This document provides an overview of the syllabus and assignments for an English course on identity and passing. It includes:
1) A weekly schedule outlining readings, assignments, lectures, and in-class activities focused on exploring concepts of identity, race, gender, and passing through essays, stories, and films.
2) Homework assignments consisting of response papers, summaries, draft essays, and discussion posts engaging with course materials and concepts.
3) Three major essay assignments analyzing themes of narrative identity, racial passing, and gender passing with the goal of understanding how social expectations shape individuals.
This document provides the class agenda, assignments, and reading schedule for an identity and passing literature course over 10 weeks. It includes discussion topics, author lectures, in-class writing assignments, and homework assignments that involve reading, posting responses online, and drafting essay assignments. The major assignments are a personal narrative essay, an argumentative essay on passing, a response to literature essay on the novel Stone Butch Blues, and a research paper analyzing characters as trickster figures.
Ewrt 1 b winter 2014 tth new f ilm version sheet1jordanlachance
This document provides an overview of the syllabus and assignments for an English writing course focused on identity and passing. Over the 12-week semester, students will write 5 essays exploring different types of passing: narrative, argument, response to literature, research paper, and a final reflective essay. They will read works addressing racial, gender, and sexual passing. Discussions center on defining identity, judgments based on appearance, and experiences passing intentionally or unintentionally. Students complete weekly blog responses, in-class writings, and peer reviews to develop their analytical and writing skills for the series of passing-themed essays.
This document outlines the schedule and assignments for an introductory college course on identity and passing. Over the 12-week quarter, students will read short stories, poems, and novels exploring concepts of racial, gender, and sexual identity passing. They will complete 5 essays analyzing themes of passing in assigned texts. The course meets twice a week and includes lectures, discussions, film screenings, and in-class writing assignments. Students are expected to regularly post responses to discussion questions and writing prompts online. The quarter culminates in a final exam and the submission of a researched essay and revision of previous essays.
This document outlines the schedule and assignments for an English writing course on identity and passing. Over the course of 12 weeks, students will write 5 essays exploring different types of passing - racial, gender/sexual, and refusing to pass. They will analyze various texts including poems, short stories, novels and films. Assignments include weekly reading responses, in-class writings, and drafts of the 5 essays. Exams will cover vocabulary terms introduced in each unit. The course aims to develop students' writing skills through various activities including outlining, drafting, revising, and conducting research.
This document provides an overview of the schedule and assignments for an English writing course focused on identity and passing. It includes the following key points:
- The course meets on Mondays and Wednesdays over 12 weeks and covers 5 essays exploring themes of identity, racial passing, gender passing, and refusing to pass.
- Each class session includes lectures, discussions, in-class writing assignments, and homework assignments requiring students to post responses to the readings and class discussions online.
- The major assignments are 5 essays responding to prompts about expressing identity, racial passing, arguing about passing, responding to assigned texts, and refusing to pass. Students also complete regular vocabulary exams.
- Readings include works by
This document contains the class agenda, homework assignments, and reading assignments for a college literature course on identity and passing. It summarizes two weeks of the course, which focuses on exploring concepts of identity through assigned readings, discussions, and writing assignments, including three essays. The course introduces concepts of identity and passing through introductory lectures and in-class writing. Students are assigned short response posts and begin working on their first essay on personal narratives of identity. They also begin discussing assigned readings that explore racial passing, including works by Langston Hughes, Nella Larsen, and others. The document outlines the class meetings, assignments, and readings for continuing to explore these concepts and developing the first two essays over the next two weeks.
This document provides the class agenda, assigned readings, and homework for an identity studies course over 12 weeks. It includes:
1) An introduction to identity and assigned readings on the topic in Week 1, including an in-class writing assignment.
2) Discussion of assigned texts on racial passing in Weeks 2-4 and an in-class exam on identity terms.
3) Continued exploration of passing and sexuality/gender passing in Weeks 5-7, including work on the first three essays.
4) Examination of trickster characters and assigned research for the final paper on the topic in Weeks 8-10, culminating in a library workshop.
5) Discussion of reverse
This document outlines the class schedule and assignments for an identity and passing literature course over 12 weeks. It includes the following key details:
- The course will cover topics of identity, passing, and tricksters through close readings of texts like Passing, Stone Butch Blues, and "The Passing of Grandison."
- Students will complete 4 essays over the course analyzing themes of passing in different contexts. They will also complete weekly reading responses and vocabulary exams.
- Each class meets twice a week and includes discussions of the texts, lectures on writing and analysis strategies, and in-class writing exercises.
- The schedule provides the reading and homework assignments due for each week, including drafts of essays
This document provides the class agenda, assignments, and reading schedule for an identity and passing literature course over 10 weeks. It includes discussion topics, author lectures, in-class writing assignments, and homework assignments that involve reading, posting responses online, and drafting essay assignments. The major assignments are a personal narrative essay, an argumentative essay on passing, a response to literature essay on the novel Stone Butch Blues, and a research paper analyzing characters as trickster figures.
Ewrt 1 b winter 2014 tth new f ilm version sheet1jordanlachance
This document provides an overview of the syllabus and assignments for an English writing course focused on identity and passing. Over the 12-week semester, students will write 5 essays exploring different types of passing: narrative, argument, response to literature, research paper, and a final reflective essay. They will read works addressing racial, gender, and sexual passing. Discussions center on defining identity, judgments based on appearance, and experiences passing intentionally or unintentionally. Students complete weekly blog responses, in-class writings, and peer reviews to develop their analytical and writing skills for the series of passing-themed essays.
This document outlines the schedule and assignments for an introductory college course on identity and passing. Over the 12-week quarter, students will read short stories, poems, and novels exploring concepts of racial, gender, and sexual identity passing. They will complete 5 essays analyzing themes of passing in assigned texts. The course meets twice a week and includes lectures, discussions, film screenings, and in-class writing assignments. Students are expected to regularly post responses to discussion questions and writing prompts online. The quarter culminates in a final exam and the submission of a researched essay and revision of previous essays.
This document outlines the schedule and assignments for an English writing course on identity and passing. Over the course of 12 weeks, students will write 5 essays exploring different types of passing - racial, gender/sexual, and refusing to pass. They will analyze various texts including poems, short stories, novels and films. Assignments include weekly reading responses, in-class writings, and drafts of the 5 essays. Exams will cover vocabulary terms introduced in each unit. The course aims to develop students' writing skills through various activities including outlining, drafting, revising, and conducting research.
This document provides an overview of the schedule and assignments for an English writing course focused on identity and passing. It includes the following key points:
- The course meets on Mondays and Wednesdays over 12 weeks and covers 5 essays exploring themes of identity, racial passing, gender passing, and refusing to pass.
- Each class session includes lectures, discussions, in-class writing assignments, and homework assignments requiring students to post responses to the readings and class discussions online.
- The major assignments are 5 essays responding to prompts about expressing identity, racial passing, arguing about passing, responding to assigned texts, and refusing to pass. Students also complete regular vocabulary exams.
- Readings include works by
This document contains the class agenda, homework assignments, and reading assignments for a college literature course on identity and passing. It summarizes two weeks of the course, which focuses on exploring concepts of identity through assigned readings, discussions, and writing assignments, including three essays. The course introduces concepts of identity and passing through introductory lectures and in-class writing. Students are assigned short response posts and begin working on their first essay on personal narratives of identity. They also begin discussing assigned readings that explore racial passing, including works by Langston Hughes, Nella Larsen, and others. The document outlines the class meetings, assignments, and readings for continuing to explore these concepts and developing the first two essays over the next two weeks.
This document provides the class agenda, assigned readings, and homework for an identity studies course over 12 weeks. It includes:
1) An introduction to identity and assigned readings on the topic in Week 1, including an in-class writing assignment.
2) Discussion of assigned texts on racial passing in Weeks 2-4 and an in-class exam on identity terms.
3) Continued exploration of passing and sexuality/gender passing in Weeks 5-7, including work on the first three essays.
4) Examination of trickster characters and assigned research for the final paper on the topic in Weeks 8-10, culminating in a library workshop.
5) Discussion of reverse
This document outlines the class schedule and assignments for an identity and passing literature course over 12 weeks. It includes the following key details:
- The course will cover topics of identity, passing, and tricksters through close readings of texts like Passing, Stone Butch Blues, and "The Passing of Grandison."
- Students will complete 4 essays over the course analyzing themes of passing in different contexts. They will also complete weekly reading responses and vocabulary exams.
- Each class meets twice a week and includes discussions of the texts, lectures on writing and analysis strategies, and in-class writing exercises.
- The schedule provides the reading and homework assignments due for each week, including drafts of essays
This document provides the class agenda, homework assignments, and reading assignments for an identity and passing literature course over 11 weeks. It includes the following:
- An outline of the weekly classes which will include presentations on course concepts, discussions of assigned readings, author lectures, and in-class writing exercises.
- Homework assignments that involve posting responses to assigned readings to the class website, completing short writing assignments, and drafting and revising essay assignments.
- Reading assignments that progress through works exploring concepts of identity and passing like poetry, short stories, novels and scholarly articles.
- Details of four major essay assignments that will be drafted, workshopped, and revised throughout the course requiring analysis of themes in the
This document contains the class agenda, homework assignments, and reading assignments for a college literature course on identity and passing. The course meets twice a week for 3-hour sessions over 11 weeks. It covers topics like racial, gender, and sexual orientation passing through readings such as novels, short stories, poems and scholarly articles. Students are assigned regular reading, weekly blog posts responding to the texts, and 4 essays over the course of the semester. The document outlines the topics, assignments, and deadlines for each class session.
This document outlines the class agenda, assignments, and readings for a college course on identity and passing over 11 weeks. It includes weekly class presentations, discussions, lectures, and in-class writing assignments. Students are assigned readings, response posts, and essays on topics like personal and racial passing. They develop an outline and thesis for their final research paper comparing trickster characters (Essay 4). The course introduces concepts and literary works on identity, passing, and how individuals navigate social expectations and norms around race, gender, sexuality and more. Assignments require close analysis of texts and developing arguments through multiple drafts.
This document outlines the class schedule and assignments for an identity and passing literature course over 12 weeks. It includes the following key details:
- The course will focus on exploring concepts of identity and passing through readings, discussions, and essays. Readings include works by Larsen, Hughes, Morrison, and Feinberg.
- Students are required to complete 4 essays over the course analyzing themes of passing in assigned texts, as well as weekly reading responses and self-assessments. Essays include a personal narrative, an argument essay, a response to literature, and a research paper.
- Each class meets twice a week and includes presentations, discussions, lectures, and in-class writing related to the week
This document provides the class agenda, assignments, and reading schedule for an identity and passing literature course. It summarizes the weekly plans over 11 weeks. The course introduces concepts of identity and passing through discussions of assigned texts. Students complete response posts and 4 essays on these topics. Essays include a personal narrative, an argument, a response to the novel Stone Butch Blues, and a research paper comparing characters as trickster figures. Class time involves presentations, discussions, lectures, and in-class writing to develop the essays.
This document outlines the class agenda, assignments, and readings for an identity and passing literature course over 11 weeks. It includes discussion of assigned texts, lectures on writing strategies, in-class writing exercises, and the development of four essays on topics of personal and racial passing. Students are expected to complete close reading questions and responses (QHQ), outlining, drafting, and revising multiple essays. They will also participate in a library research workshop to prepare for a final research paper on trickster characters. The class meets twice weekly and incorporates exams, film screenings, and peer review sessions to support the writing assignments.
This document contains the class agenda, homework assignments, and reading schedule for an identity and passing literature course taught over 12 weeks. Some of the key activities and assignments included are:
1. Students will write 4 essays analyzing themes of identity and passing in assigned texts. They will also complete regular discussion posts and reading responses.
2. Readings include works by Larsen, Hughes, Far, Morrison, Feinberg, and Chesnutt that explore themes of racial, gender, and sexual passing.
3. Class time will include lectures, discussions of the readings, writing workshops, and in-class writing assignments. Students will peer review drafts of their essays.
4. Additional assignments include
This document provides the schedule and assignments for an English composition course. It includes five essays assigned over the course of the semester: an argument essay, two narrative essays, a concept essay, and a problem/solution essay. Each week covers different writing skills and concepts through assigned readings, in-class activities, and online discussion posts. Students are expected to closely read the assigned text, The Hunger Games, and complete drafts, revisions, and a final copy of each essay.
The document is a reading comprehension assessment based on a passage about a man who dove from the top of a large crane. It includes multiple choice and short answer questions to test students' ability to infer details and themes from the text. The questions cover topics like what the man could see from the crane's height, meanings of words used in the passage, and how the passage conveys danger, excitement, and beauty through its descriptive language. Students are asked to write paragraphs analyzing parts of the text using a specific PEEDL structure.
This document outlines the class work and homework for a 6-week writing course. It includes assignments for 4 essays: The Argument, The Narrative, The Concept, and The Problem/Solution. Students will read The Hunger Games, study vocabulary, and complete writing exercises. They will write outlines, drafts, and revisions of their essays. Homework includes reading assignments, online discussion posts of writing exercises and drafts, and studying for vocabulary tests. The goal is to introduce students to different types of essays and improve their writing through the writing process.
This document is Aidan Barry's writing portfolio for English 11H. It contains 8 sections: 1) Goal follow-up, where Aidan reflects on improving his thesis statements; 2) Methods of eliminating wordiness; 3) Comma errors; 4) Major essay revision; 5) An adolescent email thread; 6) A personal narrative; 7) A creative component; and 8) Overall reflection. For his goal follow-up, Aidan provides examples of thesis statements from 3 of his major essays to show how he developed stronger thesis statements with a clear "so what" over the course of the year. He also reflects on improving his analysis of evidence in his writing. The document models techniques to reduce wordiness and correct
Aidan Barry's 11H English Writing Portfolioaidanb2
This document appears to be a writing portfolio created by Aidan Barry for an 11th grade English class. It contains sections on goal setting and progress, methods for eliminating wordiness, analyzing comma usage, and revising major essays. For his first goal, Aidan aimed to write stronger thesis statements with a clear "so what" component, and provided examples from three essays showing improvement over the school year. His second goal was to use stronger evidence analysis, citing examples where he learned to analyze word choice and connotation more deeply. The portfolio demonstrates Aidan's focus on continuously improving his writing skills.
English 101 was taught as a hybrid class for the first time, incorporating online discussions, a class wiki, and out-of-class peer reviews. For discussions, students created questions and responded online by certain deadlines. The wiki allowed posting of class concepts and terms. Peer reviews of final projects were done using rubrics accessed online rather than in class. Results showed students liked discussion flexibility but needed support, some fell behind. Maintaining both a wiki and discussions was too much work. Students could successfully do peer reviews outside of class with proper training. It was harder for the instructor to know individual students in the hybrid format. Independent workers may do better online.
The document provides guidance for students taking a GCSE English Language exam revision session focusing on a reading paper. It outlines the structure of the exam, advises students on how to approach reading comprehension questions, and provides examples of question types and marking schemes. Students are given sample questions about a text on the Grand National horse race and instructed to practice summarization, inference, and comparing viewpoints in their answers. The document emphasizes careful reading, identifying an author's perspective, and analyzing persuasive writing techniques.
The document provides examples of passages from student essays and their sources. It then asks questions to evaluate whether the student essays properly cite and attribute source material to avoid plagiarism. For each example, the answers explain whether plagiarism exists based on citation and attribution practices, identify the documentation style used, and assess its appropriateness. The document aims to help students learn how to effectively incorporate sources into their writing and avoid plagiarism.
This document provides an overview of the class work and homework assignments for a 4-week course. It includes instructions for 4 essays on various topics, readings from course textbooks, vocabulary studies, online discussion posts, and in-class activities like speeches. Students are assigned chapters from The Hunger Games to read each week and must complete outlines, drafts, and revisions of their essays. Class sessions include lectures, discussions, peer reviews, and essay writing. The goal is to introduce different essay types and refine writing skills through multiple drafts.
This document provides guidance on writing an essay about a memorable personal event. It discusses using quotations from another text to introduce the topic and transitioning to discussing one's own experience. It offers tips on using descriptive details, dialogue, and figurative language like similes and metaphors to engage readers. The document also emphasizes establishing a clear timeline through temporal transitions and verb tenses. Integrating quotations using signal phrases and formatting long quotes is reviewed. Finally, checklist questions are provided to help structure the beginning, middle, and end of the essay draft.
This document outlines the schedule, assignments, and readings for an English composition course over 12 weeks. It includes 5 essays assigned throughout the semester on various topics such as character analysis, government philosophies, justice, privilege, and a final research paper. Students are expected to complete close readings of texts like A Game of Thrones and passages from Plato and Woolf. They also engage with discussion questions, haiku exercises, and other writing assignments each week to analyze themes and apply course concepts. The schedule provides due dates for drafts, outlines, and the final submission of each essay.
Elit 48 c essay #2 postmodernism and battle royal_jordanlachance
This document provides instructions and guidance for students writing an essay responding to literature from the Modernist period. It lists several potential essay topics focused on analyzing themes in Invisible Man or discussing postmodernism and the postmodern manifestos. The essay should be 500-750 words, include an MLA works cited page, and demonstrate skills like outlining, using rhetorical strategies, finding textual evidence, and integrating quotations. The document provides advice on best practices such as developing a clear thesis and using examples to illustrate points. It warns students against potential traps like choosing an unsupported topic or failing to back up their argument with evidence.
This document provides an agenda and terms for a class session and exam. The agenda includes presenting terms, peer revision of essays where students must have 3 copies, and reviewing terms for the upcoming exam. The document defines terms like gay, heterosexual privilege, homophobia, and male privilege. It provides instructions for the peer revision process and notes MLA formatting points to check essays for. Finally, it provides details on the upcoming exam format, number of questions, and assigned homework.
This document outlines the agenda for EWRT 1A Class 8. It includes assignments due, such as Essay #2 and a vocabulary test. The class will discuss two essays titled "Ngo and Toufexis" as examples of concept essays. Students will then brainstorm topics and write paragraphs on two concepts from The Hunger Games for their upcoming Essay #3. The class will participate in vocabulary and essay discussion activities in small groups. Homework includes continued reading of The Hunger Games and posting discussion responses online.
This document summarizes a class lecture about Imagist poetry from the early 20th century. It discusses key Imagist poets like Ezra Pound, H.D., Amy Lowell, and William Carlos Williams. It also examines Imagist principles such as using precise language and presenting vivid images. The lecture analyzes exemplar Imagist poems like Pound's "In a Station of the Metro" and Williams' "The Red Wheelbarrow." It concludes with an introduction to the poet Wallace Stevens and homework assignments analyzing his poems "The Snow Man" and "The Emperor of Ice Cream."
This document provides the class agenda, homework assignments, and reading assignments for an identity and passing literature course over 11 weeks. It includes the following:
- An outline of the weekly classes which will include presentations on course concepts, discussions of assigned readings, author lectures, and in-class writing exercises.
- Homework assignments that involve posting responses to assigned readings to the class website, completing short writing assignments, and drafting and revising essay assignments.
- Reading assignments that progress through works exploring concepts of identity and passing like poetry, short stories, novels and scholarly articles.
- Details of four major essay assignments that will be drafted, workshopped, and revised throughout the course requiring analysis of themes in the
This document contains the class agenda, homework assignments, and reading assignments for a college literature course on identity and passing. The course meets twice a week for 3-hour sessions over 11 weeks. It covers topics like racial, gender, and sexual orientation passing through readings such as novels, short stories, poems and scholarly articles. Students are assigned regular reading, weekly blog posts responding to the texts, and 4 essays over the course of the semester. The document outlines the topics, assignments, and deadlines for each class session.
This document outlines the class agenda, assignments, and readings for a college course on identity and passing over 11 weeks. It includes weekly class presentations, discussions, lectures, and in-class writing assignments. Students are assigned readings, response posts, and essays on topics like personal and racial passing. They develop an outline and thesis for their final research paper comparing trickster characters (Essay 4). The course introduces concepts and literary works on identity, passing, and how individuals navigate social expectations and norms around race, gender, sexuality and more. Assignments require close analysis of texts and developing arguments through multiple drafts.
This document outlines the class schedule and assignments for an identity and passing literature course over 12 weeks. It includes the following key details:
- The course will focus on exploring concepts of identity and passing through readings, discussions, and essays. Readings include works by Larsen, Hughes, Morrison, and Feinberg.
- Students are required to complete 4 essays over the course analyzing themes of passing in assigned texts, as well as weekly reading responses and self-assessments. Essays include a personal narrative, an argument essay, a response to literature, and a research paper.
- Each class meets twice a week and includes presentations, discussions, lectures, and in-class writing related to the week
This document provides the class agenda, assignments, and reading schedule for an identity and passing literature course. It summarizes the weekly plans over 11 weeks. The course introduces concepts of identity and passing through discussions of assigned texts. Students complete response posts and 4 essays on these topics. Essays include a personal narrative, an argument, a response to the novel Stone Butch Blues, and a research paper comparing characters as trickster figures. Class time involves presentations, discussions, lectures, and in-class writing to develop the essays.
This document outlines the class agenda, assignments, and readings for an identity and passing literature course over 11 weeks. It includes discussion of assigned texts, lectures on writing strategies, in-class writing exercises, and the development of four essays on topics of personal and racial passing. Students are expected to complete close reading questions and responses (QHQ), outlining, drafting, and revising multiple essays. They will also participate in a library research workshop to prepare for a final research paper on trickster characters. The class meets twice weekly and incorporates exams, film screenings, and peer review sessions to support the writing assignments.
This document contains the class agenda, homework assignments, and reading schedule for an identity and passing literature course taught over 12 weeks. Some of the key activities and assignments included are:
1. Students will write 4 essays analyzing themes of identity and passing in assigned texts. They will also complete regular discussion posts and reading responses.
2. Readings include works by Larsen, Hughes, Far, Morrison, Feinberg, and Chesnutt that explore themes of racial, gender, and sexual passing.
3. Class time will include lectures, discussions of the readings, writing workshops, and in-class writing assignments. Students will peer review drafts of their essays.
4. Additional assignments include
This document provides the schedule and assignments for an English composition course. It includes five essays assigned over the course of the semester: an argument essay, two narrative essays, a concept essay, and a problem/solution essay. Each week covers different writing skills and concepts through assigned readings, in-class activities, and online discussion posts. Students are expected to closely read the assigned text, The Hunger Games, and complete drafts, revisions, and a final copy of each essay.
The document is a reading comprehension assessment based on a passage about a man who dove from the top of a large crane. It includes multiple choice and short answer questions to test students' ability to infer details and themes from the text. The questions cover topics like what the man could see from the crane's height, meanings of words used in the passage, and how the passage conveys danger, excitement, and beauty through its descriptive language. Students are asked to write paragraphs analyzing parts of the text using a specific PEEDL structure.
This document outlines the class work and homework for a 6-week writing course. It includes assignments for 4 essays: The Argument, The Narrative, The Concept, and The Problem/Solution. Students will read The Hunger Games, study vocabulary, and complete writing exercises. They will write outlines, drafts, and revisions of their essays. Homework includes reading assignments, online discussion posts of writing exercises and drafts, and studying for vocabulary tests. The goal is to introduce students to different types of essays and improve their writing through the writing process.
This document is Aidan Barry's writing portfolio for English 11H. It contains 8 sections: 1) Goal follow-up, where Aidan reflects on improving his thesis statements; 2) Methods of eliminating wordiness; 3) Comma errors; 4) Major essay revision; 5) An adolescent email thread; 6) A personal narrative; 7) A creative component; and 8) Overall reflection. For his goal follow-up, Aidan provides examples of thesis statements from 3 of his major essays to show how he developed stronger thesis statements with a clear "so what" over the course of the year. He also reflects on improving his analysis of evidence in his writing. The document models techniques to reduce wordiness and correct
Aidan Barry's 11H English Writing Portfolioaidanb2
This document appears to be a writing portfolio created by Aidan Barry for an 11th grade English class. It contains sections on goal setting and progress, methods for eliminating wordiness, analyzing comma usage, and revising major essays. For his first goal, Aidan aimed to write stronger thesis statements with a clear "so what" component, and provided examples from three essays showing improvement over the school year. His second goal was to use stronger evidence analysis, citing examples where he learned to analyze word choice and connotation more deeply. The portfolio demonstrates Aidan's focus on continuously improving his writing skills.
English 101 was taught as a hybrid class for the first time, incorporating online discussions, a class wiki, and out-of-class peer reviews. For discussions, students created questions and responded online by certain deadlines. The wiki allowed posting of class concepts and terms. Peer reviews of final projects were done using rubrics accessed online rather than in class. Results showed students liked discussion flexibility but needed support, some fell behind. Maintaining both a wiki and discussions was too much work. Students could successfully do peer reviews outside of class with proper training. It was harder for the instructor to know individual students in the hybrid format. Independent workers may do better online.
The document provides guidance for students taking a GCSE English Language exam revision session focusing on a reading paper. It outlines the structure of the exam, advises students on how to approach reading comprehension questions, and provides examples of question types and marking schemes. Students are given sample questions about a text on the Grand National horse race and instructed to practice summarization, inference, and comparing viewpoints in their answers. The document emphasizes careful reading, identifying an author's perspective, and analyzing persuasive writing techniques.
The document provides examples of passages from student essays and their sources. It then asks questions to evaluate whether the student essays properly cite and attribute source material to avoid plagiarism. For each example, the answers explain whether plagiarism exists based on citation and attribution practices, identify the documentation style used, and assess its appropriateness. The document aims to help students learn how to effectively incorporate sources into their writing and avoid plagiarism.
This document provides an overview of the class work and homework assignments for a 4-week course. It includes instructions for 4 essays on various topics, readings from course textbooks, vocabulary studies, online discussion posts, and in-class activities like speeches. Students are assigned chapters from The Hunger Games to read each week and must complete outlines, drafts, and revisions of their essays. Class sessions include lectures, discussions, peer reviews, and essay writing. The goal is to introduce different essay types and refine writing skills through multiple drafts.
This document provides guidance on writing an essay about a memorable personal event. It discusses using quotations from another text to introduce the topic and transitioning to discussing one's own experience. It offers tips on using descriptive details, dialogue, and figurative language like similes and metaphors to engage readers. The document also emphasizes establishing a clear timeline through temporal transitions and verb tenses. Integrating quotations using signal phrases and formatting long quotes is reviewed. Finally, checklist questions are provided to help structure the beginning, middle, and end of the essay draft.
This document outlines the schedule, assignments, and readings for an English composition course over 12 weeks. It includes 5 essays assigned throughout the semester on various topics such as character analysis, government philosophies, justice, privilege, and a final research paper. Students are expected to complete close readings of texts like A Game of Thrones and passages from Plato and Woolf. They also engage with discussion questions, haiku exercises, and other writing assignments each week to analyze themes and apply course concepts. The schedule provides due dates for drafts, outlines, and the final submission of each essay.
Elit 48 c essay #2 postmodernism and battle royal_jordanlachance
This document provides instructions and guidance for students writing an essay responding to literature from the Modernist period. It lists several potential essay topics focused on analyzing themes in Invisible Man or discussing postmodernism and the postmodern manifestos. The essay should be 500-750 words, include an MLA works cited page, and demonstrate skills like outlining, using rhetorical strategies, finding textual evidence, and integrating quotations. The document provides advice on best practices such as developing a clear thesis and using examples to illustrate points. It warns students against potential traps like choosing an unsupported topic or failing to back up their argument with evidence.
This document provides an agenda and terms for a class session and exam. The agenda includes presenting terms, peer revision of essays where students must have 3 copies, and reviewing terms for the upcoming exam. The document defines terms like gay, heterosexual privilege, homophobia, and male privilege. It provides instructions for the peer revision process and notes MLA formatting points to check essays for. Finally, it provides details on the upcoming exam format, number of questions, and assigned homework.
This document outlines the agenda for EWRT 1A Class 8. It includes assignments due, such as Essay #2 and a vocabulary test. The class will discuss two essays titled "Ngo and Toufexis" as examples of concept essays. Students will then brainstorm topics and write paragraphs on two concepts from The Hunger Games for their upcoming Essay #3. The class will participate in vocabulary and essay discussion activities in small groups. Homework includes continued reading of The Hunger Games and posting discussion responses online.
This document summarizes a class lecture about Imagist poetry from the early 20th century. It discusses key Imagist poets like Ezra Pound, H.D., Amy Lowell, and William Carlos Williams. It also examines Imagist principles such as using precise language and presenting vivid images. The lecture analyzes exemplar Imagist poems like Pound's "In a Station of the Metro" and Williams' "The Red Wheelbarrow." It concludes with an introduction to the poet Wallace Stevens and homework assignments analyzing his poems "The Snow Man" and "The Emperor of Ice Cream."
The document outlines an in-class lesson plan that includes the following:
1. A vocabulary test and discussion of rhetorical strategies using dialogue.
2. An exercise where students are assigned prompts and work in groups to argue different perspectives through simulated dialogues.
3. A quiz and content contest with questions about the book A Game of Thrones.
4. Potential discussion questions that could be answered based on events and characters in A Game of Thrones from pages 200 to 300.
5. Homework involving continuing the in-book reading, posting a dialogue, and responding to discussion questions.
This document provides an overview of the syllabus and assignments for an introductory college course on identity, including:
1) The course covers topics like identity, social expectations, racial and gender passing through readings, discussions, and essays.
2) Students are assigned several short response posts and three major essays on narratives of personal identity, arguments about racial passing, and responses to assigned literature.
3) Readings include works on racial, gender, and sexual orientation passing like short stories, poems, and novels that students analyze in their written assignments.
This document provides an overview of class work and homework assignments for a 6-week course. It includes instructions for 5 essays on various topics and a final speech. Students are assigned readings from The Hunger Games and The Saint Martin's Guide to Writing. Homework includes blog posts responding to prompts, vocabulary study, outlining essays, and draft revisions. In-class work involves presentations, discussions, peer reviews, and essay writing. The goal is for students to develop skills in different types of essays and public speaking.
1) The article discusses how evolution can occur rapidly over short time periods, such as within decades, rather than the gradual process typically envisioned.
2) Examples are given of species that have evolved adaptations within recent history, such as darker peppered moths and side-blotched lizards changing mating strategies cyclically.
3) Human activities like fishing and hunting are found to influence evolution by applying strong selective pressures, potentially undermining conservation efforts by favoring traits like smaller body size that reduce populations.
La rentrée fut très active pour les journées d’études à l’Union des Villes et Communes de Wallonie. Le mois de septembre a ainsi vu, outre les Midis de la Gouvernance consacrés aux synergies entre communes et CPAS (notre autre dossier de ce mois), de nombreuses journées s’organisent autour de thèmes essentiels.
Jugez plutôt: « Encadrement des manifestations publiques - Communes et polices locales garantes de l’ordre public » le 23 septembre 2011 à Wépion, « Intercommunales - focus sur les marchés publics » le 30 septembre 2011 à Wépion, « Quelles pensions pour les agents des pouvoirs locaux ? » le 6 et le 13 septembre 2011 à Seraing et Saint-Denis, « Ancrage communal du logement - De la conception à la réalisation, quels facteurs clés de succès ? » le 29 septembre 2011 à Wépion, méritaient, entre autres, d’être ici mis en lumière.
Mais notre dossier nous permettra également de revenir sur un colloque plus ancien consacré aux relations entre communes et fabriques d’église organisé, lui, en février et mars 2011 à Tilff, Rochefort et Mons. Qu’on se le dise: s’ancrant fortement dans la réalité quotidienne de terrain, l’Union s’adresse, par ces séances d’informations, aux mandataires et aux fonctionnaires locaux dirigeants sur les thèmes d’actualité qui constituent leurs dossiers prospectifs du moment.
This document provides a summary of the weekly schedule and assignments for a hybrid literature and composition class. It includes the following key details:
- The class meets in-person three times per week and has online components and assignments on the other days.
- Over the course of six weeks, the class covers topics like New Criticism, feminist criticism, psychoanalytic criticism, and trauma theory as applied to different literary works.
- Students complete two essays applying different literary theories and have regular reading assignments, discussion posts, and at-home work like outlining essays.
- The schedule culminates in a review for Exam 1 and introduces materials for Exam 2 in the final week.
This document provides a weekly schedule for an English literature and composition class that is taught in a hybrid format. It includes the following:
- Weekly topics that will be covered in in-class and online class sessions, including New Criticism, feminist criticism, psychoanalytic criticism, and trauma theory.
- Assigned readings from course textbooks and short stories to be completed each week.
- Homework assignments such as posting discussion questions, analyzing poems, drafting essay outlines and introductions.
- Details of two major essay assignments that students will complete over the course of the semester on different literary topics and using different critical lenses.
The schedule provides students an overview of all course activities, readings and assignments that
1. The document provides instructions for an assignment that asks students to analyze readings about conducting research and writing arguments.
2. Students are asked to discuss what two scholars, Shelley Reid and Mike Bunn, would agree on and differ on regarding aspects of writing. They should also propose a title for a hypothetical joint lecture between the two scholars.
3. Students are then asked to describe their experiences with revision and peer review. They should discuss how readings by Anne Lamott and Peter Elbow inform their understanding of the writing process and which aspects of the readings resonate with them.
This syllabus outlines the coursework and assignments for a 12-week creative writing class. It includes 4 projects: poetry, fiction, more fiction, and drama. Students will write and workshop various genres of poetry and fiction, including haiku, sonnets, short stories, and plays. They will also complete weekly readings, post responses to the class website, and take 3 terms tests. The final portfolio containing all written works is due during the last class.
This syllabus outlines the coursework for a 12-week creative writing class. It includes 4 projects: poetry, fiction, more fiction, and drama. Students will study literary terms and complete weekly readings. They will post writing assignments to a blog and receive feedback in workshop sessions. The final class will involve sharing drama performances and submitting a portfolio of work completed in the course.
Week 1 introduces the class assignments which include four essays and an oral presentation. Essay 1 is an argumentative essay. Students are given assignments to purchase books, create a blog, outline their essay, and take a vocabulary test. Essay 2 is a narrative essay about a remembered event. Students analyze readings, discuss themes in The Hunger Games, and draft their essay in class. Essay 3 is a concept essay where students choose a concept from The Hunger Games to analyze. Essay 4 is a problem-solution essay where students identify a problem, propose a solution, and incorporate research. The final assignment is to adapt their problem-solution essay into a speech to present in class.
This document outlines the weekly schedule and assignments for a hybrid literature and composition class. It includes the in-class and online activities, readings, and homework assignments for each week. The class will cover topics like New Criticism, feminist criticism, psychoanalytic criticism, and trauma theory. Students will read and analyze short stories and poems, take two exams, and write two essays - one applying New Criticism and the other writing a response to a work of literature. The schedule provides detailed instructions for students on the readings, discussions, and writing assignments they need to complete each week for the class.
This document outlines the schedule and assignments for a literary theory course over three weeks. It includes readings, lectures, discussions and assignments on New Criticism, formalism, deconstruction, and feminist theory. Students are tasked with close readings of poems using these approaches and writing two essays - the first applying New Criticism to analyze a poem of their choice, and the second involving a comparative analysis of Roethke's "My Papa's Waltz" and other works. Class meetings include lectures, discussions of the readings, and group activities applying the theoretical lenses to sample texts. Online work involves further readings, posting responses to discussion questions, and continuing work on the essays.
This document provides an overview of the class schedule, assignments, and readings for a college writing course over 12 weeks. It includes:
- An outline of the weekly class topics, homework assignments, and due dates for 4 essays and vocabulary tests.
- The course introduces different essay types including argumentative, narrative, concept, and problem/solution essays.
- Students are assigned readings from The Hunger Games novel and The Saint Martin's Guide to Writing textbook each week along with blog posts responding to prompts and outlining essay drafts.
- Classes involve lectures, discussions, in-class writings, and workshops to develop outlines, thesis statements, examples, and revisions of essay drafts. Research and
This document provides an overview of the class schedule and assignments for a college writing course over 12 weeks. It includes:
- A weekly breakdown of the class schedule, readings, homework assignments, and blog posts due. The course covers 5 essays: argumentative, narrative, concept, problem/solution, and speech.
- Details of in-class activities each week like lectures, discussions, group work, vocabulary tests, and writing exercises to develop parts of the essays.
- Readings assigned each week from The Hunger Games novel and The Saint Martin's Guide to Writing textbook.
- Instructions for blog posts due each week, which typically involve posting parts of draft essays for peer review and discussion of assigned
This document outlines the schedule and assignments for the first three weeks of a literary theory course. It includes readings on literary theory, poetry analysis assignments applying new criticism, and the drafting of a 2-3 page essay analyzing a poem using new critical techniques. Students are expected to post responses to discussion questions, summaries of readings and poems, outlines of their essay analysis, and drafts of their work. Class sessions will include lectures on theory, close readings of poems, workshops to provide feedback on essay drafts. The goal is for students to gain familiarity with literary theory and new criticism through application to poetry.
This document outlines the schedule and assignments for the first three weeks of a literary theory course. It includes readings on literary theory, poetry analysis assignments applying new criticism, and the drafting of a 2-3 page essay analyzing a poem using new critical techniques. Students are expected to post responses to discussion questions, summaries of readings and poems, outlines of their essay analysis, and drafts of their work. Class sessions will include lectures on theory, close readings of poems, workshops to provide feedback on essay drafts. The goal is for students to gain familiarity with literary theory and new criticism through application to poetry.
This document provides an overview of the schedule, assignments, and readings for an English composition course. It includes:
1) An outline of the weekly classes which will focus on different essay assignments, including outlining, drafting, and revising essays on various topics.
2) Homework assignments for each week, such as reading assignments from course texts, posting blog responses, completing essay drafts, and studying vocabulary.
3) Details of four major essay assignments - The Argument, The Narrative, The Concept, and The Problem/Solution essays. Students will learn skills for each type and complete multiple drafts.
This document provides an overview of the class schedule and assignments for an English writing course. It includes:
- An outline of the topics and essays to be covered over the 15-week semester, including introductions to argumentative, narrative, concept, and problem-solution essays.
- Details of homework assignments such as readings from course texts, blog posts responding to readings and outlining draft essays, and submitting essay drafts and revisions.
- In-class activities like presentations, discussions, vocabulary reviews, peer workshops, and essay writing and exams.
- Due dates for submitting essay drafts and revisions as well as the final exam, which involves students presenting their speech assignments.
This document provides an overview of the class schedule, assignments, and readings for an English composition course. It includes:
- An outline of the weekly class topics, assignments, and readings for the semester, including five essays and a final speech.
- Details of homework assignments such as outlining essays, drafting paragraphs, finding sources, and studying vocabulary terms.
- Instructions for weekly discussion posts responding to readings and sharing drafts and outlines.
The course will cover various types of essays including argumentative, narrative, conceptual, and problem-solution essays. Students will write outlines, drafts, and revised versions of each essay to develop their composition skills.
This document outlines the schedule and assignments for the first three weeks of a literary theory course. In Week 1, students are introduced to the concept of literature and different literary theories. They complete readings on Terry Eagleton's view of literature and an overview of various literary theories. In Week 2, the focus is on formalist and New Criticism approaches, including a lecture on these topics and an activity analyzing a poem and critical essay using New Criticism. Students scan poems and begin analyzing them using formalist lenses. Week 3 involves drafting and workshopping Essay 1, which applies New Criticism to analyze one of the assigned poems. The schedule provides reading assignments, discussion topics, lecture outlines, and due dates for discussion posts and
This document outlines the schedule and activities for a 17-week college writing course. It includes assignments to be completed before and during each class meeting. The course covers topics such as rhetorical situations, literacy narratives, analyzing texts, grammar and punctuation. Major assignments include two essays, a midterm exam and a final exam. Class time is spent on lectures, discussions, exercises and reviews of assignments.
This syllabus outlines a 4-week creative writing course with sections on poetry, fiction, and drama. It includes weekly homework assignments such as writing poems in different forms and styles. Students will complete 3 projects - one for each genre. The course focuses on key elements for each genre like meter, rhyme, plot, character, dialogue and more. Class time includes lectures, discussions, guided writing exercises, and workshops to provide feedback on student work. Assessment includes regular posts of writing samples, a terms test for each section, and a final electronic portfolio.
This document provides instruction on the four main types of sentences in English: simple, compound, complex, and compound-complex. It defines each type and provides examples. Simple sentences contain one independent clause. Compound sentences join two independent clauses with coordinating conjunctions or semicolons. Complex sentences contain an independent clause and one or more dependent clauses. Compound-complex sentences contain at least two independent clauses and one or more dependent clauses. The document reviews identifying and writing each sentence type and provides guidance for a homework assignment to write examples of each.
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. The class will include reviewing the introduction, brainstorming activities, and introducing essay #1 on choosing survival supplies. Students will engage in a group activity to choose supplies from lists to argue for in a 750 word essay. The essay should have an introduction with a clear thesis, body paragraphs with topic sentences and examples supporting each supply choice, and a conclusion. Homework includes posting an outline with thesis and being prepared for an in-class essay exam in the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and outlines the course format, which includes both in-person and online components. Students are instructed on how to access course materials and assignments through the Canvas online platform. Key policies like attendance, late work, and academic honesty are also summarized. The document concludes by directing students to familiarize themselves with the course website and syllabus in preparation for the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and their contact information. It explains that the class will meet in-person once a week for 2 hours and 15 minutes, and students will complete the remaining coursework online through presentations on the course website. It outlines how the online platform Canvas will be used and provides instructions for navigating it. It lists the course requirements including essays, homework posts, and reading quizzes. It discusses policies around attendance, late work, academic integrity and conduct. Finally, it provides the course syllabus calendar.
This document provides an overview and instructions for Dr. Kim Palmore's hybrid EWRT 1A course. The key points are:
- The class meets once a week in person and requires additional online work to be completed independently through presentations on the course website.
- The website, Canvas, will be used for communication, submitting assignments, accessing course materials and viewing grades.
- Students are expected to actively participate in class discussions and regularly complete assignments by their deadlines. Formal writing assignments include essays that must be submitted electronically through Kaizena.
- The syllabus outlines course policies on attendance, late work, academic integrity and expected conduct. It also provides a tentative course calendar and information
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. It includes an agenda with topics like an introduction, brainstorming activity, and outlining an essay. Students will choose survival supplies for a hypothetical weeks-long trip into the woods and write an argument essay defending their choices. The document gives categories of supplies to pick from and instructs students to discuss their options in groups. It provides guidance on writing an outline, thesis, body paragraphs, and conclusion for the essay. The homework is to post an outline, bring a hard copy to class, and prepare to do an in-class writing exam.
This document provides an overview of the EWRT 1A course. It introduces the instructor, Dr. Kim Palmore, and outlines the course details and expectations. The class is a hybrid course that meets weekly for 2 hours and 15 minutes, with an additional 2 hours and 15 minutes of online work each week. Students will use the Canvas platform to access course materials, assignments, and submit homework. Students are expected to actively participate in class discussions and regularly complete reading and writing assignments on time, including essays, homework posts, and quizzes. Academic honesty is strictly enforced.
To highlight and comment on an essay using Kaizena:
1. Find the essay assignment and submission requirements
2. Highlight required sections of the essay using the specified colors
3. To add a comment, highlight text and type the comment in the box that appears, then click "Post to Highlight"
4. Use one consistent color for your own highlights so the instructor can use a different color for feedback
1) All essays and projects must be submitted electronically through Kaizena before the class period they are due.
2) Students will enter a group code to submit essays and can add files from Google Drive or their desktop in PDF format.
3) The professor will review highlighting and commenting on essays and students can leave written or voice comments on their submissions.
To establish a WordPress username for completing homework, students can visit https://signup.wordpress.com/signup/?user=1 and follow the steps to create a free username, or sign in through Facebook instead of using their own name; they should then email their instructor their username and use that account for all class work online, as having a username is mandatory for much of the coursework being done online.
Here is a 4 line quotation integrated into a sentence in my essay:
According to leading health expert Dr. Susan Smith, making healthy choices is about more than just weight loss or appearance. As she states:
"Health is about feeling your best both physically and mentally. It's finding energy and joy in everyday activities rather than feeling drained. Making small changes like adding more vegetables or taking a walk after dinner can lead to big improvements in overall well-being."
This quotation effectively captures Dr. Smith's perspective that health is about overall wellness, not just physical appearance or numbers on a scale. Focusing on small, sustainable lifestyle changes and how they can enhance quality of life is a motivating message.
This document provides an overview of the key information for a hybrid English composition course. It includes the instructor's contact information and a description of how the hybrid format will work with some weekly in-person meetings and additional online content. It outlines how the course website and learning management system Canvas will be used and provides details on course requirements, assignments, materials, and policies around attendance, late work, academic honesty, and conduct. The syllabus calendar gives a tentative weekly schedule and overview of topics. Students are instructed to review the information and policies, take a quiz on the first presentation, and complete tasks like exploring the website and setting up accounts before the next class.
This document provides an overview and analysis of themes, tensions, and theoretical approaches in Night by Elie Wiesel. It discusses major themes like death, God/religion, sanity/insanity, and family. It analyzes the internal and external tensions present in the work. It also explores how trauma theory and other theoretical lenses can provide insight into the text. Key events and passages are analyzed in depth, with questions provided about character perspectives and shifts in worldview over the course of the horrific events depicted in the Holocaust memoir.
This document outlines the schedule and assignments for a hybrid literature and composition class over 9 weeks. It includes in-class and online activities as well as assigned readings and homework for each week. The main topics covered are New Criticism, feminist criticism, psychoanalytic criticism, short stories, and trauma theory. Students are assigned two essays analyzing poems and short stories using different literary lenses. They also have online discussion posts and take an exam on the materials covered in the first few weeks.
1. This document provides the guidelines and requirements for Essay #3, which asks students to write a 3-5 page concept essay explaining and analyzing a concept of their choosing. Students must highlight and comment on specific sections of their essay, include at least 3 sources in a Works Cited page, and meet formatting and length requirements.
2. The essay should objectively explain the chosen concept for readers who may or may not be familiar with it already. Students are encouraged to reveal uncommon details about the concept and use examples and imagery to illustrate it clearly.
3. The document outlines learning outcomes, previously learned skills, best practices, and traps to avoid like choosing an inappropriate topic or failing to support arguments with evidence
Here are some potential connections between the prisoners in Night and Shawshank Redemption:
- Both groups are stripped of their freedom and individuality. In the camps, prisoners are reduced to numbers and forced into uniformity/submission. In Shawshank, the prisoners lose control over their lives and must obey the prison system.
- Survival requires adapting to a harsh, inhumane system not of one's own making. In the camps, prisoners must find ways to endure unthinkable cruelty and deprivation. In Shawshank, inmates navigate the prison's oppressive rules and power structures.
- Hope and humanity can persist even in the darkest of places. In Night, some prisoners retain aspects of dignity and compassion
The document provides an agenda and discussion points for analyzing the novella "Rita Hayworth and Shawshank Redemption" by Stephen King and the short story "The Metamorphosis" by Franz Kafka.
For "Rita Hayworth", there is a discussion of themes like hope, struggle, and imprisonment. Potential discussion questions are also listed. For "The Metamorphosis", summaries of each chapter are provided along with characters, potential theoretical approaches, and discussion questions. The agenda then outlines a group discussion for analyzing both works.
The agenda covers discussions of two novellas: Rita Hayworth and Shawshank Redemption and The Metamorphosis. For Shawshank, key themes of hope, struggle, and imprisonment will be analyzed. For The Metamorphosis, three chapter summaries are provided: Chapter 1 details Gregor waking up as a cockroach and his family's initial reaction. Chapter 2 explores Gregor's loneliness and his sister's compassion. Chapter 3 finds Gregor weakening as the family acclimates to his condition. Potential discussion questions are posed about characters and applying psychoanalytic theory.
This document provides an agenda and information for an online EWRT 1C class on Franz Kafka's novella "The Metamorphosis". The class will include reading the novella, an introduction to Kafka as the author, and discussing the historical and literary contexts. Kafka is introduced as an Austrian-Jewish writer from Prague in the late 19th/early 20th century. The novella is then analyzed including its use of third-person narration from the perspective of Gregor Samsa after he transforms into an insect. Students are assigned to read the novella and answer one of several discussion questions in 200-300 words for homework.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Ewrt 1 b spring 2013 t th
1. EWRT-001B Reading, Writing, and
Tuesday/
Research Homework
Thursday
Week One Introduction Identity: Essay #1 The
April 8-11 Narrative
Establish: Your Webpage or Username
Presentation: Green Sheet; Syllabus; Explore: The class webpage
Website Buy or Order: Your books
Lecture: Identity and social expectation Post:#1 Finish in-class writing and post it.
Discussion: What is Identity? When do Post #2: Write a paragraph or two describing a
Class 1 we "pass" as someone different from time when you were unfairly judged on concrete
ourselves? identity characteristics. OR
In-class writing: How do we express our Write a paragraph or two describing a time when
own identities? How much do we reveal you passed as someone or something you were not.
about ourselves? How do we decide? The passing can be either purposeful or
inadvertent.
Presentation: Terms
Discussion: Personal Passing Experience
and Being judged by Concrete Identifiers
Lecture: Essay #1: writing Strategies for Post: #3 Finish in-class writing and post it.
Class 2
in-class essay #1: The Personal Narrative Studying: Terms
In-class writing: Basic Features:
dialogue, description, anecdote, framing,
outlining, significance
Week Two
April 15-19
Presentation: Terms Reading: Hughes: "Passing" and "Passing."
Class 3 Introduction to the QHQ Studying: Terms
In-class writing exam 1: Narrative Post #4: QHQ: Either the poem or the short story.
Racial Passing: Essay #2 The Argument
Reading: Kennedy "Racial Passing" Posted under
Presentation: Terms
"Secondary Sources."
Author Lecture: Langston Hughes
Post #5: Post directed summary of "Passing" and
QHQ Discussion: Racial Passing:
paraphrase of "Passing."
Class 4 "Passing" and "Passing"
Studying: Terms
Lecture: Writing a Directed Summary;
Post #6: Discuss one story from Kennedy's article
Paraphrasing Poetry
that particularly spoke to you. How did it influence
In-class writing: Directed Summary;
you in your thinking about passing?
paraphrase
2. Week Three
April 22-26
Reading: Chesnutt "The Passing of Grandison"
Film Screeening: Racial Passing TBA Post #7: QHQ film
Class 5
Author Lecture: Charles Chesnutt Post #8: QHQ "Grandison"
Studying: Terms
Exam 1: Vocab and Terms Reading: Hughes: "Who's Passing for Who?"
QHQ Discussion: Kennedy, "The Post #9 QHQ "Who's Passing for Who?"
Passing of Grandison," Film Think about Pickens’s statement and whether you
Class 6
Presentation: Introduction to Essay 2: agree with it or not. Consider which texts you
The Argument might use to support your beliefs.
In-Class Writing: Essay 2
Brainstorming
Week Four
April 29-May 3
Reading: Morrison: “Recitatif.”
Discussion: Hughes: "Who's Passing for
Post #10: Write a paragraph defending "passing"
Who?"
with at least three reasons. Write another paragraph
Presentation: Essay 2: The Argument:
Class 7 condemning passing using another three reasons.
Brainstorming with FREECASH
Use evidence from our readings to defend your
In-Class Writing: Essay 2 Brainstorming
reasons.
Author Lecture: Toni Morrison
Post #11: QHQ "Recitatif"
Presentation: Terms List 2 Reading: Begin Stone Butch Blues (1-65)
QHQ Discussion: "Recitatif" Post #12: Post Draft: Introduction, Thesis, Three
Class 8 Lecture: Thesis statements, outlining, body paragraphs (with topic sentences, evidence,
using evidence, introductions. and explanation)
In-Class Writing: Essay #2 Studying:Vocab/Terms
Week Five
May 6-10
Presentation: Terms
Reading: Stone Butch Blues (66-130)
Lecture: Counterarguments, Conclusions,
Post #13: Finish and post complete draft. Bring
Class 9 MLA format; in-text citations; works cited
three copies to our next meeting.
page.
Studying:Vocab/Terms
In-class writing: Essay 2
3. Reading: Stone Butch Blues (131-195)
Post #14: Finish and post essay #2
Presentation: Terms
Post #15: Choose a few lines from Stone Butch
In-class writing: Global Revsion Writing
Class 10 Blues and explain how and why they stood out to
Workshop Essay 2
you. Be sure to post your quotation above your
Author Lecture: Leslie Feinberg
response
Studying:Terms
Week Six Sex/Gender/Orientation Passing: Essay #3
Finishing Essay #2
May 13-17 Reponse to literature
Edit Essay #2: Submit your essay electronically
before our next class by emailing a copy saved
Surface Revision: Essay #2 in MS word to palmorekim@fhda.edu
Discussion: QHQ: SBB Reading: Stone Butch Blues (196-End)
In-class writing: Explore a moment when Post #16: Finish in-class writing;
Jess intentionally passes. How does this Post #17: Jess interacts with medical personnel in
Class 11
experience change who ze is? How do various ways throughout the novel. Explore an
you know? Then pick one when ze experience Jess has with a medical professional.
unintentionally passes. Does this affect hir Does her gender identity influence the treatment
in the same way? How do you know? she receives or doesn’t receive? Include a
quotation.
Studying: Terms
Reading: and the Prompt for Essay #3 (find it on
the website)
Post #18: Choose ONE: Find and discuss a
Due Before Class: Essay #2 Submit moment Jess resists the larger social construct.
your essay electronically before our How and why does ze do it? How does it
next class by emailing a copy saved in contribute to the person Jess ultimately becomes?
Class 12
MS Word to palmorekim@fhda.edu Do you have evidence? or Find and write about
Presentation:Terms an instance when Jess is forced to conform to the
In-class discussion/writing: The Game dominant social paradigm. How does conforming
(or trying to conform) change hir? What is your
evidence?
Studying: Terms: Exam at next meeting
Week Seven Feb
May 20-24
Exam 2: Terms
Presentation: Introduction to Essay #3 Reading: Begin M Butterfly
How to write a response to literature. Post # 19: Finish and post in-class writing.
Class 13
Discussion: Stone Butch Blues tentative thesis, body paragraphs (topic sentences
In-class writing: thesis and outline; topic and evidence; quotations with explanations).
sentences and paragraphs.
4. Reading: M Butterfly
Presentation: Terms list 3 Finish in-class writing: Introduction,
Discussion: Essay #3 Counterargument, and Conclusion
Class 14 In-class writing: Essay #3 Directed Post #20 Finish your draft of Essay #3 and post it.
Summary, Counterargument, conclusion Bring three complete copies of your draft to our
Author Lecture: David Henry Hwang next meeting.
Week Eight
Finish Essay #3 The Trickster: Essay #4 Research Paper
May 27-31
No Formal Class Individual Conferences Read M Butterfly
Writing: Revise Essay 3: Submit your essay
electronically before our next class by emailing a
copy saved in MS word to palmorekim@fhda.edu
Presentation: Terms
Studying: Vocab/terms for Exam
Peer Revision: You must have three
Reading: Hwang's M Butterfly
Class 15 copies of your essay. If you do not, you
Reading: Helen Lock "Transformation of the
may leave now to print or copy them.
Trickster." A link to the article is posted on our
webpage.
Week Nine
June 3-7
Reading: Defining the Trickster: This is posted
under "Secondary Readings"
Essay #3 Due
Post # 22 QHQ M Butterfly: the Play
Presentation: Terms for Exam 3
Class 16 Post # 23 Choose one definition from "Defining
Film Screening: TBA
the Trickster" and apply it to one character from
our reading this quarter.
Studying: Terms
5. Reading: Review primary texts you might use in
your essay.
Post #24: Discuss one or more characters in terms
of one of the traits we discussed in class today. For
example, Jess Goldberg as a “shape shifter” or
Exam 3: Terms “cultural hero”; Grandison as “intellectually
Presentation: Introduction to Essay #4 weak”; or Song as “physically weak”; maybe even
Discussion: M Butterfly: Film the Iowans as “teachers.” Any of them might be
Class 17 "Defining the Trickster" and Locke: discussed as “agents of change.” Or discuss
"Transformation of the Trickster." “Grandison,” “Recitatif,” and “Who’s Passing as
In-class writing: Evaluating Song as a Who” as Trickster tales in the African American
Trickster Character tradition.
Studying: Terms
Next Class: We will meet in Library Lobby for a
library orientation and an opportunity to do
research for your paper. Please do not be late.
Week Ten
June 10-14
Research for Essay #4 Find two or more articles
that will likely work as support for your essay. If
you are feeling benevolent, post the citation for
your article and add a few words about it so others
can decide if it might work for them.
Class 18 Post #25: Preliminary Works Cited Page for Essay
Library workshop
#4
Post #26: Identify two characters from our
reading who share a common trait or traits. How
are they alike? How might you use them to create a
single thesis that answers the essay 4 prompt?
Vocab Exam Re-take or Make-up
Presentation: Terms List #4
Reading: Far “Leaves from the Mental Portfolio
Discussion: Trickster Characters from our
of an Eurasian”
Class 19 reading
Post #27 Outline and thesis for Essay #4
In-class writing: Essay 4: Outline and
Studying: terms
thesis
Author Lecture: Sui Sin Far
6. Week Eleven
Reverse/Refusing to Pass Essay #5
June 17-21
Reading: Research
Writing: Essay #4
Class 20 Film Screening: Reverse Passing: TBA
Post #28 QHQ: Far or Film
Studying: Terms
Reading: Research
Writing: Finish your research paper! Submit
your essay electronically before our next class by
Presentation: Terms emailing a copy saved in MS word to
Discussion: QHQ Far and Film palmorekim@fhda.edu
How and why does Far resist?What are Evaluate your blogging responses. Submit your
the social implications of her doing so? evaluation electronically before our next class by
Class 21
Why do people reverse pass? emailing a copy saved in MS word to
Assessing Blogging Responses palmorekim@fhda.edu
Discussion/Writing: Essay #4 Prepare revision of essay #2 or #3 Submit your
essay electronically before our next class by
emailing a copy saved in MS word to
palmorekim@fhda.edu
Studying: Terms
Week Twelve
Finish Essay #4 Reverse/Refusing to Pass Essay #5
June 24-28
Monday Individual Conferences in my office
Class 22: Final Exam: Terms (Comprehensive)
Regular class In-Class Essay #5 (Refusing to
starts 7:30 a.m. :: Pass/Reverse Passing)
Exam on Research Paper Essay #4 Due NO MORE HOMEWORK FOR 1B!
Thursday, June Revision of essay 2 or 3 due
27 at 7:00-9:00 Self-evaluation of blogging responses
a.m. Due