: Feb 23, 2020 11:59 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 3, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
Yes
Remaining Submissions
3
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Paper - Find two peer reviewed articles in library about ethics in your discipline or ethics in research and discuss the positions of the authors.
Assignment Instructions
Instructions: Select two appropriate articles for review to complete the assignment. Write a review using the instructions below. This paper should be a minimum of 1000 words. Write in APA format. Include cover page, body with in text citations & reference list.
Select two Articles
Locate two peer-reviewed article (related to the ethics) published within the last 3 years in a peer-reviewed journal from the online library, then present an assessment comprising of a precise and critical evaluation. Do not summarize the article. First synthesize the position of the authors. Then, evaluate the information presented in the article. Evaluate the information presented in the article for truth.
Is there bias or faulty reasoning? You must support claims of both fact and faulty reasoning.
What are others are ...
Name:_______________________
Grading Criteria for Paper 1Your Introduction_____________________
Guides the reader into the topic and thesis of
Weak
Competent
Above&Beyond
Great
your paper
Offers a clear and interesting thesis statement
Weak
Competent
Above&Beyond
Great
that a) makes a claim about the meaning, argument
or key idea conveyed by your text; and b) states
how your text conveys that meaning or idea.
Your Analysis and Discussion ____________
Closely analyzes 2-3 passages in the text
Weak
Competent
Above&Beyond
Great
Draws on relevant outside sources
Weak
Competent
Above&Beyond
Great
Offers a conclusion that discusses the implications
Weak
Competent
Above&Beyond
Great
of your observations
Your Essay Structure:______________________
Organizes each paragraph around one central
Weak
Competent
Above&Beyond
Great
claim or idea
Orders the paragraphs in a logical way
Weak
Competent
Above&Beyond
Great
Pulls together key points in a concluding para-
Weak
Competent
Above&Beyond
Great
graph
Your Grammar and style:________
Uses an appropriate style
Weak
Competent
Above&Beyond
Great
Uses academically-standard grammar
Weak
Competent
Above&Beyond
Great
Your Adherence to formatting guidelines:
States name, title, and other front page infor-
Weak
Competent
Above&Beyond
Great
mation in a professional format, and uses ap-
propriate headers on subsequent pages
Adequately cites sources in MLA format
Weak
Competent
Above&Beyond
Great
Includes a Works Cited page
Weak
Competent
Above&Beyond
Great
Thesis + Outline – Essay 1
Due: Tues, Jul 16, 12 pm - submit through Blackboard
Instructions:
Tell me your basic topic:which text you will analyze
and which themes or topics you plan to discuss
Passages from the text: Identify 2-3 key passages from the text that you intend to discuss. Describe what aspects of these passages that you consider most important.
Literary / rhetorical features: Identify the literary or rhetorical features of the text you plan to discuss. For example, what literary or rhetorical strategies do you think the author is using in these passages? Or what features of the genre are important to understanding the text? Or what elements of the text’s structure shape it’s meaning?
Fact-checking / Spot-Research: Identify 1-2 historical, religious, or other issues that you might need to research.
Thesis: Draft a tentative thesis statement that contains your ideas. Remember that a thesis statement can be more than one sentence long. (I know, I know, this is hard! I expect that you’ll eventually change this. But it can help you to focus if you start out with a basic hypothesis.)
Outline: Based on what you have written in the previous paragraphs, outline your paper including a full-sentence description for each line in the outline.
Assignment – Essay 1 – pg 3
Essay 1
Due Dates
Thesis + outline
Tues, July 16, 12 pm
Final Draft
Sat, Jul.
Argument paperEnglish 1 Spring 2014 Argument Assignment Paper.docxrossskuddershamus
Argument paper/English 1 Spring 2014 Argument Assignment Paper.doc
PAGE
English 1: Argumentative Essay Assignment
The Assignment: Write a six-to-ten page argument paper that addresses a current issue that will address our theme of the impact of technology on communication on ourselves, on our world and on what it means to be human (Barrios, 583). The topic and the issue for this paper is the same as your exploratory paper assignment. The purpose of this paper is to present your position on the issue and then argue why by presenting your own reasons and evidence to support your thesis statement.
Locating Sources for Research. The purpose of the exploratory paper was to explore different writers and their position, their perspective, and the types of evidence they used in order to form your own position and perspective. You have three sources that you may use in your paper. For this paper, you must include a variety of sources; they cannot all come from Web sites. Search SMC’s library online catalog, search for a book, search online databases, find newspaper articles, use the search engine Google scholar at www.google.com, or www.yahoo.com . In addition, observations or experience from your personal life are not allowable. Refer to the following handouts: “Research Guide for Papers,” “Sources Acceptable for Academic Papers.” Both of these handouts are on eCompanion. If you include an article from a Website, there must be a date and a sponsor/publisher. If this is not available you cannot use this source.
Thesis Statement and Claim: Does your thesis clearly include a claim? Is it arguable? Does it take a perspective on an issue? Is it narrow and specific enough for the length of this assignment? Is it focused on one subject? Is it a claim of policy where you argue that certainpolicies should be changed? Is it a claim of value where you argue that some action, belief, or policy is morally wrong, good, or bad? Once your claim is clear, you must develop reasons that match and correspond to the type of claim being made.
Audience/Point of View: An effective argument is tailored to its audience. The reasons and the types of evidence you offer, the needs and values to which you appeal, terms defined, all depend on your audience and the type of claim. Ask: What does your audience know or not know about your topic? The audience is your instructor and classmates. Never assume that the audience is familiar with your topic or terms. You may need to include definitions and relevant details to help the audience understand your position in the first body paragraph. For this argument essay, you will use only the third-person point of view. No, “I” “We” or “You.”
Content/Body Paragraphs. For the length of this assignment, you should have at least three-to-four distinct and relevant reasons to support your thesis. Follow the guidelines for writing the argument paper when developing your reasons. Use the “because” clause approach.
ENGL 101Essay 3 ThesisOutline Instructions and ChecklistCause.docxSALU18
ENGL 101
Essay 3 Thesis/Outline Instructions and Checklist
Cause-and-Effect Argument Essay
In preparation for Essay 3 and by completing your textbook readings, you will be equipped to respond by objectively compiling information from a variety of sources to compose an essay that understands and practices reading, writing, and rhetoric within the context of a biblical worldview; applies methods of sound reasoning; produces well-structured essays; integrates sources accurately and effectively; writes with clarity; recognizes standard usage in English grammar, word choice (diction), phraseology, and sentence structure; and applies knowledge of sentence structure to basic sentence editing and revision (Syllabus MLOs: A, B, C, D, E, F, G and Module/Week 8 LOs: 1, 2, 3, 4, 5).
In Module/Week 7, you will write a thesis statement and outline for the cause and effect argument essay that you will write in the next module/week.
Develop an outline for your cause and effect argument essay that includes a clear thesis statement and a plan of support. Be sure to include all parts identified in “Structuring a Cause and Effect Argument” on pages 475–476 in your Practical Argument textbook. In addition, include at least 4 quotations, 1 summary,and 1 paraphrases into your essay from at least 3 outside sources to support your thesis statement and provide opposing argument(s). Be sure to document your sources correctly according to your documentation style (APA, MLA, or Turabian). Your outside sources can include scholarly sources and the Bible. (Note: Wikipedia is NOT an acceptable source for academic writing.)
Cause and Effect Essay Prompt
Write a cause and effect argument in which you answer one of the following questions:
1. How far should the government go to reduce the likelihood of terrorism on American soil?
2. Should illegal immigrants in the Unites States have constitutional rights?
3. Do immigrants have a duty to assimilate themselves into local culture?
Use academic research to include at least 4 quotations, 1 summary, and 1 paraphrase (at least 6 total) from at least 3 sources. Be sure to document your sources correctly according to your documentation style (current APA, MLA, or Turabian). The Bible can count as one of your sources.
After reading pages 468–481 in your Practical Argument textbook, you will be prepared to plan your own cause and effect argument that addresses one of the following questions:
1. How far should the government go to reduce the likelihood of terrorism on American soil?
2. Should illegal immigrants in the Unites States have constitutional rights?
3. Do immigrants have a duty to assimilate themselves into local culture?
Begin by reviewing the reading assignment with special attention to page 468—What is a Cause-and-Effect Argument?, page 471—Understanding Cause-and-Effect Relationships, and pages 475–476—Structuring a Cause-and-Effect Argument.
Next, do some preliminary research about your topic utilizing the scho ...
Course Textbook Aaron, J. E. (2010). The Little, Bro.docxvictorring
Course Textbook
Aaron, J. E. (2010).
The Little, Brown compact handbook with exercises
(2nd custom ed.). New York, NY: Longman.
Lester, J. D., Lester, J. D., Reinking, J. A., & von der Osten, R. (2010/2011).
Strategies for writing successful research papers
(2nd custom ed.). New York, NY: Pearson Learning
Solution
s.
This assignment has three parts total: Topics Inventory, Controlling Idea Statement, and Short Proposal. Submit all three parts in one document.
Part I: Topics Inventory
For the Topics Inventory, you will construct a list of topics from which you may choose one to develop into a Research Paper for this course. This exercise is based on the models on p. 318 of
Strategies for Writing Successful Research Papers
, so you will want to refer back to this page for examples. (NOTE: The book does not always provide three possible topics per category, but you will be required to do so. Please see the Unit I Example.
Purpose:
The purpose of this assignment is to help you formulate an inventory of topics that you are interested in so that you may choose one to research in Unit II and develop into a Research Proposal. Be sure to choose a topic that you are invested in, as you are more likely to be motivated and excited about a subject that interests you. You will want to choose a topic that is academically viable, for as Lester et al (2011) state, "You can’t write a personal essay and call it a research paper, yet you can choose topics close to your life" (p. 318).
Description:
You will supply three (3) possible topics in each of the following four (4) categories:
1. Academic subject
2. Social issue
3. Scientific subject
4. Cultural background
Within each of these four (4) categories, you will supply three (3) possible academic topics. Use the following format to organize your topics inventory:
1. Personal interest
2. The category (repeated from above: academic study, social issue, scientific subject, and cultural background)
3. Three possible academic topics (each should be distinctive, developed, and as specific as possible
)
After you complete Part I, you will have twelve (12) possible topics that you could choose from and develop into a research project. You will choose one of these and work with the same one for Part II and Part III.
Example: Academic study
1. Personal interest: Cars
2. Academic subject: Eco-engineering
3. Possible academic topic:
• "The Fate of Hybrid Vehicles: The Cost Is Not Worth the Environmental Toll"
• "Hydrogen Cars: Are They a Safe Alternative?"
• "Electric Cars Are Not ‘Saving’ Environmental Resources, Only Saving
• Money at the Gas Pump" The Topics Inventory is worth 40 points of this assignment.
Part II: Controlling Idea Statement
Understanding your controlling idea will aid you in your research endeavor in Unit II as you launch into researching materials to help you better develop your research paper.
Purpose:
.
13 March 2020Saddleback CollegeSpring 2020English 1BPatton.docxjesusamckone
13 March 2020 Saddleback College Spring 2020
English 1B Patton
Essay III – Historical Analysis Research Essay: (200 points)
Due dates: Proposal/thesis/brainstorming notes: 03/06
Pre-write / annotated bibliography 03/13
Draft (full length): 03/27
Peer Review: 03/27
Final Draft: 04/03
The final submission includes all pre-writing material, including notes on research, a hard copy submitted to the instructor and to Turnitin.com.
Note: Grades for papers with high rates of “similarity” will be penalized severely.
Analyzing historical events and their consequences is common research practice. In this essay, choose an historical event that is interesting to you, one that you may even be passionate about. Choose a topic that is debatable and has extensive sourcing. Prior knowledge of the event may be useful, even necessary. This assignment will require that you conduct a reasonable search for documentation and support. Start early and keep good notes. Start with an internet and library search. Good pre-writing protocol requires that you take notes as you read and that you document your sources accurately. Develop a thesis statement that is narrow enough to cover in a short (1700 – 2100) word paper and debatable—make a claim of value, fact, or policy.
Choosing a topic:
You may deal with various aspects of the topic: artistic, geo-political, scientific, moral, aesthetic, cultural, social, or economic. The following suggestions on the attached list may help you choose a topic.
You may wish to take a conservative or a liberal stance on a topic. Be sure that the essay is thesis driven. The essay should be developed according to the methods discussed in class and in the textbook. The paper should be 6 - 8 pages. The paper is worth 200 points. You will be responsible for all phases of the writing process. Research is required (6+ sources cited; websites/magazine/newspaper articles are OK but much less valuable).
Directions:
Write a 6 to 8-page historical analysis research paper (including a Works Cited page) in MLA format on the topic of an historical event. Follow the writing process as discussed in class and in the textbook. Be prepared to show every step of the process in class. Show evidence of brainstorming, note taking, outline and rough draft. Write a thesis driven analysis of the topic. The thesis, preferably a divided thesis, should make a strong statement or claim about the event. Write a multi-paragraph essay analyzing the historical event that you have chosen. The essay should be expository, with some description and narration where appropriate.
Historical Analysis Essay Rubric (200)
40 pts. Structure SLO #1 – divided thesis with debatable claim, coherence, organization, unity, transitions, topic sentences, paragraph structure – SEE, logical, academic and scholarly, embedded sources
60 pts. Content Development SLO #2 – debatable issue; enough content; rhetorical strategies; skillful use of summary, paraphrase, and quotation.
13 March 2020Saddleback CollegeSpring 2020English 1BPatton.docxaulasnilda
13 March 2020 Saddleback College Spring 2020
English 1B Patton
Essay III – Historical Analysis Research Essay: (200 points)
Due dates: Proposal/thesis/brainstorming notes: 03/06
Pre-write / annotated bibliography 03/13
Draft (full length): 03/27
Peer Review: 03/27
Final Draft: 04/03
The final submission includes all pre-writing material, including notes on research, a hard copy submitted to the instructor and to Turnitin.com.
Note: Grades for papers with high rates of “similarity” will be penalized severely.
Analyzing historical events and their consequences is common research practice. In this essay, choose an historical event that is interesting to you, one that you may even be passionate about. Choose a topic that is debatable and has extensive sourcing. Prior knowledge of the event may be useful, even necessary. This assignment will require that you conduct a reasonable search for documentation and support. Start early and keep good notes. Start with an internet and library search. Good pre-writing protocol requires that you take notes as you read and that you document your sources accurately. Develop a thesis statement that is narrow enough to cover in a short (1700 – 2100) word paper and debatable—make a claim of value, fact, or policy.
Choosing a topic:
You may deal with various aspects of the topic: artistic, geo-political, scientific, moral, aesthetic, cultural, social, or economic. The following suggestions on the attached list may help you choose a topic.
You may wish to take a conservative or a liberal stance on a topic. Be sure that the essay is thesis driven. The essay should be developed according to the methods discussed in class and in the textbook. The paper should be 6 - 8 pages. The paper is worth 200 points. You will be responsible for all phases of the writing process. Research is required (6+ sources cited; websites/magazine/newspaper articles are OK but much less valuable).
Directions:
Write a 6 to 8-page historical analysis research paper (including a Works Cited page) in MLA format on the topic of an historical event. Follow the writing process as discussed in class and in the textbook. Be prepared to show every step of the process in class. Show evidence of brainstorming, note taking, outline and rough draft. Write a thesis driven analysis of the topic. The thesis, preferably a divided thesis, should make a strong statement or claim about the event. Write a multi-paragraph essay analyzing the historical event that you have chosen. The essay should be expository, with some description and narration where appropriate.
Historical Analysis Essay Rubric (200)
40 pts. Structure SLO #1 – divided thesis with debatable claim, coherence, organization, unity, transitions, topic sentences, paragraph structure – SEE, logical, academic and scholarly, embedded sources
60 pts. Content Development SLO #2 – debatable issue; enough content; rhetorical strategies; skillful use of summary, paraphrase, and quotation ...
Please cite with the following:
Bunts-Anderson, K. (2011, November 27). Required components of academic essays[slide show]. Retrieved from http://www.slideshare.net/drkimberlybuntsanderson/required-components-of-academic-essays-slideshow
(Bunts-Anderson, 2011)
Feel free to use this document as a template for your own outline..docxmydrynan
Feel free to use this document as a template for your own outline.
This is a skeleton outline example. Use to begin outlining your essay and change as needed. *Note: Each Roman Numeral is a section, not a paragraph. Each section should have multiple paragraphs depending on the explanation and support offered in each section.
*Include parenthetical citations with all information from a source
Name
Due Date
Course Name/Instructor
Assignment Name
Skeleton Outline: Argument Research Paper
I. Introduction:
A. Attention getter (starting with a scenario story or interesting fact may work)
B. Topic Introductory Information
C. Thesis:
II. Topic (History/Background)
A. Supporting Idea
1. Supporting information from Source
2. Explanation
B. Supporting information from Source
1. Explanation
2. Explanation
C. Transition
III. Supporting Topic #1
A. Supporting Idea
1. Supporting information from Source
2. Explanation
B. Counterargument
1. Supporting information from Source
2. Explanation
C. Rebuttal
1. Supporting information from Source
2. Explanation
D. Transition
IV. Supporting Topic #2
A. Supporting Idea
1. Supporting information from Source
2. Explanation
B. Counterargument
1. Supporting information from Source
2. Explanation
C. Rebuttal
1. Supporting information from Source
2. Explanation
D. Transition
V. Supporting Topic #3
A. Supporting Idea
1. Supporting information from Source
2. Explanation
B. Counterargument
1. Supporting information from Source
2. Explanation
C. Rebuttal
1. Supporting information from Source
2. Explanation
D. Transition
VI. Supporting Topic #4
A. Supporting Idea
1. Supporting information from Source
2. Explanation
B. Counterargument
1. Supporting information from Source
2. Explanation
C. Rebuttal
1. Supporting information from Source
2. Explanation
D. Transition
VII. Conclusion
A. Revisit thesis/topic
B. Final Thoughts (what idea do you want to leave readers with?) *Hint: Do not suggest they should think about think topic, or consider the topic. You want them to agree with your opinion/research.
*Include references on following page.
References
Assignment Objective: Create an clear organizational pattern to present the argument, support, counterclaims, and rebuttals which will develop a stronger argument to persuade readers.��Student Example: Formal Outline Example�Template Documents: Formal Outline Template
At this point you have your ideas flushed out and you have your support information gathered – now it’s time to get it all organized.
The essay outline, an essential portion of the drafting process, assists writers to organize their material before beginning the rough draft. Before you start your outline complete the assigned readings and read the details offered here to ensure you meet all the requirements of the formal outline. In this class you are required to write a formal outline - one that is much more developed and detailed than you may have completed before.
The formal outli ...
PART1 (WEEK1)IntroductionOver the eight weeks of the course,.docxssuser562afc1
PART1 (WEEK1)
Introduction
Over the eight weeks of the course, you will work on a paper that addresses a current controversial issue. This paper is to be in the form of an argument. You will select a topic, choose an issue related to that topic, thoroughly research both sides of the issue, and then write a paper that supports one side or the other of the issue. Your paper must define the issue, present evidence on both sides of the issue, and then argue that one side is stronger and more persuasive than the other. Your paper must address at least three relevant aspects of the issue. More specific directions for each part of the paper will be found within the specific assignment in the weekly modules.
Here is a brief breakdown of the project so that you can plan your time in the course:
Instructions
Topic: Artificial intelligence
State the topic (Artificial Intelligence)
State the specific issue you will explore.
This must be stated either as a question ("Should prostitution be legalized?") or a whether-or-not statement ("Whether prostitution should be legalized").
For the stated issue, state three (3) aspects of the issue that you think you will likely develop in your paper. Briefly state why you have chosen each aspect.
You are not confined to three aspects only, but you must develop
at least
three. As you develop your paper, you may find other aspects that you deem more relevant, and may add or substitute those.
Example:
For the topic of prostitution, you might examine the aspect of personal autonomy, public health aspects, and law enforcement aspects, at a minimum.
Example:
For the topic of free healthcare for undocumented persons, you might address economic aspects, ethical aspects, and public health aspects, at a minimum.
PART 2 (WEEK3)
Introduction
This week you continue to work on your paper that addresses a current controversial issue. This paper is to be in the form of an argument. You have selected a topic and chosen issues related to that topic; this week, you will thoroughly research both sides of the issues you have chosen. Keep in mind that your paper must define the issue, present evidence on both sides of the issue, and then argue that one side is stronger and more persuasive than the other. Your paper must address at least three relevant aspects of the issue. More specific directions for each part of the paper will be found within the specific assignment in the weekly modules; the assignment this week is to research both the pro and con sides of the issues you have chosen to address.
Here is a brief breakdown of the project so that you can plan your time in the course:
Week 1
Topic Selection
Week 3
Issue Review (both sides)
Week 5
Thesis & Annotated Bibliography (both sides)
Week 7
Argumentative Paper
Instructions
This week, you will conduct an issue review for your selected topic for your project. Present a brief report of your r.
My proposal is a little around the Business Model and what I need .docxgilpinleeanna
My proposal is a little around the Business Model and what I need is the topic of Business Model to be more in the center stage. So, highlight more what actually the Business Model is, How does the topic of inclusiveness or sustainability come into play with a Business model. Also, you have to find out how does Corporate Social Responsibility CSR, Multinationals enterprises come together under the Business Model.
The best way to combine sustainability and Business Model is (How firms do business “How to create and capture value”):
For example:
the creating value is who is the customer
the capture value is how to make money in our business
Also, I want to include the Activity systems which has two parts Design Elements and Design Themes, what i need is just Design Themes from the Activity systems. Because of the sustainability maybe comes from one of the Design Themes, but not yet identified in any literature that why I would like to include it and do more investigation.
the Theory
Disruption theory, I want it to be my theoretical lens because the research will be in the Bottom of Pyramids BoP.
Note :
2 points about the problem need to be describe.
2 research questions that match the literature.
The introduction and conclusion should meet the literature and context.
the project not about product innovation.
the project is about Business Model Innovation.
I posted 2 articles about Business Model and Activity systems to use it as start point.
Advice for Research Paper
.
· Advice for Research Paper
Before I receive questions regarding the research paper, I wish to address potential questions in this brief announcement. First you should have already picked your topic from the list provided at the bottom of this page. Second, when you pick a topic make sure you narrow it down significantly. For example instead of writing a paper about Andrew Jackson’s entire life, you should look at the particular contributions he made towards the development of the United States and explain their importance. Third, make sure you include a clear introduction with a thesis statement. The thesis statement gives your paper a specific direction and an argument. History is much more that the description of a person or event but the importance of the topic. Fourth, make sure to follow the instructions listed in the “Paper & Journals”” link and provide citations throughout your paper, especially quotations. You may use any format you are familiar with, but they need to be accurate and provide page numbers. Additionally, avoid using websites. Instead use all the sources available to you through the CTC Online Library. Lastly, and most importantly, make sure to put everything in your own words to avoid plagiarism. I wish everyone the best of luck for their papers. The more effort and analysis you provide in your paper the better the score. Follow the advice in this message and your score will be better. Best of luck and as always feel free ...
The Review For this assignment, you will be required to w.docxssusera34210
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 Blog. Legible font, images, sound, etc. strongly
recommended.
Why Write and How to Write a Review:
The purpose of a scholarly review is to summarize, analyze, evaluate, and place within a
field of scholarship whatever is being reviewed. Often, the audience of the scholarly
review has some familiarity with the text (book, movie, TV show, etc) that is being
reviewed. Even if this is not the case, the audience will have some background and/or
interest in the discipline and the subject. Consequently, the scholarly review is less a
summary and more a critical evaluation or commentary.
The type of review that you will engage in is often referred to as a critique, a critical
analysis, or a critical review. Whatever it’s called, the scholarly review tells an educated
audience of the significance of a text or film within the context of a discipline, field of
study, or particular subject or course.
Looking at reviews published in various magazines, newspapers, and scholarly journals
will give you a good idea of the differing audiences and forms of review. You can find
current book/movie reviews using the same library tools that you use to find any other
type of academic source. Using the advanced search option, choose “book review” as
your preferred document type to limit your search to only reviews.
What a Review is Not
• A review is not a research paper. Some students, instead of writing about a book or
a film when they are asked to write a review, write a research paper on the subject
of the book or film.
• A review is not a summary. While it is important to summarize the contents and
significance of whatever you review, you are not merely informing your audience
of the basic plot or events. Instead, you are writing towards a different audience
that will be interested in a critical evaluation, analysis, and/or commentary on the
material.
• A review is not an “off-the-cuff,” personal response. Writing a review will involve
communicating a personal view on the material, but flippant statements that don’t
express your understanding of what you have read do not further the conversation.
Comments like: “I thought the book was interesting” or “The book was boring”
are not sufficient. Instead, you should strive to explain why the book was
interesting (not only for yourself, but potentially for others). Did the text reveal
some new data/thoughts? In order to be effective, a reviewer must be fair and
accurate. You will need to work hard to express the underlying reasons for your
first reactions. ...
2NameStudent NameAssignmentTextbook Case Analysis Exec.docxlorainedeserre
2
Name:
Student Name
Assignment:
Textbook Case Analysis Executive Summary – Week
Date Submitted:
Course (include the section number:
MG495 Business Policy
Statement of Academic Integrity:
I certify that:
1. I prepared this document specifically for this class;
2. I am the author of this document;
3. I am fully disclosing and giving proper credit to any outside assistance received in its preparation;
4. I cited sources of information (e.g., data, ideas, charts, etc.) and used this material to support this document.
5. I did not receive any assistance / help / guidance from others.
Student’s Signature (type your full name):
Writing a Textbook Business Case Analysis Executive Summary Comment by : To be eligible for grading:
the assignment must follow APA formatting,
Incorporate all prior feedback of APA/grammar errors
provide an opening,
employ discussion about the topics identified in the Syllabus by using the to the headings provided (Synopsis of the Case, Relevant Factual Information about the problem/decision the organization faced, Explanation of relevant concepts, theories and applications derived from the course materials, Recommendations and alternative recommendations),
end with a conclusion,
Supply an APA formatted reference page
Contain appropriate in-text citation throughout
The length of the paper should not exceed three pages.
Student Name
Park University
Writing a Textbook Business Case Analysis Executive Summary Comment by : This should be a restatement of your paper’s title. See the sample page at p. 41 of the Publication Manual
Only provide the page number in the right hand corner. Do not provide a running header unless the item is for publication APA rule 8.03. See the sample paper starting at p. 41 of the Publication Manual
Double space, indent the first word of each paragraphs and use 12 point Times new Roman font justified to the left margin. See rule 8.03 (APA, 2009).
APA does not permit the use of the word introduction as a level heading (APA, 2009, Rule 3.03 p. 63) In fact, the opening does not even carry a heading, except for a restatement of the paper’s title. One is assumed by its placement at the beginning. Your opening should provide specific and meaningful information relevant to the business issue of the case. Appropriate in-text citation must be provided. The executive summary should be analytical in nature encompassing a forward thinking view. Comment by :
Synopsis of the Case Comment by : Us the topic headings and descriptions provided to draft the case analysis.
The content of the synopsis should present relevant background facts about the case under examination. The information provided should be supported by APA in-text citation. Provide only facts related to the business aspects of the case. Discussion of the background should be minimal (i.e., a paragraph, two at most), but still analytical.
Relevant Factual Information about the Problem or Decision the Org ...
2NameStudent NameAssignmentTextbook Case Analysis Exec.docxBHANU281672
2
Name:
Student Name
Assignment:
Textbook Case Analysis Executive Summary – Week
Date Submitted:
Course (include the section number:
MG495 Business Policy
Statement of Academic Integrity:
I certify that:
1. I prepared this document specifically for this class;
2. I am the author of this document;
3. I am fully disclosing and giving proper credit to any outside assistance received in its preparation;
4. I cited sources of information (e.g., data, ideas, charts, etc.) and used this material to support this document.
5. I did not receive any assistance / help / guidance from others.
Student’s Signature (type your full name):
Writing a Textbook Business Case Analysis Executive Summary Comment by : To be eligible for grading:
the assignment must follow APA formatting,
Incorporate all prior feedback of APA/grammar errors
provide an opening,
employ discussion about the topics identified in the Syllabus by using the to the headings provided (Synopsis of the Case, Relevant Factual Information about the problem/decision the organization faced, Explanation of relevant concepts, theories and applications derived from the course materials, Recommendations and alternative recommendations),
end with a conclusion,
Supply an APA formatted reference page
Contain appropriate in-text citation throughout
The length of the paper should not exceed three pages.
Student Name
Park University
Writing a Textbook Business Case Analysis Executive Summary Comment by : This should be a restatement of your paper’s title. See the sample page at p. 41 of the Publication Manual
Only provide the page number in the right hand corner. Do not provide a running header unless the item is for publication APA rule 8.03. See the sample paper starting at p. 41 of the Publication Manual
Double space, indent the first word of each paragraphs and use 12 point Times new Roman font justified to the left margin. See rule 8.03 (APA, 2009).
APA does not permit the use of the word introduction as a level heading (APA, 2009, Rule 3.03 p. 63) In fact, the opening does not even carry a heading, except for a restatement of the paper’s title. One is assumed by its placement at the beginning. Your opening should provide specific and meaningful information relevant to the business issue of the case. Appropriate in-text citation must be provided. The executive summary should be analytical in nature encompassing a forward thinking view. Comment by :
Synopsis of the Case Comment by : Us the topic headings and descriptions provided to draft the case analysis.
The content of the synopsis should present relevant background facts about the case under examination. The information provided should be supported by APA in-text citation. Provide only facts related to the business aspects of the case. Discussion of the background should be minimal (i.e., a paragraph, two at most), but still analytical.
Relevant Factual Information about the Problem or Decision the Org.
ENG315 Professional Scenarios
1. Saban is a top performing industrial equipment salesperson for D2D. After three years of working with his best client, he receives a text message from Pat (his direct manager) assigning him to a completely different account.
Pat has received complaints that Saban gets all of the good clients and is not a “team player.”
Saban responds to the message and asks for a meeting with Pat to discuss this change. Pat responds with another text message that reads: “Decision final. Everyone needs to get a chance to work with the best accounts so it is fair. Come by the office and pick up your new files.”
Moments later, Saban sends a text message to Karen, his regional manager and Pat’s boss. It simply reads, “We need to talk.”
2. Amber, Savannah, and Stephen work for Knowledge, Inc. (a consulting company). While on a conference call with Tim Rice Photography (an established client), the group discusses potential problems with a marketing campaign. Tim Rice, lead photographer and owner of Tim Rice Photography, is insistent the marketing is working and changes are not needed.
Amber reaches over to put Tim on “Mute” but accidently pushes a different button. She immediately says to Savannah and Stephen that the marketing campaign is not working and that “…Tim should stick to taking pretty pictures.”
Tim responds, “You know I can hear you, right?”
3. James shows up to work approximately five minutes late this morning, walks silently (but quickly) down the hallway and begins to punch in at the time clock located by the front desk.
Sarah, the front desk manager, says, "Good morning, James," but James ignores her, punches in, and heads into the shop to his workplace. Sarah rolls her eyes, picks up the phone, and dials the on-duty manager to alert her that James just arrived and should be reaching his desk any moment.
4. Paul works for the website division of SuperMega retail company. He receives an email late Friday afternoon that explains a new computer will launch at the end of next June and it will be in high demand with limited stock. Also contained in the three-page-message is that customers will be able to preorder the item 30 days before launch according to the production company. Paul is asked to create a landing page for consumers who are interested in learning more about the product.
By mistake, Paul sets up a preorder page for the product that afternoon (well in advance of the company authorized period) and late Friday evening consumers begin to preorder the product. Sharon, Vice President of Product Sales at SuperMega, learns of the error Saturday morning and calls Paul to arrange a meeting first thing Monday morning. Sharon explains to Paul on the phone that the company intends on canceling all of the preorders and Paul responds that the company should honor the preorders because it was not a consumer error. After a heated exchange, Paul hangs up on Sharon when she in.
ENG122 – Research Paper Peer Review InstructionsApply each of .docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
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ENGL 101Essay 3 ThesisOutline Instructions and ChecklistCause.docxSALU18
ENGL 101
Essay 3 Thesis/Outline Instructions and Checklist
Cause-and-Effect Argument Essay
In preparation for Essay 3 and by completing your textbook readings, you will be equipped to respond by objectively compiling information from a variety of sources to compose an essay that understands and practices reading, writing, and rhetoric within the context of a biblical worldview; applies methods of sound reasoning; produces well-structured essays; integrates sources accurately and effectively; writes with clarity; recognizes standard usage in English grammar, word choice (diction), phraseology, and sentence structure; and applies knowledge of sentence structure to basic sentence editing and revision (Syllabus MLOs: A, B, C, D, E, F, G and Module/Week 8 LOs: 1, 2, 3, 4, 5).
In Module/Week 7, you will write a thesis statement and outline for the cause and effect argument essay that you will write in the next module/week.
Develop an outline for your cause and effect argument essay that includes a clear thesis statement and a plan of support. Be sure to include all parts identified in “Structuring a Cause and Effect Argument” on pages 475–476 in your Practical Argument textbook. In addition, include at least 4 quotations, 1 summary,and 1 paraphrases into your essay from at least 3 outside sources to support your thesis statement and provide opposing argument(s). Be sure to document your sources correctly according to your documentation style (APA, MLA, or Turabian). Your outside sources can include scholarly sources and the Bible. (Note: Wikipedia is NOT an acceptable source for academic writing.)
Cause and Effect Essay Prompt
Write a cause and effect argument in which you answer one of the following questions:
1. How far should the government go to reduce the likelihood of terrorism on American soil?
2. Should illegal immigrants in the Unites States have constitutional rights?
3. Do immigrants have a duty to assimilate themselves into local culture?
Use academic research to include at least 4 quotations, 1 summary, and 1 paraphrase (at least 6 total) from at least 3 sources. Be sure to document your sources correctly according to your documentation style (current APA, MLA, or Turabian). The Bible can count as one of your sources.
After reading pages 468–481 in your Practical Argument textbook, you will be prepared to plan your own cause and effect argument that addresses one of the following questions:
1. How far should the government go to reduce the likelihood of terrorism on American soil?
2. Should illegal immigrants in the Unites States have constitutional rights?
3. Do immigrants have a duty to assimilate themselves into local culture?
Begin by reviewing the reading assignment with special attention to page 468—What is a Cause-and-Effect Argument?, page 471—Understanding Cause-and-Effect Relationships, and pages 475–476—Structuring a Cause-and-Effect Argument.
Next, do some preliminary research about your topic utilizing the scho ...
Course Textbook Aaron, J. E. (2010). The Little, Bro.docxvictorring
Course Textbook
Aaron, J. E. (2010).
The Little, Brown compact handbook with exercises
(2nd custom ed.). New York, NY: Longman.
Lester, J. D., Lester, J. D., Reinking, J. A., & von der Osten, R. (2010/2011).
Strategies for writing successful research papers
(2nd custom ed.). New York, NY: Pearson Learning
Solution
s.
This assignment has three parts total: Topics Inventory, Controlling Idea Statement, and Short Proposal. Submit all three parts in one document.
Part I: Topics Inventory
For the Topics Inventory, you will construct a list of topics from which you may choose one to develop into a Research Paper for this course. This exercise is based on the models on p. 318 of
Strategies for Writing Successful Research Papers
, so you will want to refer back to this page for examples. (NOTE: The book does not always provide three possible topics per category, but you will be required to do so. Please see the Unit I Example.
Purpose:
The purpose of this assignment is to help you formulate an inventory of topics that you are interested in so that you may choose one to research in Unit II and develop into a Research Proposal. Be sure to choose a topic that you are invested in, as you are more likely to be motivated and excited about a subject that interests you. You will want to choose a topic that is academically viable, for as Lester et al (2011) state, "You can’t write a personal essay and call it a research paper, yet you can choose topics close to your life" (p. 318).
Description:
You will supply three (3) possible topics in each of the following four (4) categories:
1. Academic subject
2. Social issue
3. Scientific subject
4. Cultural background
Within each of these four (4) categories, you will supply three (3) possible academic topics. Use the following format to organize your topics inventory:
1. Personal interest
2. The category (repeated from above: academic study, social issue, scientific subject, and cultural background)
3. Three possible academic topics (each should be distinctive, developed, and as specific as possible
)
After you complete Part I, you will have twelve (12) possible topics that you could choose from and develop into a research project. You will choose one of these and work with the same one for Part II and Part III.
Example: Academic study
1. Personal interest: Cars
2. Academic subject: Eco-engineering
3. Possible academic topic:
• "The Fate of Hybrid Vehicles: The Cost Is Not Worth the Environmental Toll"
• "Hydrogen Cars: Are They a Safe Alternative?"
• "Electric Cars Are Not ‘Saving’ Environmental Resources, Only Saving
• Money at the Gas Pump" The Topics Inventory is worth 40 points of this assignment.
Part II: Controlling Idea Statement
Understanding your controlling idea will aid you in your research endeavor in Unit II as you launch into researching materials to help you better develop your research paper.
Purpose:
.
13 March 2020Saddleback CollegeSpring 2020English 1BPatton.docxjesusamckone
13 March 2020 Saddleback College Spring 2020
English 1B Patton
Essay III – Historical Analysis Research Essay: (200 points)
Due dates: Proposal/thesis/brainstorming notes: 03/06
Pre-write / annotated bibliography 03/13
Draft (full length): 03/27
Peer Review: 03/27
Final Draft: 04/03
The final submission includes all pre-writing material, including notes on research, a hard copy submitted to the instructor and to Turnitin.com.
Note: Grades for papers with high rates of “similarity” will be penalized severely.
Analyzing historical events and their consequences is common research practice. In this essay, choose an historical event that is interesting to you, one that you may even be passionate about. Choose a topic that is debatable and has extensive sourcing. Prior knowledge of the event may be useful, even necessary. This assignment will require that you conduct a reasonable search for documentation and support. Start early and keep good notes. Start with an internet and library search. Good pre-writing protocol requires that you take notes as you read and that you document your sources accurately. Develop a thesis statement that is narrow enough to cover in a short (1700 – 2100) word paper and debatable—make a claim of value, fact, or policy.
Choosing a topic:
You may deal with various aspects of the topic: artistic, geo-political, scientific, moral, aesthetic, cultural, social, or economic. The following suggestions on the attached list may help you choose a topic.
You may wish to take a conservative or a liberal stance on a topic. Be sure that the essay is thesis driven. The essay should be developed according to the methods discussed in class and in the textbook. The paper should be 6 - 8 pages. The paper is worth 200 points. You will be responsible for all phases of the writing process. Research is required (6+ sources cited; websites/magazine/newspaper articles are OK but much less valuable).
Directions:
Write a 6 to 8-page historical analysis research paper (including a Works Cited page) in MLA format on the topic of an historical event. Follow the writing process as discussed in class and in the textbook. Be prepared to show every step of the process in class. Show evidence of brainstorming, note taking, outline and rough draft. Write a thesis driven analysis of the topic. The thesis, preferably a divided thesis, should make a strong statement or claim about the event. Write a multi-paragraph essay analyzing the historical event that you have chosen. The essay should be expository, with some description and narration where appropriate.
Historical Analysis Essay Rubric (200)
40 pts. Structure SLO #1 – divided thesis with debatable claim, coherence, organization, unity, transitions, topic sentences, paragraph structure – SEE, logical, academic and scholarly, embedded sources
60 pts. Content Development SLO #2 – debatable issue; enough content; rhetorical strategies; skillful use of summary, paraphrase, and quotation.
13 March 2020Saddleback CollegeSpring 2020English 1BPatton.docxaulasnilda
13 March 2020 Saddleback College Spring 2020
English 1B Patton
Essay III – Historical Analysis Research Essay: (200 points)
Due dates: Proposal/thesis/brainstorming notes: 03/06
Pre-write / annotated bibliography 03/13
Draft (full length): 03/27
Peer Review: 03/27
Final Draft: 04/03
The final submission includes all pre-writing material, including notes on research, a hard copy submitted to the instructor and to Turnitin.com.
Note: Grades for papers with high rates of “similarity” will be penalized severely.
Analyzing historical events and their consequences is common research practice. In this essay, choose an historical event that is interesting to you, one that you may even be passionate about. Choose a topic that is debatable and has extensive sourcing. Prior knowledge of the event may be useful, even necessary. This assignment will require that you conduct a reasonable search for documentation and support. Start early and keep good notes. Start with an internet and library search. Good pre-writing protocol requires that you take notes as you read and that you document your sources accurately. Develop a thesis statement that is narrow enough to cover in a short (1700 – 2100) word paper and debatable—make a claim of value, fact, or policy.
Choosing a topic:
You may deal with various aspects of the topic: artistic, geo-political, scientific, moral, aesthetic, cultural, social, or economic. The following suggestions on the attached list may help you choose a topic.
You may wish to take a conservative or a liberal stance on a topic. Be sure that the essay is thesis driven. The essay should be developed according to the methods discussed in class and in the textbook. The paper should be 6 - 8 pages. The paper is worth 200 points. You will be responsible for all phases of the writing process. Research is required (6+ sources cited; websites/magazine/newspaper articles are OK but much less valuable).
Directions:
Write a 6 to 8-page historical analysis research paper (including a Works Cited page) in MLA format on the topic of an historical event. Follow the writing process as discussed in class and in the textbook. Be prepared to show every step of the process in class. Show evidence of brainstorming, note taking, outline and rough draft. Write a thesis driven analysis of the topic. The thesis, preferably a divided thesis, should make a strong statement or claim about the event. Write a multi-paragraph essay analyzing the historical event that you have chosen. The essay should be expository, with some description and narration where appropriate.
Historical Analysis Essay Rubric (200)
40 pts. Structure SLO #1 – divided thesis with debatable claim, coherence, organization, unity, transitions, topic sentences, paragraph structure – SEE, logical, academic and scholarly, embedded sources
60 pts. Content Development SLO #2 – debatable issue; enough content; rhetorical strategies; skillful use of summary, paraphrase, and quotation ...
Please cite with the following:
Bunts-Anderson, K. (2011, November 27). Required components of academic essays[slide show]. Retrieved from http://www.slideshare.net/drkimberlybuntsanderson/required-components-of-academic-essays-slideshow
(Bunts-Anderson, 2011)
Feel free to use this document as a template for your own outline..docxmydrynan
Feel free to use this document as a template for your own outline.
This is a skeleton outline example. Use to begin outlining your essay and change as needed. *Note: Each Roman Numeral is a section, not a paragraph. Each section should have multiple paragraphs depending on the explanation and support offered in each section.
*Include parenthetical citations with all information from a source
Name
Due Date
Course Name/Instructor
Assignment Name
Skeleton Outline: Argument Research Paper
I. Introduction:
A. Attention getter (starting with a scenario story or interesting fact may work)
B. Topic Introductory Information
C. Thesis:
II. Topic (History/Background)
A. Supporting Idea
1. Supporting information from Source
2. Explanation
B. Supporting information from Source
1. Explanation
2. Explanation
C. Transition
III. Supporting Topic #1
A. Supporting Idea
1. Supporting information from Source
2. Explanation
B. Counterargument
1. Supporting information from Source
2. Explanation
C. Rebuttal
1. Supporting information from Source
2. Explanation
D. Transition
IV. Supporting Topic #2
A. Supporting Idea
1. Supporting information from Source
2. Explanation
B. Counterargument
1. Supporting information from Source
2. Explanation
C. Rebuttal
1. Supporting information from Source
2. Explanation
D. Transition
V. Supporting Topic #3
A. Supporting Idea
1. Supporting information from Source
2. Explanation
B. Counterargument
1. Supporting information from Source
2. Explanation
C. Rebuttal
1. Supporting information from Source
2. Explanation
D. Transition
VI. Supporting Topic #4
A. Supporting Idea
1. Supporting information from Source
2. Explanation
B. Counterargument
1. Supporting information from Source
2. Explanation
C. Rebuttal
1. Supporting information from Source
2. Explanation
D. Transition
VII. Conclusion
A. Revisit thesis/topic
B. Final Thoughts (what idea do you want to leave readers with?) *Hint: Do not suggest they should think about think topic, or consider the topic. You want them to agree with your opinion/research.
*Include references on following page.
References
Assignment Objective: Create an clear organizational pattern to present the argument, support, counterclaims, and rebuttals which will develop a stronger argument to persuade readers.��Student Example: Formal Outline Example�Template Documents: Formal Outline Template
At this point you have your ideas flushed out and you have your support information gathered – now it’s time to get it all organized.
The essay outline, an essential portion of the drafting process, assists writers to organize their material before beginning the rough draft. Before you start your outline complete the assigned readings and read the details offered here to ensure you meet all the requirements of the formal outline. In this class you are required to write a formal outline - one that is much more developed and detailed than you may have completed before.
The formal outli ...
PART1 (WEEK1)IntroductionOver the eight weeks of the course,.docxssuser562afc1
PART1 (WEEK1)
Introduction
Over the eight weeks of the course, you will work on a paper that addresses a current controversial issue. This paper is to be in the form of an argument. You will select a topic, choose an issue related to that topic, thoroughly research both sides of the issue, and then write a paper that supports one side or the other of the issue. Your paper must define the issue, present evidence on both sides of the issue, and then argue that one side is stronger and more persuasive than the other. Your paper must address at least three relevant aspects of the issue. More specific directions for each part of the paper will be found within the specific assignment in the weekly modules.
Here is a brief breakdown of the project so that you can plan your time in the course:
Instructions
Topic: Artificial intelligence
State the topic (Artificial Intelligence)
State the specific issue you will explore.
This must be stated either as a question ("Should prostitution be legalized?") or a whether-or-not statement ("Whether prostitution should be legalized").
For the stated issue, state three (3) aspects of the issue that you think you will likely develop in your paper. Briefly state why you have chosen each aspect.
You are not confined to three aspects only, but you must develop
at least
three. As you develop your paper, you may find other aspects that you deem more relevant, and may add or substitute those.
Example:
For the topic of prostitution, you might examine the aspect of personal autonomy, public health aspects, and law enforcement aspects, at a minimum.
Example:
For the topic of free healthcare for undocumented persons, you might address economic aspects, ethical aspects, and public health aspects, at a minimum.
PART 2 (WEEK3)
Introduction
This week you continue to work on your paper that addresses a current controversial issue. This paper is to be in the form of an argument. You have selected a topic and chosen issues related to that topic; this week, you will thoroughly research both sides of the issues you have chosen. Keep in mind that your paper must define the issue, present evidence on both sides of the issue, and then argue that one side is stronger and more persuasive than the other. Your paper must address at least three relevant aspects of the issue. More specific directions for each part of the paper will be found within the specific assignment in the weekly modules; the assignment this week is to research both the pro and con sides of the issues you have chosen to address.
Here is a brief breakdown of the project so that you can plan your time in the course:
Week 1
Topic Selection
Week 3
Issue Review (both sides)
Week 5
Thesis & Annotated Bibliography (both sides)
Week 7
Argumentative Paper
Instructions
This week, you will conduct an issue review for your selected topic for your project. Present a brief report of your r.
My proposal is a little around the Business Model and what I need .docxgilpinleeanna
My proposal is a little around the Business Model and what I need is the topic of Business Model to be more in the center stage. So, highlight more what actually the Business Model is, How does the topic of inclusiveness or sustainability come into play with a Business model. Also, you have to find out how does Corporate Social Responsibility CSR, Multinationals enterprises come together under the Business Model.
The best way to combine sustainability and Business Model is (How firms do business “How to create and capture value”):
For example:
the creating value is who is the customer
the capture value is how to make money in our business
Also, I want to include the Activity systems which has two parts Design Elements and Design Themes, what i need is just Design Themes from the Activity systems. Because of the sustainability maybe comes from one of the Design Themes, but not yet identified in any literature that why I would like to include it and do more investigation.
the Theory
Disruption theory, I want it to be my theoretical lens because the research will be in the Bottom of Pyramids BoP.
Note :
2 points about the problem need to be describe.
2 research questions that match the literature.
The introduction and conclusion should meet the literature and context.
the project not about product innovation.
the project is about Business Model Innovation.
I posted 2 articles about Business Model and Activity systems to use it as start point.
Advice for Research Paper
.
· Advice for Research Paper
Before I receive questions regarding the research paper, I wish to address potential questions in this brief announcement. First you should have already picked your topic from the list provided at the bottom of this page. Second, when you pick a topic make sure you narrow it down significantly. For example instead of writing a paper about Andrew Jackson’s entire life, you should look at the particular contributions he made towards the development of the United States and explain their importance. Third, make sure you include a clear introduction with a thesis statement. The thesis statement gives your paper a specific direction and an argument. History is much more that the description of a person or event but the importance of the topic. Fourth, make sure to follow the instructions listed in the “Paper & Journals”” link and provide citations throughout your paper, especially quotations. You may use any format you are familiar with, but they need to be accurate and provide page numbers. Additionally, avoid using websites. Instead use all the sources available to you through the CTC Online Library. Lastly, and most importantly, make sure to put everything in your own words to avoid plagiarism. I wish everyone the best of luck for their papers. The more effort and analysis you provide in your paper the better the score. Follow the advice in this message and your score will be better. Best of luck and as always feel free ...
The Review For this assignment, you will be required to w.docxssusera34210
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 Blog. Legible font, images, sound, etc. strongly
recommended.
Why Write and How to Write a Review:
The purpose of a scholarly review is to summarize, analyze, evaluate, and place within a
field of scholarship whatever is being reviewed. Often, the audience of the scholarly
review has some familiarity with the text (book, movie, TV show, etc) that is being
reviewed. Even if this is not the case, the audience will have some background and/or
interest in the discipline and the subject. Consequently, the scholarly review is less a
summary and more a critical evaluation or commentary.
The type of review that you will engage in is often referred to as a critique, a critical
analysis, or a critical review. Whatever it’s called, the scholarly review tells an educated
audience of the significance of a text or film within the context of a discipline, field of
study, or particular subject or course.
Looking at reviews published in various magazines, newspapers, and scholarly journals
will give you a good idea of the differing audiences and forms of review. You can find
current book/movie reviews using the same library tools that you use to find any other
type of academic source. Using the advanced search option, choose “book review” as
your preferred document type to limit your search to only reviews.
What a Review is Not
• A review is not a research paper. Some students, instead of writing about a book or
a film when they are asked to write a review, write a research paper on the subject
of the book or film.
• A review is not a summary. While it is important to summarize the contents and
significance of whatever you review, you are not merely informing your audience
of the basic plot or events. Instead, you are writing towards a different audience
that will be interested in a critical evaluation, analysis, and/or commentary on the
material.
• A review is not an “off-the-cuff,” personal response. Writing a review will involve
communicating a personal view on the material, but flippant statements that don’t
express your understanding of what you have read do not further the conversation.
Comments like: “I thought the book was interesting” or “The book was boring”
are not sufficient. Instead, you should strive to explain why the book was
interesting (not only for yourself, but potentially for others). Did the text reveal
some new data/thoughts? In order to be effective, a reviewer must be fair and
accurate. You will need to work hard to express the underlying reasons for your
first reactions. ...
2NameStudent NameAssignmentTextbook Case Analysis Exec.docxlorainedeserre
2
Name:
Student Name
Assignment:
Textbook Case Analysis Executive Summary – Week
Date Submitted:
Course (include the section number:
MG495 Business Policy
Statement of Academic Integrity:
I certify that:
1. I prepared this document specifically for this class;
2. I am the author of this document;
3. I am fully disclosing and giving proper credit to any outside assistance received in its preparation;
4. I cited sources of information (e.g., data, ideas, charts, etc.) and used this material to support this document.
5. I did not receive any assistance / help / guidance from others.
Student’s Signature (type your full name):
Writing a Textbook Business Case Analysis Executive Summary Comment by : To be eligible for grading:
the assignment must follow APA formatting,
Incorporate all prior feedback of APA/grammar errors
provide an opening,
employ discussion about the topics identified in the Syllabus by using the to the headings provided (Synopsis of the Case, Relevant Factual Information about the problem/decision the organization faced, Explanation of relevant concepts, theories and applications derived from the course materials, Recommendations and alternative recommendations),
end with a conclusion,
Supply an APA formatted reference page
Contain appropriate in-text citation throughout
The length of the paper should not exceed three pages.
Student Name
Park University
Writing a Textbook Business Case Analysis Executive Summary Comment by : This should be a restatement of your paper’s title. See the sample page at p. 41 of the Publication Manual
Only provide the page number in the right hand corner. Do not provide a running header unless the item is for publication APA rule 8.03. See the sample paper starting at p. 41 of the Publication Manual
Double space, indent the first word of each paragraphs and use 12 point Times new Roman font justified to the left margin. See rule 8.03 (APA, 2009).
APA does not permit the use of the word introduction as a level heading (APA, 2009, Rule 3.03 p. 63) In fact, the opening does not even carry a heading, except for a restatement of the paper’s title. One is assumed by its placement at the beginning. Your opening should provide specific and meaningful information relevant to the business issue of the case. Appropriate in-text citation must be provided. The executive summary should be analytical in nature encompassing a forward thinking view. Comment by :
Synopsis of the Case Comment by : Us the topic headings and descriptions provided to draft the case analysis.
The content of the synopsis should present relevant background facts about the case under examination. The information provided should be supported by APA in-text citation. Provide only facts related to the business aspects of the case. Discussion of the background should be minimal (i.e., a paragraph, two at most), but still analytical.
Relevant Factual Information about the Problem or Decision the Org ...
2NameStudent NameAssignmentTextbook Case Analysis Exec.docxBHANU281672
2
Name:
Student Name
Assignment:
Textbook Case Analysis Executive Summary – Week
Date Submitted:
Course (include the section number:
MG495 Business Policy
Statement of Academic Integrity:
I certify that:
1. I prepared this document specifically for this class;
2. I am the author of this document;
3. I am fully disclosing and giving proper credit to any outside assistance received in its preparation;
4. I cited sources of information (e.g., data, ideas, charts, etc.) and used this material to support this document.
5. I did not receive any assistance / help / guidance from others.
Student’s Signature (type your full name):
Writing a Textbook Business Case Analysis Executive Summary Comment by : To be eligible for grading:
the assignment must follow APA formatting,
Incorporate all prior feedback of APA/grammar errors
provide an opening,
employ discussion about the topics identified in the Syllabus by using the to the headings provided (Synopsis of the Case, Relevant Factual Information about the problem/decision the organization faced, Explanation of relevant concepts, theories and applications derived from the course materials, Recommendations and alternative recommendations),
end with a conclusion,
Supply an APA formatted reference page
Contain appropriate in-text citation throughout
The length of the paper should not exceed three pages.
Student Name
Park University
Writing a Textbook Business Case Analysis Executive Summary Comment by : This should be a restatement of your paper’s title. See the sample page at p. 41 of the Publication Manual
Only provide the page number in the right hand corner. Do not provide a running header unless the item is for publication APA rule 8.03. See the sample paper starting at p. 41 of the Publication Manual
Double space, indent the first word of each paragraphs and use 12 point Times new Roman font justified to the left margin. See rule 8.03 (APA, 2009).
APA does not permit the use of the word introduction as a level heading (APA, 2009, Rule 3.03 p. 63) In fact, the opening does not even carry a heading, except for a restatement of the paper’s title. One is assumed by its placement at the beginning. Your opening should provide specific and meaningful information relevant to the business issue of the case. Appropriate in-text citation must be provided. The executive summary should be analytical in nature encompassing a forward thinking view. Comment by :
Synopsis of the Case Comment by : Us the topic headings and descriptions provided to draft the case analysis.
The content of the synopsis should present relevant background facts about the case under examination. The information provided should be supported by APA in-text citation. Provide only facts related to the business aspects of the case. Discussion of the background should be minimal (i.e., a paragraph, two at most), but still analytical.
Relevant Factual Information about the Problem or Decision the Org.
Similar to ENC 1102NoonanSpring 2018RESEARCH PAPER PACKETContents.docx (20)
ENG315 Professional Scenarios
1. Saban is a top performing industrial equipment salesperson for D2D. After three years of working with his best client, he receives a text message from Pat (his direct manager) assigning him to a completely different account.
Pat has received complaints that Saban gets all of the good clients and is not a “team player.”
Saban responds to the message and asks for a meeting with Pat to discuss this change. Pat responds with another text message that reads: “Decision final. Everyone needs to get a chance to work with the best accounts so it is fair. Come by the office and pick up your new files.”
Moments later, Saban sends a text message to Karen, his regional manager and Pat’s boss. It simply reads, “We need to talk.”
2. Amber, Savannah, and Stephen work for Knowledge, Inc. (a consulting company). While on a conference call with Tim Rice Photography (an established client), the group discusses potential problems with a marketing campaign. Tim Rice, lead photographer and owner of Tim Rice Photography, is insistent the marketing is working and changes are not needed.
Amber reaches over to put Tim on “Mute” but accidently pushes a different button. She immediately says to Savannah and Stephen that the marketing campaign is not working and that “…Tim should stick to taking pretty pictures.”
Tim responds, “You know I can hear you, right?”
3. James shows up to work approximately five minutes late this morning, walks silently (but quickly) down the hallway and begins to punch in at the time clock located by the front desk.
Sarah, the front desk manager, says, "Good morning, James," but James ignores her, punches in, and heads into the shop to his workplace. Sarah rolls her eyes, picks up the phone, and dials the on-duty manager to alert her that James just arrived and should be reaching his desk any moment.
4. Paul works for the website division of SuperMega retail company. He receives an email late Friday afternoon that explains a new computer will launch at the end of next June and it will be in high demand with limited stock. Also contained in the three-page-message is that customers will be able to preorder the item 30 days before launch according to the production company. Paul is asked to create a landing page for consumers who are interested in learning more about the product.
By mistake, Paul sets up a preorder page for the product that afternoon (well in advance of the company authorized period) and late Friday evening consumers begin to preorder the product. Sharon, Vice President of Product Sales at SuperMega, learns of the error Saturday morning and calls Paul to arrange a meeting first thing Monday morning. Sharon explains to Paul on the phone that the company intends on canceling all of the preorders and Paul responds that the company should honor the preorders because it was not a consumer error. After a heated exchange, Paul hangs up on Sharon when she in.
ENG122 – Research Paper Peer Review InstructionsApply each of .docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
ENG122 – Research Paper Peer Review InstructionsApply each of th.docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
ENG 115
ASSIGNMENT 2: STANCE ESSAY DRAFT
Due Week 7 and worth 100 points
For your next assignment, you will write a stance essay. A stance essay takes a position on a topic and argues and supports that
position with evidence. Consider your topic:
· What possible positions/arguments are there?
· What position resonates with you? (Which position do you believe is correct?)
· What are your main points?
· What are the counterpoints? Are you ready to dispute them?
· Do you have enough evidence to effectively support your argument?
For the stance essay, your personal voice (your perspective) should come through. This is just like assignment 1, except you should
maintain a formal tone.For this essay, you will need to support your points with credible sources. You’re ready to take a position on
the topic you have been writing about!
Important note: Stance Essays DO incorporate research exclusively from the WebText. DO NOT use outside sources. If you have
written a Stance Essay in a previous course, please reach out to your professor to see if you can re-use it. You are not permitted to
use ANY paper from an unrelated current or past course.
INSTRUCTIONS:
You are required to use your WebText to draft your essay in the templates!
Compose a three-four (3-4) page paper in which you do the following:
1. Use third person point of view (POV) and the appropriate voice and tone throughout your paper.
a. Did you use third person pronouns? (he, she, they, their)
b. Does your personality carry over in your writing? Are your word choices personal and consistent?
c. Is the tone formal? Does it express your attitude about the topic?
2. Write an introduction paragraph, which includes your thesis statement. It is suggested that this paragraph contain 5-7
sentences.
a. Does your introduction include solutions or approaches on the topic?
b. Does your thesis statement include three supporting reasons that clearly express your stance on the topic?\
c. Is your thesis statement clear and concise?
d. Does your introduction provide a preview of the rest of your essay?
3. Write a supporting/body paragraph for each of the three (3) points/reasons from your thesis statement. It is suggested
that each paragraph contain at least 5-7 sentences.
a. Do your body paragraphs support each point of your thesis with relevant examples or statistics?
b. Do you address the opinions or concerns that your audience might have?
c. Did you paraphrase, quote, or summarize properly to avoid plagiarism? Did you comment on each quotation? Do
you limit quotes to no more than 25 words.
4. Write with logic and with transitions throughout your paper?
a. Are your ideas consistent and well-organized, i.e., chronological order or order of importance?
b. Do your ideas flow from one sentence to the next and one paragraph to the next, in the order presented in your
thesis statement?
5. Write a conclusion paragraph. It is suggested that thi.
ENG 510 Final Project Milestone Three Guidelines and Rubric .docxchristinemaritza
ENG 510 Final Project Milestone Three Guidelines and Rubric
Overview: For the final project, you will be creating a writer’s toolkit in which you define, analyze, and apply storytelling elements, literary conventions, and
themes that you can use for future work. In Milestone Two, you focused on applying a deliberate point of view. In this milestone, you will analyze the other
techniques found in your chosen texts.
Prompt: Your analysis should include an in-depth evaluation of both the classic and contemporary texts’ treatment of the storytelling elements of narrative
structure (conflict, crisis, and resolution) and character development. In support of your analysis, you will assess the authors’ choices and literary techniques. In
addition, provide a rationale for the authors’ incorporation of literary conventions of the time period, supporting your stance with research. Lastly, you should
evaluate how the text uses these elements to create its intended theme or meaning. You may submit revised portions of this milestone for your final project.
Specifically, the following critical elements must be addressed:
I. Classic Work
A. Analyze the classic text for the core storytelling elements—narrative structure (conflict, crisis, and resolution), along with the character
development choices employed by the author. How does the author use the elements to create their own distinctive style?
B. Determine how the author’s choices relate to relevant literary conventions of the time, providing a supported rationale for the relationship. In
other words, what does the author’s adoption or skillful rejection of conventions say about the strategic communication of his or her story
concept?
C. Evaluate how the text uses the storytelling elements to create its intended theme, providing supported rationale.
II. Contemporary Work
A. Analyze the contemporary text for the core storytelling elements—narrative structure (conflict, crisis, and resolution), along with the character
development choices employed by the author. How does the author use the elements to create their own distinctive style?
B. Determine how the author’s choices relate to relevant literary conventions of the time, providing a supported rationale for the relationship. In
other words, what does the author’s adoption or skillful rejection of conventions say about the strategic communication of his or her story
concept?
C. Evaluate how the text uses the storytelling elements to create its intended theme, providing supported rationale.
Rubric
Guidelines for Submission: Milestone Three should be 3 to 4 pages in length, with double spacing, 12-point Times New Roman font, one-inch margins, and at
least three sources cited in MLA format.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Classic Work:
Storytelling Elements
Analyzes the classic work for core
storytelling elements—narrative
structure (conflict, cris.
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docxchristinemaritza
ENG-105 Peer Review Worksheet: Rhetorical Analysis of a Public Document
Part of your responsibility as a student in this course is to provide quality feedback to your peers that will help them to improve their writing skills. This worksheet will assist you in providing that feedback. To highlight the text and type over the information in the boxes on this worksheet, double-click on the first word.
Name of the draft’s author: Type Author Name Here
Name of the peer reviewer: Type Reviewer Name Here
Reviewer
After reading through the draft one time, write a summary (3-5 sentences) of the paper that includes your assessment of how well the essay meets the assignment requirements as specified in the syllabus and the rubric.
Type 3-5 Sentence Summary Here
After a second, closer reading of the draft, answer each of the following questions. Positive answers will give you specific elements of the draft to praise; negative answers will indicate areas in need of improvement and revision. Please be sure to indicate at least three positive aspects of the draft and at least three areas for improvement in reply to the questions at the bottom of this worksheet.
Rhetorical Analysis Content and Ideas
· How effectively does the thesis statement identify the main points that the writer would like to make about the public document he or she is analyzing?
Type Answer Here
· How successful is the writer’s summary of the public document under study?
Type Answer Here
· How effective is the writer’s explanation and evaluation of the rhetorical situation, genre, and stance?
Type Answer Here
· How persuasively is evidence used to support assertions and enrich the essay?
Type Answer Here
· How effectively does the essay’s content support the thesis by analyzing the document and evaluating its effectiveness according to strategies from chapter 8 of Writing with Purpose?
Type Answer Here
Organization
· How effectively does the introduction engage the reader while providing an overview of the paper?
Type Answer Here
· Please identify the writer’s thesis and quote it in the box below.
Type Writer's Thesis Here
· How effectively do the paragraphs develop the topic sentence and advance the essay’s ideas?
Type Answer Here
· How effectively does the conclusion provide a strong, satisfying ending, not a mere summary of the essay?
Type Answer Here
Format
· How closely does the paper follow GCU formatting style? Is it double-spaced in 12 pt. Times New Roman font? Does it have 1" margins? Does it use headers (page numbers using appropriate header function)? Does it have a proper heading (with student’s name, date, course, and instructor’s name)?
|_|Yes |_|No Add optional clarification here
· Are all information, quotations, and borrowed ideas cited in parenthetical GCU format?
|_|Yes |_|No Add optional clarification here
· Are all sources listed on the references page in GCU format?
|_|Yes |_|No Add optional clarification here
· Is the required minimum number of sources li.
ENG 272-0Objective The purpose of this essay is t.docxchristinemaritza
ENG 272-0
Objective: The purpose of this essay is to make an analytical argument about connections across texts, time periods and cultures, and to situate this argument within the context of the existing critical discourse. You will need to select 3 primary texts to actively analyze in order to develop an argument of your own; you should make an argument about, not simply summarize, the primary texts.For the primary texts, choose one (1) work from each of the three (3) columns below.
Prompt:Based on Harper Lee's Pulitzer Prize winning book of 1961, To Kill A Mockingbird is set in small-town Alabama, 1932. Atticus Finch (played by Gregory Peck) is a lawyer and a widower with two young children, Jem and Scout. Atticus Finch is currently defending Tom Robinson, a black man accused of raping a white woman. Meanwhile, Jem and Scout are intrigued by their neighbors, the Radley’s, and the mysterious, seldom-seen Boo Radley in particular. The story features a number of “mockingbirds”—those who are scorned by society unfairly, and makes timeless insights about the nature of humanity and what it means to be human.
Option 1:Reflect on the film’s assertions, and then construct a thesis and write an essay that directly cites from a minimum of three (3) different texts considered in in this class, a minimum of one from each of the three columns below.
Option 2:With Lee’s story in mind, discuss and reflect on the following questions. What are the basic rights and liberties of a human in a social democracy? What effect does dehumanization have on the victim and the perpetrator? What is society’s role in facilitating the happiness and prosperity of its members? What role does conformity and blind adherence to tradition play in perpetuating inequality? Your response should directly cite from a minimum of three (3) different texts considered in ENG 272, a minimum of one from each of the three columns below.
· The essay must be 4-6 pages (1000-1500 words), typed, double-spaced in Times New Roman 12 pt. font with 1-inch margins. Include your name, the course #, the date, and an original title on the first page (standard MLA format). You are to use no sources other than the assigned texts from the table below; therefore, a Works Cited page is not necessary!!!!
The Enlightenment
Revolutions
Modernity
Kant-“What is Enlightenment?”
Descartes-“Discourse on Method”
Diderot-Encyclopedie
Wollstonecraft—“A Vindication of the Rights of Woman”
Paine-“Common Sense”
Paine-“Age of Reason”
Jefferson: Declaration of Independence
Jefferson: “On Equality”
Declaration of Sentiments
Declaration of Rights
DeGouges: The Rights of Woman
Douglass: The Narrative of the Life of Frederick Douglass
Kafka: Metamorphosis
Whitman: “Song of Myself”
Selected Dickenson poems
Wordsworth: “The World is Too Much with Us.”
Assignment: How does the Critical Race Theory apply to the study of dismattling the
school to prison pipeline.
1. 6-7 pages
.
ENG 360 01 American PoetrySpring 2019TuesdayFriday 800 –.docxchristinemaritza
ENG 360 01 American Poetry
Spring 2019
Tuesday/Friday 8:00 – 9:15 St. Mary’s B1
Brandon Clay
Course Description:
ENG 360 is a survey of a selection of American poetry and poetics from the Puritan era to the present, showing the effects of the Romantic revolution on an American Puritan tradition and the making of a national vernacular for poetry. Students will study poetic technique and read authors such as Bradstreet, Taylor, Freneau, Emerson, Longfellow, Poe, Thoreau, Whitman, Dickinson, Robinson, Dunbar, Crane, Stein, Sandburg, Stevens, Williams, Pound, H.D., Moore, Eliot, Millay, Hughes, Cullen, Zukofsky, Auden, Roethke, Bishop, Berryman, Brooks, Lowell, Plath, Glück, Levertov, Ginsberg, Merrill, Kinnell, Rich, Pinsky, and Collins. This is a writing intensive course and it meets literature requirements for graduation.
Course Learning Outcomes:
· To become familiar with the history of and different styles of American poetry
· To develop an understanding of the historical and social frameworks in which poems are written
· To understand different critical approaches to the interpretation of poetry
· To refine the critical and analytical skills used in verbal and written discussions of poetry
· To develop an enjoyment of and appreciation for poetry
Prerequisite:
ENG 142, earning a “C” or better.
Required Text(s):
Lehman, David, ed. The Oxford Book of American Poetry. Oxford: Oxford UP, 2006.
Expected Student Behavior in Class:
All students are expected to behave in a professional and courteous manner to both the professor and other students in class, and to follow the procedures as outlined in this syllabus for this course. If the professor deems that a student has failed to adhere to this standard, the professor shall make a report to both the Dean of the School of Arts & Sciences, and the Dean of Students. Please follow all policies as written in the 2018-2019 Student Handbook.
Preparation and Active Class Participation:
Students are required to read all works for the course. Assignments must be read prior to the class in which the particular work(s) will be discussed. Papers must be written in MLA format, using and citing quotations from primary and/or secondary sources. Written work is due at the beginning of class on the due date specified on the schedule below. Major writing assignments will be submitted electronically using Moodle and Turnitin.com. Some written work may also be turned in as a hard copy. Use white paper and 12 point, Times New Roman font with one-inch margins. All papers must be stapled and (per MLA format) include name, class title, instructor name, and due date in upper left hand corner.
Note that Student Performance counts for 15% of the final grade (complete grading system described below). This is defined as how a student conducts him/herself in the class, and refers specifically to attendance, lateness, manners, and respect towards professor and fellow students. A student can expect to receive a.
ENG 4034AHamlet Final AssessmentDUE DATE WEDNESDAY, 1220, 1.docxchristinemaritza
ENG 403/4A
Hamlet Final Assessment
DUE DATE: WEDNESDAY, 12/20, 11:30 PM
At the end of the Hamlet unit, you will have two choices to earn 100 points. These choices replace the final essay test that was in the course originally. You can choose only ONE of the following options, and the due date remains the same. These activities will be graded just like the test would have been, meaning there is no chance to redo or revise the assignment. However, this will be taken into consideration when I grade them.
No matter what option you choose, it must be completed in a Word document and labeled or titled so that it is clear to your teacher which option you chose. On your document, write it as a heading, like this:
Your first and last name
Date
Name of the option you chose
Models of each assignment can be found in class announcements.
Option #1: RAFT
A RAFT is a writing assignment that encourages you to uncover your own voice and formats for presenting your ideas about the content you are studying. In this design, you have a lot of freedom to choose what interests you.
· R = Role of the writer: Who are you as the writer?
· A = Audience: To whom are you writing?
· F = Format: In what format are you writing?
· T = Topic: What are you writing about?
The process:
1. Use the chart below to choose two characters from the ROLE column. Your goal is to write in the voice (Role) of YOUR CHARACTER.
2. Using the knowledge and understanding that you have gained throughout the reading and viewing of Hamlet, choose a related Audience, Format, and Topic from the chart below.
3. As you craft your creative writing assignment, be sure the character’s personality and motivations are evident. For instance, you could choose Ophelia (role), Hamlet (audience), blog entry (format) and betrayal (theme). Then you will write a blog entry from Ophelia’s point of view with Hamlet as the intended audience focused on the theme of betrayal.
4. Next, repeat this process for a different role, audience, format and theme.
5. Please see the model below (pg. 8) to understand what to do.
6. If you are unsure of what a particular format is, the best thing to do is look up examples online.
· YOU MUST CHOOSE TWO CHARACTERS FROM THE ROLE LIST AND COMPLETE TWO DIFFERENT RAFTS. THEY WILL BE WORTH 50 POINTS EACH AND MUST BE AT LEAST 200 WORDS EACH.
· To clarify, this means two different roles, two different audiences, two different formats and two different themes.
· You may use some words from the play, but if you do they MUST be exact and put in quotation marks. The goal, however, is to use your own words. No outside sources are to be used for this assignment.
· You can choose to write about a particular scene or event, or the play as a whole.
· You are in the voice of the character, so if you choose the role of Ophelia, then you will become her (first person POV) and reflect her personality and motivations in your writing.
Role
Audience
Format
Theme
Choose the role that you .
ENG 3107 Writing for the Professions—Business & Social Scienc.docxchristinemaritza
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
Project 2: Memorandum
Your Strategies for Recommendation Report
OWL Draft Due Date:
Final Draft Setup Requirement:
• Polished, properly formatted, 2-page memorandum, that begins with a standard
memo heading section that contains To, From, Subject, and Date
• 12-point Times New Roman font
• Single-spaced lines
• 1st or 3rd person point of view
WHAT: Write a 2-page memorandum (memo) addressed to your course instructor as its
intended audience. The goal of your memo is to persuade your instructor to approve your
strategies for constructing your Recommendation Report, where you will identify a problem
within a specific company or organization and persuade a specific audience to take action.
You must use the Rhetorical Structure outlined in the HOW section below.
NOTE: Rather than draft a shorter version of your Recommendation Report, describe what you
intend to do to create your Recommendation Report as written below.
HOW: BRAINSTORM: Here are some suggestions from Contemporary Business Communications
(Houghton Mifflin, 2009) to prompt your thinking about possible topics for the
Recommendation Report as you develop this memo assignment (the term "ABC company" is a
generic name and cannot be used for the assignment):
• comparison of home pages on the Internet for ABC industry
• dress policy for the ABC company
• buying versus leasing computers at ABC company or university
• developing a diversity training program at ABC company
• encouraging the use of mass transit at ABC company or university
• establishing a recycling policy at ABC company
• evaluating a charity for corporate giving at ABC company
• recommending a site for the annual convention of ABC association
• starting an employee newsletter at ABC company
• starting an onsite wellness program at ABC company or university
• best online source for office supplies at ABC company
• best shipping service (e.g. UPS, USPS, FedEx)
• most appropriate laptop computer for ABC company managers who travel
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
RHETORICAL STRUCTURE: Use the subheadings in bold below in your memo.
• Description: What problem or challenge will you address in your Recommendation
Report? Provide an overview in two or three sentences, explaining why the memo has
been written. Why is the problem/challenge important to address?
• Objective: What should your audience know and do/change as a result of your
Recommendation Report?
• Information: What evidence will you will need to gather to support your
recommendations in the Recommendation Report? Where do you think you will find
this information? How will this information help you persuade your reader of your
recommendation? (Do not conduct any research for this memo assignment, just
describe your research plans.)
• Audience: Who is .
ENG 271Plato and Aristotlea Classical Greek philosophe.docxchristinemaritza
ENG 271
Plato and Aristotle
a Classical Greek philosopher, mathematician
student of Socrates
writer of philosophical dialogues
founder of the Academy in Athens, the first institution of higher learning in the Western world
Plato (@427 [email protected] BCE)
a genre of prose literary works in which characters discuss moral and philosophical problems, illustrating a version of the Socratic method (learning through open ended, critical thinking questioning)
The Republic is one of Plato’s Socratic dialogues
Socratic dialogue
a Socratic dialogue written by Plato around 380 BC concerning the definition of justice and the order and character of the just city-state and the just man.[
The Republic
Allegory: A story, poem, or picture that can be interpreted to reveal a hidden meaning, typically a moral or political one. An extended metaphor.
In Book VII of The Republic, it follows the “metaphor of the sun.” In it, the sun symbolizes illumination or enlightenment.
Ideas are the highest form of knowledge—not physical sensations
Explores the philosopher’s role in society (they are best for leadership roles)
Knowledge is freedom
Those with knowledge are obliged to share it
The Allegory of the Cave
The Allegory of the Cave
Greek philosopher and sage
student of Plato
teacher of Alexander the Great
Aristotle (384-322 BCE)
335 BCE: the earliest-surviving work of dramatic theory and the first philosophical treatise to focus on literary theory.
Key terms:
Mimesis or "imitation", "representation"
Catharsis or, variously, "purgation", "purification", "clarification"
Mythos or "plot"
Ethos or "character"
Dianoia or "thought", "theme"
Lexis or "diction", "speech"
Melos, or "melody"
Opsis or "spectacle"
The Poetics
Theogony and Metamorphoses
eng 271
Jf drake state technical college
Hesiod
Hesiod was a Greek oral poet generally thought by scholars to have been active between 750 and 650 BC, around the same time as Homer
The invocation of the muses
Muses dancing on Mount Helicon. Hesiod claimed he was inspired by the Muses to become a poet after they appeared to him on Mount Helicon. His poetry was partly an account of heroes and divinities, such as the Muses themselves, and included praise of kings.
Theogony
“the generation (or birth) of the gods”
The Theogony concerns the origins of the world (cosmogony) and of the gods (theogony), beginning with Chaos, Gaia, and Eros, and shows a special interest in genealogy.
The creation myth in Hesiod has long been held to have Eastern influences, such as the Hittite Song of Kumarbi and the Babylonian Enuma Elis. This cultural crossover would have occurred in the eighth and ninth century Greek trading colonies such as Al Mina in North Syria.
Chaos, Gaia, and Eros
Chaos (Greek χάος khaos) refers to the formless or void state preceding the creation of the universe or cosmos in the Greek creation myths, more specifically the initial.
ENG 315 Professional Communication Week 4 Discussion Deliver.docxchristinemaritza
ENG 315: Professional Communication
Week 4 Discussion: Delivering Bad News Messages
Delivering Bad News Messages
In the Chapter 7 reading, you learned about inductive and deductive methods of reasoning and communication. Share an example of a "bad news message" either from the text or from an online article you've seen (provide a link, please, if you choose the latter option). Explain whether you believe inductive OR deductive reasoning would be more effective to share that bad news with others and why.
After you have responded to this starter thread, don't forget to reply to at least one classmate to meet the minimum posting frequency requirement.
Student Response:
Erica Collins
RE: Week 4 Discussion: Delivering Bad News Messages
"They never gave me a fair chance," That's unfair," "This just can't be." In this case I will have to go with inductive reasoning after reviewing in some ways they are so similar to one another. Inductive reasoning is more based on uncertainty and deductive reasoning is more factual. In this case the conversation is more of an assumption.
I would think deductive would be more effective to share because deductive focus more on facts. Deductive Reasoning is the basic form of valid reasoning in my words accurate information that can be proven. Inductive reasoning is the premises in which the premises are viewed as supplying some evidence for truth. In my words this seems more of an opinion until proven. Tom me they are similar you have to really read to understand the difference of inductive and deductive reasoning.
ENG 315: Professional Communication
Due Week 4 and worth 150 points
Choose one of the professional scenarios provided in Blackboard under the Course Info tab, (see next page) or click here to view them in a new window.
Write a Block Business Letter from the perspective of company management. It must provide bad news to the recipient and follow the guidelines outlined in Chapter 7: Delivering Bad-News Messages in BCOM9 (pages 116-136).
The message should take the block business letter form from the posted example; however, you will submit your assignment to the online course shell.
The block business letter must adhere to the following requirements:
Content:
Address the communication issue from the scenario.
Provide bad news from the company to the recipient.
Concentrate on the facts of the situation and use either the inductive or deductive approach.
Assume your recipient has previously requested a review of the situation via email, letter, or personal meeting with management.
Format:
Include the proper introductory elements (sender’s address, date, recipient’s address). You may create any details necessary in the introductory elements to complete the assignment.
Provide an appropriate and professional greeting / salutation.
Single space paragraphs and double space between paragraphs.
Limit the letter to one page in length.
Clarity / Mechanics:
Focus on clarity, writing mechanics, .
ENG 315 Professional Communication Week 9Professional Exp.docxchristinemaritza
ENG 315: Professional Communication
Week 9
Professional Experience #5
Due at the end of Week 9 and worth 22 points
(Not eligible for late policy unless an approved, documented exception provided)
For Professional Experience #5, you will develop a promotional message. This can be an email, letter, info graphic, image, or any other relevant material that answers the following question:
Why should students take a Professional Communications course?
Instructions:
Step One: Choose the type of file you want to use to develop your promotional message (Word document, PowerPoint, etc.) and open a new file in that type and save to your desktop, using the following file name format:
Your_Name_Wk9_Promotion
Example: Ed_Buchanan_Wk9_Promotion
Step Two: Develop a promotional message that is no more than one page to explain why students should take a professional communications course.
Step Three: Submit your completed promotional message file for your instructor’s review using the Professional Experience #5 assignment link the Week 9 in Blackboard. Check that you have saved all changes and that your file name is follows this naming convention: Your_Name_Wk9_Promotion.
In order to receive credit for completing this task, you must:
Ensure your message is no more than one page.
Provide an effective answer to the question of why students should take a professional communication’s class.
Submit the file to Blackboard using the Professional Experience #5 link in the week 9 tab in Blackboard.
Note: This is a pass/fail assignment. All elements must be completed simulating the workplace environment where incomplete work is not accepted.
The professional experience assignments are designed to help prepare you for that environment. To earn credit, make sure you complete all elements and follow the instructions exactly as written. This is a pass/fail assignment, so no partial credit is possible. Assignments that follow directions as written will receive full credit, 22 points. Assignments that are incomplete or do not follow directions will be scored at a zero.
The specific course learning outcomes associated with this assignment are:
Plan, create, and evaluate professional documents.
Write clearly, coherently, and persuasively using proper grammar, mechanics, and formatting appropriate to the situation.
Deliver professional information to various audiences using appropriate tone, style, and format.
Learn communication fundamentals and execute various professional tasks in a collaborative manner.
Analyze professional communication examples to assist in revision.
ENG 315: Professional Communication
Week 9 Discussion: Professional Networking
Part 1:
Professional Networking
Select ONE of the following:
Discuss three (3) reasons for utilizing professional networking during the job-hunting process. Note: Some potential points to consider include: developing a professional network, experiences you had presenting your resume at a job fair, or inter.
ENG 202 Questions about Point of View in Ursula K. Le Guin’s .docxchristinemaritza
ENG 202: Questions about Point of View in Ursula K. Le Guin’s “The Wife’s Story” (284-287), Alice
Walker’s “Olive Oil” and Meron Hadero’s “The Suitcase” (both in folder) 7 questions: 50 points total
Read everything carefully. This is designed to provide a learning experience.
Writers often use one of these three types of narration:
First-person narration uses “I” because “one character is telling the story from [his/her] point
of view.” In other words, we step into the skin of this character and move through the story
seeing everything through his/her eyes alone. To best illustrate first-person narration, choose
parts of the story that show the character revealing intimate thoughts/feelings, something we
can see only by having access to his/her heart & mind. This is a useful point of view to show a
character’s change of heart, to trick a reader, and/or to make the reader realize that s/he
understands more than the narrator does.
Third-person omniscient narration: “The narrator sees into the minds of any or all of
the characters, moving when necessary from one to another.” In other words, the
narrator is god-like (all-knowing) with the ability to report on the thoughts of multiple
characters. To best illustrate omniscient third-person narration, choose parts of the
story that show characters’ private thoughts/feelings revealed only to us, not the
others. This can be a very satisfying point of view because we know what is on many or
all characters' minds and do not have to guess. This is a useful point of view to show
how events impact characters in the story.
Third-person limited narration “reduces the narrator’s scope to a single
character.” In other words, the narrator does not know all but is rather
limited to the inner thoughts of one character; however, this narrator can
also objectively report on the environment surrounding this character. To
best illustrate third-person limited, choose parts of the story that
illustrate this character’s thoughts/feelings that are only revealed to
us, not to the others; additionally, choose parts of the story that show
objective reporting of events. This is a useful point of view for stories
that highlight a dynamic between a character and the world.
Each story this week uses a different type of narration.
“The Wife’s Story” uses first-person narration: the story is told from the point of view of the
wife.
1) Quote a part of the story that proves it is written in first-person narration. To earn
full points, choose wisely. To best illustrate first-person narration, choose a part of
the story that shows the wife revealing an intimate thought/feeling, something we can
see only by having access to her heart/mind. To earn full points, achieve correct
integration, punctuation, and citation by using the format below. (8 points)
Highlighting is just for lesson clarity.
Quotation Format
The wife reveals, “Quotation” (#)..
ENG 220250 Lab Report Requirements Version 0.8 -- 0813201.docxchristinemaritza
ENG 220/250 Lab Report Requirements
Version 0.8 -- 08/13/2018
I. General Requirements
The length of a lab report must not exceed 10 typewritten pages. This
includes any and all attachments included in the report.
The font size used in the body of the report must not exceed 12 pts.
The lab report must be submitted as a single document file with all of
the required attachments included.
[Refer to Exhibit #1]
Reports submitted electronically must be in the Adobe PDF format.
For any videos submitted (online students only):
They must have a minimum video resolution of 480p.
The maximum length for any video submitted must not exceed 5
minutes.
Due to their large file size, the video files must not be sent as
email attachments.
They can be uploaded to cloud storage (Dropbox, Google Drive, One
Drive, etc.). The link to the video file can then be submitted
via email.
II. Required Attachments
MultiSim simulation screenshots
The only simulation software that can be used for any lab
assignments in this course is MultiSim.
[Refer to Exhibit #2]
The simulation(s) shown on the lab report must show the same
types of measuring instruments that were used to perform the lab.
[Refer to Exhibit #3]
The illustration(s) included in the lab report must be actual
screenshots of the circuit simulation.
[Refer to Exhibit #4]
All screenshots of circuit simulations included in the report
must show the values being measured.
[Refer to Exhibit #5]
The screenshot(s) must be included in the body of the report.
They must be properly labelled and referenced in the lab report.
Printouts from MultiSim are not acceptable.
[Refer to Exhibit #6]
Raw Data
A copy of the original hand-written data sheet that you used to
record the data must be included in the lab report.
[Refer to Exhibit #7]
If the data is recorded on the lab assignment sheet, include only
the portion of the assignment sheet that you wrote your data on.
[Refer to Exhibit #8]
III. Lab Report Requirements
Equipment Documentation
The lab reports must include the make, model, and serial number
of lab equipment used in performing the lab. The equipment
includes
● Multimeters
● Capacitance and inductance testers
● Oscilloscopes
● Function generators
● Power Supplies
[Refer to Exhibit #9]
Lab Procedure
The lab procedure that you used must be documented in the report
as a step-by-step process. Bullet points or numbers must be used
to identify each step.
[Refer to Exhibit #10]
Data
Data must be shown in tabular format and all headings must be
clearly labelled along with the proper units of measurement.
[Refer to Exhibit #11]
No more than 2 to 4 decimal places are required for the showing
of data values. The use of engineering notation and/or metric
units of measurement is strongly recommended.
[Refer to Exhibit #12]
Showing ca.
ENG 203 Short Article Response 2 Sample Answer (Worth 13 mark.docxchristinemaritza
ENG 203: Short Article Response 2
Sample Answer
(Worth 13 marks)
ENGL 203 -Response Assignment 2: Sample Answer
1
Writing a Short Article Response (3 paragraph format + concluding sentence)
Paragraph 1:
Introduction
Introduction (summary) paragraph
· include APA citation of title, author, date + main idea of the whole article
· Brief summary of article (2 to 3 sentences)
· Last sentence is the thesis statement –
o must include your opinion/position + any two focus points from the article you have chosen to respond to
Paragraph 2:
Response Paragraph 1
Response to your first focus point from article #1
Paragraph 3:
Response Paragraph 2
Response to 2nd focus point from the article # 2
Paragraph 4: (optional)
Conclusion
Restate your thesis in slightly different words with concluding thoughts/summary of your responses
Length
300 to 400 words
*No Quotations, please paraphrase all sentences
A Response to “Access to Higher Education”
First sentence: APA Citation + reporting verb + main idea of whole article
In the article “Access to Higher Education,” Moola (2015) discussed the possible factors affecting one’s choice in attending higher education. Many people believe that the dramatic rise in college tuition is the main cause of inaccessibility to college. However, parental education backgrounds and their influence on children, admission selectivity categories in universities, unawareness of student aid opportunities, and coping with personal and social challenges are all having effects on a person’s option regarding their enrollment in colleges. Several negative consequences may occur if tertiary education is considered as a right such as negligence of studies and decrement in pass rate. While it is true that higher educational institutes admit students based on certain criteria, one could argue that it is unfair that universities prefer the wealthy, and those who are academically excellent.
Summary sentences (2 to 3)
Student Thesis: 2 focus points + opinion/position phrases (one positive, one negative)
Firstly, this article overlooked the fact that financial aid is not available for everyone and student loans have to be paid back. The author suggested that if university fees are not affordable, students can apply for academic grants and loans. However, scholarships and academic awards are distributed on a highly competitive basis, and therefore, only students who meet the eligibility requirements can benefit from them. Student financial aid does not cover all fees as well, and students awarded grants have to find other sources of financial aid to cover university fees and living costs. Many universities have a limited number or do not offer merit-scholarships at all, making it difficult for low-income students to be enrolled in their institution. Moreover, student loans usually carry interests that will keep increasing until repaid, resulting in large numbers of fresh graduates getting into debts.
Topic sentence: 1st focu.
ENG 130 Literature and Comp ENG 130 Argumentative Resear.docxchristinemaritza
ENG 130: Literature and Comp
ENG 130: Argumentative Research Essay
Background:
You have completed research on August Wilson, his life, and his plays.
You have completed reading/viewing Fences by August Wilson.
You have read the resources on Conflict in this unit.
Prompt (what will you be writing about):
Which conflict does Wilson use most to drive (bring forth, move forward) all the other
elements of the story?
Choose ONE that you feel is more apparent and easier to defend than the others.
o Troy vs Society
o Troy vs Himself
o Troy vs Family
o Troy vs Death
Helpful Notes:
Thesis:
o Your thesis is the response to the prompt question plus the supporting areas
that you will be using to defend your argument. Be sure to have a thesis that
clearly states which conflict you feel is the most important and drives the other
conflicts.
o Your thesis could begin with, “In the play, Fences, August Wilson uses the
conflict of __________ to drive the other conflicts and elements of the story as
evidenced by….
Sources and evidence:
o Be sure to use things that you have learned about Wilson’s life and his writings.
For example, if you are analyzing Troy and his father’s conflict, you could bring
in information that you researched about Wilson’s relationship with his own
father.
o Include direct quotations from the play. To cite a direct quote from a play, the
format is:
“quotation” (Wilson,1985, act #, scene #, line #).
OR
As Wilson (1985) writes, “quote” (act#, scene #, line#).
o Use at least three outside sources. Two of them could be from your previous
research essay. Be sure to include all of these in your reference page.
Requirements:
Length and format: 3-4 pages.
The title page and reference page are also required, but they should not be factored
into the 3-4 page length of the essay.
It should also be double spaced, written in Times New Roman, in 12 point font and
with 1 inch margins. Essay should conform to APA formatting and citation style.
Use the third-person, objective voice, avoiding personal pronouns such as “I,” “you,”
“we,” etc.
Use APA format for in-text citations and references when using outside sources and
textual evidence.
Skills to be assessed with this assignment: creating effective thesis statements,
incorporating research, analyzing rhetoric.
Please be cautious about plagiarism. Make sure to use in-text citations for direct
quotes, paraphrases, and new information.
Argumentative Research Essay Rubric
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Introduction Introduction is not
present.
Background details
are a random
collection of
information,
unclear, or not
related to the topic.
Introduction is
attempted and
explains the
background, but
may lack detail.
Introdu.
ENG 132What’s Wrong With HoldenHere’s What You Should Do, .docxchristinemaritza
ENG 132
What’s Wrong With Holden?/Here’s What You Should Do, Holden…
Spring 2019
Your next project will involve gathering, recording, and analyzing information about
The Catcher in the Rye
.
The goal is to provide the reader with a better understanding of the novel’s main character, Holden Caulfield.
Think about his behavior in terms of cause and effect.
Your essay should focus either on reasons for his behavior (What’s Wrong With Holden?), or the results of Holden’s choices (Here’s What You Should Do, Holden…).
If you choose the latter, include a section that presents advice/guidance (kind of like Old Spencer).
Make sure to use research to support your ideas!
Here are the requirements:
1. 3-4 sources (books, articles, interviews, media, etc.)
2. A 2-page summary of the novel
3. A short essay (2-3 pages) that incorporates the information you gathered and supports some type of causal argument.
4. An MLA “Works Cited” in the essay (it doesn’t count as a page).
.
ENG 130- Literature and Comp Literary Response for Setting.docxchristinemaritza
ENG 130- Literature and Comp
Literary Response for Setting as a Device
Essay ENG 130: Literary Response for Setting
Sources: Choose one of the stories that you read in Unit 2/Setting Unit
“To Build a Fire” by Jack London
“The Storm” by Kate Chopin
“This is What It Means to Say Phoenix, Arizona” by Alexie
“The Cask of Amontillado” by Edgar Allan Poe
Prompt (What are you writing about?):
How does Setting affect/contribute to the plot of your chosen story?
Note: Remember that Setting is not only the place in which a story occurs. It is also mood,
weather, time, and atmosphere. These things drive other parts of the story.
How to get started:
Choose a story from this unit and discern all the elements of the Setting.
Decide in what three ways the setting contributes to the plot of your chosen story.
Formulate a thesis about setting and these three areas.
Mini lesson on thesis statements:
If you were writing about Star Wars, a sample thesis might read:
The setting in the Star Wars movies contributes to the desperateness of the
Resistance forces, provides a vast space for action and conflicts to occur,
focuses on how advances will affect society.
Broken down, this thesis would read:
The Setting in the Star Wars movies:
a. contributes to the desperateness of the Resistance forces (write
a supporting section with text examples)
b. provides a vast space for action and conflicts to occur, focuses
on how advances will affect society (write a supporting section
with text examples)
c. focuses on how advances will affect society (write a supporting
section with text examples)
Ask yourself, what is the setting of my story and how does it affect the plot
in the story?
For example, it is apparent that in London’s “To Build a Fire,” you would
devote a supporting section to how the weather conditions drive both the
conflict and the character’s actions.
After you have made connections to the three areas that setting affects, then
form your thesis. Here is a template for your thesis:
The Setting in author’s name and title of the story, contributes to first way
in which the setting affects the story, second way in which setting affects
the story, third way in which setting affects the story.
Instructions:
Read through all of the instructions of this assignment.
Read all of the unit resources.
Select one of the short stories to write about.
Your audience for this essay is people who have read the stories.
Your essay prompt is: How does Setting affect/contribute to the plot of your chosen story?
Your essay will have the following components:
o A title page
o An Introduction
o A thesis at the end of the introduction that clearly states how setting affects the story
o Supporting sections that defend your thesis/focus of the essay
o Text support with properly cited in-text citations
o A concluding paragraph
o A re.
ENG 130 Literature and Comp Literary Response for Point o.docxchristinemaritza
ENG 130: Literature and Comp
Literary Response for Point of View as a Device
Essay for Eng130: Point of View/Perspective
Sources: All of the short stories and plays you have read so far in this course.
Prompt (what are you writing about?):
Choose any of the literature that you have read in this course and choose one of the
following options:
a. In 3 pages or more, write an additional part of the story from a different character’s
perspective (example: write from Fortunatos’ perspective as he is being walled up
in to the catacombs, or perhaps from the perspective of Mrs. Hutchinson as she
prepares food on the morning of The Lottery).
OR
b. In 3 pages or more, write an additional part of the story from a different point of
view than that in which the story is written (example: write from the 1st person point
of view of the man in “To Build a Fire” as he realizes he is going to freeze to death,
or perhaps from the first person point of view of Cory in Fences as his father
blocks his dreams of going to college. Let the reader know what is going on in
their minds).
Note: Take a moment to email your instructor with your creative plan so that you know you
are on the right track.
Instructions (how to get it done):
Choose any of the short stories or plays you have read in this course.
Write a 3 or more page response in which you write an additional part of the story
from a different character’s perspective or a character’s different point of view.
Your audience for this response will be people who have read the stories.
Requirements:
Your response should be a minimum of 3 pages.
Your response should have a properly APA formatted title page.
It should also be double spaced, written in Times New Roman, in 12 point font and
with 1 inch margins.
You should have a reference page that includes the piece of literature you chose.
Please be cautious about plagiarism.
Be sure to read before you write, and again after you write.
Rubric for Point of View Response
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Content
Writing is
disorganized or
not clearly
defined and/or
shows a
misunderstanding
of the task.
Writing is
minimally
organized. Use of
different
perspective is
underdeveloped.
Writing is
effective. Use of
different
perspective is
basic and
requires more
creativity.
Writing contains
related, quality
paragraphs. Use
of different
perspective is
effective
Writing is
purposeful and
focused. Use of
different
perspective is
highly effective
and thought
provoking.
Vocabulary/
Word Choice
Word choice is
weak.
Language and
phrasing is
inappropriate,
repetitive or lacks
meaning.
Dialogue, if used,
sounds forced.
Word choice is
limited.
Language and
phrasing lack
inspiration.
Dialogue, if used,
.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
ENC 1102NoonanSpring 2018RESEARCH PAPER PACKETContents.docx
1. ENC 1102Noonan Spring 2018 RESEARCH
PAPER PACKET
Contents:
Assignment Page #s
1. Research Paper Outline2-4
2. Main Article Selection 5
3. Summary of Main Article 6
4. Requirements for Sources 7
5. Research Plan 8
6. Annotated Bibliography 9
7. Quote Sandwich 10
8. Works Cited 11
9. Introduction 12
10. Ethos, Pathos, Logos examples 13
11. Effectiveness discussion 14
12. Conclusions 15
13. Rough Draft directions 15
14. Rough Draft checklist 16
15. Final Paper directions 17-18
16. Final Paper checklist 19
1. Research Paper Outline
Use this outline to guide you through the development of your
paper. This outline is meant to show the ideal structure of your
paper. You do not need to complete this outline as an
assignment.
I. Introduction
a. Hook – Attention Grabber
b. Background Information - what is the issue discussed in the
main article? Describe at least 2 different
2. positions on the issue (ex: pro and con).
c. Why is this topic important for the audience to understand?
II. Summary
a. Cut and paste the (Main Article) Article Summary you
previously submitted; revise as needed
III. Analysis:
Paragraph 1: Ethos/Pathos/Logos example
a. Find one example in your Main Article where the author uses
ethos, pathos, or logos to persuade the reader. Give a quote
from the main article, cite the quote, then explain how it shows
use of ethos, pathos, or logos.
Paragraph 2: Point 1, compared to research
a. Select first point from main article
i. Introduce the point from main article
ii. Give quote from main article and in-text citation
iii. Explain the quote (What does it mean? How does it fit
into rest of your paper?)
b. Select correlating point from Source 1
i. Introduce the correlating point from Source 1
ii. Give quote from Source 1 and in-text citation
iii. Explain the quote (What does it mean?)
iv. Describe how this point relates to Point 1 from the
main article- does it support, contradict, or give
more info on that point?
Paragraph 3: Point 2, compared to research
a. Select second point from main article
i. Introduce the point from main article
ii. Give quote from main article and in-text citation
iii. Explain the quote (What does it mean? How does it fit
3. into rest of your paper?)
b. Select correlating point from Source 2
i. Introduce the correlating point from Source 2
ii. Give quote from Source 2 and in-text citation
iii. Explain the quote (What does it mean?)
iv. Describe how this point relates to Point 2 from the
main article- does it support, contradict, or give
more info on that point?
Paragraph 4: Point 3, compared to research
a. Select third point from main article
i. Introduce the point from main article
ii. Give quote from main article and in-text citation
iii. Explain the quote (What does it mean? How does it fit
into rest of your paper?)
b. Select correlating point from Source 3
i. Introduce the point from Source 3
ii. Give quote from Source 3 and in-text citation
iii. Explain the quote (What does it mean?)
iv. Describe how this point relates to Point 3 from the
main article- does it support, contradict, or give
more info on that point?
Paragraph 5: Point 4 (optional), compared to research
a. Select first point from main article
i. Introduce the point from main article
ii. Give quote from main article and in-text citation
iii. Explain the quote (What does it mean? How does it fit
into rest of your paper?)
b. Select correlating point from Source 4
i. Introduce the point from Source 4
ii. Give quote from Source 4 and in-text citation
4. iii. Explain the quote (What does it mean?)
iv. Describe how this point relates to Point 4 from the
main article- does it support, contradict, or give
more info on that point?
Paragraph 6: Discuss overall effectiveness of argument in main
article
a. Discuss strong and weak points of argument presented in
Main Article.
b. Discuss whether author of Main Article left out any
important information.
c. Discuss what author of Main Article could do to improve
his/her argument, or whether the
argument presented was sufficient.
IV. Conclusions – Illustrate to your instructor you have though
critically and analytically about the issue. Do not introduce new
evidence that may need additional support.
a. Restate/paraphrase the argument of the main article
b. Summarize/Emphasize main points from your research
c. Climax of your paper – Use your strongest analytical points
to describe where argument of main article was
effective/ineffective
d. If your research raised any questions you weren't able to find
answers for, describe those questions here.
Tips:
· Make the introductory paragraph interesting. How can you
draw the reader in?
· State the evidence. Give reasons, examples, facts, quotations
to support/explain your analysis.
· Concluding sentences should reassert how the topic sentence
of the paragraph helps better understand and/or prove your
paper’s overall claim about the effectiveness of the argument
5. you are analyzing.
· Introduce evidence in body paragraphs in a few words. (As
Dr. White states “…”) or (To understand this issue we first need
to look at statistics/research/evidence, such as ...).
· See the Sample Paper by a previous student, which will be
posted for you in Blackboard
[outline adapted from Prof. Carmen Bucher]
2. Main Article Selection - directions for selecting the main
article for the research paper
The object of our research paper is to use research to help you
analyze the argument presented in your main article (which
must be a persuasive article by an informed, reliable source).
We are performing a rhetorical analysis, similar to our analysis
of Dr. Martin Luther King, Jr.'s "Letter from Birmingham Jail",
where we looked at how Dr. King used ethos, pathos, and logos
to make his argument, and where we examined several points of
6. his overall argument.
1) You must choose one article as the subject article (main
article) for your research paper. You may choose a text (essay
or article) from the MDC Library databases. Recommended
databases for our paper include: Opposing Viewpoints in
Context, Issues and Controversies, and the SIRS Researcher,
because they all contain persuasive articles from appropriate
sources. If you plan to pick a main article from somewhere
other than the MDC Library databases, you must get my
approval on the source for the article.
2) For this assignment, you need a text where an author presents
a clear viewpoint on a controversial issue. Good examples:
opinion essays, letters to the editor; Bad examples: biographies,
news reports (these are usually too neutral and objective for this
assignment).
3) The persuasive article you select as your main article must be
appropriate as the subject for our research paper. The main
article does not necessarily have to come from a peer-reviewed
journal, but there must be an author (individual, agency, or
organization) who is credible, qualified to speak on the topic,
and reasonably well-informed about the topic. An author's
qualifications may be based on academic degrees related to the
topic, work/career experience with the topic, or in some cases,
extensive personal experience with the topic. An author's
credibility is based on his/her reputation for honesty in the past,
whether he/she presents the information clearly (not
oversimplifying complex issues, not overcomplicating basic
issues), his/her accuracy in reporting facts, whether he/she has
something to gain from making the argument (such as power,
property, or money). If in doubt, please ask your instructor to
approve your author before submitting your article summary.
4) It may be better to pick an article/essay where the author
disagrees with your viewpoint on the issue. It is normally
easier to criticize the argument of someone you disagree with,
because you will naturally be more skeptical of the argument,
making it is easier to see any holes in the logic.
7. 5) Please note, you will not be graded on whether you
agree/disagree with the author's opinion in your text. You will
be graded on how well you analyze the argument which the
author used to support his/her opinion.
6) Pick something you are interested in, because you will be
working on that topic all semester. By the same token, do not
pick a topic you feel so strongly about that you are not willing
to listen to other points of view on the topic.
7) You must select your article by (see Blackboard Calendar).
8) The summary of your article is due by (see Blackboard
Calendar).
3. Summary of Main Article (for final research paper)
Value: 2 points
Due Date: TBD
Length: 1-2 paragraphs (not an entire essay)
Format: Typed (submit to Blackboard dropbox)
Requirements:
1) You must mention the name of the author and the article in
the first sentence of your summary.
2) Explain the author's main argument: what is the claim, and
what does the author write to support it (what are the major
details)? (Don't worry about ethos/logos/pathos at this point.)
3) Be neutral. In the Summary section of your paper, you are
presenting the author's argument 'as is', so the readers can
decide for themselves what they think about it. This allows the
readers to compare your analysis to theirs. It also makes your
analysis more credible if you are neutral here and just reporting
the argument found in the text, instead of inserting your
viewpoint or analysis here. (This is the type of summary we did
for "The Culture of Thin Bites Fiji" earlier this semester.)
4) Make sure you include any points that you will analyze or
discuss in your Analysis section. (Tip: after you write your
Analysis section later on, you will go back and double check
8. your summary to make sure it includes the details that you refer
to elsewhere in your paper.)
5) Do not use quotations in your summary. You should
paraphrase all information. We will go back later and add
citations as needed.
6) Refer to Chapter 3 ("The Art of Summarizing") from They
Say/I Say, which is posted in Blackboard (Week ___ folder), for
examples and advice on writing your summary.
7) Upload summary as an attachment to the Article Summary
assignment in Blackboard.
4. Requirements for sources for research paper
For the research paper, you will have to document your use of at
least 4 academically appropriate sources (in addition to the
article you are analyzing). All sources need to be academically
appropriate, that is, there is an author (individual, agency, or
organization) who is credible, qualified to speak on the topic,
and reasonably well-informed about the topic. Two of your
sources must come from the MDC Library resources - for
example, a database article, a book/chapter of a book, an
academic journal article, etc. Sources may have a bias on an
issue, but must back up their opinion with facts. Examples of
appropriate sources would include articles from books,
encyclopedias, magazines, and newspapers. Websites are also
acceptable if they are official websites of a news organization,
research center, or organization which has information on your
topic.
For example, if your topic were “Global Warming”, you could
use information from sources such as the BBC (news
organization), the Stanford Solar Center (research center),
9. Greenpeace (organization), and the Encyclopedia Britannica.
You will need to have at least one source that disagrees with the
viewpoint in your article. You also need to have at least one
source you found in the library databases. It is suggested you
find a second source that agrees with your article, and third and
fourth sources with background information, and/or hard
evidence (statistics, facts, interviews, etc.)
Suggestions of the type of information you may want to look for
include:
· the author's background/motivation/inspiration
· events contemporary to when text was written/published
(context)criticism (literary or other) of text/author, if available
· current perspective of the text, or events in the text, or of
issues addressed in the text (if the article was written a while
ago)
Advice from former student:
"I suggest you to read your article several times. Becoming
familiar with your article helps you remember important points
you want to research and where in the article that point is. Now
to pick what you want to research from your article. Looking at
the main ideas in your article can give you at least 3 topics to
research. If the main ideas in your article are not clear some
other good topics to research are: statistics mentioned in the
article and things you thought were unclear as you read your
article. Write your three topics on separate sheets of paper. This
way as you do your research you have plenty of room to write
down what you found with your topic (if your research is messy
you might confuse your data). "
5. Research Plan Worksheet Directions:
Name: ___________________________________________
You must complete this worksheet to get points for the Research
10. Plan assignment. Check Blackboard for directions about how to
submit the assignment.
Identify 3-4 points (from your main article) that you would like
to do research on. Identify the type of info you plan to look for.
Identify any sources you plan to use (including specific
databases, books, journals, etc.) If you already have a
source/sources, please include names of those sources.
Remember, you need to find at least one source who disagrees,
and one source who agrees, with the viewpoint in your main
article.
point to researchtype of info to gather(please possible
sources
circle all that apply)
example:
Fijian's attitude towards weight background
MDC Library databases
before 1995 news
sociological studies
1) background
statistics
opinion
news articles
other(must describe)
2) background
statistics
opinion
news articles
other(must describe)
11. 3) background
statistics
opinion
news articles
other(must describe)
4) background
statistics
opinion
news articles
other(must describe)
6. Directions for writing an annotated bibliography
Write an annotated bibliography for each source you plan to use
for your research paper. Your annotated bibliography for each
source will start with a full citation for that source in MLA
format; this will be followed by your original description of the
source in 3-7 sentences. Your description must describe the
information in the source and tell how this source relates to
your other research (for example, does this source contradict
information from your main article?) Make sure you save your
annotated bibliographies in an MLA format document, with
your name in the upper left-hand corner of the document.
You will need to refer to section 52f in The Bedford Handbook
(9th ed.) "Construct an Annotated Bibliography" for the format,
12. directions, and Writing Guide on how to prepare your annotated
bibliography.
The annotated bibliography is a record of your research-in-
progress, so it should contain the sources you have found so far
for your final research paper. This is one of the few
assignments that does not involve writing part of the research
paper itself. It is crucial to your research process, nonetheless,
because it helps you (and your instructor) see how the research
you have found so far all fits together, and makes it easier to
see what other research may be useful for your paper.
Sample annotated bibliography entry:
Research Paper Packet ENC 1102 Noonan 19
Kate Noonan
ENC 1102
13 February 2013
Full citation for source in MLA format; this citation will
become the works cited entry for this source later on your
Works Cited page
Summary of this source - main argument, important points; give
your evaluation of the source
Last 1-2 sentences describes how this source fits in with your
other research
7. Quote Sandwich Directions:
Please note: the 'Quote Sandwich' is a model of how to set up
the 'research comparison' section which will be part of the final
research paper's Analysis section. (Please refer to the Research
13. Paper Outline.)
Set-up a comparison of one point from your main article to a
related point in your research. (You will have to do this for 3-4
points from your article, using at least 4 sources, but this
example is meant to be a model for you to follow in your
paper.) You will need: a) the passage you are quoting or
paraphrasing from your article, b) the passage you are quoting
or paraphrasing from one of your research sources. Here's what
this comparison section should look like in the Analysis section
of your research paper --
1) Introduce Point 1 from your article (give us some context-
who is the author, and what is he/she discussing in this
passage?)
2) Give Quote 1 or Paraphrase 1 from your main article and cite
it in MLA format
3) Explain Quote/Paraphrase 1 - how does this fit into your
paper?
4) Write a connecting sentence to connect this first sandwich
(1-3) to the next sandwich (5-7) for a quote from one of your
sources
5) Introduce to Point 1 from your source (give us some context-
who is the author, and what is he/she discussing in this
passage?)
6) Give Quote 1 or Paraphrase 1 from your source and cite it in
MLA format
7) Explain Quote/Paraphrase 1 from the source- how does this
fit into your paper?
8) Now explain how the Quote/Paraphrase from your source
relates to the Quote/Paraphrase from your main article (does it
make the argument in your article sound strong or weak? is it
just giving some additional info?)
This combination of two quote sandwiches is the model for
setting up each point of comparison between your main article
14. and your other sources.
You are responsible for reading the Quote Sandwich explanation
and examples found in They Say/I Say Chapter 3 "The Art of
Quoting", which is posted in the Quote Sandwich folder in
Blackboard. Please refer to the reading, especially the template
patterns at the end of the chapter, for help writing your quote
sandwiches. You are also responsible for reading the
explanation and rules for MLA format in-text citations, found in
section 56 in The Bedford Handbook (9th ed.). Also refer to
section 55 on "Integrating Sources."
8. Works Cited Draft: Assignment directions
Your Works Cited draft is due (date TBD). This assignment is
worth 2 points. You will need to list the main article you
analyzed in your paper, and any sources from your research
paper. Remember, all sources that you used for your paper must
be cited (they must have an in-text citation, and they must be
listed on your Works Cited page), and all sources listed on your
Works Cited page must be cited somewhere in your paper. The
Works Cited page for the Final Paper will be the last page of
your research paper.
You must follow MLA format:
that is, if you have a book, follow the MLA format for the
works cited entry for a book; if you have an article from a
website, follow the MLA format for 'short work from a website'
1) Please see pp. 601-602 "General Guidelines for the Works
Cited List" in the Bedford Handbook (9th edition) for the
general format of the Works Cited page itself.
2) see section 56b for a directory of Works Cited models; this is
based on the type of source you have, and is divided into:
Listing Authors, rules for Books, rules for articles from
15. Periodicals (newspapers, magazines, journals), rules for Online
Sources (websites, databases), rules for Audio/Visual Sources
(including podcasts, dvds), rules for Other Sources. You need
to identify the type of source you used, then apply the
corresponding formatting rule for that type of source.
Basic rules for the Works Cited page are: (see BH, section 56b)
a) alphabetize the list of sources by last name of author
or editor (if no author),
or if no author or editor, by first word of title (except A, An,
The)
b) don't indent first line of each entry, but you must indent any
additional lines by half an inch = 'hanging indent'
2)Also see the sample Works Cited page on p. 661 (at the end of
the "Sample MLA research paper", section 57b of TheBedford
Handbook (10th ed.).
I recommend using EasyBib, at www.easybib.com , to create
your Works Cited page. If you give EasyBib the info for each
source, it will format the Works Cited page and alphabetize the
list of works for you. Just make sure you keep the 'hanging
indent' format for the WC page.
9. Introduction section directions
Your introduction should give a general overview of the issue
being debated in your paper, and should include "background
information" on the issue (anything that is important for your
reader to understand about the issue). For example, what is
controversial about the issue discussed in the main article?
What are some important aspects to consider about this issue?
You must describe at least 2 different positions on the issue (ex:
pro and con). You may want to describe some of the history of
the debate about this topic. You should also describe why this
issue should matter to your readers. To find background
16. information on the issue you will address in your paper, you
may want to try the 'topic overview' sections in the MDC
Library databases (such as Opposing Viewpoints in Context).
Here is a sample from a student paper. The controversial issue
being discussed is whether Plan B (a type of emergency
contraception) should be available over the counter.
Introduction:
The United States' teen birth rate is higher than that of any
other developed country, including the birth rates of Canada,
Germany and France. The United States also leads all other
developed countries in the rates of many STIs (sexually
transmitted infections). Presently it is being debated whether
emergency contraceptives should be available over the counter
(without a prescription) to younger adolescents under the age of
eighteen. Supporters state that emergency contraceptives should
be easily available to anyone sexually active regardless of age,
but those that are against it state that young adolescents lack the
maturity and ability to make proper decisions and should not
have easy access to emergency contraception. Given the
staggering evidence that teenagers in the USA are having
unprotected sex, this is a very relevant topic to us all. The
common factor in this situation is that teens are having
unprotected sex which is leading to unwanted pregnancies and a
rise in STIs. Making emergency contraception, or as it is
commonly called “Plan B,” available over the counter to teens
may reduce the number of unwanted pregnancies and abortions
but it will have no effect on the rise of STI’s.
10. Ethos, Pathos, Logos example directions :
Please note -- this assignment will be the first paragraph in the
Analysis section for the Final Research Paper (please refer to
17. the Research Paper Outline).
Discuss at least one example of where the author of your main
article uses ethos (the author's credibility or reputation), pathos
(emotion), or logos (logic, reasoning, or hard evidence like
statistics, facts, or data). This can be one or two sentences per
example. You just need to demonstrate that you can recognize
where your author used one of these approaches (ethos, pathos,
or logos).
For example:
Eleanor Smith uses a logos approach when she gives statistics
to back up her second point about the media influencing
women's body image (324).
Here are two examples adapted from previous students' papers:
Ex. 1:
Solomon Katz uses a logos approach when it comes to his point
on "global warming's influence on agricultural productivity"
(795). He gives information about "carbon monoxide released
into the atmosphere by the consumption of fossil fuels" (Katz
795), which is a fact to support his argument.
Ex. 2:
In the essay "Mother Tongue," the author uses pathos to
get the reader's attention. For example, in the article Tan
stated, "I am someone who has always loved language" and "I
am fascinated by language in daily life" (763). Those two
sentences at the beginning of the article make a person want to
read further because Tan used emotion by expressing her
enthusiasm for language.
18. 11. Effectiveness discussion directions:
Please refer to the Research Paper Outline, Analysis section.
For paragraph 6, discuss the effectiveness of the argument in
your main article. Answer the following -- Was the argument in
the Main Article effective ? Is the argument missing anything
critical (like evidence/support) that would help make it
stronger? Are there any flaws in the logic of the Main Article's
argument? Do you have suggestions to improve this argument?
Below are two examples from previous students' papers.
ex 1: (discussing an article by Solomon Katz)
When it comes to Katz’s information about climate change
being an influence on agricultural productivity, his argument is
effective to an extent: he does explain what causes climate
change, such as the burning of fossil fuels, and he mentions that
it adversely affects agriculture productivity, but he could have
mentioned more to give a better example of how these changes
occur, in a way similar to Walthall’s explanations. Katz’s could
have mentioned the role of human beings in climate change,
such as through “deforestation, overgrazing of livestock, fires,
and urban development” (Walthall). Adding statistics about
how climate change has affected agriculture, such as the amount
of crops that are being lost due to drought, would also give
greater support to his point.
ex. 2: (discussing "Mother Tongue" by Amy Tan)
The author's arguments are effective because anyone who
speaks English as their second language, or even their first
19. language, but who has immigrants parents, would agree with
Tan on her view in “Mother Tongue”. The author used many
examples to prove her point of view in the article. She did not
leave out any important information; basically, I think she
incorporated all she wanted to say in her article. For example, I
think she succeeded because she gave the message that she
wanted to give, which was how people looked at those who do
not speak English perfectly. However, I think Tan could have
made her argument a little stronger. Maybe she could have
interviewed a couple of other people who were in the same
situation as her because that would have given her more
credibility and proved that what she was experiencing was not
only her own experience, but other people's experience as well.
Overall, a lot of people can relate to what Tan talked about in
her article and she explained what she had to say thoroughly.
12. Conclusions section directions:
For the Conclusions section of your research paper, discuss
whether you thought the argument in the main article was
effective/not effective overall, and why you think that; you just
gave detailed examples in the Analysis section, so here you can
summarize what you said in the Analysis;
optional - you can also give your opinion about the issue, give
suggestions for what you want readers to do about the issue, or
give suggestions for areas of the topic that still need to be
researched
20. 13. Rough Draft directions:
For the Rough Draft, you will submit the work you have
completed so far for the Final Research Paper, including
previous assignments such as the Main Article Summary,
Introduction, Quote Sandwich. Use the Rough Draft Checklist
and the Research Paper Outline to help you prepare your Rough
Draft.
The Rough Draft will be uploaded to the TurnItIn dropbox in
Blackboard (in the Rough Draft folder - see Blackboard for
more specifics and deadline). We will discuss how to use
TurnItIn in class, but you are responsible for reading the
information on "How TurnItIn Works" and additional info on
TurnItIn, which can be found in the Quote Sandwich folder and
the Rough Draft folder in Blackboard.
Please note: If you do not submit your Rough Draft by the
deadline posted in Blackboard, I cannot guarantee that you will
get feedback in time to revise for the Final Research Paper.
14. ROUGH DRAFT CHECKLIST
Directions: please check off the completed areas of your rough
draft and submit this checklist with your rough draft
I. INTRODUCTION: (see Introduction assignment for
directions)
21. __context: Does intro explain necessary background
info on the topic (such as history, terminology,
etc.)?
__ debate: Does intro explain at least two sides of the
issue discussed in the paper?
II. SUMMARY: (See Summmary assignment for directions)
__ Does summary give title, author, main argument,
and major details of main article analyzed in this
paper?
III. ANALYSIS: Does the paper do the following?
__ discuss how ethos/pathos/logos are used in the
main article? (See How to Write Up
Ethos/Pathos/Logos Example assignment)
__ discuss at least 3 points from the main article in
depth, comparing research to what the author
claims? (see Quote Sandwich assignment)
(Note: see Effectiveness assignment for next 3 questions):
__ describe whether the main article's argument is effective or
ineffective and why?
__ describe whether the author of the main article
left out any important info or didn't answer critical
questions about the topic?
__ give any suggestions to make the author's
argument in the main article stronger?
IV. Other: __ are at least 4 sources (in addition to the main
article) cited somewhere in this paper?
V. MLA: Does the paper follow MLA format? (see Bedford
Handbook sections 56, 56a, 56b)
__ name/page # each page __ in-text citation __ Works
Cited page
__ do the in-text citations match up to the Works Cited entries,
and vice-versa?(if not, final paper will fail for plagiarism)
Extra Credit reminder for Final Paper: ** maximum of 5 pts
extra credit **
22. early submission = 3 pts; 6th or 7th source = 1 pt each;
15a. Final Research Paper Deadlines:
**FINAL PAPERS ARE DUE (see Blackboard Calendar) BY
END OF CLASS. YOU CAN RECEIVE 3 EXTRA CREDIT
POINTS IF YOU TURN IN THE PAPER EARLY (see
Blackboard Calendar for dates).
**RULES FOR SUBMITTING FINAL PAPER, EARLY OR
REGULAR SUBMISSION:
1) RESEARCH PAPERS ARE DUE BY END OF CLASS ON
______________
2) PAPERS TURNED IN AFTER CLASS BUT BEFORE 11:59
P.M. ON THE DUE DATE WILL HAVE 5 POINTS
DEDUCTED.
3) PAPERS TURNED IN AFTER 11:59 PM ON THE DUE
DATE WILL NOT BE ACCEPTED. ANY CHANGES TO THE
DUE DATE/SYLLABUS WILL BE ANNOUNCED IN CLASS.
4) FINAL RESEARCH PAPERS MAY ONLY BE SUBMITTED
BY UPLOADING PAPER TO THE BLACKBOARD "FINAL
PAPER" TURN-IT-IN DROPBOX. A HARDCOPY OF THE
FINAL PAPER MUST ALSO BE SUBMITTED BY END OF
CLASS ON DUE DATE - EITHER BRING THE HARD COPY
TO CLASS, OR LEAVE IT AT MY MAIL FOLDER, OUTSIDE
OFFICE 7320.
15b. Final Research Paper Directions (see Blackboard "Final
Paper" folder for additional directions; subject to change; any
changes will be announced in class)
Please note: The final research paper is 35% of your grade for
this course.
For the Final Research Paper, you must submit your original
documented research paper in which you provide your rhetorical
analysis of a text of your own choice (previously approved by
instructor).
23. The Final Research Paper must be in MLA format; it should be
5-8 pp double-spaced and must include the references (Works
Cited) page; it must be in a regular 12 point font.
Plagiarism policy: plagiarizing any part of an assignment,
including the final research paper, will earn you an ‘F’ for the
course. Not including a Works Cited page is a form of
plagiarism. You are responsible for familiarizing yourself with
the rules for avoiding plagiarism and using MLA format for
documenting research. These rules can be found in The Bedford
Handbook's MLA section, especially sections 53-56, highlights
of which were covered this semester in class.
Your paper must have the following sections -- (Please refer to
the Research Paper Outline for more details, and to the separate
assignments for the introduction, summary, ethos/pathos/logos
section, quote sandwich directions, effectiveness discussion,
works cited page, and conclusions)
1) Introduction (background of topic of text);
2) Summary of text (main article), including the author's
argument (statement and proof offered to support that
statement);
3) Analysis of the text (main article):
how did the author use ethos, logos, and/or pathos in his/her
argument?;
did the author give adequate support for his/her claim?;
would you add anything to make his/her argument stronger?
did the author leave out any important information that
contradicts his/her argument?
Analysis section must also include comparison of 3-4 points
from your text to at least 4 research sources;
4) Conclusion - what was your overall evaluation of the author's
argument? was it effective or ineffective, and why?; any final
thoughts or comments you have on the text
5) Works Cited page - all sources used in your paper must have
proper MLA in-text citations and must have full citations on
your Works Cited page; all sources on your Works Cited page
must be cited somewhere in your paper
24. Make sure you use Turn It In (as we discussed in class) to help
you avoid plagiarism in your Final Paper. Please use the Final
Paper checklist and the Turn It In rubric & other feedback on
your Rough Draft (peer review, comments in Grade Report or
Blackboard email from instructor) to help you write your Final
Paper. Please check your Blackboard email daily until your
Final Paper grade is posted, in case I need to contact you about
your paper.
16. FINAL PAPER CHECKLIST
Directions: Check off the completed items and turn this
checklist in with your Final Paper on ______________
Overall requirements for paper:
__ Do the in-text citations match up to the Works Cited entries,
and vice-versa? (if not, paper will fail for plagiarism)
__ Are at least 4 sources (in addition to the main article) cited
25. somewhere in this paper? (see Requirements for Research Paper
Sources)
Final Paper by section:
The Final Paper is worth 35 points total. See point breakdown
below.
___(2.5 pts) I. INTRODUCTION: Does intro explain
necessary background info on the topic? Are at least two sides
of the issue discussed in the paper explained here?
___(5 pts) II. SUMMARY: (See Summmary assignment for
directions)
Does summary give title, author, main argument, and
major details of main article analyzed in this paper?
___(20 pts) III. ANALYSIS: Does the paper do the
following?:
__(3 pts) discuss how ethos/pathos/logos are used in
the main article? (See How to Write Up Ethos/Pathos/Logos
Example assignment)
__(12 pts) discuss at least 3 points from the main
article in depth, comparing research to what the author claims?
(see Quote Sandwich assignment)
(Note: see Effectiveness assignment for next 3 questions):
__(3 pts) describe whether the main article's
argument is effective or ineffective and why?
__(1 pt) describe whether the author of the main
article left out any important info or didn't answer critical
questions about the topic?
__(1 pt) give any suggestions to make the author's
26. argument in the main article stronger?
____(2.5 pts) IV. CONCLUSION: Does the draft include an
overall evaluation of the argument in the main article?
____ (5 pts) V. MLA: Does the paper follow MLA format? (see
Bedford Handbook sections 56, 56a, 56b) ** note: this section
is for whether MLA format was used correctly, not whether
paper is plagiarized or not **
__(1) name/page # each page __(2) in-text citation
__(2) Works Cited page
Extra Credit: ** max of 5 pts extra credit ** early submission =
3 pts; 6th or 7th source = 1 pt each
The Causal Relation Between Job Attitudes and Performance:
A Meta-Analysis of Panel Studies
Michael Riketta
Aston University
Do job attitudes cause performance, or is it the other way
around? To answer this perennial question, the
author conducted meta-analytic regression analyses on 16
studies that had repeatedly measured perfor-
mance and job attitudes (i.e., job satisfaction or organizational
commitment). The effect of job attitudes
on subsequent performance, with baseline performance
controlled, was weak but statistically significant
(� � .06). The effect was slightly stronger for commitment than
for satisfaction and depended negatively
on time lag. Effects of performance on subsequent job attitudes
were elusive (� � .00 across all studies),
27. which suggests that job attitudes are more likely to influence
performance than vice versa.
Keywords: job satisfaction, organizational commitment,
performance, organizational citizenship behav-
ior, meta-analysis
Few topics in industrial and organizational psychology have
received as much attention as has the relation between job
attitudes
and performance (e.g., Brief & Weiss, 2002; Judge, Thoresen,
Bono, & Patton, 2001; Meyer & Allen, 1997; Mowday, Porter,
&
Steers, 1982; Staw, Sutton, & Pelled, 1994). Numerous meta-
analyses (e.g., Cooper-Hakim & Viswesvaran, 2005; Harrison,
Newman, & Roth, 2006; Judge et al., 2001; Meyer, Stanley,
Herscovitch, & Topolnytsky, 2002; Riketta, 2002) have demon-
strated that positive job attitudes, such as commitment and
satis-
faction, are accompanied by better work outcomes. Although the
existence of positive correlations is well established, the causal
relationship between job attitudes and performance is still
unclear.
Do job attitudes increase performance? Is it the other way
around?
Or are the frequently observed correlations between job
attitudes
and performance spurious (e.g., due to common causes)? The
vast
majority of empirical studies on job attitudes and performance
are
mute on these issues because of their cross-sectional designs.
The
same is true of the aforementioned meta-analyses. Thus, the
long-
standing debate about the causal relationship between job
28. attitudes
and individual performance (e.g., Harrison et al., 2006; Judge et
al., 2001; March & Sutton, 1997; Organ, 1977; Schwab & Cum-
mings, 1970) is far from being resolved.
The goal in this article is to contribute to this debate by provid-
ing the most controlled (to date) meta-analytic test of causal
links
between job attitudes and performance. This article is built
around
a meta-analysis of panel studies on these two constructs. These
studies permit the extent to which job attitudes predict perfor-
mance to be disentangled from the extent to which performance
predicts job attitudes. In this article, meta-analytic regression
anal-
ysis is applied to the aggregated correlations to estimate the
unique
effect of job attitudes on performance (with baseline
performance
controlled) and the unique effect of performance on job
attitudes
(with baseline job attitudes controlled). Differences between
forms
of job attitudes (organizational commitment and job
satisfaction)
and performance (in-role and extra-role), as well as the
moderating
role of measurement interval, are explored.
This article provides the first meta-analysis that estimates lon-
gitudinal effects between job attitudes and performance while
controlling for baseline scores (for similar methods that
examine
team cohesion instead of job attitudes, see the meta-analysis by
Mullen & Copper, 1994; for a meta-analysis of zero-order longi-
29. tudinal correlations between job attitudes and performance, see
Harrison et al., 2006). The present meta-analysis therefore
extends
previous meta-analyses of the job attitude–performance
relation-
ship by way of a more rigorous test of causal hypotheses.
Definitions and Theoretical Models
Throughout this article, the term job attitude refers to the eval-
uation or personal importance of job-related targets (e.g.,
organi-
zation, work group, job as a whole). The two most frequently
investigated job attitudes probably are job satisfaction, defined
as
a cognitive and/or affective evaluation of one’s job as more or
less
positive or negative (Brief & Weiss, 2002), and attitudinal or
affective organizational commitment, defined as “the relative
strength of an individual’s identification with and involvement
in
a particular organization” (Mowday, Steers, & Porter, 1979, p.
226; see also Allen & Meyer, 1990). The following arguments
and
empirical analyses refer to these job attitudes only. Other forms
of
job attitudes include organizational identification (see Riketta,
2005); job involvement (see Brown, 1996); continuance and
nor-
mative commitment (Allen & Meyer, 1990); and satisfaction
and
(affective) commitment with reference to targets other than job
or
organization, such as work group, career, or occupation (see,
e.g.,
Becker, 1992; Cohen, 2003; Meyer, Allen, & Smith, 1993).
30. These
I wish to thank Paula Brough, Ann Davis, Rolf Van Dick,
Xiaojing Yan,
and René Ziegler for helpful comments; Claudia Sacramento for
assistance
with coding; and Frank Bond, Jeremy Dawson, Günter Maier,
and Mike
West for making unpublished results available.
Correspondence concerning this article should be addressed to
Michael
Riketta, Work & Organisational Psychology Group, Aston
Business
School, Aston University, Birmingham B4 7ET, United
Kingdom. E-mail:
[email protected]
Journal of Applied Psychology Copyright 2008 by the American
Psychological Association
2008, Vol. 93, No. 2, 472– 481 0021-9010/08/$12.00 DOI:
10.1037/0021-9010.93.2.472
472
forms of job attitudes are not considered within this article, due
to
a lack of published investigations that contain these
constructs.1
In the literature, performance is usually divided into in-role
performance (similar to task performance), defined as
fulfillment
of tasks that are required by the formal job description, and
extra-role performance (similar to organizational citizenship be-
31. havior or contextual performance), defined as behavior that is
beneficial to the organization and goes beyond formal job
require-
ments (e.g., helping colleagues at work, working extra hours,
making suggestions for improvement; Borman & Moto-
widlo, 1997; Organ, 1988). This meta-analysis considers both
forms of performance.
At least four interpretations of positive correlations between job
attitudes and performance are possible. Because these
viewpoints
have been laid down many times (e.g., Brief & Weiss, 2002;
Brown & Peterson, 1993; Harrison et al., 2006; Judge et al.,
2001;
Meyer & Allen, 1997; Mowday et al., 1982; Staw et al., 1994),
only a brief summary is given below. This meta-analysis tests
all
four cases by estimating the unique effects of job attitudes on
later
performance (with baseline performance controlled) and of per-
formance on later job attitudes (with baseline job attitudes con-
trolled).
Case 1: Job attitudes cause performance. Arguments that sup-
port this view usually refer to the functions of attitudes as
guide-
lines and facilitators of behavior (e.g., Eagly & Chaiken, 1993;
Fishbein & Ajzen, 1974; see Judge et al., 2001); the energizing
and
facilitative effects of positive affect (as one component of satis-
faction) at the workplace (e.g., Staw et al., 1994); or the
motiva-
tional effects of the personal importance or identification with
the
job or organization (e.g., as a component or consequence of
commitment; see, e.g., Meyer, Becker, & Vandenberghe, 2004).
32. In
this meta-analysis, this view would receive support if job
attitudes
predicted later performance.
Case 2: Performance causes job attitudes. Two common argu-
ments that support this view are (a) that performance often
leads to
internal and external rewards (e.g., pay, recognition, feeling
good
at work), which in turn may foster positive job attitudes (e.g.,
Lawler & Porter, 1967), and (b) that people adjust their
attitudes to
their behavior, due to strivings for cognitive consistency or as a
rationalization for their actions (e.g., as assumed by
psychological
theories of cognitive dissonance and of self-perception,
Festinger,
1957, and Bem, 1972, respectively; see, e.g., Staw, 1975). This
view would receive support if performance predicted later job
attitudes.
Case 3: Performance and job attitudes cause each other. This
case results from the combination of Cases 1 and 2.
Case 4: Performance and job attitudes are causally unrelated. In
this case, the positive concurrent correlations between them
would
be due to research artifacts (e.g., common source bias) or to
third
variables that influenced both constructs (see, e.g., Brown &
Peterson, 1993; Judge et al., 2001). Although it is virtually
impos-
sible to rule out Case 4 with correlational data, this meta-
analysis
tests one possible implication of this case: that job attitudes and
33. performance do not predict each other over time.
This study explores the moderating roles of type of job attitude
(satisfaction vs. commitment), performance type (in-role and
extra-role performance), and timing (shorter vs. longer intervals
between measurement waves). In theory, panel designs require
that
the time between two measurement waves matches the time that
the effects under investigation presumably take to unfold. How-
ever, little is known about this process (e.g., how long it takes
for
satisfaction to influence performance or vice versa). Because of
this lack of knowledge and the common constraints of field
studies
(e.g., the organization may provide access only at certain inter-
vals), the time lags in most studies seem to be set independently
of
theoretical considerations, as reviews of panel studies have ad-
monished (e.g., Williams & Podsakoff, 1989). Through its com-
parison of attitude–performance effects between different time
lags, this meta-analysis may inform decisions on timing issues
in
future panel studies.
Method
Study Search and Coding
Studies had to meet the following criteria to be included in the
meta-analysis:
1. Participants were employees in an organization. Thus,
studies in other contexts, such as classrooms, sports
teams, or artificial environments (e.g., laboratory, sce-
nario), were excluded (e.g., Dorfman & Stephan, 1984;
34. Grieve, Whelan, & Meyers, 2000).
2. The study examined job satisfaction or organizational
commitment (attitudinal or affective).
3. The study examined job performance.
4. Job attitudes and performance were measured at each of
at least two measurement waves. That is, the study had a
panel design.
5. No major changes in the work environment, such as an
organizational merger or a change in the task of the
participants, occurred between the measurement waves
(e.g., Jetten, O’Brien, & Trindall, 2002).
6. Data were analyzed at the individual level rather than at
the group level. This criterion was included because most
theoretical accounts of the job attitude–performance re-
lation refer to individual processes and because
individual-level correlations are not comparable with
group-level correlations.
7. The complete matrix of the zero-order correlations for
job attitude and performance was available for at least
two measurement waves. Thus, the report of the study
had to contain the two synchronous correlations, the two
cross-lagged correlations, and the two stabilities for job
1 The literature search for this meta-analysis did refer to studies
on all of
the mentioned job attitudes. After the search, all job attitudes
were to be
excluded for which fewer than five independent studies were
available.
This step would reduce the heterogeneity of the data set for the
35. meta-
analysis and would ensure that the meta-analytic results for
single job
attitudes were generalizable to some extent. Only job
satisfaction and
organizational commitment met this criterion (and the other
inclusion
criteria described in the Method section). For ease of
presentation, the
excluded constructs are not mentioned further.
473RESEARCH REPORTS
attitude and performance. Only studies that reported the
complete set of correlations were considered in the meta-
analysis. This criterion ensured that the attitude–perfor-
mance and the performance–attitude paths within an
analysis were from the same studies and thus ruled out
differences between studies as confounds of the observed
effects. In other words, studies with missing correlations
were excluded listwise.
This study used several strategies for identification of published
and unpublished studies that met these criteria. A range of elec-
tronic databases was searched, including ABI/Inform (covering
published articles and unpublished dissertations, some of them
in
full text); Business Source Premier (covering published
articles);
PsycINFO (covering published articles, chapters, and books and
unpublished dissertations); and Web of Science (the former
Social
Sciences Citation Index; covering published articles). The
follow-
36. ing search terms, decomposed into smaller search terms as
neces-
sary, were used: (satisfaction or commitment) and (work or job
or
organization) and (cross-lagged or longitudinal) and ( perfor-
mance, in-role, or extra-role; or citizenship or effort or
productiv-
ity or work motivation). Moreover, the lists of studies included
in
previous meta-analyses and qualitative reviews on satisfaction,
commitment, and performance were checked, as were the refer-
ences of several papers on cross-lagged panel analysis (most
notably, Clegg, Jackson, & Wall, 1977; Williams & Podsakoff,
1989). Further, colleagues who research actively in the area of
job
attitudes were asked if they knew of relevant research; a request
for unpublished data was sent via the mailing list of the German
association of industrial and organizational psychologists (in
Sep-
tember 2006); a request for unpublished data was posted on the
web page of the Society for Industrial and Organizational
Psychol-
ogy (in September 2006); the abstracts of recent annual confer-
ences of that society (2005–2007) and of the Academy of Man-
agement (2000 –2007) were searched, and several papers were
requested; and authors of published studies that met all but the
last
inclusion criterion (i.e., that failed to report the complete
correla-
tion matrix) were contacted and asked for the missing
correlations.
The references of each relevant paper retrieved were scanned
for
additional studies. Study search was completed in June 2007.
All usable studies were coded by Michael Riketta and a doctoral
37. student into two categories according to the nature of
performance
the studies measured (in-role and extra-role). When a
performance
measure included items that referred to both performance types,
it
was coded into the category to which most of its items referred.
Intercoder agreement was 100%, and each study could be unam-
biguously assigned to one of the two categories. Because all
other
data to be coded did not require subjective judgments, they were
coded by Michael Riketta.
As is common in meta-analyses, the moderator effects were
explored by repeating the analyses for discrete values of the
moderator (Hunter & Schmidt, 1990). Thus, the moderator vari-
able time lag was categorized into 1– 6 months, 7–12 months,
and
13� months. These categories were chosen as a compromise
between the two conflicting demands of (a) having a reasonable
number of studies in each category (which could be best
fulfilled
by a small number of categories) and (b) having a category
system
differentiated enough for detection of nonmonotonic moderator
effects (which could be best fulfilled by a large number of cate-
gories). Given the small number of available studies, a larger
number of time lag categories did not seem meaningful. (None-
theless, a more differentiated analysis for the total sample is
reported in Footnote 3.)
Features of the Analyzed Studies
The literature search yielded 16 usable studies (see Table 1).
The average sample size of these studies was 192, with a range
38. from 35 to 526. Mean time lag between the coded waves of
measurement averaged 9.2 months, with a range from 1 month
to
18 months. Mean organizational tenure of participants at the be-
ginning of data collection was 4.5 years (k � 10). Mean
proportion
of women was 55% (k � 11). The majority of the studies were
conducted in English-speaking countries (10 in the United
States,
2 in the United Kingdom, 1 in Australia). Two studies were
conducted in Germany; for another study, the country was not
stated. Eight studies were conducted in service organizations, 3
were conducted in manufacturing organizations, and 4 examined
participants from multiple organizations and industries (e.g.,
alumni of the study authors’ institutions). One study was con-
ducted in an organization within an unspecified industry.
Of the studies, 14 examined job satisfaction with a variety of
measures. The most frequent measure was the Job Descriptive
Index (Smith, Kendall, & Hulin, 1969), which was used in 3
studies. Five studies examined organizational commitment,
mea-
sured with the Organizational Commitment Questionnaire
(Mow-
day et al., 1982). In-role and extra-role performance were mea-
sured by 11 and 5 studies, respectively. Extra-role performance
was measured with self-reports in 4 studies and with both self-
reports and peer ratings in the remaining study. In-role perfor-
mance was measured with supervisor ratings in 6 studies, with
objective indicators in 3 studies, with both supervisor ratings
and
objective indicators in 1 study, and with self-reports in another
study. No single performance measure was used more than
twice.
Data Aggregation
39. One requirement of a meta-analysis is independence of the
aggregated data points (here, correlations). Thus, a study must
not
contribute more than one correlation to each aggregated correla-
tion. When a study provided correlations for (a) more than one
job
attitude or performance form or (b) more than one measure for
the
same job attitude or performance form, the correlations were
averaged, such that the study contributed no more than one set
of
correlations (two stabilities, two synchronous correlations, two
cross-lagged correlations) to each of the following analyses. For
example, when a study provided correlations for commitment
and
satisfaction that had the same outcome, these correlations were
averaged for the overall analyses. The single correlations for
commitment and satisfaction were used, however, in the
separate
analyses for commitment and satisfaction.
The issue of independent correlations is also relevant to studies
with more than two waves of measurement (here, three studies
with three waves). To ensure independence of data points, this
analysis used only the data from the first two measurement
waves,
except in the analyses that compared different time lags. In this
latter case, if a study reported correlations for more than one
time-lag category (i.e., �7, 7–12, and 13� months), these corre-
474 RESEARCH REPORTS
lations were included in the analyses for the respective
40. categories.
Again, when a study reported more than one set of correlations
relevant to the same time-lag category, only the set of
correlations
for the two earliest measurement waves was considered.
In longitudinal studies, changes in reliability between the mea-
surement waves can bias estimates of cross-lagged effects
(Kenny,
1975; Williams & Podsakoff, 1989). To correct for this, the cor-
relations were disattenuated. The study-specific reliability esti-
mates for the relevant measurement waves were used if
available.
These reliability estimates were internal consistencies in all
cases.
When reliability information was lacking, imputed estimates
made
the analysis for these studies more comparable with those for
the
other studies. Specifically, when reliability information was
avail-
able for only one measurement wave (as was the case in one
study), this value was imputed as the reliability estimate for the
second measurement wave. Reliabilities of single-item rating
scales were set at .70 (Wanous & Hudy, 2001). In all other
cases,
missing reliabilities for job satisfaction, organizational commit-
ment, and (in- or extra-role) performance were set at .83, .83,
and
.85, respectively. These values were the average reliabilities
(mostly internal consistencies) from a recent, extraordinarily
large
meta-analysis on these constructs (Cooper-Hakim &
Viswesvaran,
2005; these estimates were based on 949, 311, and 159 studies,
respectively).2
41. The next step consisted of averaging the disattenuated correla-
tions across studies, after weighting them with the product of
sample size (to correct for sampling error) and the squared
disat-
tenuation factor (i.e., the square of the ratio of uncorrected to
corrected correlation; Hunter & Schmidt, 1990). The resulting
weighted correlation was an estimate of the mean population
correlation. Its standard error was computed as the standard
devi-
ation of the corrected correlations divided by the square root of
the
number of studies. Thus, as recommended by Hunter and
Schmidt
(1990), this meta-analysis used a random effects model. The
variance of the population correlations was computed as the dif-
2 Schmidt and Hunter (1996) and Viswesvaran, Ones, and
Schmidt
(1996) argued that interrater reliabilities are better estimates of
measure-
ment error than are internal consistencies. In a meta-analysis,
Viswesvaran
et al. estimated the interrater reliability of supervisor ratings of
perfor-
mance at .52 and suggested that this estimate be used for
disattenuation in
meta-analyses. When their estimate (rather than the internal
consistencies
from the original studies) was used in this study for supervisory
perfor-
mance ratings, the paths between job attitudes and performance
tended to
be slightly weaker but showed patterns largely similar to those
in the
42. present analysis. In particular, the job attitudes–performance
and perfor-
mance–job attitudes effects were, respectively, � � .04 and .00
overall; .02
and .00 for satisfaction; .07 and .02 for commitment; .4 and .01
for in-role
performance; .05 and �.02 for extra-role performance; .11 and
.03 for a
time lag of 1– 6 months; .01 and �.08 for 7–12 months; and .01
and .05 for
13� months. A limitation of this method is that it does not
consider
changes in reliability within studies, although this is advisable
for the
analysis of panel data (Kenny, 1975). Moreover, several authors
have
argued that the use of interrater reliabilities in disattenuation
may bias
correlations (Murphy & De Shon, 2000; Sackett, Laczo, &
Arvey, 2002).
Hence, only the analysis that used internal consistencies is
reported in the
text.
Table 1
Studies Included in the Meta-Analysis
Study N Participants Country Lag Variables
Coded correlations
A1A2 P1P2 A1P1 A2P2 A1P2 P1A2
Ashforth & Saks (1996) 222 University graduates U.S. 6 JS, IP
.64 .69 .11 .21 .14 .20
Bateman & Organ (1983) 77 Nonacademic university staff U.S.
43. 1.5 JS, EP .71 .80 .41 .41 .43 .39
Bechtold et al. (1981) 64 Medical center employees U.S. 18 JS,
IP .53 .57 .15 .21 .17 .19
Bond & Bunce (2003) 412 Call-center employees U.K. 12 JS, IP
.66 .21 .26 .17 .05 .66
Borrill et al. (2003) 370 Hospital employees U.K. 12 JS, EP .67
.48 .28 .25 .20 .17
Crampon et al. (1978) 46 Management trainees U.S. 2 OC, IP
.72 .78 .16 .16 .36 .00
Donaldson et al. (2000) 157 Nonprofessionals U.S. 6 OC, EP
.71 .25 .20 .25 .14 .71
Griffin (1991)a 526 Bank tellers U.S. 18 JS, IP .61 .53 .04 .06
�.02 .06
OC, IP .74 .53 �.03 .05 .05 .03
Maier & Rosenstiel
(2006)
185 University graduates Germany 14 JS, EP .57 .57 .11 .195
.09 .17
OC, EP .75 .57 .18 .185 .24 .18
Maier & Rosenstiel
(2006)
216 University graduates Germany 14 JS, EP .64 .65 .16 .16 .14
.14
OC, EP .84 .65 .18 .14 .12 .13
Nathan et al. (1991) 300 Managers and professionals Not stated
3.5 JS, IP .56 .23 .06 .17 .14 �.02
Sheridan & Slocum
(1975)
59 Machine operators U.S. 11 JS, IP .45 .50 �.03 .15 �.08 �.06
44. Sheridan & Slocum
(1975)
35 Managers U.S. 12 JS, IP .68 .49 .20 .21 .21 .24
Szilagyi (1980) 128 Controllers and accountants U.S. 3 JS, IP
.62 .65 .09 .05 .09 .09
Tharenou (1993) 200 Electrical apprentices Australia 12 JS, IP
.48 .64 .19 .08 .11 .08
Wanous (1974) 80 Telephone operators U.S. 2 JS, IP .73 .44 .09
.15 .18 .24
Note. Lag � time lag between the coded measurement waves in
months; A1 and A2 � job attitude at first and second coded
wave, respectively; P1 and
P2 � performance at first and second coded wave, respectively;
JS � job satisfaction; IP � in-role performance; EP � extra-
role performance; OC �
organizational commitment.
a Only Time 2 and Time 3 were coded because of an
intervention between Time 1 and Time 2.
475RESEARCH REPORTS
ference between the variance of the corrected correlation coeffi-
cients and their average squared standard errors (Hunter &
Schmidt, 1990). Heterogeneity of population correlation was
tested with Hunter and Schmidt’s chi-square test (Q test). A
significant result would indicate that there was more than one
population correlation.
Meta-Analytic Regression Analysis
For the causal analyses, the matrix of the corrected mean cor-
45. relations served as input into a meta-analytic regression
analysis
(Judge & Piccolo, 2004; Viswesvaran & Ones, 1995). The soft-
ware MPlus 4.2, using maximum likelihood estimation, was
used
for these computations. To increase the sensitivity of
significance
tests, the sum of the sample sizes of the relevant studies (rather
than, e.g., the average) was used to compute the standard errors
for
the regression coefficients (see Cheung & Chan, 2005). Specifi-
cally, across all studies, performance or job attitude at the
second
coded measurement wave was regressed on both performance
and
job attitudes at the first coded measurement wave. The
standard-
ized regression coefficients provided by this analysis estimated
how well job attitudes and performance predicted each other,
with
baseline scores of the criterion variable being controlled. These
analyses were conducted across all job attitudes and
performance
forms, irrespective of time lags (called overall analysis
hereafter),
for each combination of satisfaction or commitment with in-role
or
extra-role performance and with each time-lag category.
Results
Table 2 shows the mean corrected correlations (as estimates of
the mean population correlations; symbolized by r in the
following
text); their standard errors (as indicators of the precision with
which the mean population correlations were estimated); and the
46. estimated standard deviations of the population correlations (as
estimates of the extent to which the population correlations vary
around the mean population correlation). Data are shown for the
overall analysis and for each category of each moderator (job
attitude, performance type, time lag, and all possible
combinations
thereof).
The mean cross-sectional correlations between job satisfaction
and organizational commitment with performance were weakly
positive and statistically significant (rs between .10 and .21, ps
�
.05). These findings are consistent with those of previous meta-
analyses (e.g., Cooper-Hakim & Visweswaran, 2005; Judge et
al.,
2001; Meyer et al., 2002; Riketta, 2002). The stabilities of job
attitudes and performance were remarkably high (rs � .52
across
all time lags, i.e., for an average time lag of 9 months).
Table 3 shows the results of the meta-analytic regression anal-
yses conducted on the correlations from Table 2. The upper
panel
of Table 3 shows general analyses, which averaged across at
least
one of the moderator variables. Overall, job attitudes were weak
predictors of performance (� � .06, p � .001). This effect
tended
to be stronger for commitment than for satisfaction (� � .08 vs.
.03, ps � .05) and stronger for shorter than for longer time lags
(� � .12, p � .001, for 1– 6 months; � � .02, ns, for 7–12
months;
� � .03, ns, for more than 12 months). It did not differ between
in-role and extra-role performance (�s � .05, ps � .05).
Effects of performance on job attitudes in the general analyses
47. were more elusive. The only significant effect was a negative
effect for moderate time lag (� � �.08, p � .001, 7–12
months).
Because no studies of organizational commitment were
available
for this time-lag category, this effect was entirely due to
satisfac-
tion. All other effects of performance on job attitudes in the
general analyses were nonsignificant (�s � .04).3
Table 3, lower panel, shows more specific analyses, which
examined all possible combinations of job attitude, performance
type, and time lag. Because most of these analyses were
conducted
on three samples or fewer, they have to be interpreted with
great
caution. The most remarkable finding may be that the tendency
for
higher effects of job attitudes on performance for shorter time
lags
was replicated for all four job attitude–performance type combi-
nations.
Discussion
With its use of meta-analytic regression analysis and its exclu-
sive focus on studies with repeated measurements, this meta-
analysis accomplished a more rigorous test of causal relations
between job attitudes and performance than did previous meta-
analyses on these relations. The results provide some support
for
the common assumption that job attitudes influence
performance.
Across job attitudes and performance forms, the effect was
weak
but significant (� � .06). The effect was significant for both
48. satisfaction and commitment and for both in- and extra-role per-
formance. The effect tended to be stronger for shorter time lags
between measurement waves and for commitment rather than for
satisfaction. Almost no statistically significant evidence for the
reverse causal direction emerged, with the effect size in the
overall
analysis being � � .00. This finding suggests that job attitudes
are
more likely to influence performance than vice versa.
Limitations
Before the implications of the findings for research and practice
are discussed, several limitations of this meta-analysis should
be
noted. First of all, the number of studies was small, especially
for
commitment and extra-role performance (only five studies each)
and for the moderator analysis for time lag (fewer than eight
studies in each category).
Moreover, almost all studies on extra-role performance mea-
sured this construct with self-reports only. Common source bias
and socially desirable self-presentation may have distorted the
3 Additional analyses explored the effects of time lag in more
detail by
repeating the computations (across job attitudes and
performance types) for
every available time lag (rounded to months). The job attitudes–
perfor-
mance and performance–job attitudes effects were, respectively,
� � .18
and .06 for a time lag of 2 months (k � 3, n � 203); .03 and .03
for 3
months (k � 1, n � 128); .20 and �.12 for 4 months (k � 1, n �
49. 300); .06
and .08 for 6 months (k � 2, n � 379); �.03 and .01 for 9
months (k �
1, n � 64); �.08 and �.05 for 11 months (k � 1, n � 59); .02
and �.08
for 12 months (k � 4, n � 1017); .01 and .03 for 14 months (k
� 2, n �
401); and .02 and .06 for 18 months (k � 2, n � 590). Weighted
linear
regression analyses on these data (with the inverse of n as
weights)
revealed that time lag related strongly and negatively to the job
attitudes–
performance effects (� � �.69, p � .04) but not to the
performance–job
attitudes effects (� � .13, p � .73).
476 RESEARCH REPORTS
Table 2
Aggregated Zero-Order Correlations
Analysis k n A1A2 P1P2 A1P1 A2P2 A1P2 P1A2
Overall 16 3,077 .77
(.02, .06)
.67
(.04, .15)
.17
(.03, .09)
.21
58. 5.65* 0.99 0.01 0.28 1.51 0.33
OC, in-role 2 572 .85
(.00, .00)
.60
(.06, .07)
�.02a
(.04, .00)
.07
(.02, .00)
.08a
(.07, .07)
.03
(.00, .00)
0.07 7.27* 1.51 0.54 4.23* 0.01
Lag, 1–6 1 46 .87 .92 .19a .19a .43 .01a
Lag, 13� 1 526 .85 .58 �.03a .06a .06a .03a
Note. Sample-size weighted and disattenuated zero-order
correlations. The standard errors of these mean correlations and
the standard deviations of the
population correlations are given in parentheses. The chi-square
values (from the test of heterogeneity of the individual
correlations, df � k �1) are given
below them. All correlations shown are significant at p � .05,
except where indicated. A1 and A2 � job attitude at first and
second coded wave, respectively;
P1 and P2 � performance at first and second coded wave,
59. respectively; JS � job satisfaction; OC � organizational
commitment; Lag � time lag between
the coded measurement waves in months.
a Nonsignificant correlation ( p � .05).
* p � .05. ** p � .01. *** p � .001.
477RESEARCH REPORTS
scores on these measures and may have inflated their
correlations
with job attitudes in particular, thereby introducing bias in the
regression analyses. This possibility, together with the small
num-
ber of studies available, renders the present findings on extra-
role
performance particularly tentative. Future research on the
causal
link between job attitudes and extra-role performance should
use
observer ratings or objective indicators as alternative or
additional
measures.
One limit to the generalizability of the data is that the majority
of the studies were from English-speaking countries, primarily
the
United States. Thus, the generalizability to other countries is
unclear. Moreover, due to the small number of studies, it was
not
possible to include studies that measured performance at the
firm,
rather than individual, level. It is still possible that job attitudes
and
performance show stronger, or different, relations at aggregated
60. than at individual levels (see Koys, 2001, and Schneider,
Hanges,
Smith, & Salvaggio, 2003, for examples of firm-level analyses).
Finally, because the present analysis is based on correlational
rather than experimental data, it allows for only tentative causal
conclusions and cannot rule out some alternative causal
explana-
tions (e.g., that third variables inflated the cross-lagged paths;
see,
e.g., Cherrington, Reitz, & Scott, 1971; Brown & Peterson,
1993).
Although the present analysis accomplished a more rigorous test
for causality than did previous meta-analyses in this domain, it
still
suffers from the usual weakness of correlational designs.
Experi-
ments are required to provide compelling evidence of causal
relations.
Implications for Research
Notwithstanding the limitations mentioned above, this is the
first meta-analysis to predict later performance by job attitudes
over and above initial performance and vice versa. The findings,
obtained using a comprehensive database, support the common
view that job attitudes increase performance. They provide
weaker
support for the alternative view that performance shapes job
atti-
tudes. Effects of this latter type remain elusive.
At first glance, this conclusion seems to be at odds with Judge
et al.’s (2001) assertion that there is evidence for effects in both
directions, which led them to propose a model of reciprocal
satisfaction–performance relationships (p. 390). Several points
61. are
worth mentioning in this regard. For one, the present findings
represent average trends across studies and do not rule out
recip-
rocal or mere performance–attitude effects in specific contexts.
Further, many studies that claim to test causal relations between
job attitudes and performance are cross-sectional and thus are
able
to provide only weak evidence of causality. In fact, Judge et
al.’s
conclusion is based on a qualitative review of 4 longitudinal
and
12 cross-sectional studies (pp. 377–379). Finally, even
longitudi-
nal studies, especially those published in the 1970s and 1980s,
often use inappropriate methods to test for causality (see
Williams
& Podsakoff, 1989). Rather than taking the analyses and
interpre-
tations in the primary studies at face value, the present research
reanalyzed their correlation matrices, thus overcoming some
lim-
itations of the studies.
Table 3
Regression Analyses: Subsequent Attitude or Performance
Regressed on Preceding Attitude and Performance
Analysis k n
Criterion: Subsequent attitude Criterion: Subsequent
performance
Attitude Performance R2 Attitude Performance R2
General analyses
63. OC, extra-role 3 558 .85 (35.81)*** .03 (1.35) .71 .03 (1.20)
.86 (38.29)*** .74
Lag, 1–6 1 157 .71 (11.96)*** .04 (0.74) .49 .05 (1.31) .85
(20.81)*** .76
Lag, 13� 2 401 .88 (36.23)*** .00 (0.16) .77 .03 (1.24) .85
(32.71)*** .74
OC, in-role 2 572 .85 (38.78)*** .05 (2.14)* .73 .09 (2.77)**
.60 (18.11)*** .37
Lag, 1–6 1 46 .90 (12.84)*** .16 (2.30)* .78 .27 (6.01)*** .87
(19.74)*** .91
Lag, 13� 1 526 .85 (37.27)*** .06 (2.43)* .73 .08 (2.19)* .58
(16.46)*** .34
Note. Standardized path coefficients, with t scores in
parentheses. JS � job satisfaction; OC � organizational
commitment; Lag � time lag between the
coded measurement waves in months.
* p � .05. ** p � .01. *** p � .001.
478 RESEARCH REPORTS
Though statistically significant in several cases, the effects of
job attitudes on performance were generally weak in the present
analyses (e.g., � � .06 overall, .03 for satisfaction, .08 for
com-
mitment). One reason may be that these effects are short lived.
As
might be expected (see Hulin, Henry, & Noon, 1990), the
effects
were stronger for shorter time lags between measurement
waves,
though only slightly so (e.g., � � .11 for time lags of 6 months
64. or
less). It is noteworthy that the time intervals in the analyzed
studies
were quite long, with a range of 1.5 months to 18 months. Re-
search still has to explore whether stronger effects emerge for
shorter intervals (e.g., a few days). In general, to the extent that
time lags are longer than the actual duration of the effects of
interest, these effects are reflected in the cross-sectional, not
the
cross-lagged, relationships (Clegg et al., 1977). More
theoretical
and empirical work on the temporal characteristics of job
attitude–
performance effects is necessary to help researchers choose
opti-
mal time intervals.
Furthermore, cross-lagged effects between job attitudes and
performance may be stronger under certain circumstances (see
also
Judge et al., 2001). Possible moderators of these effects include
autonomy at work (Kalleberg & Marsden, 1995; Riketta, 2002);
the stimulating nature of jobs (Ivancevich, 1979);
organizational
tenure (Cohen, 1993; Wright & Bonett, 2002); and the degree to
which job attitude and performance are measured with regard to
the same, rather than different, targets (Fishbein & Ajzen, 1974;
Lee, Carswell, & Allen, 2000; Riketta & Van Dick, 2005; Van-
denberghe, Bentein, & Stinglhamber, 2004). The studies
included
in the present meta-analysis did not provide enough information
to
test the effects of these moderators. Additional panel studies in-
cluding these moderators would be valuable.
A theoretical challenge is to explain the counterintuitive nega-
65. tive effect of performance on job satisfaction for moderate time
lags (� � �.08, time lag � 7–12 months). One explanation is
that
the effect is due to people who perform strongly but who do not
perceive themselves to be adequately rewarded for their perfor-
mance. In this case, high performers may be less satisfied than
are
low performers, especially when enough time has passed to
stifle
their hope for performance-adequate rewards. This would
explain
why the effect is evident only for longer time lags. Thus, reward
systems and justice perceptions may be additional moderators,
especially for job attitude–performance effects. Because the
effect
is weak and was based on only six studies, replication attempts
are
advisable before further interpretation is attempted.
From a practical perspective, the longitudinal effects of job
attitudes on performance might be weaker than many
practitioners
have hoped. Thus, researchers should be cautious with practical
recommendations such as, “Increase job satisfaction or commit-
ment to increase productivity.” Especially when effect sizes are
small, it is important to communicate them so that practitioners
understand their practical significance (McCartney & Rosenthal,
2000). A useful tool for this purpose is the binomial effect-size
display (Rosenthal & Rubin, 1982). Translated into this display,
the present finding of a job attitudes–performance effect of � �
.06 means that, among the half of employees with higher job
attitudes, 53% also belong to the half with higher performance;
whereas, among the half of employees with lower job attitudes,
47% belong to the half with higher performance. It is up to
practitioners to decide, on the basis of this information, whether
66. their organizations would substantially benefit from higher job
attitudes.
Conclusions
This meta-analysis provides some support for effects of job
attitudes on performance and little support for the reverse
effects.
In light of the weak effects observed in the present analyses,
future
research should focus on moderators of the relations between
job
attitudes and performance. The present findings suggest timing
of
measurement as one moderator, with effects being more likely
to
emerge for shorter (vs. longer) time spans. Moreover, research
should increasingly use panel designs to broaden the database
for
follow-up meta-analyses on the causal link between job
attitudes
and performance.
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Received March 28, 2007
Revision received June 27, 2007
Accepted July 30, 2007 �
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481RESEARCH REPORTS
MGT- C4 Assign
JOB ATTITUDES
Assignment Overview
As noted on the Background page in this module, Swailes
(2002) critiqued the conceptualization and measurement of the
job attitude of organizational commitment. Four years later,
Harrison, Newman, and Roth (2006) integrated organizational
commitment and job satisfaction into an overall job attitude
based on the compatibility principle in attitude theory, and
found through meta-analysis of studies published between 1983
and 2004 that it substantially predicted integrative, higher-order
behavioral outcomes. Riketta (2008) would have at least
addressed, if not resolved, the conceptualization and
measurement issues that Swailes raised in their subsequent
meta-analyses.
The focus of this case study is on the relationship between the
conceptualization and operationalization of a construct, in this
case the job attitude of organizational commitment. As noted on
the module Background page, Swailes (2002) critiqued the
conceptualization and measurement (operationalization) of
organizational commitment. In the six years that followed,
Harrison, et al. (2006) and Riketta (2008) published meta-
analyses of the impact of organizational commitment on
performance.
80. Case Assignment
Assess the extent to which Harrison, et al. (2006) and Riketta
(2008) address the issues that Swailes (2002) raised regarding
the conceptualization and measurement of organizational
commitment.
Assignment Expectations
1. Summarize the key issues that Swailes (2002) raises
regarding the conceptualization and measurement of
organizational commitment.
2. Briefly describe the way(s) in which Riketta (2008)
conceptualizes and operationalizes organizational commitment.
3. Briefly describe the way(s) in which Harrison, et al. (2006)
conceptualize and operationalize organizational commitment.
4. Assess the extent to which Harrison, et al. (2006) and Riketta
(2008) address the issues that Swailes (2002) raised regarding
the conceptualization and Measurement of Organizational
Commitment.
General Expectations
1. Length: 5–6 pages of double-spaced, 12-point text, plus cover
and reference pages.
2. Structure: Narrative style, including a brief introduction in
which you provide an overview of your paper.
3. References: Follow Campion's (1997) rules for references
(see Background page).
4. Style: APA format.
5. Proofread your paper before uploading it.
Upload your paper by the module due date.
Background
Required Materials
There are two sections of required readings in this module. The
first section introduces Meta-analysis as a quantitative approach
to reviewing and synthesizing the results of a large number of
empirical research studies on a particular topic. The goal is to
help you understand, critique, and effectively draw upon meta-
81. analysis research review articles. The second section provides
breadth and depth of foundation in theory and research related
to job attitudes, and includes recent, high quality meta-analyis
research articles that illustrate the concepts introduced in the
articles in the first section.
Note: The required readings are described in the order in which
you are encouraged to read them, as each provides concepts that
will help you make sense of the subsequent readings.
I. Meta-Analysis
In Module 3 of ORG601 you were introduced to three basic
types of academic articles that contribute to the creation and
testing of new knowledge:
1. Theoretical articles that develop new theoretical constructs
and propose conceptual relationships among those constructs
2. Empirical research articles in which quantitative data is
collected and analyzed, most often to test hypotheses that are
derived deductively from a theory, and
3. Review articles that provide an in-depth overview of the
theory and empirical research related to a particular
phenomenon.
A meta-analysis article could be seen as a hybrid of the second
and third types of academic articles. It employs an empirical,
meta-analytic research method to quantitatively review and
synthesize empirical research findings from a large number of
studies on a particular topic.
The following article provide an overview of the nature, role,
methods, and relative use of meta-analysis in two fields related
to business administration: information systems and
international business research.
· Kirca, A. H., & Yaprak, A. (2010). The use of meta-analysis
in international business research: Its current status and
suggestions for better practice. International Business Review,
19(3), 306-314.
II. Job Attitudes
In this module, we focus on the two most widely researched job
attitudes - organizational commitment and job satisfaction.