ENG 102
DiOrio
November 1, 2014
Profile Assignment
Assignment:
Write an essay of 3 pages about a classmate, introducing readers to specific beliefs and values that shape and influence their sbuject. Observe your subject closely, and then present what you have learned in a way that both informs and engages readers.
Due: Monday, November 17, 2014
Basic Information:
Magazines and newspapers are filled with profiles. Unlike conventional news stories, which report current events, profiles tell about people, places, and activities. Some profiles take us behind the scenes of familiar places, giving us a glimpse of their inner workings. Others introduce us to the exotic—peculiar hobbies, unusual professions, bizarre personalities. Still others probe the social, political, and moral significance of our institutions.
Profiles share many features with autobiography, such as narrative, anecdote, description, and dialogue. Yet profiles differ significantly from autobiography. Whereas an autobiographer reflects on a remembered personal experience, a profile writer synthesizes and presents newly acquired observations. In writing a profile, you practice the field research methods of interviewing and notetaking, commonly used by investigative reporters, social scientists, and naturalists. You also learn to analyze and synthesize the information you have collected.
A profile is a special kind of research project. Profiles always involve visits: meeting with a person or going to a place. Profile writers take notes from observations and interviews.
.
Profile Essays:
· Are based on a writer’s newly acquired observations through interviews and notetaking.
· Introduce readers to specific insight to people.
· Provide information while at the same time arousing readers’ curiosity.
· Present scenes and people vividly and concretely through description, action, and dialogue.
· Reveal an attitude toward their subjects and offer—implicitly or explicitly—an interpretation of them.
· Create a dominant impression of the subject.
Purpose and Audience Considerations:
A profile writer’s primary purpose is to inform readers. Readers expect profiles to present information in an engaging way, however. Whether profiling people, places, or activities, the writer must meet these expectations. Although a reader might learn as much about a subject from an encyclopedia entry, reading the profile is sure to be more enjoyable.
Readers of profiles expect to be surprised by unusual subjects. If the subject is familiar, they expect it to be presented from an unusual perspective. When writing a profile, you will have an immediate advantage if your subject is a place, an activity, or a person that is likely to surprise and intrigue your readers. Even if your subject is very familiar, however, you can still engage your readers by presenting it in a way they had never before considered.
A profile writer has one further concern: to be sensitive to readers’ knowledge ...
For these reasons, professors, by and large, are unconcerned about ChatGPT, at least in its current, publicly available iteration, with some even going so far as to incorporate its use into the course syllabus. Your professors have been around the block. Regardless of whether or not they are good teachers, they are intelligent, hard-working people, and you are not going to slip past their radar by just farming out your essay to ChatGPT and calling it a night.
https://www.enago.com/thesis-editing
ENG 102DiOrioDecember 1, 2014Argumentative Essay (Final an.docxYASHU40
ENG 102
DiOrio
December 1, 2014
Argumentative Essay (Final and Draft)
Overview
Argumentative essays differ from narrative, expository, or analytical essays fundamentally in
that you're writing to take a stand, to persuade your audience to accept a particular position,
to convince your audience of a particular argument. The emphasis in argumentative essays is
to make and prove an argument with convincing evidence and sound, logical reasoning. The
purposes and requirements for this essay, therefore, are quite different from those for the
previous essays.
Objectives
Through this assignment, you will learn to:
· construct an argument using various methods of argumentation,
· gather, summarize, synthesize, and explain information from various sources,
· incorporate sources into your argumentation using MLA style,
· produce coherent, organized, readable prose for different rhetorical situations,
· engage in writing as a process, including invention (such as brainstorming for ideas),
· developing a thesis statement, drafting, revising, editing, and proofreading,
· respond to your classmates' writing and provide constructive feedback,
· respond to your classmates' response to your writing and learn how to incorporate
your classmates' suggestions into your revision,
· use grammatical, stylistic, and mechanical formats and conventions appropriate for
different audiences and writing situations, and
· reflect on your own writing and writing process and on your classmates' writing and
writing process.
Topic--Identifying a Controversial Issue
An appropriate topic for the argumentative essay should be one that
· interests you
· is neither too broad nor too narrow,
· is open to controversy, and
· is not already overly argued by other people.
Make sure your topic interests you:
Whatever topic you choose, it should be something that interests you, something that you
feel strongly about, something that's close to your heart. If it's an argument that affects you
and that you have personal experience about, it will be easier for you to build your ethos
with personal experience. However, keep in mind you do not want your personal beliefs to
interfere with building a sound, logical argument—this is not an opinionated paper.
Make sure your topic is neither too broad nor too narrow:
A topic like "presidential campaigns" might be too big for you to handle in a few pages. In
contrast, "the use of scare tactics in presidential campaign ads" might be easier to handle. In
a similar way, "advertising" sounds vague and broad while "truth in advertising" is more
focused. On the other hand, too narrow topics are those that deal with trivial topics that your
readers are not likely to be interested in.
Make sure your topic is controversial:
A controversial topic is one that people have different opinions about. For example, the
"illegitimacy of thefts" is not a controversial topic while "the appropriate punishment for
first-time theft offenders" is a more controve ...
For these reasons, professors, by and large, are unconcerned about ChatGPT, at least in its current, publicly available iteration, with some even going so far as to incorporate its use into the course syllabus. Your professors have been around the block. Regardless of whether or not they are good teachers, they are intelligent, hard-working people, and you are not going to slip past their radar by just farming out your essay to ChatGPT and calling it a night.
https://www.enago.com/thesis-editing
ENG 102DiOrioDecember 1, 2014Argumentative Essay (Final an.docxYASHU40
ENG 102
DiOrio
December 1, 2014
Argumentative Essay (Final and Draft)
Overview
Argumentative essays differ from narrative, expository, or analytical essays fundamentally in
that you're writing to take a stand, to persuade your audience to accept a particular position,
to convince your audience of a particular argument. The emphasis in argumentative essays is
to make and prove an argument with convincing evidence and sound, logical reasoning. The
purposes and requirements for this essay, therefore, are quite different from those for the
previous essays.
Objectives
Through this assignment, you will learn to:
· construct an argument using various methods of argumentation,
· gather, summarize, synthesize, and explain information from various sources,
· incorporate sources into your argumentation using MLA style,
· produce coherent, organized, readable prose for different rhetorical situations,
· engage in writing as a process, including invention (such as brainstorming for ideas),
· developing a thesis statement, drafting, revising, editing, and proofreading,
· respond to your classmates' writing and provide constructive feedback,
· respond to your classmates' response to your writing and learn how to incorporate
your classmates' suggestions into your revision,
· use grammatical, stylistic, and mechanical formats and conventions appropriate for
different audiences and writing situations, and
· reflect on your own writing and writing process and on your classmates' writing and
writing process.
Topic--Identifying a Controversial Issue
An appropriate topic for the argumentative essay should be one that
· interests you
· is neither too broad nor too narrow,
· is open to controversy, and
· is not already overly argued by other people.
Make sure your topic interests you:
Whatever topic you choose, it should be something that interests you, something that you
feel strongly about, something that's close to your heart. If it's an argument that affects you
and that you have personal experience about, it will be easier for you to build your ethos
with personal experience. However, keep in mind you do not want your personal beliefs to
interfere with building a sound, logical argument—this is not an opinionated paper.
Make sure your topic is neither too broad nor too narrow:
A topic like "presidential campaigns" might be too big for you to handle in a few pages. In
contrast, "the use of scare tactics in presidential campaign ads" might be easier to handle. In
a similar way, "advertising" sounds vague and broad while "truth in advertising" is more
focused. On the other hand, too narrow topics are those that deal with trivial topics that your
readers are not likely to be interested in.
Make sure your topic is controversial:
A controversial topic is one that people have different opinions about. For example, the
"illegitimacy of thefts" is not a controversial topic while "the appropriate punishment for
first-time theft offenders" is a more controve ...
Creative Nonfiction
SHS
Creative writing
Types of Nonfiction
Definition of Nonfiction
Elements of Creative nonfiction
Nonfictional elements
Fi9iction elements
6.3 Narrative Writing Pattern Narration is storytelling f.docxalinainglis
6.3 Narrative Writing Pattern
Narration is storytelling from the perspective of a narrator, and the story may be true, false, imaginary,
or a combination. A narration can be about past, present, or future events, and it can be short or the
length of a novel—it is important to note that more complex narrative forms of writing frequently
combine a variety of time frames. For the purposes of your own writing, which will usually consist of a
short assignment of approximately two to five pages, it is ideal to narrate from the perspective of one
time frame. The event, or plot, of the narration may come from your own personal experience, or it may
be a hypothetical situation or an event that you imagine. If the assignment states that you can make up
a hypothetical or imaginary situation, then that is assumed and is fair to do so in your writing. However,
if the assignment calls for a narrative based on something that actually occurred, be sure to select an
actual event and stick to the facts of that event in writing your paper.
The Purpose of Narrative
The purpose of a narrative may be simply to entertain or engage the reader, or the story might have a
more specific purpose such as to share a personally significant event or to teach a lesson, or moral.
When we tell a story using a narration strategy, we attempt to bring the subject and the events to life
for readers so that they can share in the experience and the emotions of the experience. To accomplish
this goal, we must make sure to incorporate certain important elements in the narrative. Most of us
remember being told stories as children, and we love a good story that holds our interest. We have also
probably known someone who is a poor storyteller, who rambles on or gives too much detail, who goes
off track, or who ruins the ending. For our narration to have impact, we must tell a story that grabs and
holds the audience's attention, provides important and appropriate details, and discusses events in a
clear and well-organized sequence.
Consider the Audience
When you write narrative papers, remember to think about the writing situation and consider the
purpose and the audience for your paper. You might be interested in the topic, but is it appropriate for
the assignment you have been given and for an academic audience? Also consider aspects of the
rhetorical context such as the backgrounds and the attitudes of the audience. Anticipate how the
audience is likely to react to your narrative. Will they like or dislike what you write? How do you want
them to feel when they have read the story? Answers to these questions can help you determine what
to write and how to write it.
Develop the Thesis
Review Chapter 5 for information on how to construct an effective thesis. Recall that a thesis statement
is a claim that the writer must argue and prove over the course of an essay. All good narrations make a
point and have a clear purpose. D.
April 19, 2018 Course #Title MATU-203 – Introduction.docxYASHU40
April 19, 2018
Course #/Title: MATU-203 – Introduction to Statistics
Assignment Title: Final Class Project
Week Assessment Occurs: Week 8
Total Points for Assignment: 200 points
Criteria
EXEMPLARY
PROFICIENT
DEVELOPING
EMERGING
NOT COMPLETE
Part 1
Collection of Data
36-40
The paper fulfills all
instructions for Part 1. All
questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 1 is missing,
incomplete or
underdeveloped. Most
questions are
thoroughly answered
and answers
demonstrate good
understanding of all
topics.
20-29
Three required elements
for Part 1 are missing,
incomplete or
underdeveloped. Some
questions are thoroughly
answered but some lack
detail, and answers
demonstrate good
understanding of most,
but not all, topics.
1-19
Four or more required elements
for Part 1 are missing,
incomplete or underdeveloped.
Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 1 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
Part 2
Organization of
Data
36-40
The paper fulfills all
instructions for Part 2. All
data and statistics are
presented clearly and are
correct. All graphs are
presented correctly and
clearly with proper labeling.
All questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 2 is missing,
incomplete or
underdeveloped. Most
data and statistics are
presented mostly
clearly and are mostly
correct. Most graphs
are presented correctly
and clearly with proper
labeling. Most
questions are
thoroughly answered
20-29
Three required elements
for Part 2 are missing,
incomplete or
underdeveloped. Some
data and statistics are
presented somewhat
clearly and are somewhat
correct. Some graphs are
presented correctly and
clearly with somewhat
proper labeling. Some
questions are thoroughly
answered but some lack
detail, and answers
1-19
Four or more required elements
for Part 2 are missing,
incomplete or underdeveloped.
Most data and statistics are not
presented clearly or are not
correct. Most graphs are not
presented correctly and/or
clearly and/or don’t have proper
labeling. Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 2 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
April 19, 2018
and answers
demonstrate good
understanding of all
topics.
demonstrate good
understanding of most,
but not al.
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
More Related Content
Similar to ENG 102DiOrioNovember 1, 2014Profile AssignmentAssig.docx
Creative Nonfiction
SHS
Creative writing
Types of Nonfiction
Definition of Nonfiction
Elements of Creative nonfiction
Nonfictional elements
Fi9iction elements
6.3 Narrative Writing Pattern Narration is storytelling f.docxalinainglis
6.3 Narrative Writing Pattern
Narration is storytelling from the perspective of a narrator, and the story may be true, false, imaginary,
or a combination. A narration can be about past, present, or future events, and it can be short or the
length of a novel—it is important to note that more complex narrative forms of writing frequently
combine a variety of time frames. For the purposes of your own writing, which will usually consist of a
short assignment of approximately two to five pages, it is ideal to narrate from the perspective of one
time frame. The event, or plot, of the narration may come from your own personal experience, or it may
be a hypothetical situation or an event that you imagine. If the assignment states that you can make up
a hypothetical or imaginary situation, then that is assumed and is fair to do so in your writing. However,
if the assignment calls for a narrative based on something that actually occurred, be sure to select an
actual event and stick to the facts of that event in writing your paper.
The Purpose of Narrative
The purpose of a narrative may be simply to entertain or engage the reader, or the story might have a
more specific purpose such as to share a personally significant event or to teach a lesson, or moral.
When we tell a story using a narration strategy, we attempt to bring the subject and the events to life
for readers so that they can share in the experience and the emotions of the experience. To accomplish
this goal, we must make sure to incorporate certain important elements in the narrative. Most of us
remember being told stories as children, and we love a good story that holds our interest. We have also
probably known someone who is a poor storyteller, who rambles on or gives too much detail, who goes
off track, or who ruins the ending. For our narration to have impact, we must tell a story that grabs and
holds the audience's attention, provides important and appropriate details, and discusses events in a
clear and well-organized sequence.
Consider the Audience
When you write narrative papers, remember to think about the writing situation and consider the
purpose and the audience for your paper. You might be interested in the topic, but is it appropriate for
the assignment you have been given and for an academic audience? Also consider aspects of the
rhetorical context such as the backgrounds and the attitudes of the audience. Anticipate how the
audience is likely to react to your narrative. Will they like or dislike what you write? How do you want
them to feel when they have read the story? Answers to these questions can help you determine what
to write and how to write it.
Develop the Thesis
Review Chapter 5 for information on how to construct an effective thesis. Recall that a thesis statement
is a claim that the writer must argue and prove over the course of an essay. All good narrations make a
point and have a clear purpose. D.
April 19, 2018 Course #Title MATU-203 – Introduction.docxYASHU40
April 19, 2018
Course #/Title: MATU-203 – Introduction to Statistics
Assignment Title: Final Class Project
Week Assessment Occurs: Week 8
Total Points for Assignment: 200 points
Criteria
EXEMPLARY
PROFICIENT
DEVELOPING
EMERGING
NOT COMPLETE
Part 1
Collection of Data
36-40
The paper fulfills all
instructions for Part 1. All
questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 1 is missing,
incomplete or
underdeveloped. Most
questions are
thoroughly answered
and answers
demonstrate good
understanding of all
topics.
20-29
Three required elements
for Part 1 are missing,
incomplete or
underdeveloped. Some
questions are thoroughly
answered but some lack
detail, and answers
demonstrate good
understanding of most,
but not all, topics.
1-19
Four or more required elements
for Part 1 are missing,
incomplete or underdeveloped.
Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 1 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
Part 2
Organization of
Data
36-40
The paper fulfills all
instructions for Part 2. All
data and statistics are
presented clearly and are
correct. All graphs are
presented correctly and
clearly with proper labeling.
All questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 2 is missing,
incomplete or
underdeveloped. Most
data and statistics are
presented mostly
clearly and are mostly
correct. Most graphs
are presented correctly
and clearly with proper
labeling. Most
questions are
thoroughly answered
20-29
Three required elements
for Part 2 are missing,
incomplete or
underdeveloped. Some
data and statistics are
presented somewhat
clearly and are somewhat
correct. Some graphs are
presented correctly and
clearly with somewhat
proper labeling. Some
questions are thoroughly
answered but some lack
detail, and answers
1-19
Four or more required elements
for Part 2 are missing,
incomplete or underdeveloped.
Most data and statistics are not
presented clearly or are not
correct. Most graphs are not
presented correctly and/or
clearly and/or don’t have proper
labeling. Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 2 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
April 19, 2018
and answers
demonstrate good
understanding of all
topics.
demonstrate good
understanding of most,
but not al.
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
Appropriate TopicsThe Research Report, select one of the fo.docxYASHU40
Appropriate Topics:
The Research Report, select one of the following research areas:
i) 5G Networks
ii) Serverless Computing
iii) Blockchain
iv) 3D Printing
vii) Artificial Intelligence
viii) Internet of Things (IoT)
ix) Medical Technology
Introduction
Literature Review
Methodology Specifics (comparative analysis)
Findings and Results
Conclusion and Future Recommendations
References - APA
Appendices
Your
paper is to have a title page, introduction, well defined literature review(body), findings, conclusion, and reference pages. The paper must be at least 2,500 words.
Use
graphs, charts, tables or figures.
The research paper must be at least 2,500 words supported by evidence (citations from
peer-reviewed sources).
Note: the research should be thorough and exhaustive.
A minimum of five
(5) peer-reviewed journal citations
are required.
Formatting should be double-spaced, one-inch boarders, no extra space for headings, no
extra white space, no more than two levels of heading, page numbers, front and back
matter). Extra white space use to enhance page count will negatively affect student grade.
The research paper
must only
include materials derived solely from peer reviewed
journals or peer reviewed conference proceedings. Newspapers, websites (URLs),
magazines, technical journals, hearsay, personal opinions, and white papers
are NOT
acceptable citations.
All images, tables, figures are to be included in the appendices and
IS NOT
included in the 15-page requirement. This means appendices are not included in the 15 pages requirement.
A total of at least 15 full pages is required (no extra whitespace).
Formatting Details
Margins
The left-hand margin must be 1inches (4 cm.). Margins at the right, top, and bottom of the page
should be 1.0 inch. (See exception for chapter title pages below.) The Research Report text may
be left-aligned (leaving a ragged right edge) or may be both left- and right-aligned (justified).
Line Spacing
Double-spacing is required for most of the text in documents submitted during the Research
Report process.
Paragraph Spacing
The text of the document is double-spaced. There should be no extra spaces between paragraphs
in sections, however, indent the first line of each paragraphs five spaces.
Page Numbering
All pages should have page numbers in Arabic numerals in the upper right-hand corner.
Type Style
The body text, the student should use 12-point Times New Roman. Text for the cover page may
be larger but should not exceed 14-point size. Text for the chapter title text should be 14-point
size. Be consistent in the use of typefaces throughout the document. Do not use a compressed
typeface or any settings on the word processor that would decrease the spacing between letters or
words. Sans serif typefaces such as Helvetica or Arial may be used for relatively short blocks of
text such as chapter headings and captions but should be avoided in long passages of text as the.
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Archaic sapiens, Neandertals and the Last 10,000 Years
What physical and cultural adaptations allowed the genus
Homo
to migrate throughout the world? Did these adaptations help or harm
Homo
?
Once
Homo
migrated, what happened to the different species within this genus? Why is there only one species that is in the
Homo
genus? What is the evidence to support your claim?
.
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Applying “Evidence-Based Practice”
Population groups with differences determined by culture, religion or ethnicity also show differences in terms of illness behavior and beliefs.
Discuss a patient population that are at risk and apply evidence-based practice guidelines in management of their illnesses across the age continuum.
.
Applying Learning Theory to LifePrior to beginning work on t.docxYASHU40
Applying Learning Theory to Life
Prior to beginning work on this activity read all of the required reading, review the content from weeks one through three, visit the website
http://selfdeterminationtheory.org (Links to an external site.)
, and review the Instructor Guidance. This week you will be discussing the multiple perspectives about how we learn, based on your developing knowledge about learning theory, and how it affects your own ability to perform at desired levels.
Required elements:
Explain behaviorism, cognitivism, constructivism, and humanism as applied to learning.
Suggested template
.
Summarizes at least two sub-theories/ideologies within each framework.
Examples include:
From behaviorism
associative learning, classical conditioning, operant Conditioning, conditioning, extinction, and ratio/interval schedules
From cognitivism
schema theory, memory development, elaboration theory (i.e. Bloom’s taxonomy), cognitive load theory, and social learning/cognitive theory.
From constructivism (conceptions of knowledge are derived from the process of constructing individual interpretations of one’s experiences)
cognitive constructivism, dialectical (social) constructivism, zone of proximal development, and discovery learning
From humanism
motivational theories of learning (i.e. self-determination theory, Maslow’s hierarchy of needs), experiential learning, and Steiner pedagogy or Waldorf education.
List and briefly explain a minimum of two theoretically supported strategies, that we have learned about during the past weeks, that you think would most help you to increase
your own
learning success.
List and briefly explain a minimum of two theoretically supported strategies, that we have learned about during the past weeks, that you think would most help someone in your personal or professional circle.
Apply basic methods of psychological research skills to this content by synthesizing supporting evidence from at least three scholarly sources from the Ashford University Library that defend the strategies you have chosen.
The Applying Learning Theory to Life paper
Must be seven to eight double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a separate title page with the following:
Title of [paper, project, etc.]
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use headings and sub-headings.
See example. (Links to an external site.)
Must use appropriate research methods (e.g. use of the Ashford library) and skeptical inquiry (
http://www.criticalthinking.org/ (Links to an external site.)
).to support the content inclusions.
Must begin with an introductory paragraph that introduces what you will be outlining in your paper.
Must end with a conclusion that reaffirms the learn.
Apply the Symbolic Interaction Perspective to ImmigrationD.docxYASHU40
Apply the
Symbolic Interaction Perspective
to Immigration
Define the symbolic interaction perspective
How do symbols through words contribute to the perception of immigrants in a negative way?
What do
some
Americans fear when it comes to immigration or immigrants?
.
April is a fourth grader with a language impairment, but no physical.docxYASHU40
April is a fourth grader with a language impairment, but no physical impairment. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension when learning new skills. She lacks organizational skills for writing and struggles with word choice. She receives services from a speech and language pathologist who is working with her on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth grade students who also struggle with reading and written expression.
Communication goals in IEP:
April will identify at least five key content vocabulary words from an assigned reading using text with Mayer-Johnson symbols in Proloquo2go software and text to speech software with 90% accuracy over 10 consecutive trials.
April will write a definition for up to five key content vocabulary words from an assigned reading with 90% accuracy on a rubric over 10 consecutive trials.
April will use up to five key content vocabulary words in written sentences that use the word correctly in context, and include correct spelling, punctuation, and grammar with 90% accuracy over 10 consecutive trials.
Part 1: 3 Day Unit Plan
Use the “3 Day Unit Plan Template” to complete this assignment.
Create an English language arts (ELA) unit plan for your resource classroom based on Arizona or your state's ELA fourth grade literacy standards specific to vocabulary acquisition and use. Includethe following in the unit plan:
Strategies to enhance students’ language development and communication skills in the Multiple Means of Representation section.
Strategies and technologies that encourage student engagement and the development of critical thinking and problem-solving skills in the Multiple Means of Engagement section.
Using details from the case study, address April’s needs in the Differentiation sections of the Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression.
Specifically, incorporate the following into the unit plan to meet April’s needs:
The use of the AAC systems and assistive technologies planned in April’s goal to support her communication and learning.
Differentiated formative and summative assessments that measure April’s progress on the IEP goals in Part 1.
Part 2: Rationale
Provide a 250-500 word rationale that explains:
Why the instructional choices specifically meet April’s needs.
How the selected augmentative and alternative communication systems assistive technology used in the lesson plan is appropriate for meeting April’s needs.
Support your work with 2-3 scholarly resources.
This assignment uses a rubric. Review the rubric prior to beginning the .
Approximately 1000 words.Synthesizing the theories (you do not.docxYASHU40
Approximately 1000 words.
Synthesizing the theories (you do not need to draw from ALL the theories/readings), use at least three readings to develop your own view that describes and understands the relationship between technology and society. In developing your view, take the most important and persuasive parts of the existing theories and explain them. In the end, be sure to clearly articulate and define the relationship between technology and society: which has more power or control? How do they relate to one another?
Journal of Communication ISSN 0021-9916
O R I G I N A L A R T I C L E
The Social Life of Wireless Urban Spaces:
Internet Use, Social Networks, and the Public
Realm
Keith N. Hampton, Oren Livio, & Lauren Sessions Goulet
Annenberg School for Communication, University of Pennsylvania, Philadelphia, PA 19104, USA
This study explores the role of urban public spaces for democratic and social engagement.
It examines the impact of wireless Internet use on urban public spaces, Internet users, and
others who inhabit these spaces. Through observations of 7 parks, plazas, and markets in 4
North American cities, and surveys of wireless Internet users in those sites, we explore how
this new technology is related to processes of social interaction, privatism, and democratic
engagement. Findings reveal that Internet use within public spaces affords interactions with
existing acquaintances that are more diverse than those associated with mobile phone use.
However, the level of colocated social diversity to which Internet users are exposed is less
than that of most users of these spaces. Yet, online activities in public spaces do contribute
to broader participation in the public sphere. Internet connectivity within public spaces
may contribute to higher overall levels of democratic and social engagement than what is
afforded by exposure within similar spaces free of Internet connectivity.
doi:10.1111/j.1460-2466.2010.01510.x
Internet access in public parks, plazas, markets, and streets has been made possible
through the proliferation of broadband wireless Internet in the form of municipal
and community wi-fi (e.g., NYC Wireless) and advanced mobile phone networks
(e.g., 3G). The experience of wireless Internet use in the public realm contrasts with
traditional wired Internet use, which is confined primarily to the private realm of the
home and the parochial realm of the workplace. An extensive literature has addressed
the influence of Internet use on the composition of people’s social networks
(Hampton, Sessions, & Her, in press), their engagement in political, voluntary, and
other organizational activities (Boulianne, 2009), and their interactions within home
and workplaces (Bakardjieva, 2005; Quan-Haase & Wellman, 2006). But, Internet
use in the public realm has remained relatively unexplored. This type of use carries
with it significant implications for urban planning, the structure of community, and
the nature of democracy.
Inte.
Approaches to Forecasting Policy Outcomes Please respond to th.docxYASHU40
"Approaches to Forecasting Policy Outcomes" Please respond to the following:
Provide a real or hypothetical public policy issue and select an appropriate criterion for policy prescription to use in deciding a policy's (a) effectiveness, (b) efficiency, (c) adequacy, (d) equity, (e) responsiveness, and (f) appropriateness. Provide at least two reasons why you selected the criterion.
.
Apply the course concepts of the dark side of self-esteem and .docxYASHU40
Apply the course concepts of the
dark side of self-esteem
and
moral hypocrisy
to this type of behavior. What do you conclude about people who behave in such a way? Hint: Explicitly use each concept by name and also give a one sentence definition of it before explaining how the concepts apply to these people.
.
Apply information from the Aquifer Case Study to answer the foll.docxYASHU40
Apply information from the Aquifer Case Study to answer the following discussion questions:
Discuss the Mrs. Gomez’s history that would be pertinent to her difficulty sleeping. Include chief complaint, HPI, Social, Family and Past medical history that would be important to know.
Describe the physical exam and diagnostic tools to be used for Mrs. Gomez. Are there any additional you would have liked to be included that were not?
Please list 3 differential diagnoses for Mrs. Gomez and explain why you chose them. What was your final diagnosis and how did you make the determination?
What plan of care will Mrs. Gomez be given at this visit, include drug therapy and treatments; what is the patient education and follow-up?
THe example is uplaod
.
Apply appropriate elements of the U.S. legal system and the U.S. Con.docxYASHU40
Apply appropriate elements of the U.S. legal system and the U.S. Constitution to business scenarios for impacting decisions in authentic situation
Apply concepts of ethics, morality, and civil and criminal law to business scenarios for informed corporate decision makingAnalyze the basic elements of a contract and a quasi-contract for their application to commercial and real estate scenarios
Differentiate between the various types of business organizations for informing rights and responsibilities
.
APA format Analysis of the Culture using a Culturally Competent.docxYASHU40
APA format
"Analysis of the Culture using a Culturally Competent Model"
1. Use "giger and davidhizar transcultural assessment model" to evaluate the jewish population.
2. Explain the model.
3. Apply this model to the jewish cultural group.
4. Using this model, develop a plan of care at it relates to culturally diverse needs of this cultural group (jewish).
· Include 2-3 highest priority health care needs.
· Use an interdisciplinary approach including community resources, governmental organizations, non-for-profit organizations, outreach centers, religious organizations and hospital provided community activities and professional associations like nursing and health care associations.
Identify other Health Care Professionals that should be included in your plan (interdisciplinary)
NOTE: use the background information from the attachment below for the jewish population in nursing titled "assignment culture part 1"
.
APA less than 10 similarityWeek 7 Discussion Question Chapter.docxYASHU40
APA less than 10 % similarity
Week 7 Discussion Question: Chapter 29, Mental Health Disorders
Part One
: Hypochondriasis can be a problem for older adults. What situations contribute to hypochondriasis and what interventions can nurses provide that will address this problem in older adults?
.
APPLE 13Business Analytics Plan for BIAM300Author Miguel .docxYASHU40
APPLE 13
Business Analytics Plan for BIAM300
Author: Miguel Canales
Date: March 16, 2020
SECTION 1: Company Background and Strategy
Organization Name
Apple Inc.
1.2. LexisNexis Dossier
Strategic Positioning Diagram
Product Innovation
Explanation of Product Innovation Positioning
In Apple Company, the main aspect behind its growth is product innovation. The main two factors for the success of Apple Company is creating ideas as well as testing their products. Without the several innovations that the company implement the company will still grow since it has loyal customers that use their existing products. The organizations might not consist new clients, so that they can get new clients they need to develop new ideas. Development and research are the main key performance indicator that are advantage to the company. Carrying out research to find out what kind of products the clients need and providing the exact products that people need is what improve the organization strategic position. Researching on what type of products the market need will assist Apple Company to develop products needed by their customers. Assessing the company additional Key Performance Indicator under the current innovation is what offers advantages to the organization (Elmansy, 2016).
SMART Objective for Strategic Positioning
The most relevant section in product innovation is the testing of the products. Ensuring that products and that the products are operating properly is an important factor for the organization business to improve. The technology is the main strategy is the main performance indicator that assist to meet their objectives. Coming up with a state product art to maintain their clients happiness and ensure that they expect for the company to come up with new and well improved products. Through coming up with technology that is easy and dependable to utilize will be an advantage to the organization all the products need to be made with the inclusion of the client and what the client will require. Having the clients to test the company products is also an important thing that the company should practice (Elmansy, 2016).
Customer Intimacy
Explanation of Customer Intimacy Positioning
Another necessary section of Apple organization is the client intimacy. Customer intimacy is mostly concerned on the understanding of client problems. It is important that the Apple Company understand the client wants before the clients, either to be a new product or to be an improved product. Apple Company is organizing their products in the need of client’s need. Since Apple Company have more loyal clients, it is an evidence that the company offer relevant products to their clients. Tracking the client’s incidents as the key performance indicators that is utilize in this region. The Apple Company provides several way to offer assistances to the clients when there is an issue with some of their products.
SMART Objective for Customer Intimacy
What assist Apple organizat.
APAless than 10 similarityWeek 4 Discussion Question .docxYASHU40
APA
less than 10 % similarity
Week 4 Discussion Question: Chapter 13, Comfort and Pain Management
With the realization that pain is highly prevalent among older adults, please answer the following questions:
Part Two
: What is the prevalence of pain in older adults? How will you, as a nurse, be more aware of
pain issues related to older adults and what will the nurse incorporate into practice to alleviate these
issues?
.
APA Style [Sources, included] single-spaced, one to two-page paper r.docxYASHU40
APA Style [Sources, included] single-spaced, one to two-page paper responding to the prompt: What should be the primary roles of higher education institutions in our society?
Include:
Knowledge enterprise, research, continuing our democracy, and Source of expertise as primary roles.
.
Application Case Siemens Builds a Strategy-Oriented HR System.docxYASHU40
Application Case Siemens Builds a Strategy-Oriented HR System
Siemens is a 150-year-old German company, but it’s not the company it was even a few years ago. Until recently, Siemens focused on producing electrical products. Today the firm has diversified into software, engineering, and services. It is also global, with more than 400,000 employees working in 190 countries. In other words, Siemens became a world leader by pursuing a corporate strategy that emphasized diversifying into high-tech products and services, and doing so on a global basis.
With a corporate strategy like that, human resource management plays a big role at Siemens. Sophisticated engineering and services require more focus on employee selection, training, and compensation than in the average firm, and globalization requires delivering these services globally. Siemens sums up the basic themes of its HR strategy in several points. These include:
A living company is a learning company.
The high-tech nature of Siemens’ business means that employees must be able to learn on a continuing basis. Siemens uses its system of combined classroom and hands-on apprenticeship training around the world to help facilitate this. It also offers employees extensive continuing education and management development.
Global teamwork is the key to developing and using all the potential of the firm’s human resources.
Because it is so important for employees throughout Siemens to feel free to work together and interact, employees have to understand the whole Siemens process not just bits and pieces. To support this, Siemens provides extensive training and development. It also ensures that all employees feel they’re part of a strong, unifying corporate identity. For example, HR uses cross-border, cross-cultural experiences as prerequisites for career advances.
A climate of mutual respect is the basis of all relationships—within the company and with society.
Siemens contends that the wealth of nationalities, cultures, languages, and outlooks represented by its employees is one of its most valuable assets. It therefore engages in numerous HR activities aimed at building openness, transparency, and fairness, and supporting diversity.
Assignment Content
Read
“Application Case: Siemens Builds a Strategy-Oriented HR System” in Ch. 3 of
Human Resource Management
.
Write
350- to 700-word response to the following after reading the case:
Identify examples of at least four strategically required organizational outcomes, and four required workforce competencies and behaviors for Siemens, based on the information in this case.
Identify at least four strategically relevant HR policies and activities that Siemens has instituted to help human resource management contribute to achieving Siemens’ strategic goals.
Discuss the following regarding Siemens' strategic goals:
What overall goals does Siemens want to achieve?
What must Siemens do operationally to achieve its goals?
What empl.
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Digital Tools and AI for Teaching Learning and Research
ENG 102DiOrioNovember 1, 2014Profile AssignmentAssig.docx
1. ENG 102
DiOrio
November 1, 2014
Profile Assignment
Assignment:
Write an essay of 3 pages about a classmate, introducing readers
to specific beliefs and values that shape and influence their
sbuject. Observe your subject closely, and then present what
you have learned in a way that both informs and engages
readers.
Due: Monday, November 17, 2014
Basic Information:
Magazines and newspapers are filled with profiles. Unlike
conventional news stories, which report current events, profiles
tell about people, places, and activities. Some profiles take us
behind the scenes of familiar places, giving us a glimpse of
their inner workings. Others introduce us to the exotic—
peculiar hobbies, unusual professions, bizarre personalities.
Still others probe the social, political, and moral significance of
our institutions.
Profiles share many features with autobiography, such as
narrative, anecdote, description, and dialogue. Yet profiles
differ significantly from autobiography. Whereas an
autobiographer reflects on a remembered personal experience, a
profile writer synthesizes and presents newly acquired
observations. In writing a profile, you practice the field
research methods of interviewing and notetaking, commonly
used by investigative reporters, social scientists, and naturalists.
You also learn to analyze and synthesize the information you
2. have collected.
A profile is a special kind of research project. Profiles always
involve visits: meeting with a person or going to a place.
Profile writers take notes from observations and interviews.
.
Profile Essays:
· Are based on a writer’s newly acquired observations through
interviews and notetaking.
· Introduce readers to specific insight to people.
· Provide information while at the same time arousing readers’
curiosity.
· Present scenes and people vividly and concretely through
description, action, and dialogue.
· Reveal an attitude toward their subjects and offer—implicitly
or explicitly—an interpretation of them.
· Create a dominant impression of the subject.
Purpose and Audience Considerations:
A profile writer’s primary purpose is to inform readers.
Readers expect profiles to present information in an engaging
way, however. Whether profiling people, places, or activities,
the writer must meet these expectations. Although a reader
might learn as much about a subject from an encyclopedia entry,
reading the profile is sure to be more enjoyable.
Readers of profiles expect to be surprised by unusual subjects.
If the subject is familiar, they expect it to be presented from an
unusual perspective. When writing a profile, you will have an
immediate advantage if your subject is a place, an activity, or a
person that is likely to surprise and intrigue your readers. Even
if your subject is very familiar, however, you can still engage
your readers by presenting it in a way they had never before
considered.
A profile writer has one further concern: to be sensitive to
readers’ knowledge of a subject. Since readers must imagine
3. the subject profiled and understand the new information offered
about it, the writer must carefully assess what readers are likely
to have seen and to know.
Summary of Basic Features:
1. An Intriguing, Well-Focused Subject:
The subject of a profile is typically a specific person, place, or
activity. And, although profiles focus on a person, a place, or
an activity, they usually contain all three elements—certain
people performing a certain activity at a particular place.
Skilled profile writers make even the most mundane subjects
interesting by presenting them in a new light. They many
simply take a close look at a subject usually taken for granted,
or they surprise readers with a subject they had never thought
of. Whatever they examine, they bring attention to the
uniqueness of the subject, showing what is remarkable about it.
2. A Vivid Presentation:
Profiles particularize their subjects rather than generalize about
them. Because profile writers are interested more in presenting
individual cases than in making generalizations, they present
their subjects vividly and in detail.
Successful profile writers master the writing strategies of
description, often using sensory imagery and figurative
language—the senses of sight, touch, smell, taste, and hearing,
and figures of speech such as simile and metaphor.
Profile writers often describe people in graphic detail. They
reveal personal habits and characteristic poses. They also use
dialogue to reveal character.
3. A Dominant Impression:
Readers expect profile writers to convey a particular impression
or interpretation of the subject. They want to know the writer’s
insights into the subject after having spent time observing the
scene and talking to people. Indeed, this interpretation is what
separates profiles from mere exercises in description and
narration.
To convey a dominant impression, writers carefully select
4. details of scene and people and put these details together in a
particular way. They also express an attitude toward the
subject, an attitude that can be implied through details or stated
explicitly. For example, a writer may express admiration,
concern, detachment, fascination, skepticism, amusement—
perhaps even two or three different feelings that complement or
contradict one another.
Writers also offer interpretations of their subjects. An
interpretation may be implied or stated directly. It can be
announced at the beginning, woven into the ongoing
observations, or presented as a conclusion. In combination with
carefully orchestrated details and a clearly expressed attitude,
these interpretations give readers a dominant impression of the
subject being profiled. The effort to create a dominant
impression guides all the writer’s decisions about how to select
materials and how to organize and present them.
4. An Engaging and Informative Plan:
Successful profile writers know that if they are to keep their
readers’ attention, they must engage as well as inform. For this
reason, they tell their stories dramatically and describe people
and places vividly. They also control the flow of unfamiliar
information carefully. Whether the overall plan is topical or
chronological, writers give much thought to where unfamiliar
information is introduced and how it is introduced.
Profiles present a great deal of factual detail about their subject.
However, the information can be woven into the essay in bits
and pieces—conveyed in dialogue, interspersed throughout the
narrative, given in description—rather than presented in one
large chunk.
Parceling out information in this way makes it easier to
comprehend: Readers can master one part of the information
before going on to the next. Perhaps even more important, such
control injects a degree of surprise and thus makes readers
curious to know what will come next. Controlling the
information flow may, in fact, help to keep readers reading,
especially when the essay is organized around topics or aspects
5. of the information.
Narration may be even more important, for it is used by many
profile writers to organize their essays. Some profiles even
read like stories, with suspense building to a dramatic climax.
Writers can organize their narratives to develop and sustain
suspense and drama.
Length: 4 pages
Definition of a Memoir:
Writers look to the past to make sense of it, figure out who they
were and who they have become, and what it means to them and
the lives of others. A memoir puts the events of a life in
perspective for the writer and for those who read it. It is a way
to explain to others the events of our lives - our choices,
perspectives, decisions, and responses.
Please write an essay in which you tell a story drawn from
experience, where language plays some part in the story. Your
paper should include both narration and reflection – the story
itself and your thoughts exploring the significance of the story.
Your genre of your essay will be a short memoir. The main
purpose of a memoir is to entertain: in other words, your first
priority is to find a good story. But the memoir has other
purposes too. The fact that they entertain does not mean
memoirs can’t be very serious. Some memoirs make us laugh
out loud, but some of the best also tell us about experiences like
living through war, the Holocaust, or slavery. What makes them
“entertainment” is that they are personal stories, not academic
studies. Their main purpose is to help us understand one single
other person, not to explain history, economics, sociology – or
even language. Some aspect of language will be explored in
your memoir, but you are not responsible to support your ideas
about language the way you would in a research paper. We can
learn a lot from memoirs, but before we learn about “big
subjects” from them, we learn about the person speaking.
6. Memoirs also do more than just tell the story. They reflect on
the story. You need to include your thoughts about the story.
Why did it come to mind? What interest does your audience
have in your story? Talk about the reasons this story is
interesting, relevant, entertaining, profound, or whatever it is
that makes it worth telling.
Writing about yourself sounds simple. It may also be the
hardest essay I will assign. Unlike more formal genres of the
essay where the format is already given, in a memoir you must
develop your own structure. Unlike academic essays where a
formal voice is appropriate, here you must find a voice that
suits your personality and your story. Here are some guidelines
for those who aren’t sure what topic to choose, or what
structure to give their essay:
Choosing a topic:
· This is a short essay, so you need a narrow focus. Write about
one, specific thing that has been important to you: a person,
place, idea, belief, experience, event, day, moment, action,
relationship, work of art, or another specific thing. Explore a
conflict between people. Show a moment in which you have to
make a choice. Show how you change or don’t change.
· After finding a focal point that interests you, find a use of
language – either written or spoken or both – that in involved in
the story. Include it somewhere in the story, and if you can
make it a major theme.
· In fiction, the main character is usually more interesting if
s/he changes during the story. The same is true in a personal
narrative. Choose a focal point which was also a turning point:
how did this thing help make you who you are now? What were
you like before, and after this thing entered your life? Make it
clear that someone in the story wants to take the reader on a
journey that arrives at success or failure.
· Personal topics are stories you feel comfortable telling in
public. Private topics are stories you do not want to share in
public. Do not write a story for this class that leaves you feeling
highly embarrassed, panicked, scared, or so on. You may need
7. or want to write about that topic, but not in public.
Structuring your Memoir:
· Just as a research paper has an introduction, body, and
conclusion, you might find it easiest to have a “before” section
(introduction), a detailed story, and an “after” section that
reflects on the story and concludes.
· You are free, however, to jump right into the story and explain
the background later; to use flashbacks and flashforwards; to
use other techniques of fiction.
· Make sure you include both narration (the story itself), and
reflection (your thoughts and feelings about the story).
Reflection helps readers find personal connections to your story
– you can use this section to answer the eternal question that
haunts writing: “so what?”
· You can organize by time: what happened in chronological
order.
· You can organize by space: a story about each different room
in a house, for instance.
You can organize other ways: a list of the meanings a thing had
for me, with a story about each one, for instance.
Details in your Memoir:
· All writing needs details. The kinds of details you need are
determined by the type of writing, which is in turn determined
by your purpose, audience, self-presentation, and topic.
Research tries to inform and argue based on evidence; the
details it needs are authoritative pieces of evidence and your
logical interpretation. Memoir, on the other hand, is meant to
bring a story alive in the reader’s mind; the details memoir
needs are the same as you will find in fiction.
· Characters come more alive when we see them do things, not
just hear that they did something; when you quote dialogue
instead of just telling us what the conversation was about; when
we see images of them instead of just hearing their names.
· Setting can be made more real for the reader by using imagery
(appealing to any of the five senses), by describing the physical
8. location, the social world, the time of your life that is involved,
the time in history that is involved. Show us objects, sights,
sounds, aromas, textures, and flavors that are part of this world.
How to tell your story:
First, write as much as you can without letting the Inner Editor
(Inner Critic) speak. WHen you are finished, ask yourself what
you think the story is trying to say. How is the narrator (you)
different at the end of the story than at the beginning? What are
the most important moments? What moments should be shown
in scenes? What should be deleted, tightened, or summarized?
Would the story be enriched with dialogue? Is the setting clear?
Have you woven in necessary background information? Are the
characters’ personalities made clear by how they speak, what
they are doing, what they are wearing, or how they move? Does
the story the begin and end in the most effective place?
Checklist:
_____Name
_____Interesting Title
_____Typed (Times New Roman; 12 font; double spaced)
_____Uses specific details (“three-month old black lab chewing
on my grandfather's fishing pole”
instead of “destructive dog”
_____Uses sensory detail where it enriches the story:
_____smell
_____taste
_____texture
_____sounds
_____how the body feels
_____quality of the light
_____Uses active/interesting verbs (“reprimanded” instead of
“said”)
_____Uses scenes
_____Slows down the most important moment
_____Character changes (or has the potential to change but
doesn’t)
9. _____Story has some tension or conflict
_____Begins at an engaging place
_____Ends in a satisfying way
_____Audience has learned from your memoir
_____Weaves in setting and context
_____Paragraphs used effectively
_____Grammar checked
_____Spelling checked
_____Read out loud for rhythm and clarity
Assignment #1: Critical Response Paper
Page Requirement: 3 pages
Materials: New York Times or any newspaper (online, print, e-
reader, etc).
Many of us think we are informed because we watch television
news or listen to radio shows.
There is a problem with this assumption. All news media are in
business—their goal is to raise
advertising revenue by attracting an audience. As a result, no
matter how much the media claims
to be in the business of "informing" the public, they are often
more interested in entertaining
and sensationalizing. This practice applies to all media -
television, radio, and even newspapers.
However, the newspaper reader, especially the reader of a
national newspaper, is often someone
who is looking for more depth.
Your task for this essay is to observe and analyze coverage of a
10. recent headline story in the New York Times or other
newspaper. You will then write an essay (3-5 pages) that
describes and analyzes your observations.
Select one situation to follow closely during the next few days.
Scan the "International"
and "National" links on the homepage of the website (or section
"A" of the print version) of
the Times to see what is currently going on in the news. You
will need to define the situation
narrowly to make your job manageable. For example:
Too broad/not manageable:
•Ferguson
Narrowly defined/manageable
* Character Assassination of Michael Brown
* Militarization of Police
Every day, read as many news articles in the "International" and
"National" links on the
homepage of the website (or section "A" of the print version) as
you can about the situation.
Also check the opinion-editorial section (the "Editorials/Op-Ed"
link on the homepage of the website OR the final two
pages in the "A" section of the print version) to see what
opinions are being expressed about the
situation being reported.
Your job is to observe. In the same way that you observe a cell
under a microscope in a biology
class, observe what the newspaper is doing. Just as you don't
judge what the cell is doing,
avoid coming to judgments about what the newspaper is doing.
For now, just watch how the
11. newspaper reports the situation.
Your essay should answer some--but not necessarily all--of
these questions:
* What is the situation and why did you choose to follow it in
the news?
* What has the newspaper been reporting about this situation?
Summarize two or three
of the most informative articles.
* What have you learned about the situation from following it
in the news that you did
not know before?
* What is one aspect of the situation that seemed most
surprising to you?
* What photographs or other graphics have been accompanying
coverage of the
situation? Have these pictures been appropriate? What kind of
pictures would
have been more appropriate?
* Have any of the reporters seemed to show any signs of bias?
If so, explain what words,
phrases, or content suggests bias.
* What kinds of headlines have the editors been giving stories
covering this situation?
What positions have these articles appeared in (front page vs.
later page, top vs. bottom of the page)?
As the story has continued, have the articles appeared in
different positions? What does the
newspaper seem to be communicating about the importance of
the story?
To conclude your essay, reflect on your experience of observing
news coverage. What have you
learned about the newspaper and the act of covering the news?
12. Be sure to use the articles in a variety of ways-summarizing,
paraphrasing, and quoting-and integrate them smoothly into
your writing by introducing authors and providing signal
phrases. Avoid plagiarism and cite all articles correctly in the
works cited page and every time you summarize, paraphrase, or
quote from an article.
Argumentative Essay (Final and Draft)
Overview
Argumentative essays differ from narrative, expository, or
analytical essays fundamentally in
that you're writing to take a stand, to persuade your audience to
accept a particular position,
to convince your audience of a particular argument. The
emphasis in argumentative essays is
to make and prove an argument with convincing evidence and
sound, logical reasoning. The
purposes and requirements for this essay, therefore, are quite
different from those for the
previous essays.
Objectives
Through this assignment, you will learn to:
· construct an argument using various methods of
argumentation,
· gather, summarize, synthesize, and explain information from
various sources,
· incorporate sources into your argumentation using MLA style,
· produce coherent, organized, readable prose for different
rhetorical situations,
13. · engage in writing as a process, including invention (such as
brainstorming for ideas),
· developing a thesis statement, drafting, revising, editing, and
proofreading,
· respond to your classmates' writing and provide constructive
feedback,
· respond to your classmates' response to your writing and learn
how to incorporate
your classmates' suggestions into your revision,
· use grammatical, stylistic, and mechanical formats and
conventions appropriate for
different audiences and writing situations, and
· reflect on your own writing and writing process and on your
classmates' writing and
writing process.
Topic--Identifying a Controversial Issue
An appropriate topic for the argumentative essay should be one
that
· interests you
· is neither too broad nor too narrow,
· is open to controversy, and
· is not already overly argued by other people.
Make sure your topic interests you:
Whatever topic you choose, it should be something that
interests you, something that you
feel strongly about, something that's close to your heart. If it's
an argument that affects you
and that you have personal experience about, it will be easier
for you to build your ethos
with personal experience. However, keep in mind you do not
want your personal beliefs to
interfere with building a sound, logical argument—this is not an
opinionated paper.
14. Make sure your topic is neither too broad nor too narrow:
A topic like "presidential campaigns" might be too big for you
to handle in a few pages. In
contrast, "the use of scare tactics in presidential campaign ads"
might be easier to handle. In
a similar way, "advertising" sounds vague and broad while
"truth in advertising" is more
focused. On the other hand, too narrow topics are those that
deal with trivial topics that your
readers are not likely to be interested in.
Make sure your topic is controversial:
A controversial topic is one that people have different opinions
about. For example, the
"illegitimacy of thefts" is not a controversial topic while "the
appropriate punishment for
first-time theft offenders" is a more controversial one.
Similarly, "the harmful effects of
smoking" is not really a topic of controversy, but "heavy
taxation on cigarettes" might be.
Make sure your topic is not already overly argued by other
people:
Topics such as "abortion" or "the death penalty" might yield
easy arguments, but they have
been argued so much that it's very hard to come up with
anything new to say about them.
Unless you have something really unique and original to
contribute to such topics, I'd
strongly recommend that you avoid such topics.
15. Choosing a good topic is not easy, and it's critical for a good
argumentative essay.
Constructing Your Argument/Writing the Essay
This essay should be quite different from your previous essay in
several ways:
Content:
An argument essentially contains a central claim (your thesis)
backed up by several
supporting claims, which are further supported by concrete
evidence--examples, other
people's opinions, etc. This argumentative essay not only will
involve sound, logical
reasoning but may also include some of the other techniques
you've learned and used in the
previous essays: narration, description, and analysis. One thing
to keep in mind is that since
you're making an argument on a controversial issue, there's
always the other side. It's vitally
important that you address the other side if you want to present
a fair and convincing
argument.
Organization:
While there are always multiple ways to organize any kind of
essay, Toulmin’s Argument
(discussed in class) provides an easy option: Claims; Qualifers;
Warrants; Reasons; Evidence.
Ethos, Pathos, and Logos:
16. A good argumentative essay requires a somewhat balanced use
of ethos, pathos, and logos.
Without ethos, your essay will not carry credibility; without
pathos, it won't have effective
emotional affect; and without logos, don't expect that your
audience will buy into your
argument.
Sources:
Using other people's arguments, especially those from reputable
sources, to support your
own argument is often an effective and necessary means of
argumentation. Therefore, for
this essay, you're expected to include at least five sources, at
least two of which must be
scholarly and two of which must be non-internet based.
Audience:
Your audience for the argumentative essay will be people who
are relatively familiar with
the issue in question. They may or may not have a preconceived
idea or argument on the
issue, but most likely they do.
Components of the Assignment
Here're the components and their due dates:
1. First Draft and Peer Review - Monday, December 8
2. Final Draft—Monday, December 15
Please follow the following guidelines carefully:
17. · Length--4 pages double spaced
· Format--12-point Times New Roman)
· Name block--On the first page, in the top left corner, single
spaced:
ENG 102
Your Name
Date
Argumentative Essay
Title (centered)
Text of argument . . .