FINAL PROJECT. FOR YOUR FINAL PROJECT, YOU WILL CHOOSE A THEME, FIND THREE EXPRESSIONS OF THAT THEME IN THREE DIFFERENT HUMANITIES DISCIPLINES, DESCRIBE THE THREE DIFFERENT PRESENTATIONS, AND OFFER AN ANALYSIS AND REFLECTION.
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FINAL PROJECT. FOR YOUR FINAL PROJECT, YOU WILL CHOOSE A THEME, FIND THREE EXPRESSIONS OF THAT THEME IN THREE DIFFERENT HUMANITIES DISCIPLINES, DESCRIBE THE THREE DIFFERENT PRESENTATIONS, AND OFFER AN ANALYSIS AND REFLECTION.
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3. Identify and analyze how the author uses rhetorical strategies (ethos, pathos, logos) to connect with and support his claim for his target audience. Also, pay attention to how the author uses language, format, word choice, and organization to present information, inform/mislead/flatter/etc. (as we have read about in the texts for the class). Use evidence and examples from the text to show how the author uses rhetorical strategies.
4. Discuss what parts of the text are effective in reaching the audience and what parts of the text are not effective in light of the texts audience/context.
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This document outlines the final portfolio project for an English 309 course on rhetorical style. The portfolio requires students to reflect on their work and progress over the semester based on five learning objectives: 1) describing style as rhetorical; 2) composing effectively in various genres; 3) analyzing stylistic devices and imitating them; 4) applying research skills; and 5) giving and receiving feedback. The portfolio consists of five sections, with goals and expectations for addressing each learning objective. Students are instructed to thoughtfully consider formatting, organization, and developing ethos for the intended audience and purpose of the assignment.
ENGL 309 FA19 F2F Final Reflection
This document outlines the requirements for a 1000-word reflective memo assignment for an English 309 course on rhetorical style. The memo requires students to reflect on their learning related to 5 course objectives: 1) describing style as rhetorical and dependent on audience, purpose and genre, 2) composing effectively in various genres, 3) analyzing stylistic devices and imitating them, 4) applying research skills, and 5) giving and receiving feedback. The memo must be organized into 5 sections, with specific goals and expectations outlined for each section. Students are expected to use concepts from course readings to support their reflections and analyze assignments from the course to demonstrate their learning.
Assignment Description Congratulations! If you are seeing this .docx
This document describes an assignment for a course that involves reflecting on what was learned through written and oral communication. For the written portion, students will write a paper with 3 sections reflecting on different parts of the course, including concepts learned and how they were applied. They will also do additional research on how concepts have addressed real-world problems. The oral presentation involves a short presentation focusing on one paper section, including an example from a lab and how the concept provided insights. Students will be evaluated based on these written and oral reflections.
ACADEMIC WRITING--SUGGESTIONS 7-28-16
This document provides suggestions for academic writing, including completing purpose exercises to define goals and plans. It recommends visiting libraries and speaking with librarians for reference searches, expecting to collect 10-15 references per week. The document also suggests outlining by arranging key quotes on index cards and using paragraphs of 3-5 sentences in written drafts. Chapter 2 should demonstrate the need for the topic through progressive reasoning supported by rephrased quotes and references.
Ash edu 695 week 4 dq 1 share your action research study new
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Ash edu 695 week 4 dq 1 share your action research study new
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Differentiation intro
This document discusses differentiated instruction and provides examples of differentiation strategies teachers can use in the classroom. It defines differentiation as modifying instruction based on students' readiness, interests, and learning profiles. Some key strategies mentioned include using flexible grouping, tiered lessons, choice boards, learning contracts, and exit tickets. The goal of differentiation is to meet the individual needs of all students.
Gcse 2016 past present future
The document provides instructions for an art exam preparation assignment. Students are asked to create a mind map with initial ideas based on the exam title by Monday. They will spend one hour developing their final piece and one hour on exam preparation over the next few lessons. If the final piece is not completed by half term, the student must attend a study day in the holidays. The assessment objectives, deadlines, and level descriptors for the assignment are also outlined.
ENGL 309 FA19 Online Final Reflection & Revision
This document outlines the final project for an English course on rhetorical style. The project consists of two parts: 1) A 1000-word reflective memo analyzing the student's performance based on five course objectives, with five sections addressing each objective. 2) A revised version of a previous assignment with an explanation of revisions made. The memo asks students to define key concepts, analyze their writing in different genres and assignments, discuss research and collaboration processes, and reflect on developing writing skills over the semester.
Final m3 session 3 30.3.17 pn
This document provides information and guidance for students completing Module 3 of the BAPP Arts WBS3760 course. It discusses establishing a plan to complete the critical review, examples of professional artifacts, and oral presentations. The critical review should have four main sections: introduction, evaluation of inquiry process, analysis of findings, and critical reflection. Examples of previous students' professional artifacts are provided, such as blogs, videos, and books. Guidance is given for the oral presentation, including rehearsing, limiting slides, and celebrating achievements. Key due dates are May 12th for submitting the critical review and artifact, and May 18-19th for oral presentations.
ENG2150 - Assignment 2
ENG2150 - Assignment 2 1
Assignment 2: Research-Based Argument Essay (Part 2)
• Word count: 2,800-3,100 words / ~ 8-9 double-spaced pages
• Font 11-12, Arial, Times New Roman, Calibri, or similar
• At least one primary source and four secondary sources
• Contains formal references, a bibliography and your Writer’s Letter
• Submitted by direct message to me on Slack, by Word Document
• Time needed to complete: about 5-6 hours, highly recommended to spread
over a few days
• Peer-review of first drafts in pairs occurs in Week 13 (May 3rd to 10th)
• Due in Week 15, by May 20th at the latest
(this is a strict deadline, due to the deadline I’m given for submitting final
course grades)
Description
So, here we are: your final project! This is the completed research-based argument
essay that you have already worked on substantially by completing Assignment 1, your
rhetorical analysis. This exercise is fundamental: you’ll be asked to write argumentative essays
very frequently in college. It’s also an amazing skill to have for your future life: you’ll know
how to efficiently analyze any material, critically question things that are presented as truths to
you, and you’ll know how to make a powerful, professionally back-up argument. It doesn’t have
to be tedious: by following the step-by-step method you started for Assignment 1, you have
already spread out the work.
Hopefully you’ve chosen a topic and a medium that you’re deeply interested in, so that
you find enjoyment in your project. Topping up the research you’ve done for Assignment 1 with
the two additional Reflective Annotated Bibliography sheets from Week 12, you may note
that your thesis changes slightly, or your topic framing or approach shifts. That’s complete fine
and normal: it shows you’ve deepened your reflection since first working on your topic,
receiving feedback from me and your peers, and it also allows you to update the research angle
you’re interested in exploring with this final project. An academic will frequently take weeks or
even months to complete a peer-reviewed article like the ones you used for your RefAnnBibs,
adding ideas, rearranging the structure of their argument, and refining their thesis as they go.
Directions
As a reminder, to write a complete, well-presented essay, you need four things: a specific
topic, selected sources, selected evidence from your sources, and most of all, your own ideas
(and a willingness to proofread!). Following is the detailed step-by-step method you’ve already
ENG2150 - Assignment 2 2
used for assignment 1. Now, you’re stepping back briefly into step 2 to add your two new
RefAnnBibs, a ...
EAPP_LESSON 1.pptx
The document outlines the specific objectives and structure of an academic text discussion. The objectives are to determine the structure of academic texts from different disciplines, differentiate their language uses, explain ideas within texts, use structure to extract needed information, summarize a variety of texts, state thesis statements, and paraphrase/explain texts using one's own words. It then describes the typical three-part structure of academic texts, including an introduction to present the topic and argument, a body to develop and discuss the argument through analysis, and a conclusion to summarize points and draw conclusions.
Research Proposal Tentative Schedule and Assignment(All of the .docx
This document outlines the tentative schedule and assignments for a research proposal project. It includes 7 weekly assignments over 15 weeks that involve topic selection, annotated bibliographies, developing a framework and hypotheses, outlining the paper, and drafting multiple versions of the proposal. The assignments include both individual and group components. They require turning in topic ideas, literature summaries, outlines, and drafts through an online system. The schedule culminates in an oral presentation and final draft due in the last class. It provides grading criteria for evaluating the project components.
Welcome to Essentials of English Composition 101. My name is Sta.docx
Welcome to Essentials of English Composition 101. My name is Stacie Vesolich, and I will be your instructor for this course. I commend you for enrolling in this course as a path to furthering your academic goals, and I will make every effort to help you to achieve success in your writing endeavors. Let me begin by highlighting several key points of this course:
Essentials of English Composition 101
8 Modules and a Final Research Paper
There are 8 modules, culminating with a final research paper as the exam.
Each module is different, and it is very important that you read the instructions for every module.
The beginning module requires you to do several writing, practice exercises. This is mandatory, even though the practice exercises are not graded.
The modules start out relatively easy (a descriptive essay and a narrative essay that are written on your firsthand experiences and do not require any writing citations.)
Be advised that the modules build on each other, progressively becoming more difficult.
As your instructor, I have 3 days ( per module) to grade your work. My response to your essay submissions usually does not take three days, although I am granted that amount of time.
Read, Write, Submit, Wait
English courses require that the writer addresses the writing prompt. This can only be done if the writer carefully reads the specific directions.
After you submit your essay, wait for the remarks and critique before submitting another module.
In some instances, you may be required to submit a revision of your essay.
The option to do a revision on the submitted essay is your choice, but is to your advantage.
Progression of Difficulty
Each writing module develops a specific skill and the level of difficulty of these writing skills increases as the course progresses.
Be sure to carefully read all of the instructions and view any videos that apply to the module.
Always address the writing prompt: This is the specific instructional requirement for the essay.
Research and Sources
For this course, when you present information that is based on research that you have reviewed and studied, you must provide two types of sources:
1) Parenthetical or in-text citations For example: (Smith 22)
2) A works cited page that is in alphabetical order.
3) I will use an electronic scan to verify that the work submitted is your original work, or work that has been properly cited.
Remember that you have signed an honesty agreement about the work that you will submit.
Research Essays, Expository Essays, and Persuasive Essays Demand Citations
If you are having difficulty formatting the works cited page or the in-text (parenthetical citations), please refer to these links:
The Purdue Owl Online Writing Lab (OWL). Click on MLA Formatting and Style Guide.
Note: English classes tend to use MLA formatting; science and humanities’ classes tend to use APA formatting. We recommend using MLA formatting for our English classes at Portage. How ...
123 Syllabus
This document outlines the syllabus for an Interpersonal Communication course. It provides information about the instructor, required textbook, course goals, assignments including exams, projects, and presentations. Expectations for attendance, participation, communication policies, and academic integrity are also detailed. The course aims to help students improve their interpersonal communication competencies through various assignments that apply communication concepts to everyday situations.
Development of a science learning and teaching unit
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Rhetorical AnalysisYour third major paper for this class will be.docx
Rhetorical AnalysisYour third major paper for this class will be.docx
Assignment Description Congratulations! If you are seeing this .docx
Assignment Description Congratulations! If you are seeing this .docx
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Anny Serafina Love - Letter of Recommendation by Kellen Harkins, MS.
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Hamster Kombat' Telegram Game Surpasses 100 Million Players—Token Release Sch...
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Company Valuation webinar series - Tuesday, 4 June 2024
FINAL PROJECT. FOR YOUR FINAL PROJECT, YOU WILL CHOOSE A THEME, FIND THREE EXPRESSIONS OF THAT THEME IN THREE DIFFERENT HUMANITIES DISCIPLINES, DESCRIBE THE THREE DIFFERENT PRESENTATIONS, AND OFFER AN ANALYSIS AND REFLECTION.
- 1. Buy here: http://theperfecthomework.com/final-project-for-your-fina l-project-you-will-choose-a-theme-find-three-expressions -of-that-theme-in-three-different-humanities-disciplines-d escribe-the-three-different-presentations-and-offer-an-an alysis-and-reflection/ FINAL PROJECT. For your final project, you will choose a theme, find three expressions of that theme in three different humanities disciplines, describe the three different presentations, and offer an analysis and reflection. The skills you need for this assignment will be developed and practiced in discussions and other assignments throughout the term You will explore new resources for this assignment, and also reflect on what you've learned in the course, but this is not a traditional research paper You will apply concepts and skills you learn in the class to three different art forms Although Part 1 and Part 2 are not heavily weighted, they are required, so your instructor can offer guidance as you work on the project. Part 1. Choose one of the following themes or propose one of your own. Explain the reasons for your choice. A particular emotion or state of mind--love, anger, jealousy, fear, gratitude, confusion, etc. A fairy tale, myth, fable, or classic story A religious or spiritual lesson—humility, hope, enlightenment, etc. A political or social theme--justice and injustice, social inequality, social progress, political conflict, etc. Representations of gender, race, ethnicity A character (real or mythical) Natural forces or elements of the natural world, like weather, animals, landscapes, etc.