Explanation of Tissue ID Histology presentation rubric Below are descriptions.docx
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This document provides descriptions and scoring rubrics for presenting a histology presentation. It describes the key areas that will be scored, including purpose and audience engagement, content organization and support, topic coverage, conclusion, and delivery aspects like vocabulary, confidence, and use of aids. Scores range from 1-5, with higher scores indicating clearer purpose and organization, more supported content, thorough coverage of topics, an effective conclusion, and stronger delivery skills like eye contact and enthusiasm. Guidance is provided on formatting expectations for a written research paper assignment, including required length, citations, theme, use of sources, incorporation of class concepts, and potential topics for a comparative analysis work.
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Writing a Philosophy paperEach topic I give you will ask you t.docx
Writing a Philosophy paper
Each topic I give you will ask you to “explain and evaluate” a position or idea or argument. There are four elements you must address in your essay (these four will be the elements I am grading).
I will give you a score of 0-5 for each of these four elements. I will then add the scores together to calculate your grade on the essay. If you score a perfect “5” on each element the maximum total score would be 20.
The score can be converted into a letter grade:
Score Letter Grade
19-20 A
18 A-
17 B
16 B-
14-15 C
13 D
12 D-
11-below F
I provide the scale for each element below. With each scale I have included specific directions that will help you score higher on that element. The bold print is what I will use to determine your score. I hope that by reading this you will feel confident that you know how to organize and write the essay.
#1: Describe, identify and explain two or more different philosophical positions and the relevant philosophical concepts.
As I grade, I will ask myself, “How well did you describe and explain both positions (either two different positions or an argument and counterargument)? How clear and accurate are your explanations and the use of the relevant philosophical terms/concepts?”
Provides clear, accurate and full explanations of each philosophical position.
Provides mostly clear, accurate and full explanations of each philosophical position.
(a) Provides a clear and accurate explanation of one position and a poor explanation of the second position or (b) provides explanations for both positions that are unclear and/or incomplete and/or inaccurate.
2 (a) Fails to provide an explanation for one of the two theories or (b) provides poor explanations of both positions.
1 (a) Fails to provide an explanation for one of the two theories and (b) provides a poor explanation for the other position.
The essay was not on the topic or there was no essay at all
#2: Apply critical thinking skills by analyzing the strengths and weaknesses of philosophical positions or theories and by writing a clear and coherent essay. As I grade, I will ask myself, “Did you explain the issue to be considered? How well do you analyze the strengths and weaknesses of the theories or positions? And how clear and coherent is your overall presentation?”
Gives coherent and consistent reasoning throughout the essay and a clear and comprehensive explanation of the issue to be considered. Also provides a coherent analysis of the strengths and weaknesses of the positions at issue.
Uses generally coherent and consistent reasoning throughout the essay and a clear, but not necessarily comprehensive, explanation of the issue to be considered. Also provides a coherent analysis of the strengths and weaknesses of the positions at issue.
Uses some coherent and consistent reasoning that either contains clear weakness in reasoning or fails to explain the issue to be considered. Also fai.
Essay #3 Argument Paper Proposal In this 2-3 page paper.docx
Essay #3 Argument Paper Proposal
In this 2-3 page paper, you will propose your topic and approach for Essay #4. Your goal is to
convince the audience (your professor) that you have a strong idea for your final argument essay.
Ultimately, your goal is to convince the reader that you have something important and relevant
to argue related to your topic. Topic can either be “How Does Language Influence Our
World?” or “Has the Internet Destroyed Privacy?”
Proposal Sections
• Introduction: You will select a theme from Part 5 of Everything’s an Argument (pages
xxx-xxxiv) and read all corresponding articles. Your proposal will outline for the reader
the primary arguments, agreements, disagreements, unresolved questions, controversies,
and tensions related to your theme. The introduction should provide any relevant
background information on your theme and convince the reader that your theme is worthy
of analysis. (Note: you are synthesizing arguments, not providing a list of article
summaries.)
• Project Proposal: ***(This is the main part of your proposal.)***In this section you will
specifically write about your proposed argument (or questions) related to the theme. Your
job is to convince the reader that you thoroughly understand the issues and have an
important argument to contribute to the conversation. See Everything’s an Argument
pages 300-305 for more tips.
• Project Sources: In order to enhance your argument you will find at least three credible
outside sources (not from the book) related to your theme. List them in MLA style and
provide 1-3 sentences on why the source is useful.
• Project Timeline: You will provide a timeline for completion of the project with specific
steps, including research, drafting, peer review, and revision. Your syllabus provides
certain mid-project due dates, but you will want to get even more specific related to your
own personal schedule and theme.
Characteristics of Strong Proposals
• Are specific and complex
• Go beyond stating the obvious (e.g. homelessness is bad)
• Are supported by reasoning and evidence
• Anticipate objections the audience will have
• Address the complexity of issues
• Acknowledge weaknesses or limitations in the argument
• Engage current conversations and discourses surrounding the topic
• Demonstrate the significance of the main claim as related to the topic
• Addresses implications of the argument
Essay A B C D F
Introduction Clearly summarizes the
article and relevant
contexts so readers
understand the
significance of the
paper.
Clearly
summarizes the
article and
relevant contexts,
although one or
two details may be
missing/unclear.
Attempts to
summarize the
article and
relevant contexts,
but information
may be unclear,
missing, or
disorganized.
Some summary
may be present,
but information
presented is not
clear, relevant, or
helpful for
setting up the
paper. .
M06 supplemental resource power point elements of rhetorical analysis
M06 Elements of Rhetorical Analysis ENGL 111 Ivy Tech
Essay 1 Finding Common GroundQuality CriteriaNoLimited Pro.docx
Essay 1: Finding Common Ground
Quality Criteria
No/Limited Proficiency (1)
Minimal Proficiency (2)
Proficiency (3)
High Proficiency (4)
An informative introduction to the issue and opposing positions
The issue(s) at hand are not explained. Thesis is missing. Reader cannot determine thesis and purpose or thesis has no relation to the writing task.
The issue(s) and opposing positions are not well-developed. Thesis may be obvious or unimaginative. Thesis and topic are somewhat vague or only loosely related to the writing task.
The issue(s) and opposing positions are competently developed, but still has some weaknesses. Thesis is somewhat original. Thesis and purpose are fairly clear and match the writing task.
Develops fresh insight. Substantial, logical, and concrete developments of issue and opposing positions. Details are germane, original, and convincingly interpreted. Thesis is clear and specific.
A well-developed, probing analysis of the two articles
Offers simplistic, undeveloped, or cryptic analysis. Inappropriate or off topic generalizations. Analysis is irrelevant to thesis. There are faulty assumptions and errors of fact.
Offers somewhat obvious analysis that may be too broad. Details are too general, not interpreted, or inappropriately repetitive.
Offers solid but less original analysis. Assumptions are not always recognized or made explicit. Contains mostly appropriate details or examples.
Develops fresh insight. Substantial, logical, and concrete analysis. Details are germane, original, and convincingly interpreted.
A fair and impartial presentation
Uses judgmental words, inaccurately and unfairly represents information. Doesn’t give equal space to both arguments.
Relies on both judgmental and neutral words. Information could be presented in a biased, selective, or incomplete manner.
Mostly uses clear, neutral and accurate words. Mostly represents information accurately and fairly. Might not give equal space to both arguments.
Uses clear, neutral, and accurate words. Represents the information accurately and fairly. Gives equal space to both arguments.
A clear, logical organization
Unclear organization. No or very few transitions. No or very few topic sentences.
Some signs of logical organization. May have abrupt or illogical shifts and ineffective flow or ideas. Weak topic sentences. Paragraph structure could be improved.
Organization supports thesis and purpose. Transitions are mostly appropriate. But sequence of ideas or paragraph structure could still be improved.
Fully and imaginatively supports thesis and purpose. Sequence of ideas is effective. Transitions, topic sentences, and paragraph structure are effective.
Use of sources/APA format and English grammar and vocabulary
Neglects important sources. Overuse of quotations or paraphrase to substitute writer’s own ideas. Possibly uses source material without acknowledgement. Sources are not integrated. Does not demonstrate proficiency in English grammar, vocabulary, and ...
Argument Position Essay RubricContent 151051 90 total.docx
Argument Position Essay Rubric
Content
15
10
5
1
90 total
Introduction
Well-developed introduction that engages readers and creates interest. Identifies a compelling, controversial issue/topic
Contains detailed background information on said topic.
Introduction creates interest.
Identifies a controversial issue/topic
Provides some background information.
Needs minor work.
Introduction is adequate, but does not catch the reader’s attention and/or does not clearly set up the purpose of the paper. Needs moderate work.
.
Introduction is inadequate and/or needs major work. Writer does not attempt to create interest. Background details are a random collection of information, unclear, or not related. Introduction is missing.
Thesis Statement
Clear thesis statement that identifies the main reasons that will support the position and direct the reader toward the point of the paper.
Thesis statement is arguable and the writer takes a clear stance.
Clear thesis statement is present, but may be lacking one reason or could be more engaging and/or direct.
Thesis statement is arguable
Thesis is vague and unclear. It requires effort on the part of the reader to discern the point of the paper and the reasons supporting your position.
Thesis is not arguable
Stance is unclear and vague
No thesis present, or thesis is so inadequate that the point of the paper is completely unclear.
Body Paragraphs
Body paragraphs include a topic sentence that connects to thesis and states the main focus of paragraph
Well-developed/relevant examples, details, and evidence.
The writer’s insight, analysis, and/or interpretations are relevant and enhance the explanation of the content.
It is clear and focused, demonstrates original thought/reflection/insight. It holds the reader’s attention.
The paper effectively covers the topic.
Body paragraphs support thesis with examples, details, and evidence
The writer’s insight, analysis, and/or interpretations are relevant and adequately explain the content.
It is reasonably clear and focused, and the writer goes beyond the superficial or obvious. It holds the reader’s attention. On the whole, accurate details or clear thoughts are present to support the main idea (reasons).
. It effectively covers the topic.
Topic Sentences are vague and unclear
Body paragraphs offer adequate support to thesis, but examples, details, and support do not go far enough.
The writer’s insight, analysis, and/or interpretations are present, but does not enhance and/or explain the content or demonstrate thought/reflection/analysis or specifics.
Lacks full development of ideas.
No topic sentences present
Inadequate number of major points/reasons. Body paragraphs inadequately support the thesis, and examples, details, and quotes are significantly underdeveloped.
The writer’s insight, analysis, and/or interpretations are weak, inadequate, or missing.
. It shows no clear sense of purpose and does not reveal reflection. The text reads like a collection of ...
There are many of childrens books out there, but its important t.docx
There are many of children's books out there, but it's important to evaluate children's literature critically before introducing it. Suffice it to say that not all books are created equal. Students read many types of literature throughout school. To appreciate a variety of literature and to complete assignments involving these works, students need to understand how to read critically. Learn how to read literature critically to evaluate and interpret an author’s work.
In literature, readers must pay attention to plot, or the events that take place to create meaning. The plot takes place in the setting, which also adds to the meaning of the story. When reading, ask yourself how the setting adds to the different situations and important events of the story.
In most plots, characters are introduced and usually depict traits of human nature. Characters may represent only a few traits, or they may represent very complex conflicts and emotions. A character can be the narrator, or a person (or more than one person) who tells the story. The narrator or narrators will see events from a certain perspective and have attitudes toward the events and other characters. This is called point of view, and this perspective is a key issue in figuring out the meaning of the work.
Fiction will have figurative language, too, which will be used to describe and understand characters. Fiction attempts to represent reality in some way. Often, reality is represented in different ways through symbols and codes of human meaning and systems. Fiction, for example, may represent every day events and stick closely to place and time. Then again, fiction may represent moral or spiritual aspects through symbols, characters, or improbable events. Authors use fiction to offer a complex understanding of the world. As you read fiction, try to notice the differences and similarities between the world the author creates and the world you inhabit.
Critical thinking in literature also develops a keen awareness of the use of
language, not merely from the aesthetic point of view but keeping in mind today’s
world and its developments, the inevitable political point of view. Students realize that
language is not a neutral phenomenon explaining some already existing reality but
words weave layers of meanings creating and generating their own reality.
Examining Figurative Language
Figurative language, sometimes difficult to teach, can be taught easily with games. Students can learn how to analyze figurative language by middle school, whether it occurs in prose or poetry. Types of figurative language and their definitions.
Alliteration is the repetition of consonants in the first letter of words
Hyperbole is an exaggeration
Idiom means sayings or expressions that have figurative meaning
Imagery involves using one or more of the five senses (sight, touch, taste, hearing, and smell) to describe characters, places or things in literature or poems
Metaphor is the comparison of two unlike thing ...
Essay Writing Guide INR and PLT – Dr Keating June 2018 .docx
Essay Writing Guide INR and PLT – Dr Keating June 2018 Page | 2
Writing a Research Essay in International Relations and Political Science
This is some basic advice on writing an essay in International Relations. The advice is generic, and obviously particular assignments, topics, questions have their own requirements – but this general advice should apply most of the time.
Be aware of what a criteria grading sheet looks like, as this sets out the way in which the essay will be graded. The standard grading sheet looks like this, and you will notice that there are four separate criteria. We will deal with each in turn.
1. Structure/Organization: Have you answered the question? Do you have a clear argument that you defend throughout? Is it well organized with appropriate use of paragraphs?
2. Research: Are you demonstrating research skills? Have you used a range of sources? Is it thoroughly referenced, using an appropriate system, with a bibliography?
3. Content: Do you set out clear arguments/evidence to support your position? Have you considered counter-arguments/evidence? Is their evidence of critical thinking?
4. Presentation: Is the paper well-written? Is it proof-read for grammar and spelling errors?
1. Structure/Organisation
Essays need a clear and concise introduction, which sets out a position: the thesis or argument that the essay will defend. If a question has been set, the introduction needs to clearly answer this question. It does not provide a broad introduction to the topic (avoid waffle or ‘flowery’ introductions), but rather, specifies the particular position that the essay will pursue. The essay then defends this position clearly throughout! I strongly suggest beginning the essay with the line “This essay argues…”. If you can clearly set out your position at the start, it will solve a lot of the structural problems that many essays have. You can then use the rest of the introduction to expand on your argument, detail the case material you are using to support your position, explain how your position allows you to propose an answer to the question(if one is set), and outline the structure of the essay. When outlining the structure of the essay, using first, second, third can be a clear and informative approach for the reader.
The main body of the essay is organised in short, sharp, concise paragraphs. It is important to consistently link the material, ideas, theories, concepts, debates, arguments, evidence, and case studies that you evaluate in the main body of the essay back to the question, and to your argument. Though different courses and different types of written assignments have different objectives, normally it is a good idea to have a balance between theoretical/conceptual debates and discussion, and empirical evidence. Theory comes first – detail the argument/counter-argument, analyse this material in the context of your argument (as clearly .
Recommended
Writing a Philosophy paperEach topic I give you will ask you t.docx
Writing a Philosophy paper
Each topic I give you will ask you to “explain and evaluate” a position or idea or argument. There are four elements you must address in your essay (these four will be the elements I am grading).
I will give you a score of 0-5 for each of these four elements. I will then add the scores together to calculate your grade on the essay. If you score a perfect “5” on each element the maximum total score would be 20.
The score can be converted into a letter grade:
Score Letter Grade
19-20 A
18 A-
17 B
16 B-
14-15 C
13 D
12 D-
11-below F
I provide the scale for each element below. With each scale I have included specific directions that will help you score higher on that element. The bold print is what I will use to determine your score. I hope that by reading this you will feel confident that you know how to organize and write the essay.
#1: Describe, identify and explain two or more different philosophical positions and the relevant philosophical concepts.
As I grade, I will ask myself, “How well did you describe and explain both positions (either two different positions or an argument and counterargument)? How clear and accurate are your explanations and the use of the relevant philosophical terms/concepts?”
Provides clear, accurate and full explanations of each philosophical position.
Provides mostly clear, accurate and full explanations of each philosophical position.
(a) Provides a clear and accurate explanation of one position and a poor explanation of the second position or (b) provides explanations for both positions that are unclear and/or incomplete and/or inaccurate.
2 (a) Fails to provide an explanation for one of the two theories or (b) provides poor explanations of both positions.
1 (a) Fails to provide an explanation for one of the two theories and (b) provides a poor explanation for the other position.
The essay was not on the topic or there was no essay at all
#2: Apply critical thinking skills by analyzing the strengths and weaknesses of philosophical positions or theories and by writing a clear and coherent essay. As I grade, I will ask myself, “Did you explain the issue to be considered? How well do you analyze the strengths and weaknesses of the theories or positions? And how clear and coherent is your overall presentation?”
Gives coherent and consistent reasoning throughout the essay and a clear and comprehensive explanation of the issue to be considered. Also provides a coherent analysis of the strengths and weaknesses of the positions at issue.
Uses generally coherent and consistent reasoning throughout the essay and a clear, but not necessarily comprehensive, explanation of the issue to be considered. Also provides a coherent analysis of the strengths and weaknesses of the positions at issue.
Uses some coherent and consistent reasoning that either contains clear weakness in reasoning or fails to explain the issue to be considered. Also fai.
Essay #3 Argument Paper Proposal In this 2-3 page paper.docx
Essay #3 Argument Paper Proposal
In this 2-3 page paper, you will propose your topic and approach for Essay #4. Your goal is to
convince the audience (your professor) that you have a strong idea for your final argument essay.
Ultimately, your goal is to convince the reader that you have something important and relevant
to argue related to your topic. Topic can either be “How Does Language Influence Our
World?” or “Has the Internet Destroyed Privacy?”
Proposal Sections
• Introduction: You will select a theme from Part 5 of Everything’s an Argument (pages
xxx-xxxiv) and read all corresponding articles. Your proposal will outline for the reader
the primary arguments, agreements, disagreements, unresolved questions, controversies,
and tensions related to your theme. The introduction should provide any relevant
background information on your theme and convince the reader that your theme is worthy
of analysis. (Note: you are synthesizing arguments, not providing a list of article
summaries.)
• Project Proposal: ***(This is the main part of your proposal.)***In this section you will
specifically write about your proposed argument (or questions) related to the theme. Your
job is to convince the reader that you thoroughly understand the issues and have an
important argument to contribute to the conversation. See Everything’s an Argument
pages 300-305 for more tips.
• Project Sources: In order to enhance your argument you will find at least three credible
outside sources (not from the book) related to your theme. List them in MLA style and
provide 1-3 sentences on why the source is useful.
• Project Timeline: You will provide a timeline for completion of the project with specific
steps, including research, drafting, peer review, and revision. Your syllabus provides
certain mid-project due dates, but you will want to get even more specific related to your
own personal schedule and theme.
Characteristics of Strong Proposals
• Are specific and complex
• Go beyond stating the obvious (e.g. homelessness is bad)
• Are supported by reasoning and evidence
• Anticipate objections the audience will have
• Address the complexity of issues
• Acknowledge weaknesses or limitations in the argument
• Engage current conversations and discourses surrounding the topic
• Demonstrate the significance of the main claim as related to the topic
• Addresses implications of the argument
Essay A B C D F
Introduction Clearly summarizes the
article and relevant
contexts so readers
understand the
significance of the
paper.
Clearly
summarizes the
article and
relevant contexts,
although one or
two details may be
missing/unclear.
Attempts to
summarize the
article and
relevant contexts,
but information
may be unclear,
missing, or
disorganized.
Some summary
may be present,
but information
presented is not
clear, relevant, or
helpful for
setting up the
paper. .
M06 supplemental resource power point elements of rhetorical analysis
M06 Elements of Rhetorical Analysis ENGL 111 Ivy Tech
Essay 1 Finding Common GroundQuality CriteriaNoLimited Pro.docx
Essay 1: Finding Common Ground
Quality Criteria
No/Limited Proficiency (1)
Minimal Proficiency (2)
Proficiency (3)
High Proficiency (4)
An informative introduction to the issue and opposing positions
The issue(s) at hand are not explained. Thesis is missing. Reader cannot determine thesis and purpose or thesis has no relation to the writing task.
The issue(s) and opposing positions are not well-developed. Thesis may be obvious or unimaginative. Thesis and topic are somewhat vague or only loosely related to the writing task.
The issue(s) and opposing positions are competently developed, but still has some weaknesses. Thesis is somewhat original. Thesis and purpose are fairly clear and match the writing task.
Develops fresh insight. Substantial, logical, and concrete developments of issue and opposing positions. Details are germane, original, and convincingly interpreted. Thesis is clear and specific.
A well-developed, probing analysis of the two articles
Offers simplistic, undeveloped, or cryptic analysis. Inappropriate or off topic generalizations. Analysis is irrelevant to thesis. There are faulty assumptions and errors of fact.
Offers somewhat obvious analysis that may be too broad. Details are too general, not interpreted, or inappropriately repetitive.
Offers solid but less original analysis. Assumptions are not always recognized or made explicit. Contains mostly appropriate details or examples.
Develops fresh insight. Substantial, logical, and concrete analysis. Details are germane, original, and convincingly interpreted.
A fair and impartial presentation
Uses judgmental words, inaccurately and unfairly represents information. Doesn’t give equal space to both arguments.
Relies on both judgmental and neutral words. Information could be presented in a biased, selective, or incomplete manner.
Mostly uses clear, neutral and accurate words. Mostly represents information accurately and fairly. Might not give equal space to both arguments.
Uses clear, neutral, and accurate words. Represents the information accurately and fairly. Gives equal space to both arguments.
A clear, logical organization
Unclear organization. No or very few transitions. No or very few topic sentences.
Some signs of logical organization. May have abrupt or illogical shifts and ineffective flow or ideas. Weak topic sentences. Paragraph structure could be improved.
Organization supports thesis and purpose. Transitions are mostly appropriate. But sequence of ideas or paragraph structure could still be improved.
Fully and imaginatively supports thesis and purpose. Sequence of ideas is effective. Transitions, topic sentences, and paragraph structure are effective.
Use of sources/APA format and English grammar and vocabulary
Neglects important sources. Overuse of quotations or paraphrase to substitute writer’s own ideas. Possibly uses source material without acknowledgement. Sources are not integrated. Does not demonstrate proficiency in English grammar, vocabulary, and ...
Argument Position Essay RubricContent 151051 90 total.docx
Argument Position Essay Rubric
Content
15
10
5
1
90 total
Introduction
Well-developed introduction that engages readers and creates interest. Identifies a compelling, controversial issue/topic
Contains detailed background information on said topic.
Introduction creates interest.
Identifies a controversial issue/topic
Provides some background information.
Needs minor work.
Introduction is adequate, but does not catch the reader’s attention and/or does not clearly set up the purpose of the paper. Needs moderate work.
.
Introduction is inadequate and/or needs major work. Writer does not attempt to create interest. Background details are a random collection of information, unclear, or not related. Introduction is missing.
Thesis Statement
Clear thesis statement that identifies the main reasons that will support the position and direct the reader toward the point of the paper.
Thesis statement is arguable and the writer takes a clear stance.
Clear thesis statement is present, but may be lacking one reason or could be more engaging and/or direct.
Thesis statement is arguable
Thesis is vague and unclear. It requires effort on the part of the reader to discern the point of the paper and the reasons supporting your position.
Thesis is not arguable
Stance is unclear and vague
No thesis present, or thesis is so inadequate that the point of the paper is completely unclear.
Body Paragraphs
Body paragraphs include a topic sentence that connects to thesis and states the main focus of paragraph
Well-developed/relevant examples, details, and evidence.
The writer’s insight, analysis, and/or interpretations are relevant and enhance the explanation of the content.
It is clear and focused, demonstrates original thought/reflection/insight. It holds the reader’s attention.
The paper effectively covers the topic.
Body paragraphs support thesis with examples, details, and evidence
The writer’s insight, analysis, and/or interpretations are relevant and adequately explain the content.
It is reasonably clear and focused, and the writer goes beyond the superficial or obvious. It holds the reader’s attention. On the whole, accurate details or clear thoughts are present to support the main idea (reasons).
. It effectively covers the topic.
Topic Sentences are vague and unclear
Body paragraphs offer adequate support to thesis, but examples, details, and support do not go far enough.
The writer’s insight, analysis, and/or interpretations are present, but does not enhance and/or explain the content or demonstrate thought/reflection/analysis or specifics.
Lacks full development of ideas.
No topic sentences present
Inadequate number of major points/reasons. Body paragraphs inadequately support the thesis, and examples, details, and quotes are significantly underdeveloped.
The writer’s insight, analysis, and/or interpretations are weak, inadequate, or missing.
. It shows no clear sense of purpose and does not reveal reflection. The text reads like a collection of ...
There are many of childrens books out there, but its important t.docx
There are many of children's books out there, but it's important to evaluate children's literature critically before introducing it. Suffice it to say that not all books are created equal. Students read many types of literature throughout school. To appreciate a variety of literature and to complete assignments involving these works, students need to understand how to read critically. Learn how to read literature critically to evaluate and interpret an author’s work.
In literature, readers must pay attention to plot, or the events that take place to create meaning. The plot takes place in the setting, which also adds to the meaning of the story. When reading, ask yourself how the setting adds to the different situations and important events of the story.
In most plots, characters are introduced and usually depict traits of human nature. Characters may represent only a few traits, or they may represent very complex conflicts and emotions. A character can be the narrator, or a person (or more than one person) who tells the story. The narrator or narrators will see events from a certain perspective and have attitudes toward the events and other characters. This is called point of view, and this perspective is a key issue in figuring out the meaning of the work.
Fiction will have figurative language, too, which will be used to describe and understand characters. Fiction attempts to represent reality in some way. Often, reality is represented in different ways through symbols and codes of human meaning and systems. Fiction, for example, may represent every day events and stick closely to place and time. Then again, fiction may represent moral or spiritual aspects through symbols, characters, or improbable events. Authors use fiction to offer a complex understanding of the world. As you read fiction, try to notice the differences and similarities between the world the author creates and the world you inhabit.
Critical thinking in literature also develops a keen awareness of the use of
language, not merely from the aesthetic point of view but keeping in mind today’s
world and its developments, the inevitable political point of view. Students realize that
language is not a neutral phenomenon explaining some already existing reality but
words weave layers of meanings creating and generating their own reality.
Examining Figurative Language
Figurative language, sometimes difficult to teach, can be taught easily with games. Students can learn how to analyze figurative language by middle school, whether it occurs in prose or poetry. Types of figurative language and their definitions.
Alliteration is the repetition of consonants in the first letter of words
Hyperbole is an exaggeration
Idiom means sayings or expressions that have figurative meaning
Imagery involves using one or more of the five senses (sight, touch, taste, hearing, and smell) to describe characters, places or things in literature or poems
Metaphor is the comparison of two unlike thing ...
Essay Writing Guide INR and PLT – Dr Keating June 2018 .docx
Essay Writing Guide INR and PLT – Dr Keating June 2018 Page | 2
Writing a Research Essay in International Relations and Political Science
This is some basic advice on writing an essay in International Relations. The advice is generic, and obviously particular assignments, topics, questions have their own requirements – but this general advice should apply most of the time.
Be aware of what a criteria grading sheet looks like, as this sets out the way in which the essay will be graded. The standard grading sheet looks like this, and you will notice that there are four separate criteria. We will deal with each in turn.
1. Structure/Organization: Have you answered the question? Do you have a clear argument that you defend throughout? Is it well organized with appropriate use of paragraphs?
2. Research: Are you demonstrating research skills? Have you used a range of sources? Is it thoroughly referenced, using an appropriate system, with a bibliography?
3. Content: Do you set out clear arguments/evidence to support your position? Have you considered counter-arguments/evidence? Is their evidence of critical thinking?
4. Presentation: Is the paper well-written? Is it proof-read for grammar and spelling errors?
1. Structure/Organisation
Essays need a clear and concise introduction, which sets out a position: the thesis or argument that the essay will defend. If a question has been set, the introduction needs to clearly answer this question. It does not provide a broad introduction to the topic (avoid waffle or ‘flowery’ introductions), but rather, specifies the particular position that the essay will pursue. The essay then defends this position clearly throughout! I strongly suggest beginning the essay with the line “This essay argues…”. If you can clearly set out your position at the start, it will solve a lot of the structural problems that many essays have. You can then use the rest of the introduction to expand on your argument, detail the case material you are using to support your position, explain how your position allows you to propose an answer to the question(if one is set), and outline the structure of the essay. When outlining the structure of the essay, using first, second, third can be a clear and informative approach for the reader.
The main body of the essay is organised in short, sharp, concise paragraphs. It is important to consistently link the material, ideas, theories, concepts, debates, arguments, evidence, and case studies that you evaluate in the main body of the essay back to the question, and to your argument. Though different courses and different types of written assignments have different objectives, normally it is a good idea to have a balance between theoretical/conceptual debates and discussion, and empirical evidence. Theory comes first – detail the argument/counter-argument, analyse this material in the context of your argument (as clearly .
The purpose of this paper is to1. increase your knowledge o
The purpose of this paper is to1. increase your knowledge o
How to use this template To use this template, replace the inst.docx
How to use this template:
To use this template, replace the instructions written in italic font with your own discussion text. Be sure to proofread your work and check it for completeness and accuracy. Delete any extra text/instructions/references that do not apply to your post. Then, copy your work and paste it into the discussion window in class.Week 1, Discussion 1: Initial Post
My personal communication style is…(Here, you should talk about the “reflect” part of the prompt. You can share your personal verbal style, writing style, and any concerns you have about your ability to develop a truly academic argument in this class.)
I have learned that an academic argument is…(Here, you should describe an academic argument in your own words, based upon the items you read in preparation for this discussion. Remember to describe the four basic elements of an argument.)
A recent argument that I experienced was…(Or, if you do not wish to outline an argument from your personal experience, describe the argument presented in the sample paper. Be sure to identify the four basic elements of the argument, whether analyzing one from your experience or the student paper.)
After reading the course materials, I have questions about…(Be sure to clearly state any questions or confusion you have regarding rhetoric, argument, or styles of argument. Your classmates can help you find the answers throughout the week.)
References
(If you reference the textbook, instructor guidance, or handout – which you should – be sure to cite them in-text and add the references to the end of your post. We are learning to master APA style in this class and this is a perfect opportunity to begin your practice. Remember: only items cited in-text should be listed as a reference. For more information: https://awc.ashford.edu/cd-in-text-citation-guide.html & https://awc.ashford.edu/cd-apa-reference-models.html)
Drown, E., & Sole, K. (2013). Writing college research papers (2nd ed.). San Diego, CA: Bridgepoint Education, Inc.
Flag Burning. (n.d.). Retrieved from https://cdmsmedia.bridgepointeducation.com/MediaService/MediaService.svc/constellation/book/AUWC.12.4/%7Bhandouts%7Da.8_sample_argument_paper.pdf
Garten, A. (n.d.). ENG122 week 1 Instructor guidance [Course materials].
Garten, A., & Wilson, J. (2014). An Introduction to Argument [PDF]. College of Liberal Arts, Ashford University, San Diego, CA.
ENG122: Composition II
An Introduction to Argument
P a g e | 1
English 122: Composition II
An Introduction to Argument
Argument and Rhetoric
An argument can take many forms. An academic argument, at its root, a method for
communicating a singular position with evidence, logic, and persuasion. There are essential
elements to all valid arguments, though they may take different forms.
1. Claim
2. Evidence
3. Counterargument
4. Rebuttal
A successful argument depends upon the delicate balance
between these elements. Imagine a teeter-totter at the
playground. The ...
Eng 101 e3 The Summary + Response” ESSAY Writing based on read.docx
Eng 101
e3 The “Summary + Response” ESSAY: Writing based on reading about language, culture & identity
The summary+response essay requires you to use and engage with other written materials - that is, ideas and quotations from other writers - in an essay.
Articles: Tan, "Mother Tongue" (127-132)
In your essay, you will (A) present the writer's ideas accurately and fairly, using your skills in summarizing, paraphrasing, and using quotations. And you will (B) present a thoughtful response, in which you take a stand on the major issue of the original.
You don't need additional information from the internet and you don't need to look for any more sources. If you do want to use another source, you need to clear it with your instructor.
Preliminary Steps
1. Read, re-read, annotate the article you chose.
2. Complete the "Responding to Writing" worksheet to help clarify and organize your thoughts on the issues.
3. Be able to summarize and paraphrase the material accurately.
A Possible Outline for Your Essay
Your essay might be organized something like this, in which each of the first-level bullets would be one or more ¶s:
• Open: Introduce the issues in a general way, possibly without mentioning the article/author yet.
• Introduce & briefly summarize the main article:
· Summarize the main, relevant ideas of the article and include important details. (Include the author's full name and title of the article.)
· Note that you will also refer to and summarize and quote from the article in the response section of the essay, so you don't need to provide a complete, detailed summary here.
• Respond:
· You will probably use some of the ideas you generated in the "Responding to Writing" worksheet.
· Discuss and offer some analysis of the issues raised in the article, and possibly comment on how the author has presented them, how convincing her/his evidence is, and so on.
· Present your own perspectives, thoughts, and perhaps feelings on the issues. You might describe your own life experiences or experiences of friends, as they relate to the issues in question.
· In this response section you need to be sure to explain your ideas clearly and support them (with logic, with illustrative examples, maybe with more quotes from the article).
· If you wish, you can bring in a couple of ideas/quotes from one or two of the additional articles to supplement or support your points.
· This section should be presented in logically organized, focused paragraphs.
• Close: Wrap up the essay in a meaningful and satisfying way.
Think it through!
Don't just grab onto the first thought that comes to you, an initial and superficial reaction. Consider your thoughts and feelings, think hard about the topic and what you have read about it, and form a coherent and thoughtful response.
In a thoughtful response, you don't need to solve or resolve the problem or the issue. You don't have to try to have the "last word" on the topic. Saying that it's troubling (or not) or an im ...
Introduction For our final paper I want us to think about our own.docx
Introduction:
For our final paper I want us to think about our own values and ethics, and compare them with the code of ethics of your present or future profession. To do this we’ll write a two-part paper. In the first part, we will outline our own Personal Code of Ethics by following the instructions below. In the second part, we apply our personal Code of Ethics to a case study in our profession. You may find a case study from newspapers, on-line articles or by researching your topic in Langsdale Library. Follow these instructions
precisely and completely
in writing your paper!
A.
My Personal Code of Ethics
1.
Core Values:
Create a list of your core values; that is, a priority of what you value most in life and explain why each is a value in your life. For example, family: My family gives me strength and comfort, etc. Career: I love to realize my potential in a field of work that I find interesting and challenging. Spiritual: I have reverence for others and all life. Please be sure to explain why you hold these values, and tie them back to what we have learned in this class. (See # 4 below).
2.
Moral Character & Principles
: Do I think I have good moral character? Answer this question by including your idea of
integrity
, the
virtues
that you aspire to and practice, and the
moral principles
or
ethical theory
that you try to follow. For example, you may try to practice honesty, fairness, kindness, courage and friendliness in your life. And you also may hold the principles of trying to produce the greatest good for the greatest number or doing the right thing based on what you think all persons should do in the same situation. Please be sure to explain why you hold this moral character and principles, and tie them back to what we have learned in this class. (See # 4 below).
3.
The Value of Ethics in My Life
: What is the value of ethics in your life? That is, do you think you could live a happy life without trying to be ethical? Why or why not? Explain. Give examples. Please be sure to explain why or why not you value ethics in your life, and tie your explanation back to what we have learned in this class. (See # 4 below).
4.
Reflect Using Information Obtained from IDIS-302:
For steps 1-3, remember to ask yourself, “Why do I have these core values? Have they changed or been modified as a result of this class? What articles, ethical theories helped to reaffirm my beliefs, or alter them?” I am looking for you to demonstrate and apply information that you have learned to your own life. Just stating your position is not sufficient, but rather being able to explain why and link back to course material is part of the critical thinking process.
DO NOT USE WIKIPEDIA
. This is not considered an academically qualified source.
B. Application of My Code of Ethics
1.
Choose a
case study
from workplace or future profession that you think will be an interesting case to analyze and resolve.
2.
ABCD Guide to Ethical Decision Mak ...
Essay 4 Speculating about Causes Quality Criteria NoL.docx
Essay 4: Speculating about Causes
Quality Criteria No/Limited Proficiency
(1)
Minimal Proficiency (2) Proficiency (3) High Proficiency (4)
A focused, well-
defined
phenomenon and
thesis
Phenomenon is not
explained. Thesis is
missing.
Reader cannot
determine
phenomenon/thesis and
purpose or thesis has no
relation to the writing
task.
Phenomenon is not well-
developed.
Phenomenon/Thesis and
topic are somewhat
vague or only loosely
related to the writing
task.
Phenomenon is
competently developed,
but still has some
weaknesses.
Phenomenon/Thesis and
purpose are fairly clear
and match the writing
task.
Substantially, logically, and
concretely defined
phenomenon. Details are
germane, original, and
convincingly interpreted.
Phenomenon/Thesis is clear
and specific. Develops fresh
insight.
Well-argued causes Offers simplistic,
undeveloped, or cryptic
causes. Inappropriate or
off topic generalizations.
Causes are irrelevant to
thesis. There are faulty
assumptions and errors
of fact.
Offers a cause(s) that are
too underdeveloped.
Details are too general,
not interpreted, or
inappropriately
repetitive.
Offers a solid cause(s).
Assumptions are not
always recognized or
made explicit. Contains
mostly appropriate details
or examples.
Develops fresh insight.
Substantial, logical, and
concrete development of
causes. Details are
germane, original, and
convincingly interpreted.
An effective
response to
objections
Fails to include a
response to readers’
objections.
Responses to readers’
objections are
underdeveloped or
vague. Perhaps only
offers an objection but
no response to that
objection.
Offers solid objections and
responses to objections.
Contains mostly
appropriate responses but
some might not be
germane or original.
Effectively anticipates and
appropriately responds to
readers' likely objections in
a detailed manner.
A clear, logical
organization
Unclear organization. No
or very few transitions.
No or very few topic
sentences. Paragraphs
aren’t focused. Flow
between topics and
paragraphs is confusing.
Some signs of logical
organization. May have
abrupt or illogical shifts
and ineffective flow or
ideas. Weak topic
sentences. Paragraph
structure could be
improved.
Organization supports
thesis and purpose.
Transitions are mostly
appropriate. But sequence
of ideas or paragraph
structure could still be
improved.
Fully and imaginatively
supports thesis and
purpose. Sequence of ideas
is effective. Transitions,
topic sentences, and
paragraph structure are
effective.
Use of sources/APA
format and English
grammar and
vocabulary
Neglects important
sources. Uses 0 sources.
Possibly uses source
material without
acknowledgement. Does
not demonstrate
proficiency in English
grammar, vocabulary,
and sentence structure.
No or little
understanding of APA.
Uses a somewhat
relevant source.
Quotations and
parap ...
Module 7 Discussion Board Algebra1. What does it mean when s.docx
Module 7 Discussion Board Algebra
1. What does it mean when something grows or decays exponentially? How is that different then rising or falling linearly?
2. Give an example of a real life application of exponential growth or decay. Include the link to a website to show this.
Please answer as two different posts. You need three posts for full credit.
When you reply to others in the class, your replies should contain original thought and/or a follow up question.
Classical Argument
Persuasion and ArgumentPersuasion is the process of drawing conclusions and getting others to accept them and act upon them.Argumentation is the process of drawing conclusions after looking at both sides of an issue and getting others to accept one side based upon logic and careful exploration of facts.
Rhetoric and AudienceRhetoric is the “art of speaking or writing effectively”It is a set of skills used in college and in the business world Effective communication is an important skill in the work forceEffective communication gets our point across without embarrassment for ourselves or others. Effective communication understands what the audience does and does not know about the topic.
Aristotle’s Appeals: Ethos, Logos, and PathosAristotle was a student of Plato. Later, he was a teacher for Alexander the Great. He identified three appeals that can be used to persuade others. Ethos=ethics. Logos=logic. Pathos=emotion
Ethos=Ethics, CredibilityAs a writer, you will establish your credibility through careful research. Articles from experts in the field of study will help you build your ethos in the paper. An advertisement using ethos would be a McDonald’s commercial stating the number of years in business (hence they know how to make a decent hamburger). A car dealership might also state how long they have been at the same location. Or, the dealership might make sure you know“ 2013 Time Dealer of the year award nominee for being among the nation’s most successful auto dealers who also demonstrate a long-standing commitment to community service” (Fuson Automotive).
Logos=LogicWhen using logos in an argument, we provide facts, statistics, evidence, and reason. An automobile commercial stating the vehicle gets x mpg is proving a logos appeal. When gas prices climb, auto makers want to highlight how many miles per gallon the car can travel. Therefore, a car advertised as getting 40 mpg would appeal to a consumer who travels a distance of 40 miles to and from work. If the reader finds the evidence given “logical” it will appeal to the reader.
Pathos=EmotionA pathos appeal will tap into human emotions. Some commercials are deliberately funny and are geared to draw us to the restaurant or product being advertised. From about mid-January until February 14, TV ads focus on how we should tell our “significant” other “I love you.” Commercials such as the “Sandals Resort” plays to adults who want a romantic get-away. We are frequently told ...
Rubric For The Evaluation Of Studying Religion” PaperCRITERIA.docx
Rubric For The Evaluation Of “Studying Religion” Paper
CRITERIA
NEEDS IMPROVEMENT
Minimum Points
SATISFACTORY
Medium Points
EXCEPTIONAL
Maximum Points
CONTENT
(6 Points)
Write a 750- to 1,050-word paper that addresses the following topics:
· What is essential (in the practices and beliefs) for a tradition to be called a religion?
· Illustrate your points by referring to the commonalities of the three Western religions.
· How do different fields of study approach religion?
· What are some critical issues in the academic study of religion?
The writer does not demonstrate cursory understanding of subject matter, and the purpose of the paper is not stated. The objective, therefore, is not addressed and supporting materials are not correctly referenced.
0 to 2.4 points
The writer demonstrates limited understanding of the subject matter in that theories are not well connected to a practical experience or appropriate examples, though the attempt to research the topic is evident, and materials are correctly referenced.
2.5 to 5.4 points
The writer demonstrates an understanding of the subject matter by clearly stating the objective of the paper and links theories to practical experience. The paper includes relevant material that is correctly referenced, and this material fulfills the objective of the paper.
5.5 to 7 points
Comments on Content
? of 7 points
You have fulfilled all/most/some of the objectives of the assignment with this ___ word paper. You had a section on …
ORGANIZATION
( 2 Points)
Paragraphs do not focus around a central point, and concepts are disjointedly introduced or poorly defended (i.e., stream of consciousness). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. There is no introduction or conclusion.
0 to .5 points
Topics/content could be organized in a more logical manner. Transitions from one idea to the next are often disconnected and uneven. The introduction does not give clear direction and the conclusion does not restate the main points and show how they explain the big idea.
Some words, transitional phrases, and conjunctions are overused. Ideas may be overstated, and sentences with limited contribution to the subject are included.
.6 to 1 points
The writer focuses on ideas and concepts within paragraphs, and sentences are well-connected and meaningful. Each topic logically follows the objective. The introduction clearly states the objective or ideas leading to the purpose of the paper, and a conclusion draws the ideas together.
The reading audience is correctly identified, demonstrated by appropriate language usage (i.e., avoiding jargon and simplifying complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.
1.1 to 1.5 points
Comments on Organization
? of 1.5 points
You do/do not have a clear organizational flow. You do/do no ...
. The assignment is to write 2 essays of 2 pages each, for a tot.docx
. The assignment is to write 2 essays of 2 pages each, for a total of 4 pages.
Taking a Closer Look at Community: Our last few weeks of readings are focused on different ways of imagining community ties in our increasingly globalized world. These are communities that have global dimensions the readings in our final unit want us to take a closer look at: gender, social networks, political activists, university students, global supply chains. The assignment here is to choose one of the types of community we have looked at: Gender (Lorber, Devor, Blum, Tannen); Social Networks (Gladwell, Friedman); Political Activists (Gladwell, Friedman); University Students (Nathan); Global Supply Chains (Friedman). Choose 2 different articles from this list in order to explore the argument the article makes about how to understand the kind of community it is concerned with.
For each article, you are to write a 2-page summary, focused on the argument the article makes for how we should understand the community it is looking at--and what ties it together. The summary should offer clear explanation of the community the article is looking at. It should also lay out a thorough analysis of the argument, take a look at some of the examples your source uses to better understand the limitations of the argument, and offer a summation of the evidence s/he uses to make his case about how to understand the community it is concerned with (mostly in the form of expert authorities). In other words, this is a summary of a specific community and its real-world complications, in order to best understand the author's argument regarding the community in all of its complexity and complications. So actually much of your attention should be devoted to looking at where the argument or the concerns it speaks to are more complicated than it might at first seem.
The Elements of Summary: As you sit down to summarize your chosen community concept, you want to keep in mind that the main task is to prioritize what you feel to be the most important aspects for understanding the concept. That is the critical thinking aspect of the assignment; it involves making choices about what to include and why. That means you want to examine closely your author's priorities in setting up the key concern, looking at what s/he starts with, where s/he takes the discussion, and where s/he ends it. Certainly, the end of his/her discussion (the concluding remarks) will show us most clearly what s/he wants us to prioritize in engaging with the key concern. But tracking his/her discussion along the way can tell us more about why s/he goes that way and looking back at the introduction can help clarify what he thinks we should initially keep in mind as he sorts through his argument. What this also means is that you want to give some attention to when the author goes in surprising directions or shows us where his concerns or related terms don't work in expected ways.
Definition: we have given a good deal of ...
13CRACKING THE CODEENGL 101 Course pack2020 –
13
CRACKING THE CODE
ENGL 101 Course pack
2020 – 2021
By Melinda Dewsbury
Trinity Western University
Module 1Review of Scholarly Writing
Expectations of Academic Writing
· It is formal.
· It has accurate grammar and vocabulary. It uses complete sentences.
· It is not usually a 5 paragraph essay!
· It follows all of the rules of formatting, such as margins, font, indented paragraphs, and page numbers.
· It does not require long, complicated sentences.
· It demonstrates your level as a scholar.
· It includes a lot of citations and references.
· It requires your own voice and your own thinking.
· It presents your argument directly and provides clear evidence.
· Different kinds of essays (genres) have different expectations.
· Different kinds of essays require different cognitive tasks.
· Each discipline has its own style and expectations.
What to avoid:
First person (I/me/my) unless you are writing a personal response.
Second person (you/your)
Contractions (don’t/can’t/won’t, he’s, they’re…)
Slang and informal expressions
Passive voice (“The problem was started by activists.”)
Sample of academic writing
Non-indigenous environmental activists are recognizing the rightful place of First Nations at the forefront of environmental fights. As activist Dave Ages (Unist'ot'en Camp) has said, expressing why non-indigenous activists are rallying behind First Nations leadership, these environmental fights are happening in First Nations territories, but their fights are all of our fights (2014). While perhaps these allegiances were in the past partially instrumental, there is now a deep intertwining of First Nations' indigenous rights struggles and environmental fights in BC. This is partially due the decades of intimate sharing of struggle and growing incorporation of indigenous rights within the environmentalist agendas. It is also at least as much due to learned strategies of First Nations leaders for maintaining their leadership of these collaborations by requiring participating NGOs and individual activists to commit to indigenous leadership as a precondition for participation (Frost, 2018). These strategies are exemplified by Unist'ot'en Camp (Huson & Toghestiy (Wet'suwet'en), 2014), the Lelu Island occupation (Brown, (Tsim-shian), 2016), the Burnaby Mountain WatchHouse in southern BC (George, (Tsleil-waututh), 2018) as well as the stance held by the Skeena Watershed Conservation Coalition in relationship to their collaboration with various Gitxsan houses (McPhail, 2015). Progress has been made in both attitudes of environmentalists toward First Nations and institutional structures for indigenous leadership, but there still exist tensions in many instances between some environmentalists' and First Nations' objectives. These protocols of sovereignty recognition serve to both structurally maintain First Nations leadership and educate environmentalists on environmental justice and indigenous rights.
Excerpt from p. 138: Fr ...
13CRACKING THE CODEENGL 101 Course pack2020 –
13
CRACKING THE CODE
ENGL 101 Course pack
2020 – 2021
By Melinda Dewsbury
Trinity Western University
Module 1Review of Scholarly Writing
Expectations of Academic Writing
· It is formal.
· It has accurate grammar and vocabulary. It uses complete sentences.
· It is not usually a 5 paragraph essay!
· It follows all of the rules of formatting, such as margins, font, indented paragraphs, and page numbers.
· It does not require long, complicated sentences.
· It demonstrates your level as a scholar.
· It includes a lot of citations and references.
· It requires your own voice and your own thinking.
· It presents your argument directly and provides clear evidence.
· Different kinds of essays (genres) have different expectations.
· Different kinds of essays require different cognitive tasks.
· Each discipline has its own style and expectations.
What to avoid:
First person (I/me/my) unless you are writing a personal response.
Second person (you/your)
Contractions (don’t/can’t/won’t, he’s, they’re…)
Slang and informal expressions
Passive voice (“The problem was started by activists.”)
Sample of academic writing
Non-indigenous environmental activists are recognizing the rightful place of First Nations at the forefront of environmental fights. As activist Dave Ages (Unist'ot'en Camp) has said, expressing why non-indigenous activists are rallying behind First Nations leadership, these environmental fights are happening in First Nations territories, but their fights are all of our fights (2014). While perhaps these allegiances were in the past partially instrumental, there is now a deep intertwining of First Nations' indigenous rights struggles and environmental fights in BC. This is partially due the decades of intimate sharing of struggle and growing incorporation of indigenous rights within the environmentalist agendas. It is also at least as much due to learned strategies of First Nations leaders for maintaining their leadership of these collaborations by requiring participating NGOs and individual activists to commit to indigenous leadership as a precondition for participation (Frost, 2018). These strategies are exemplified by Unist'ot'en Camp (Huson & Toghestiy (Wet'suwet'en), 2014), the Lelu Island occupation (Brown, (Tsim-shian), 2016), the Burnaby Mountain WatchHouse in southern BC (George, (Tsleil-waututh), 2018) as well as the stance held by the Skeena Watershed Conservation Coalition in relationship to their collaboration with various Gitxsan houses (McPhail, 2015). Progress has been made in both attitudes of environmentalists toward First Nations and institutional structures for indigenous leadership, but there still exist tensions in many instances between some environmentalists' and First Nations' objectives. These protocols of sovereignty recognition serve to both structurally maintain First Nations leadership and educate environmentalists on environmental justice and indigenous rights.
Excerpt from p. 138: Fr ...
3Lesson 7 DiscussionTeam 3 United States Business Leader, (2).docx
3
Lesson 7 Discussion
Team 3: United States Business Leader, Laborer and Government Leader (president/legislative member)
Part 1: Although you are all responsible for your own posts, I randomly separated the class into three groups (teams) to focus our discussions and ensure deeper participation into the specific country's perspective on NAFTA. Please follow the sequence below to stay organized with your research and contributions. POST YOUR SUBMISSION IN THE DISCUSSION BOARD ASSIGNED TO LESSON 7 (Not your team's board). Title your post - Your Country and your name
Begin by reading chapters 14 and 15 of the textbook, and the
North American Free Trade Agreement (NAFTA)
Links to an external site..
Part 2:
Then each complete an analysis using the following facts pattern:
CONSIDER THE FOLLOWING: Free trade among these nations have both pros and cons. Imagine that you represent the country assigned to you by your professor, and then speculate about both the positive and negative effects that NAFTA may have on the country you are assigned from the perspectives of the individuals listed (business leader, laborer, government); share your speculations with the class. Be sure to include the following in your post:
1. Provide information about the benefits of free trade to ALL countries involved (this can be a table)
2. From the perspectives of the country and parties I assigned you to: Discuss what the drawbacks are of free trade – provide specific examples supported by researchable data,
3. Respond to 2 classmates (1 person from your same team AND another person from another team
From the perspective of the country and parties I assigned you to: Discuss what your predictions and recommendations are for the future of NAFTA.
When replying to your classmates' posts:
Read your classmate's post and reply to no less than two of your classmates and a question.
Your question should be one of the following three types:
· Clarification Based: This kind of question helps the writer by asking your peer to clarify points that you think could be more fully explained.
· Evidence question - When a writer states something as fact rather than personal opinion, your peers argument is stronger if they cite evidence that the fact is true. Facts can be evidenced, in approximate order of strongest evidence to weakest, (1) by citing trustworthy data, (2) by citing the opinions of experts, (3) by citing repeatable personal experience, or (4) by citing common opinion. This kind of question helps the writer by asking for evidence if the student states something as fact but doesn't cite evidence.
· Hypothetical question - This kind of question helps the writer by asking your peer to test their argument by applying it to a situation that you specify.
Please note that a discussion is an exchange. Participate regularly and solicit feedback from your peers.
Posts needing a response:
Student 1:
Stude.
adapted from Erec TosoFREY 102 1.11.16Grading Guid.docx
adapted from Erec Toso
FREY 102 1.11.16Grading Guide – Public Argument Essay
your name:______________
Content: Focusing Idea
A: Central idea is independent, complex, intellectually and/or emotionally challenging, showing that the writer thoroughly engaged with his or her chosen topic and a context that increases understanding of some aspect of that topic. Content has been divided into logical and comprehensible order that contributes to the evolution of the central idea.
B: Central idea is clear, precise, and engaging. Understanding of some aspect of the chosen topic and a context is above average. Main idea has been divided and arranged into a logical, meaningful order.
C: Central idea is clear. It runs through the essay but is not narrow enough or developed enough to fully teach something about what the writer sees at work in his or her chosen topic. Central idea has been broken into arbitrary parts.
D: Very little of writer’s thoughts about the chosen topic and how it is better understood through some context. The writer may argue some idea or fail to focus the discussion around some aspect of that topic. Essay rambles with little sense of order to the discussion of the main idea.
Development: Evidence and Analysis
A: Writer supports ideas with numerous texts and uses them to support his or her thinking about the topic. There is plenty of cogent commentary, explanation, analysis and inferential discussion that seamlessly connect quotes and/or paraphrases with controlling ideas.
B: Writer controls numerous texts to illustrate ideas through paraphrase, summary and direct quotes. Citations are skillfully incorporated.
C: Writer uses quotes and/or paraphrases correctly to support ideas. Quotes and/or paraphrases may be awkwardly incorporated, under-explained or followed up on, sometimes disrupting the flow of ideas.
D: Quotes and/or paraphrases used but sometimes incorrectly, awkwardly, or not incorporated. They sometimes stand by themselves.
Expression/Mechanics: Style, Active Prose, Readability, MLA format, Works Cited
A: Ideas are expressed in a way that reveals a thoughtful, independent discussion. Explanations are thorough, polished, and eminently reader-friendly. Word choice shows attention to precision and smooth progress. Sentences are varied and used for rhetorical effect.
B: Sentence structure and progression of ideas is correct, even sophisticated, but are not yet fully reader-based. Moments of clarity, even brilliance, mix with gaps and/or abrupt shifts from one idea to the next.
C: Wording is adequately precise and grammatically correct but wanders or falls short of elaborating on the specifics of controlling idea. Sentence structure tends to be repetitive and simple.
D: Wording is imprecise and doesn’t name concepts accurately. Sentences are overly simple or incorrect in ways that interfere with the conveyance of ideas.
Reflection Writing Exercise #3
1) What did you learn about applying the rhetorical situa.
© 2016 Fidel Fajardo-AcostaThis document and all its conte.docx
© 2016 Fidel Fajardo-Acosta
This document and all its contents are copyrighted material and may not be reproduced or distributed
to others in any manner or form, in whole or in part, without explicit written permission from the
copyright holder.
GRADING OF ESSAYS AND OTHER WRITTEN WORK
see also WRITING GUIDELINES
Originality and personal effort are stressed in all student written work. Plagiarism--the unacknowledged use
of any sources (internet, books, articles, other students' work, etc.)--may result in failing the assignment and,
at the discretion of the instructor, the entire course. Students must consult and follow the WRITING
GUIDELINES provided by the instructor. All in-class essays, papers, essay exams, and other student writing
are evaluated taking into account the following distinctions:
The A Grade
Outstanding essays feature a well-defined and manageable thesis, highly specific and relevant evidence, and
accurate and insightful analysis. Arguments and evidence are carefully arranged and organized around
central ideas lending support to the main thesis. All points are clearly and sufficiently motivated, explained,
supported, and developed. The arguments and observations reveal not only close attention to details but also
awareness of and ability to exploit nuances of form and signification. Whenever necessary, while probing the
evidence and assessing the implications of the analysis, the writer appropriately qualifies the main and
subsidiary theses. The A essay is an example of sound, independent, and penetrating thinking where analysis
prevails over mere paraphrase or the reporting of somebody else's ideas. This essay is very well written,
elegant in style, and free of spelling, grammatical, and syntactical errors. The outstanding essay draws the
relevant implications of its arguments and opens up avenues for further thought and reflection.
The B Grade
The superior essay shows a good understanding of the issues raised and adequately relates them to the textual
evidence. The writer makes effective arguments and marshals appropriate and adequate support in the form
of properly discussed examples and illustrations. The argument is of sufficient length, has a clear focus, and
balances the general with the specific, as well as analysis with paraphrase. This type of essay shows a very
good effort at organization, is clearly written, and is free of major errors in spelling, grammar, and syntax.
The B essay differs from the A essay in its degree of specificity, engagement of evidence, quality of
reasoning, depth of vision, and overall balance in the handling of all aspects of the arguments. The writer of
the B essay may show a certain tendency to ride on the strength of a particular point or observation at the
expense of a fuller, richer, and more in-depth development/support of the ideas under consideration. This
essay generally does not merit an A not so much because of what it does but because of what it does.
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The purpose of this paper is to1. increase your knowledge o
How to use this template To use this template, replace the inst.docx
How to use this template:
To use this template, replace the instructions written in italic font with your own discussion text. Be sure to proofread your work and check it for completeness and accuracy. Delete any extra text/instructions/references that do not apply to your post. Then, copy your work and paste it into the discussion window in class.Week 1, Discussion 1: Initial Post
My personal communication style is…(Here, you should talk about the “reflect” part of the prompt. You can share your personal verbal style, writing style, and any concerns you have about your ability to develop a truly academic argument in this class.)
I have learned that an academic argument is…(Here, you should describe an academic argument in your own words, based upon the items you read in preparation for this discussion. Remember to describe the four basic elements of an argument.)
A recent argument that I experienced was…(Or, if you do not wish to outline an argument from your personal experience, describe the argument presented in the sample paper. Be sure to identify the four basic elements of the argument, whether analyzing one from your experience or the student paper.)
After reading the course materials, I have questions about…(Be sure to clearly state any questions or confusion you have regarding rhetoric, argument, or styles of argument. Your classmates can help you find the answers throughout the week.)
References
(If you reference the textbook, instructor guidance, or handout – which you should – be sure to cite them in-text and add the references to the end of your post. We are learning to master APA style in this class and this is a perfect opportunity to begin your practice. Remember: only items cited in-text should be listed as a reference. For more information: https://awc.ashford.edu/cd-in-text-citation-guide.html & https://awc.ashford.edu/cd-apa-reference-models.html)
Drown, E., & Sole, K. (2013). Writing college research papers (2nd ed.). San Diego, CA: Bridgepoint Education, Inc.
Flag Burning. (n.d.). Retrieved from https://cdmsmedia.bridgepointeducation.com/MediaService/MediaService.svc/constellation/book/AUWC.12.4/%7Bhandouts%7Da.8_sample_argument_paper.pdf
Garten, A. (n.d.). ENG122 week 1 Instructor guidance [Course materials].
Garten, A., & Wilson, J. (2014). An Introduction to Argument [PDF]. College of Liberal Arts, Ashford University, San Diego, CA.
ENG122: Composition II
An Introduction to Argument
P a g e | 1
English 122: Composition II
An Introduction to Argument
Argument and Rhetoric
An argument can take many forms. An academic argument, at its root, a method for
communicating a singular position with evidence, logic, and persuasion. There are essential
elements to all valid arguments, though they may take different forms.
1. Claim
2. Evidence
3. Counterargument
4. Rebuttal
A successful argument depends upon the delicate balance
between these elements. Imagine a teeter-totter at the
playground. The ...
Eng 101 e3 The Summary + Response” ESSAY Writing based on read.docx
Eng 101
e3 The “Summary + Response” ESSAY: Writing based on reading about language, culture & identity
The summary+response essay requires you to use and engage with other written materials - that is, ideas and quotations from other writers - in an essay.
Articles: Tan, "Mother Tongue" (127-132)
In your essay, you will (A) present the writer's ideas accurately and fairly, using your skills in summarizing, paraphrasing, and using quotations. And you will (B) present a thoughtful response, in which you take a stand on the major issue of the original.
You don't need additional information from the internet and you don't need to look for any more sources. If you do want to use another source, you need to clear it with your instructor.
Preliminary Steps
1. Read, re-read, annotate the article you chose.
2. Complete the "Responding to Writing" worksheet to help clarify and organize your thoughts on the issues.
3. Be able to summarize and paraphrase the material accurately.
A Possible Outline for Your Essay
Your essay might be organized something like this, in which each of the first-level bullets would be one or more ¶s:
• Open: Introduce the issues in a general way, possibly without mentioning the article/author yet.
• Introduce & briefly summarize the main article:
· Summarize the main, relevant ideas of the article and include important details. (Include the author's full name and title of the article.)
· Note that you will also refer to and summarize and quote from the article in the response section of the essay, so you don't need to provide a complete, detailed summary here.
• Respond:
· You will probably use some of the ideas you generated in the "Responding to Writing" worksheet.
· Discuss and offer some analysis of the issues raised in the article, and possibly comment on how the author has presented them, how convincing her/his evidence is, and so on.
· Present your own perspectives, thoughts, and perhaps feelings on the issues. You might describe your own life experiences or experiences of friends, as they relate to the issues in question.
· In this response section you need to be sure to explain your ideas clearly and support them (with logic, with illustrative examples, maybe with more quotes from the article).
· If you wish, you can bring in a couple of ideas/quotes from one or two of the additional articles to supplement or support your points.
· This section should be presented in logically organized, focused paragraphs.
• Close: Wrap up the essay in a meaningful and satisfying way.
Think it through!
Don't just grab onto the first thought that comes to you, an initial and superficial reaction. Consider your thoughts and feelings, think hard about the topic and what you have read about it, and form a coherent and thoughtful response.
In a thoughtful response, you don't need to solve or resolve the problem or the issue. You don't have to try to have the "last word" on the topic. Saying that it's troubling (or not) or an im ...
Introduction For our final paper I want us to think about our own.docx
Introduction:
For our final paper I want us to think about our own values and ethics, and compare them with the code of ethics of your present or future profession. To do this we’ll write a two-part paper. In the first part, we will outline our own Personal Code of Ethics by following the instructions below. In the second part, we apply our personal Code of Ethics to a case study in our profession. You may find a case study from newspapers, on-line articles or by researching your topic in Langsdale Library. Follow these instructions
precisely and completely
in writing your paper!
A.
My Personal Code of Ethics
1.
Core Values:
Create a list of your core values; that is, a priority of what you value most in life and explain why each is a value in your life. For example, family: My family gives me strength and comfort, etc. Career: I love to realize my potential in a field of work that I find interesting and challenging. Spiritual: I have reverence for others and all life. Please be sure to explain why you hold these values, and tie them back to what we have learned in this class. (See # 4 below).
2.
Moral Character & Principles
: Do I think I have good moral character? Answer this question by including your idea of
integrity
, the
virtues
that you aspire to and practice, and the
moral principles
or
ethical theory
that you try to follow. For example, you may try to practice honesty, fairness, kindness, courage and friendliness in your life. And you also may hold the principles of trying to produce the greatest good for the greatest number or doing the right thing based on what you think all persons should do in the same situation. Please be sure to explain why you hold this moral character and principles, and tie them back to what we have learned in this class. (See # 4 below).
3.
The Value of Ethics in My Life
: What is the value of ethics in your life? That is, do you think you could live a happy life without trying to be ethical? Why or why not? Explain. Give examples. Please be sure to explain why or why not you value ethics in your life, and tie your explanation back to what we have learned in this class. (See # 4 below).
4.
Reflect Using Information Obtained from IDIS-302:
For steps 1-3, remember to ask yourself, “Why do I have these core values? Have they changed or been modified as a result of this class? What articles, ethical theories helped to reaffirm my beliefs, or alter them?” I am looking for you to demonstrate and apply information that you have learned to your own life. Just stating your position is not sufficient, but rather being able to explain why and link back to course material is part of the critical thinking process.
DO NOT USE WIKIPEDIA
. This is not considered an academically qualified source.
B. Application of My Code of Ethics
1.
Choose a
case study
from workplace or future profession that you think will be an interesting case to analyze and resolve.
2.
ABCD Guide to Ethical Decision Mak ...
Essay 4 Speculating about Causes Quality Criteria NoL.docx
Essay 4: Speculating about Causes
Quality Criteria No/Limited Proficiency
(1)
Minimal Proficiency (2) Proficiency (3) High Proficiency (4)
A focused, well-
defined
phenomenon and
thesis
Phenomenon is not
explained. Thesis is
missing.
Reader cannot
determine
phenomenon/thesis and
purpose or thesis has no
relation to the writing
task.
Phenomenon is not well-
developed.
Phenomenon/Thesis and
topic are somewhat
vague or only loosely
related to the writing
task.
Phenomenon is
competently developed,
but still has some
weaknesses.
Phenomenon/Thesis and
purpose are fairly clear
and match the writing
task.
Substantially, logically, and
concretely defined
phenomenon. Details are
germane, original, and
convincingly interpreted.
Phenomenon/Thesis is clear
and specific. Develops fresh
insight.
Well-argued causes Offers simplistic,
undeveloped, or cryptic
causes. Inappropriate or
off topic generalizations.
Causes are irrelevant to
thesis. There are faulty
assumptions and errors
of fact.
Offers a cause(s) that are
too underdeveloped.
Details are too general,
not interpreted, or
inappropriately
repetitive.
Offers a solid cause(s).
Assumptions are not
always recognized or
made explicit. Contains
mostly appropriate details
or examples.
Develops fresh insight.
Substantial, logical, and
concrete development of
causes. Details are
germane, original, and
convincingly interpreted.
An effective
response to
objections
Fails to include a
response to readers’
objections.
Responses to readers’
objections are
underdeveloped or
vague. Perhaps only
offers an objection but
no response to that
objection.
Offers solid objections and
responses to objections.
Contains mostly
appropriate responses but
some might not be
germane or original.
Effectively anticipates and
appropriately responds to
readers' likely objections in
a detailed manner.
A clear, logical
organization
Unclear organization. No
or very few transitions.
No or very few topic
sentences. Paragraphs
aren’t focused. Flow
between topics and
paragraphs is confusing.
Some signs of logical
organization. May have
abrupt or illogical shifts
and ineffective flow or
ideas. Weak topic
sentences. Paragraph
structure could be
improved.
Organization supports
thesis and purpose.
Transitions are mostly
appropriate. But sequence
of ideas or paragraph
structure could still be
improved.
Fully and imaginatively
supports thesis and
purpose. Sequence of ideas
is effective. Transitions,
topic sentences, and
paragraph structure are
effective.
Use of sources/APA
format and English
grammar and
vocabulary
Neglects important
sources. Uses 0 sources.
Possibly uses source
material without
acknowledgement. Does
not demonstrate
proficiency in English
grammar, vocabulary,
and sentence structure.
No or little
understanding of APA.
Uses a somewhat
relevant source.
Quotations and
parap ...
Module 7 Discussion Board Algebra1. What does it mean when s.docx
Module 7 Discussion Board Algebra
1. What does it mean when something grows or decays exponentially? How is that different then rising or falling linearly?
2. Give an example of a real life application of exponential growth or decay. Include the link to a website to show this.
Please answer as two different posts. You need three posts for full credit.
When you reply to others in the class, your replies should contain original thought and/or a follow up question.
Classical Argument
Persuasion and ArgumentPersuasion is the process of drawing conclusions and getting others to accept them and act upon them.Argumentation is the process of drawing conclusions after looking at both sides of an issue and getting others to accept one side based upon logic and careful exploration of facts.
Rhetoric and AudienceRhetoric is the “art of speaking or writing effectively”It is a set of skills used in college and in the business world Effective communication is an important skill in the work forceEffective communication gets our point across without embarrassment for ourselves or others. Effective communication understands what the audience does and does not know about the topic.
Aristotle’s Appeals: Ethos, Logos, and PathosAristotle was a student of Plato. Later, he was a teacher for Alexander the Great. He identified three appeals that can be used to persuade others. Ethos=ethics. Logos=logic. Pathos=emotion
Ethos=Ethics, CredibilityAs a writer, you will establish your credibility through careful research. Articles from experts in the field of study will help you build your ethos in the paper. An advertisement using ethos would be a McDonald’s commercial stating the number of years in business (hence they know how to make a decent hamburger). A car dealership might also state how long they have been at the same location. Or, the dealership might make sure you know“ 2013 Time Dealer of the year award nominee for being among the nation’s most successful auto dealers who also demonstrate a long-standing commitment to community service” (Fuson Automotive).
Logos=LogicWhen using logos in an argument, we provide facts, statistics, evidence, and reason. An automobile commercial stating the vehicle gets x mpg is proving a logos appeal. When gas prices climb, auto makers want to highlight how many miles per gallon the car can travel. Therefore, a car advertised as getting 40 mpg would appeal to a consumer who travels a distance of 40 miles to and from work. If the reader finds the evidence given “logical” it will appeal to the reader.
Pathos=EmotionA pathos appeal will tap into human emotions. Some commercials are deliberately funny and are geared to draw us to the restaurant or product being advertised. From about mid-January until February 14, TV ads focus on how we should tell our “significant” other “I love you.” Commercials such as the “Sandals Resort” plays to adults who want a romantic get-away. We are frequently told ...
Rubric For The Evaluation Of Studying Religion” PaperCRITERIA.docx
Rubric For The Evaluation Of “Studying Religion” Paper
CRITERIA
NEEDS IMPROVEMENT
Minimum Points
SATISFACTORY
Medium Points
EXCEPTIONAL
Maximum Points
CONTENT
(6 Points)
Write a 750- to 1,050-word paper that addresses the following topics:
· What is essential (in the practices and beliefs) for a tradition to be called a religion?
· Illustrate your points by referring to the commonalities of the three Western religions.
· How do different fields of study approach religion?
· What are some critical issues in the academic study of religion?
The writer does not demonstrate cursory understanding of subject matter, and the purpose of the paper is not stated. The objective, therefore, is not addressed and supporting materials are not correctly referenced.
0 to 2.4 points
The writer demonstrates limited understanding of the subject matter in that theories are not well connected to a practical experience or appropriate examples, though the attempt to research the topic is evident, and materials are correctly referenced.
2.5 to 5.4 points
The writer demonstrates an understanding of the subject matter by clearly stating the objective of the paper and links theories to practical experience. The paper includes relevant material that is correctly referenced, and this material fulfills the objective of the paper.
5.5 to 7 points
Comments on Content
? of 7 points
You have fulfilled all/most/some of the objectives of the assignment with this ___ word paper. You had a section on …
ORGANIZATION
( 2 Points)
Paragraphs do not focus around a central point, and concepts are disjointedly introduced or poorly defended (i.e., stream of consciousness). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. There is no introduction or conclusion.
0 to .5 points
Topics/content could be organized in a more logical manner. Transitions from one idea to the next are often disconnected and uneven. The introduction does not give clear direction and the conclusion does not restate the main points and show how they explain the big idea.
Some words, transitional phrases, and conjunctions are overused. Ideas may be overstated, and sentences with limited contribution to the subject are included.
.6 to 1 points
The writer focuses on ideas and concepts within paragraphs, and sentences are well-connected and meaningful. Each topic logically follows the objective. The introduction clearly states the objective or ideas leading to the purpose of the paper, and a conclusion draws the ideas together.
The reading audience is correctly identified, demonstrated by appropriate language usage (i.e., avoiding jargon and simplifying complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.
1.1 to 1.5 points
Comments on Organization
? of 1.5 points
You do/do not have a clear organizational flow. You do/do no ...
. The assignment is to write 2 essays of 2 pages each, for a tot.docx
. The assignment is to write 2 essays of 2 pages each, for a total of 4 pages.
Taking a Closer Look at Community: Our last few weeks of readings are focused on different ways of imagining community ties in our increasingly globalized world. These are communities that have global dimensions the readings in our final unit want us to take a closer look at: gender, social networks, political activists, university students, global supply chains. The assignment here is to choose one of the types of community we have looked at: Gender (Lorber, Devor, Blum, Tannen); Social Networks (Gladwell, Friedman); Political Activists (Gladwell, Friedman); University Students (Nathan); Global Supply Chains (Friedman). Choose 2 different articles from this list in order to explore the argument the article makes about how to understand the kind of community it is concerned with.
For each article, you are to write a 2-page summary, focused on the argument the article makes for how we should understand the community it is looking at--and what ties it together. The summary should offer clear explanation of the community the article is looking at. It should also lay out a thorough analysis of the argument, take a look at some of the examples your source uses to better understand the limitations of the argument, and offer a summation of the evidence s/he uses to make his case about how to understand the community it is concerned with (mostly in the form of expert authorities). In other words, this is a summary of a specific community and its real-world complications, in order to best understand the author's argument regarding the community in all of its complexity and complications. So actually much of your attention should be devoted to looking at where the argument or the concerns it speaks to are more complicated than it might at first seem.
The Elements of Summary: As you sit down to summarize your chosen community concept, you want to keep in mind that the main task is to prioritize what you feel to be the most important aspects for understanding the concept. That is the critical thinking aspect of the assignment; it involves making choices about what to include and why. That means you want to examine closely your author's priorities in setting up the key concern, looking at what s/he starts with, where s/he takes the discussion, and where s/he ends it. Certainly, the end of his/her discussion (the concluding remarks) will show us most clearly what s/he wants us to prioritize in engaging with the key concern. But tracking his/her discussion along the way can tell us more about why s/he goes that way and looking back at the introduction can help clarify what he thinks we should initially keep in mind as he sorts through his argument. What this also means is that you want to give some attention to when the author goes in surprising directions or shows us where his concerns or related terms don't work in expected ways.
Definition: we have given a good deal of ...
13CRACKING THE CODEENGL 101 Course pack2020 –
13
CRACKING THE CODE
ENGL 101 Course pack
2020 – 2021
By Melinda Dewsbury
Trinity Western University
Module 1Review of Scholarly Writing
Expectations of Academic Writing
· It is formal.
· It has accurate grammar and vocabulary. It uses complete sentences.
· It is not usually a 5 paragraph essay!
· It follows all of the rules of formatting, such as margins, font, indented paragraphs, and page numbers.
· It does not require long, complicated sentences.
· It demonstrates your level as a scholar.
· It includes a lot of citations and references.
· It requires your own voice and your own thinking.
· It presents your argument directly and provides clear evidence.
· Different kinds of essays (genres) have different expectations.
· Different kinds of essays require different cognitive tasks.
· Each discipline has its own style and expectations.
What to avoid:
First person (I/me/my) unless you are writing a personal response.
Second person (you/your)
Contractions (don’t/can’t/won’t, he’s, they’re…)
Slang and informal expressions
Passive voice (“The problem was started by activists.”)
Sample of academic writing
Non-indigenous environmental activists are recognizing the rightful place of First Nations at the forefront of environmental fights. As activist Dave Ages (Unist'ot'en Camp) has said, expressing why non-indigenous activists are rallying behind First Nations leadership, these environmental fights are happening in First Nations territories, but their fights are all of our fights (2014). While perhaps these allegiances were in the past partially instrumental, there is now a deep intertwining of First Nations' indigenous rights struggles and environmental fights in BC. This is partially due the decades of intimate sharing of struggle and growing incorporation of indigenous rights within the environmentalist agendas. It is also at least as much due to learned strategies of First Nations leaders for maintaining their leadership of these collaborations by requiring participating NGOs and individual activists to commit to indigenous leadership as a precondition for participation (Frost, 2018). These strategies are exemplified by Unist'ot'en Camp (Huson & Toghestiy (Wet'suwet'en), 2014), the Lelu Island occupation (Brown, (Tsim-shian), 2016), the Burnaby Mountain WatchHouse in southern BC (George, (Tsleil-waututh), 2018) as well as the stance held by the Skeena Watershed Conservation Coalition in relationship to their collaboration with various Gitxsan houses (McPhail, 2015). Progress has been made in both attitudes of environmentalists toward First Nations and institutional structures for indigenous leadership, but there still exist tensions in many instances between some environmentalists' and First Nations' objectives. These protocols of sovereignty recognition serve to both structurally maintain First Nations leadership and educate environmentalists on environmental justice and indigenous rights.
Excerpt from p. 138: Fr ...
13CRACKING THE CODEENGL 101 Course pack2020 –
13
CRACKING THE CODE
ENGL 101 Course pack
2020 – 2021
By Melinda Dewsbury
Trinity Western University
Module 1Review of Scholarly Writing
Expectations of Academic Writing
· It is formal.
· It has accurate grammar and vocabulary. It uses complete sentences.
· It is not usually a 5 paragraph essay!
· It follows all of the rules of formatting, such as margins, font, indented paragraphs, and page numbers.
· It does not require long, complicated sentences.
· It demonstrates your level as a scholar.
· It includes a lot of citations and references.
· It requires your own voice and your own thinking.
· It presents your argument directly and provides clear evidence.
· Different kinds of essays (genres) have different expectations.
· Different kinds of essays require different cognitive tasks.
· Each discipline has its own style and expectations.
What to avoid:
First person (I/me/my) unless you are writing a personal response.
Second person (you/your)
Contractions (don’t/can’t/won’t, he’s, they’re…)
Slang and informal expressions
Passive voice (“The problem was started by activists.”)
Sample of academic writing
Non-indigenous environmental activists are recognizing the rightful place of First Nations at the forefront of environmental fights. As activist Dave Ages (Unist'ot'en Camp) has said, expressing why non-indigenous activists are rallying behind First Nations leadership, these environmental fights are happening in First Nations territories, but their fights are all of our fights (2014). While perhaps these allegiances were in the past partially instrumental, there is now a deep intertwining of First Nations' indigenous rights struggles and environmental fights in BC. This is partially due the decades of intimate sharing of struggle and growing incorporation of indigenous rights within the environmentalist agendas. It is also at least as much due to learned strategies of First Nations leaders for maintaining their leadership of these collaborations by requiring participating NGOs and individual activists to commit to indigenous leadership as a precondition for participation (Frost, 2018). These strategies are exemplified by Unist'ot'en Camp (Huson & Toghestiy (Wet'suwet'en), 2014), the Lelu Island occupation (Brown, (Tsim-shian), 2016), the Burnaby Mountain WatchHouse in southern BC (George, (Tsleil-waututh), 2018) as well as the stance held by the Skeena Watershed Conservation Coalition in relationship to their collaboration with various Gitxsan houses (McPhail, 2015). Progress has been made in both attitudes of environmentalists toward First Nations and institutional structures for indigenous leadership, but there still exist tensions in many instances between some environmentalists' and First Nations' objectives. These protocols of sovereignty recognition serve to both structurally maintain First Nations leadership and educate environmentalists on environmental justice and indigenous rights.
Excerpt from p. 138: Fr ...
3Lesson 7 DiscussionTeam 3 United States Business Leader, (2).docx
3
Lesson 7 Discussion
Team 3: United States Business Leader, Laborer and Government Leader (president/legislative member)
Part 1: Although you are all responsible for your own posts, I randomly separated the class into three groups (teams) to focus our discussions and ensure deeper participation into the specific country's perspective on NAFTA. Please follow the sequence below to stay organized with your research and contributions. POST YOUR SUBMISSION IN THE DISCUSSION BOARD ASSIGNED TO LESSON 7 (Not your team's board). Title your post - Your Country and your name
Begin by reading chapters 14 and 15 of the textbook, and the
North American Free Trade Agreement (NAFTA)
Links to an external site..
Part 2:
Then each complete an analysis using the following facts pattern:
CONSIDER THE FOLLOWING: Free trade among these nations have both pros and cons. Imagine that you represent the country assigned to you by your professor, and then speculate about both the positive and negative effects that NAFTA may have on the country you are assigned from the perspectives of the individuals listed (business leader, laborer, government); share your speculations with the class. Be sure to include the following in your post:
1. Provide information about the benefits of free trade to ALL countries involved (this can be a table)
2. From the perspectives of the country and parties I assigned you to: Discuss what the drawbacks are of free trade – provide specific examples supported by researchable data,
3. Respond to 2 classmates (1 person from your same team AND another person from another team
From the perspective of the country and parties I assigned you to: Discuss what your predictions and recommendations are for the future of NAFTA.
When replying to your classmates' posts:
Read your classmate's post and reply to no less than two of your classmates and a question.
Your question should be one of the following three types:
· Clarification Based: This kind of question helps the writer by asking your peer to clarify points that you think could be more fully explained.
· Evidence question - When a writer states something as fact rather than personal opinion, your peers argument is stronger if they cite evidence that the fact is true. Facts can be evidenced, in approximate order of strongest evidence to weakest, (1) by citing trustworthy data, (2) by citing the opinions of experts, (3) by citing repeatable personal experience, or (4) by citing common opinion. This kind of question helps the writer by asking for evidence if the student states something as fact but doesn't cite evidence.
· Hypothetical question - This kind of question helps the writer by asking your peer to test their argument by applying it to a situation that you specify.
Please note that a discussion is an exchange. Participate regularly and solicit feedback from your peers.
Posts needing a response:
Student 1:
Stude.
adapted from Erec TosoFREY 102 1.11.16Grading Guid.docx
adapted from Erec Toso
FREY 102 1.11.16Grading Guide – Public Argument Essay
your name:______________
Content: Focusing Idea
A: Central idea is independent, complex, intellectually and/or emotionally challenging, showing that the writer thoroughly engaged with his or her chosen topic and a context that increases understanding of some aspect of that topic. Content has been divided into logical and comprehensible order that contributes to the evolution of the central idea.
B: Central idea is clear, precise, and engaging. Understanding of some aspect of the chosen topic and a context is above average. Main idea has been divided and arranged into a logical, meaningful order.
C: Central idea is clear. It runs through the essay but is not narrow enough or developed enough to fully teach something about what the writer sees at work in his or her chosen topic. Central idea has been broken into arbitrary parts.
D: Very little of writer’s thoughts about the chosen topic and how it is better understood through some context. The writer may argue some idea or fail to focus the discussion around some aspect of that topic. Essay rambles with little sense of order to the discussion of the main idea.
Development: Evidence and Analysis
A: Writer supports ideas with numerous texts and uses them to support his or her thinking about the topic. There is plenty of cogent commentary, explanation, analysis and inferential discussion that seamlessly connect quotes and/or paraphrases with controlling ideas.
B: Writer controls numerous texts to illustrate ideas through paraphrase, summary and direct quotes. Citations are skillfully incorporated.
C: Writer uses quotes and/or paraphrases correctly to support ideas. Quotes and/or paraphrases may be awkwardly incorporated, under-explained or followed up on, sometimes disrupting the flow of ideas.
D: Quotes and/or paraphrases used but sometimes incorrectly, awkwardly, or not incorporated. They sometimes stand by themselves.
Expression/Mechanics: Style, Active Prose, Readability, MLA format, Works Cited
A: Ideas are expressed in a way that reveals a thoughtful, independent discussion. Explanations are thorough, polished, and eminently reader-friendly. Word choice shows attention to precision and smooth progress. Sentences are varied and used for rhetorical effect.
B: Sentence structure and progression of ideas is correct, even sophisticated, but are not yet fully reader-based. Moments of clarity, even brilliance, mix with gaps and/or abrupt shifts from one idea to the next.
C: Wording is adequately precise and grammatically correct but wanders or falls short of elaborating on the specifics of controlling idea. Sentence structure tends to be repetitive and simple.
D: Wording is imprecise and doesn’t name concepts accurately. Sentences are overly simple or incorrect in ways that interfere with the conveyance of ideas.
Reflection Writing Exercise #3
1) What did you learn about applying the rhetorical situa.
© 2016 Fidel Fajardo-AcostaThis document and all its conte.docx
© 2016 Fidel Fajardo-Acosta
This document and all its contents are copyrighted material and may not be reproduced or distributed
to others in any manner or form, in whole or in part, without explicit written permission from the
copyright holder.
GRADING OF ESSAYS AND OTHER WRITTEN WORK
see also WRITING GUIDELINES
Originality and personal effort are stressed in all student written work. Plagiarism--the unacknowledged use
of any sources (internet, books, articles, other students' work, etc.)--may result in failing the assignment and,
at the discretion of the instructor, the entire course. Students must consult and follow the WRITING
GUIDELINES provided by the instructor. All in-class essays, papers, essay exams, and other student writing
are evaluated taking into account the following distinctions:
The A Grade
Outstanding essays feature a well-defined and manageable thesis, highly specific and relevant evidence, and
accurate and insightful analysis. Arguments and evidence are carefully arranged and organized around
central ideas lending support to the main thesis. All points are clearly and sufficiently motivated, explained,
supported, and developed. The arguments and observations reveal not only close attention to details but also
awareness of and ability to exploit nuances of form and signification. Whenever necessary, while probing the
evidence and assessing the implications of the analysis, the writer appropriately qualifies the main and
subsidiary theses. The A essay is an example of sound, independent, and penetrating thinking where analysis
prevails over mere paraphrase or the reporting of somebody else's ideas. This essay is very well written,
elegant in style, and free of spelling, grammatical, and syntactical errors. The outstanding essay draws the
relevant implications of its arguments and opens up avenues for further thought and reflection.
The B Grade
The superior essay shows a good understanding of the issues raised and adequately relates them to the textual
evidence. The writer makes effective arguments and marshals appropriate and adequate support in the form
of properly discussed examples and illustrations. The argument is of sufficient length, has a clear focus, and
balances the general with the specific, as well as analysis with paraphrase. This type of essay shows a very
good effort at organization, is clearly written, and is free of major errors in spelling, grammar, and syntax.
The B essay differs from the A essay in its degree of specificity, engagement of evidence, quality of
reasoning, depth of vision, and overall balance in the handling of all aspects of the arguments. The writer of
the B essay may show a certain tendency to ride on the strength of a particular point or observation at the
expense of a fuller, richer, and more in-depth development/support of the ideas under consideration. This
essay generally does not merit an A not so much because of what it does but because of what it does.
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- 3. use these examples or your own. YOU DO NOT HAVE TO USE THESE EXAMPLES OR QUESTIONS. HOWEVER, YOU SHOULD WRITE AN WORK ABOUT HOW AUTHORS USE THE SPECIFIC LITERARY ELEMENT IN YOUR COMPARISON/CONTRAST, PLEASE DO NOT JUST SUMMARIZE THE READINGS USED AS EXAMPLES. THIS WORK SHOULD INCLUDE A THESIS THAT REPRESENTS YOUR OWN CRITICAL THINKING AND LITERARY ANALYSIS ABOUT YOUR SPECIFIC CHOICE(S)4. 5. 1. Theme: In Paradise Lost and The Rape of the Lock, consider the theme of falling from glory and working towards redemption in both works. In Paradise Lost, Satan falls from grace with God just as Adam and Eve. Both struggle afterwards to redeem themselves from their mistakes. A similar theme exists in The Rape of the Lock, when the main heroine’s symbol of beauty and power (her hair) is cut against her will. After this symbolic fall from grace, she battles for both internal and external redemption. She goes through both a physical and psychological battle for redemption of the beauty and power represented by the severed locks. 6. 7. 2. For this economics assignment help Characterization- Pick characters from at least two different texts and analyze them to show how they are alike in relation to their respective situations. (Ex.- The King of Coramantien in Oroonoko and Faustus in Dr. Faustus. Both are greedy and power lusting men. Both have numerous women, access to wealth and can’t be satisfied with what they already have. They continually want more. Furthermore, both take full advantage of their power. (ie- Faustus wants to know all the eternal secrets of the world/ The King ships Imoinda off into slavery because Oroonoko breaks in to visit her and take her virginity).8. 9. 3.Symbolism-Describe at least two different objects from any writing we’ve read in the second half of the semester and reflect on the how the meanings connected to them may be related. (Ex.-The lock in The Rape of the Lock. The handkerchief in Othello). Both could be interpreted as objects representing desired conquest. https://onlyessayhelp.com/tag/economics-assignment-help/ 10. 11. 4. Allegory- Reflect on at least one example from any second half writing we’ve read of several things that may have one similar meaning(s). (Ex-Dr. Faustus representing the hypocrisy of his religion(s)). Reflect on the idea of this religious figure using sexual allurement (lust) to fulfill his desires. Dr. Faustus continually hides behind a false sense of religion to renege on his deal with the Devil and try to repent with God at the last possible moment. He uses Satan’s power to obtain Holy objects. 12. 13. 5. Plot-Reflect on any two writings from the second half and elaborate on how the plot affects the story. Does the use of plot (or lack thereof) make the story more interesting, boring? How, why? How does it affect your interpretation of the reading? Why is this important? (Ex.-Dr. Faustus and Satan want to take away from the same perfect existences that God and Satan offer the heroes of Paradise Lost and Dr. Faustus respectively-“living forever in the Garden of Eden” and “The secrets of the universe/all worldly desires”).