hi there im looking for someone to help me out with this homework.docx
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hi there i'm looking for someone to help me out with this homework paper. at least 3-4 pages and 4 sources. Topic: Israel-Palestanian conflict . you're sopuse to be the objective observor, explore the issue from the angle of an objective third party, find 4 sources that are a combination of < for, against, and neutral> of the issue. I. Introduction: Introduce the topic in a way that interests and hooks your reader; introduce the two viewpoints; provide any necessary background info. thesis statement that clearly explains the significance of this issue and the importance of finding a common ground agreement. II. Body: analyze each source by explaining what their arguments are and the strengths and weaknesses of each. then identify and explain shared values and common goals. III. conclusion: conclude by offering a compromise that supports the shared values and goals of each side. explain why this solusion is the most reasnoable. < the two-state-solution (israel and palestine)> - works cited page. .
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Touchstone 1 Case Study Close ReadingASSIGNMENT For this Tou.docx
Touchstone 1: Case Study Close Reading
ASSIGNMENT: For this Touchstone, you will select a case study of a topic in U.S. history source to read like a historian. As you learned, doing a close reading means reading the text multiple times, with a different set of questions in mind each time. You will then write and submit answers to a set of close reading questions:
Origin and context: Who wrote this text? When did they write it? What do I know about the events being discussed?
Meaning: What is the author’s main idea? What is the text generally about?
Argument: What is the author’s point of view? Are they trying to convince the reader of something? What evidence do they use to support their argument?
Skills: Is there evidence in the text of agility or problem solving skills being used? In what way(s)?
This Touchstone provides an opportunity for you to delve more deeply into a topic in U.S. history and practice thinking like a historian. It will also prepare you for later Touchstones, which ask you to research a historical question and create a presentation to help others understand how historical events can be applied to current issues. Lastly, it will develop your problem solving skills, because being a critical reader helps you to obtain and evaluate the information you need to solve problems.
Use the Touchstone template below to write answers to the close reading questions as you read. When you have finished, you will submit this template to move onto the next unit.
Touchstone 1 Template
A. Directions
Select a case study from the list below:
Topic
Case Study Article
Agriculture and Social Change
Commercialization and Discontent on the American Farm: The Farmer's Movements of the Late-19th and Early-20th Centuries
Civil Rights and WWII
The Double Victory Campaign and the Black Press: A Conservative Approach to 'Victory' at Home and Abroad
Civil Rights and Women
Title IX and the Gender Binary: Trajectories of Equality
Media and Communications
The American Military and the Press: From Vietnam to Iraq
Read the case study in its entirety. To enhance your understanding, be sure to look up any terms or events in the text that you may be unfamiliar with. Re-read the text as you answer the close reading questions in the Touchstone template.
Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Origin and context
❒ Have you identified who wrote the text and when? Is he or she qualified to speak on the topic?
❒ Have you identified the events being discussed?
2. Meaning
❒ Have you identified the author’s main idea?
❒ Have you described what the text is generally about?
3. Argument
❒ Have you identified the author’s point of view? Are they trying to convince the reader of something?
❒ Have you identified the evidence used to support the argument?
4. Skills
❒ Have you explained ways in which agility or problem solving skills are being used?
To Prepare.
Debate very usefull for btech students .ppt
very usefull and very intelectual slideshare must read and plz do download it
By now, you should have a firm grasp of the existing conversation on.docx
By now, you should have a firm grasp of the existing conversation on your topic after having surveyed the field on your topic so as to narrow the who, what, where, when, and why/how, so that you can fully formulate your own ideas and develop an original complex claim with which to place yourself in the scholarly conversation on your topic.
Evaluating your working claim
As you draft your working claim, evaluate its efficacy. A strong claim will be:
• Contestable: Intentionally writing a claim that someone can disagree with
may seem counterintuitive, but consider that if no one could possibly disagree with what you’re arguing, there’s little point in writing about it. Being able to acknowledge and refute counterarguments will strengthen your claim, not weaken it.
o POOR: “Durham and Chapel Hill have much in common, although they are different in some ways.” Well, yeah, but who cares?
o BETTER: “Although Durham’s industrial past has created a more deeply troubled economic caste system than found in Chapel Hill, it has also created greater cultural diversity that is now helping to guide the city’s economic renewal.” There is certainly room for disagreement in this claim; as a result, it provides a much more interesting basis for discussion. The author is likely to support it more passionately than the first claim.
• Reasonable: While you want your claim to be contestable, you also want it to be reasonable. A claim can be radical, in the context of current dialogue on your topic, and still be reasonable if you have sufficient evidence to support it. Readers will recognize the difference between thoughtful, critical interpretations of evidence and contortions that twist evidence around to support an unreasonable claim.
• Specific: Broad claims are more difficult to support effectively than focused claims. Specific claims also tend to provide readers with more useful information than broad claims.
o POOR: “North Carolina apple farmers are responding to the current economic situation by finding new ways to generate income.”
o BETTER: “With hurricanes causing significant crop losses over the past decade, North Carolina apple farmers are increasingly relying on agrotourism to generate reliable supplemental income.”
• Significant: Consider the context of the course for which you are writing
your paper. Is your claim adding anything meaningful to the current dialogue surrounding your topic? Note that as you become more familiar with the concerns of a given topic or discipline, you will be able to contribute more significantly to the discussion.
• Interpretive: Does your claim offer an interpretation of evidence or does it simply describe a situation? If it describes a situation it is a claim of fact.
o POOR: “The United States is a federal system that divides governmental powers between national and state authorities.” Rather than offering an interpretation, this sentence describes an incontestable fact. While it may have truth value, it makes a poor th.
Recommended
Touchstone 1 Case Study Close ReadingASSIGNMENT For this Tou.docx
Touchstone 1: Case Study Close Reading
ASSIGNMENT: For this Touchstone, you will select a case study of a topic in U.S. history source to read like a historian. As you learned, doing a close reading means reading the text multiple times, with a different set of questions in mind each time. You will then write and submit answers to a set of close reading questions:
Origin and context: Who wrote this text? When did they write it? What do I know about the events being discussed?
Meaning: What is the author’s main idea? What is the text generally about?
Argument: What is the author’s point of view? Are they trying to convince the reader of something? What evidence do they use to support their argument?
Skills: Is there evidence in the text of agility or problem solving skills being used? In what way(s)?
This Touchstone provides an opportunity for you to delve more deeply into a topic in U.S. history and practice thinking like a historian. It will also prepare you for later Touchstones, which ask you to research a historical question and create a presentation to help others understand how historical events can be applied to current issues. Lastly, it will develop your problem solving skills, because being a critical reader helps you to obtain and evaluate the information you need to solve problems.
Use the Touchstone template below to write answers to the close reading questions as you read. When you have finished, you will submit this template to move onto the next unit.
Touchstone 1 Template
A. Directions
Select a case study from the list below:
Topic
Case Study Article
Agriculture and Social Change
Commercialization and Discontent on the American Farm: The Farmer's Movements of the Late-19th and Early-20th Centuries
Civil Rights and WWII
The Double Victory Campaign and the Black Press: A Conservative Approach to 'Victory' at Home and Abroad
Civil Rights and Women
Title IX and the Gender Binary: Trajectories of Equality
Media and Communications
The American Military and the Press: From Vietnam to Iraq
Read the case study in its entirety. To enhance your understanding, be sure to look up any terms or events in the text that you may be unfamiliar with. Re-read the text as you answer the close reading questions in the Touchstone template.
Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Origin and context
❒ Have you identified who wrote the text and when? Is he or she qualified to speak on the topic?
❒ Have you identified the events being discussed?
2. Meaning
❒ Have you identified the author’s main idea?
❒ Have you described what the text is generally about?
3. Argument
❒ Have you identified the author’s point of view? Are they trying to convince the reader of something?
❒ Have you identified the evidence used to support the argument?
4. Skills
❒ Have you explained ways in which agility or problem solving skills are being used?
To Prepare.
Debate very usefull for btech students .ppt
very usefull and very intelectual slideshare must read and plz do download it
By now, you should have a firm grasp of the existing conversation on.docx
By now, you should have a firm grasp of the existing conversation on your topic after having surveyed the field on your topic so as to narrow the who, what, where, when, and why/how, so that you can fully formulate your own ideas and develop an original complex claim with which to place yourself in the scholarly conversation on your topic.
Evaluating your working claim
As you draft your working claim, evaluate its efficacy. A strong claim will be:
• Contestable: Intentionally writing a claim that someone can disagree with
may seem counterintuitive, but consider that if no one could possibly disagree with what you’re arguing, there’s little point in writing about it. Being able to acknowledge and refute counterarguments will strengthen your claim, not weaken it.
o POOR: “Durham and Chapel Hill have much in common, although they are different in some ways.” Well, yeah, but who cares?
o BETTER: “Although Durham’s industrial past has created a more deeply troubled economic caste system than found in Chapel Hill, it has also created greater cultural diversity that is now helping to guide the city’s economic renewal.” There is certainly room for disagreement in this claim; as a result, it provides a much more interesting basis for discussion. The author is likely to support it more passionately than the first claim.
• Reasonable: While you want your claim to be contestable, you also want it to be reasonable. A claim can be radical, in the context of current dialogue on your topic, and still be reasonable if you have sufficient evidence to support it. Readers will recognize the difference between thoughtful, critical interpretations of evidence and contortions that twist evidence around to support an unreasonable claim.
• Specific: Broad claims are more difficult to support effectively than focused claims. Specific claims also tend to provide readers with more useful information than broad claims.
o POOR: “North Carolina apple farmers are responding to the current economic situation by finding new ways to generate income.”
o BETTER: “With hurricanes causing significant crop losses over the past decade, North Carolina apple farmers are increasingly relying on agrotourism to generate reliable supplemental income.”
• Significant: Consider the context of the course for which you are writing
your paper. Is your claim adding anything meaningful to the current dialogue surrounding your topic? Note that as you become more familiar with the concerns of a given topic or discipline, you will be able to contribute more significantly to the discussion.
• Interpretive: Does your claim offer an interpretation of evidence or does it simply describe a situation? If it describes a situation it is a claim of fact.
o POOR: “The United States is a federal system that divides governmental powers between national and state authorities.” Rather than offering an interpretation, this sentence describes an incontestable fact. While it may have truth value, it makes a poor th.
RequirementThis paper asks you to identify an argument’s cla.docx
Requirement
This paper asks you to identify an argument’s claim and reason. You will also need to explain the general context for the argument, the author’s purpose and audience and how you have been able to determine the context/audience/purpose based on clues from inside and outside of the text. It also asks you to describe the author’s (4) supporting evidence and (5) overall structure, and finally, evaluate the argument in terms of its purpose and audience.
Successful essays will include:
1. An introductory section that provides all the information the audience will need to understand your argument. This includes the topic of the writing project and your argument claim and reason about the author’s use of evidence and organization. Please read the sample paper 1 first, then following the paper format as sample paper 1 shows.
2. A statement of the claim/reason of “Students Have 'Dismaying' Inability To Tell Fake News From Real, Study Finds”
3. A discussion of the general context, author’s purpose and author’s audience, supported by evidence from inside or outside of the text
4. A description and evaluation of supporting evidence.
A. Do you find facts and evidence in the argument? Direct observation? Statistics? Interviews? Surveys? Primary sources such as eyewitness accounts? Secondary sources such as published research? Quotations from authorities? Hypothetical situations? Analogy? Allusion? Personal Experience?
5. A description and evaluation of the organizing structure. To evaluate the article’s structure, you may want to ask yourself these questions:
A. Is the information presented in a logical order? Does the author use chronological order, cause/effect, problem/solution, general to specific, or other ways of organizing information? Do those structures help make the argument more persuasive?
6. A conclusion that clarifies whether you believe the Camila Domonoske has written an effective argument based on the evidence and organization they chose to convince the audience of their purpose.
7. A “Works Cited” or “Reference” page.
Requirement
This paper asks you to
identify
an argument’s claim and reason. You will also need to
explain
the general context for the argument, the author’s purpose and audience and how you have been able to
determine the context/audience/purpose based on clues from inside and outside of the text. It also asks
you to
describe
the author’s (4) supporting evide
nce and (5) overall structure, and finally,
evaluate
the
argument in terms of its
purpose and audience.
Successful essays will include:
1.
An introductory section that provides all the information the audience will
need
to understand
your argument. This incl
udes the topic of the writing project and
your
argument claim and
reason about the author’s use of evidence and
organization.
Please read the sample paper 1
first, then following the paper format as sample paper 1 shows.
2.
A statement of the claim/reason of
“
...
UNST 107C Portland FRINQFall 2015SerbuloBolsterIn Defe.docx
UNST 107C: Portland FRINQ
Fall 2015
Serbulo/Bolster
In Defense of the River People: Closing Statement
In 1983, David Sohappy and his son went to trial, charged with illegally harvesting salmon from the Columbia River. In the U.S. legal process, criminal charges are presented to a jury (a panel of your citizen “peers”) by a prosecuting attorney who argues for the conviction of the defendant (the person facing charges). A defense attorney argues on the defendant’s behalf, questioning the validity of the evidence presented by the prosecutor and presenting evidence demonstrating the defendant’s innocence. The trial process can be compared to the structure of a research paper. In the introductory section, each attorney makes an opening statement that summarizes what the jury should expect to hear from their side. Then, in the “body” of the trial, each side presents its witnesses and evidence which the opposing side has an opportunity to rebut. Finally, in the “conclusion,” the attorneys present a summary of their arguments to the jury in a closing statement.
For this assignment, you will be an attorney defending (or prosecuting) the Sohappy family in the illegal fishing case. You will do research to collect evidence that shows that Sohappy was guilty or innocent of the charges (illegal fishing), organize your evidence into a coherent argument, and write a closing statement. In a closing statement, lawyers not only want to summarize the evidence presented that favored their side throughout the trial, but they also want to provide the jury with a plausible interpretation of how this evidence fits together, and why it demonstrates that the jury should consider the defendant guilty or not guilty.
Purpose: In this assignment, you will develop and practice four essential skills:
1. To understand how authors use sources to construct an argument
2. To learn how to gather information from primary (and secondary) sources for a specific purpose
3. To evaluate and organize the information you collected to form a coherent argument
4. To develop arguments based upon a comprehensive research process
Instructions:
Part I: Gather your initial evidence—As you watch the film, the River People, record any facts, statements, or quotes that support Sohappy’s guilt or innocence. You will collect your evidence on the attached worksheet. For each piece of evidence, record your source (who said it). Summarize the evidence in your own words whenever possible. If your piece of evidence is a quote, then you may want to copy it exactly, however, if you copy a quote directly from your source, be sure to put quotations marks (“quote”) around it. This way, when you write your paper, you will know which information is a direct quote and which is paraphrased, so you can accurately cite your information without committing plagiarism.
The worksheet is due in class on Monday, October 19th
Part II: Conduct a full investigation of relevant primary documen ...
HIS-FP1100HIS-FP1100Evaluating Historical Sources WorksheetUse
HIS-FP1100
HIS-FP1100Evaluating Historical Sources Worksheet
Use the four sources (two primary, two secondary) you located for this assessment to complete this worksheet. Your four sources should focus on one of two topics: facing economic change or engaging civil rights. For each source, first provide a formatted citation, as shown in the sample citation below. Double click into the citation box to type your citation. Then answer each question about that source. Respond to questions 3–8 in complete sentences.
Sample formatted citation:
DuBois, W. E. B. (1903). W. E. B. DuBois critiques Booker T. Washington. [Essay]. Retrieved from http://historymatters.gmu.edu/d/40
Citation for Source 1:
What type of source is this (primary or secondary)?
When was it written?
Why was it written?
What is the main idea or takeaway?
Was the writer present at the time of the events he or she was writing about?
Does the writer seem neutral? Why/why not?
What are some of the key facts presented?
Explain why this source is credible.
Citation for Source 2:
1. What type of source is this (primary or secondary)?
When was it written?
Why was it written?
What is the main idea or takeaway?
Was the writer present at the time of the events he or she was writing about?
Does the writer seem neutral? Why/why not?
What are some of the key facts presented?
Explain why this source is credible.
Citation for Source 3:
1. What type of source is this (primary or secondary)?
When was it written?
Why was it written?
What is the main idea or takeaway?
Was the writer present at the time of the events he or she was writing about?
Does the writer seem neutral? Why/why not?
What are some of the key facts presented?
Explain why this source is credible.
Citation for Source #4:
1. What type of source is this (primary or secondary)?
When was it written?
Why was it written?
What is the main idea or takeaway?
Was the writer present at the time of the events he or she was writing about?
Does the writer seem neutral? Why/why not?
What are some of the key facts presented?
Explain why this source is credible.
1
2
HIS-FP1100
HIS-FP1100Evaluating Historical Sources Worksheet
Use the four sources (two primary, two secondary) you located for this assessment to complete this worksheet. Your four sources should focus on one of two topics: facing economic change or engaging civil rights. For each source, first provide a formatted citation, as shown in the sample citation below. Double click into the citation box to type your citation. Then answer each question about that source. Respond to questions 3–8 in complete sentences.
Sample formatted citation:
DuBois, W. E. B. (1903). W. E. B. DuBois critiques Booker T. Washington. [Essay]. Retrieved from http://historymatters.gmu.edu/d/40
Citation for Source 1:
What type of source is this (primary or secondary)?
When was it written?
Why was it written?
What is the main idea or takeaway?
Was the writer ...
LING 281Template Sentences for Paper 1Templates for the au.docx
LING 281
Template Sentences for Paper 1
Templates for the author’s main claim and reason
· The author’s main claim is X.
· The author reasons that X, Y, and Z.
· The author provides the following reasons for his/her claim: X; Y; and Z.
· Two reasons are given in support by the author. First,.…Second,.…
Templates for audience discussion
· The author’s audience likely consists of…
· The readers of the text are probably…
· The author appears to write for…
· This is evident through the ways the author…
· It appears as if the audience is X because Y.
· I inferred who the readers of the text likely are from textual clues such as…
Templates for the author’s textual organization
· The author organizes his article by…
· After he does X, he then goes on to do Y.
· Next, in paragraphs 4-7, the author…
· Finally, in his last section, the author…
· Perhaps the author organized his text by
in order to
.
· The reason for this organization is likely because….
A Quote Sandwich Model
Model for a “Quote Sandwich”
A paragraph that uses a quote, paraphrase, or summary, needs an introduction into the textual support and an explanation why the textual support is relevant to your argument.
It can be set up as a sandwich:
Example: (from Susie Park, a student of LING 281, Spring 2017)
TOP ( At the end of the article, Nelson states,
MIDDLE ( “You are Feidin Santana. You are CNN,”
BOTTOM ( in order to make a connection to the allusion at the beginning of the article.
Ways authors organize information in texts
Analysis
Break the subject (an object, event, or concept) down into parts and explain the various parts.
“Why?” “How?” “So what?” “What if?”
What it might mean is, how it relates to what is known, the implications it offers, in other words, my point is, to put it another way,
Cause and Effect
Explain both events and ideas. The cause is the stimulus or reason for an event or idea. The effect is the result or consequence of the even or idea.
So, because, cause, comes from, due to, if, on account of, reasons, since, stems from, accordingly, according to affect, as a result, consequence, consequently, creates, effect, hence, leads to, result, then, therefore, thus
Compare and contrast
Compare two or more items by describing how they are similar; contrast two or more items by explaining their differences; or, provide both the similarities and the differences for a number of items.
Comparison: alike, as well as, both, similarly, likewise, in the same way, analogous to, correspondingly, identical, equivalent
Contrast: alternatively, although, but, contrast, conversely, despite, differs from, however, in contrast, less, more, on the contrary, on the other hand, still, unlike, -er suffix (e.g., higher, better, newer)
Concession/refutation
Offer the opposition’s viewpoint and then tell why it is incorrect/inadequate/unimportant
Author states . . .; however, . . . .
Author believes . . ., but . . . .
Critique
Point out both the good and .
Gathers Manifestoes and Analyzes the Arguments Used by the writers.pptx
Gathers Manifestoes and Analyzes the Arguments Used by the writers.pptx
Toulmin Model & Logical Syllogisms
(Text dense: meant to be read like a book chapter, for online courses) Break down and logic of the Toulmin model in relation to deductive reasoning/syllogisms.
Literature Review - Synthesis and Argumentation
In this ppt you will find Literature Review which covers Synthesis –Meaning, Process and Writing.
Argumentation – Criteria, Model and Structure.
Subscribe to Vision Academy
https://www.youtube.com/channel/UCjzpit_cXjdnzER_165mIiw
Mapping the IssueFor your Issue Proposal, you organized your
Mapping the Issue
For your Issue Proposal, you organized your preexisting knowledge on your issue and sketched a plan for research. You then compiled several sources and summarized their contents for your Annotated Bibliography. For this paper, you will map the controversy surrounding your issue by describing its history and summarizing at least three different positions on the issue — all from a completely neutral point of view. Your audience will be UTA students, faculty, and staff who read a (fictitious) UTA periodical that offers analysis and commentary about politics, news, and culture.
Before people can make an informed decision on a controversial issue, they must know the history of the controversy and the range of positions available. Major news organizations often in form their readers of public controversies by providing a neutral, unbiased description of an issue’s history and the main arguments made on all sides, and academic organizations often map field - specific controversies in order to provide researchers with a n overview of unsettled questions and unsolved problems.
Invention
In rhetorical studies, invention refers to the systematic search for ideas that can be shaped into an effective composition. (The term “prewriting” is sometimes used to refer to the concept of invention.) This section of the assignment, then, is designed to help you generate the required content for your Mapping paper.
Please note that the following steps are not intended to serve as an outline for your paper.
Rather, these steps will help you produce the “raw materials” that you will then refine into a well - organized paper, and these steps are likely to produce more material than you can actually use in the draft you submit to readers.
1.
Readers will need to have some background information on your issue in order to understand how the controversy reaches its current state. Draft answers to the following questions:
• What caused the issue?
• What prompted past and present interest in it?
• Who is interested in the issue and why?
2.
Readers w ill also want to know the current, major positions on the issue, so reflect on the titles in your Annotated Bibliography, draft descriptions of 3 - 5 different positions, and identify which articles in your bibliography advocate the positions you’ve described.
3.
Now that you’ve drafted descriptions of the background and major positions on your issue, draft a more detailed description of one position:
• What are the main claims of those who advocate this position?
• What reasons do they provide for those claims ?
• What evidence do they use to support their reasons?
• What assumptions underlie their arguments?
4.
Once you have described the position’s argumentative structure, summarize at least one source from your Annotated Bibliography that advocates this position.
5.
Repeat inventional steps three and four with a second position. Additionally, draft a ...
Part IFor Paper #4 you will write a researched argument essay .docx
Part I
For Paper #4 you will write a researched argument essay that addresses an issue related to the U.S. Judicial and/or prison system. Think about the documentary films we’ve watched (
Into the Abyss
, 13
th
,
The Farm
, etc.
)
, about any direct or indirect experiences you may have had, any discussions you may have engaged in (in personal as well as academic settings), any material you may have read (in and out of school) – including the readings I assigned. Decide on a topic that interests you, and devise a corresponding issue. The issue should be sufficiently complex – something debatable.
Your paper shall be 10 pages, typed, double-spaced. It shall include proper source citations (in-text citations, work cited page).
Follow these steps as you construct your paper:
1.
Read what experts have already said about the issue.
2.
Examine the various dimensions of the issue by analyzing and evaluating the experts’ arguments to determine which are the most convincing, which are reasonable but not terribly convincing, and which are flawed.
3.
Articulate a thesis expressing
your own position
.
4.
Discover solid reasons to support your thesis.
5.
Return to the sources (research) to extract evidence you will use to back up each of your reasons.
Ways to support your reasons:
§
Examples
--
·
Based on a similarity to something that happened in the past.
·
Based on a similar case.
·
Based on a hypothetical situation.
§
Relevant Information
–
·
Facts
·
Statistics
·
Points of interest
§
Statements, testimony, or other relevant information from acknowledged authorities
.
§
Personal experience (be sure the experience relates directly to the reason you are developing)
.
6.
Summarize alternative views and reasonable objections to your argument.
7.
Respond tactfully to these alternative views.
8.
Structure your essay (for this essay, I ask that you follow the following structure):
Introductory Section
·
Opener – Introduce the issue and invite your readers into the conversation.
·
Explanation and background – Familiarize your readers with the controversy. Give them the information they need to understand the issue at hand and make sense of the conversation.
·
Thesis – Give your stand on the issue – your main claim.
Body of the Essay
·
Alternative view on one aspect of the controversy
·
Your refutation of this view
·
Reason + evidence for your thesis
·
Alternative view on another aspect of the controversy
·
Your refutation of this view
·
Reason + evidence for your thesis
*(This pattern continues until you have covered all the aspects of the issue you have chosen to focus on.)
Conclusion
·
Recap of the argument
·
Final statement of argument/final assessment of main issue and claim
Part II
Visual Essay – Select 5 images that represent your perception of the U. S. Judicial and/or prison system. Assemble these into a 1-page collage. Accompany your collage of images wi.
kim woods Introduction & Concepts The very idea of the moder.docx
kim woods
Introduction & Concepts:
The very idea of the “modern world” is complex; in fact, it is impossible to describe and fully comprehend the multitude of people, ideas, and events that defined modern world history. But, by channeling this multitude into broad categories and identifying themes or issues that different people, ideas, and events shared in common, we can make sense of an otherwise chaotic mass of information.
One main idea that many people in the modern world embraced was “freedom.” However, different people defined “freedom” in different ways in various times and places. Our job as historians is to understand what freedom meant to people in the past and to describe the ways they sought to gain or keep their liberty—or the ways in which some people or groups restricted the freedom of others. To aid you in this effort, think about the following four types of freedom and how the material from HIS 11 might relate to each one:
Freedom of Action (to do what you want)
Freedom of Conscience (to say or think what you want)
Freedom of Association (to have the friends or allies you want)
Economic Freedom (to choose how you work and what you buy)
Project Assignment:
Your project this semester is to trace the way
one (1)
of these four types of freedom developed, changed, and affected the lives of people and/or the shapes of societies over the span of the modern era. During the semester, you will write a series of essays (one short Response Paper and the Midterm Exam), which will help you develop your ideas about freedom and relate them to different historical examples. The last essay will be a
4-6 page paper
due by 11:59 PM
on December 4 2016
. All essays except the Midterm should be typed, double-spaced, in 12-point Times New Roman font, and turned in through SafeAssign on Blackboard.
Your semester project paper
must
contain the following elements:
A clear and concise thesis statement
Clearly identified sources of information (in footnotes or MLA citations)
Multiple historical examples that support your thesis
Your
thesis
will come from the following process:
Identify
one
of the four (4) types of freedom above that will be the theme of your project. (You will inform me of your choice in your first response paper.)
Choose three (3) major events, subjects, or historical figures covered in the course materials this semester that you think relate to your chosen type of freedom. Each historical example should come from a different one of the ten units listed on the syllabus. In other words,
each example should cover a different place and time
—
do not
draw all of your examples from a single historical period or location.
Select three (3) primary sources from the documents listed on the HIS 11 Syllabus—one related to
each
example you chose above.
Your
thesis
should then address the following questions:
Comparing and contrasting your historical examples and documents, do they show
change
or
continuity
in the .
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.
You have now carefully read and discussed the following readings.docx
You have now carefully read and discussed the following readings: William Portier, Ch. 1 “The Great Questions” and Ch. 3, “Religion” from
Tradition and Incarnation
; Steven Prothero, Introduction from
God Is Not One
; and the Vatican II document,
Nostra Aetate
. In this first written reflection, you are going to bring these various perspectives into dialogue.
This assignment must take the form of a paper. The length should be
at least
2-3 pages but no longer than 5 pages. The paper must be typed, using Times Roman 12 pt font, double spaces, one inch margins. It should be submitted as a hard copy in class on the due date
and
be submitted to Turn-it-in via Isidore.
The paper must address the following questions/prompts and be clearly based on the material covered thus far in class. You may need more than one paragraph to answer each part adequately. Cite all sources accurately.
Before you write, think about how each source (William Portier, Stephen Prothero, and the Catholic Church) understands “religion” (the purposes, starting points, and definitions of religion, etc…)
The paper itself with address the following four questions:
First,
what are some of the most important similarities between how each of our sources understand religion? (Its purposes, starting points, definition, etc…)
Second,
what are some of the most significant differences between our sources’ understandings about religion?
Third,
given these similarities and differences, describe two possible approaches one might take to the study of religion. For each approach, describe what one might learn about religion from that approach. The approaches may be taken directly from a reading as long as you cite your source and are able to say why that approach makes sense. You are encouraged to offer an approach that combines what is found in the readings.
Fourth
, what questions does thinking about these various perspectives on religion and approaches to the study of religion raise that require further study.
Grading criteria
Use of Sources: Inclusion of all four readings, accurate accounts of the content of each reading, and the
proper citation
of your sources.
This is
not a research paper
. You should not need any additional sources beyond what we have read in class.
Content: Responses to each of the questions/prompts that demonstrate critical reflection on course material and class discussion. “Critical” here means being able to make distinctions that help you to compare and contrast the various ideas. Responses to each of the questions/prompts that demonstrate creative reflection on course material and class discussion. “Creative” here means bringing these various perspectives into conversation in ways that further our understanding of the study of religion.
Structure: Clear Introduction, Body, and Conclusion that helps address the prompts
Grammar and Mechanics - Clarity and quality of writing, proper format, proper use of grammar, correct spelling ...
HI, Im taking a speach class and this assingment is an essay and th.docx
HI, I'm taking a speach class and this assingment is an essay and the pint of this essay is
to illustrate culture(s) and/or subcultures and the impact on one’s communication and perception.
+++ please read the prompt that I attached in the attachments to follow the requierment that the teacher asked for. the essay must be 5 pages. the references should be in separate paper ( total of 6 pages with the cites/references).
.
Hi,Hope all is well. Can you please complete questions send via.docx
Hi,
Hope all is well. Can you please complete questions send via message? Word count should be no less than 125 words each to include in-text citatiions and references from reputable sources such as US Department of Labor and Equal Employment Opportunity Commission. The questions are due April 16, 2015, no later than 6:00 p.m. MST.
Thanks.
.
Hi,can you please do essay for me,,the essay is going to be.docx
Hi,
can you please do essay for me,,
the essay is going to be
Compare the depictions of families in 3 stories.
Discuss the the Parent /Child / Relationship in at least 3 stories / works.
The Stories are:
1-
Everyday Use
2-
A Primer for the Punctuation of Heart Disease
3-
A Good Man is Hard to Find
Thank you..
.
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RequirementThis paper asks you to identify an argument’s cla.docx
Requirement
This paper asks you to identify an argument’s claim and reason. You will also need to explain the general context for the argument, the author’s purpose and audience and how you have been able to determine the context/audience/purpose based on clues from inside and outside of the text. It also asks you to describe the author’s (4) supporting evidence and (5) overall structure, and finally, evaluate the argument in terms of its purpose and audience.
Successful essays will include:
1. An introductory section that provides all the information the audience will need to understand your argument. This includes the topic of the writing project and your argument claim and reason about the author’s use of evidence and organization. Please read the sample paper 1 first, then following the paper format as sample paper 1 shows.
2. A statement of the claim/reason of “Students Have 'Dismaying' Inability To Tell Fake News From Real, Study Finds”
3. A discussion of the general context, author’s purpose and author’s audience, supported by evidence from inside or outside of the text
4. A description and evaluation of supporting evidence.
A. Do you find facts and evidence in the argument? Direct observation? Statistics? Interviews? Surveys? Primary sources such as eyewitness accounts? Secondary sources such as published research? Quotations from authorities? Hypothetical situations? Analogy? Allusion? Personal Experience?
5. A description and evaluation of the organizing structure. To evaluate the article’s structure, you may want to ask yourself these questions:
A. Is the information presented in a logical order? Does the author use chronological order, cause/effect, problem/solution, general to specific, or other ways of organizing information? Do those structures help make the argument more persuasive?
6. A conclusion that clarifies whether you believe the Camila Domonoske has written an effective argument based on the evidence and organization they chose to convince the audience of their purpose.
7. A “Works Cited” or “Reference” page.
Requirement
This paper asks you to
identify
an argument’s claim and reason. You will also need to
explain
the general context for the argument, the author’s purpose and audience and how you have been able to
determine the context/audience/purpose based on clues from inside and outside of the text. It also asks
you to
describe
the author’s (4) supporting evide
nce and (5) overall structure, and finally,
evaluate
the
argument in terms of its
purpose and audience.
Successful essays will include:
1.
An introductory section that provides all the information the audience will
need
to understand
your argument. This incl
udes the topic of the writing project and
your
argument claim and
reason about the author’s use of evidence and
organization.
Please read the sample paper 1
first, then following the paper format as sample paper 1 shows.
2.
A statement of the claim/reason of
“
...
UNST 107C Portland FRINQFall 2015SerbuloBolsterIn Defe.docx
UNST 107C: Portland FRINQ
Fall 2015
Serbulo/Bolster
In Defense of the River People: Closing Statement
In 1983, David Sohappy and his son went to trial, charged with illegally harvesting salmon from the Columbia River. In the U.S. legal process, criminal charges are presented to a jury (a panel of your citizen “peers”) by a prosecuting attorney who argues for the conviction of the defendant (the person facing charges). A defense attorney argues on the defendant’s behalf, questioning the validity of the evidence presented by the prosecutor and presenting evidence demonstrating the defendant’s innocence. The trial process can be compared to the structure of a research paper. In the introductory section, each attorney makes an opening statement that summarizes what the jury should expect to hear from their side. Then, in the “body” of the trial, each side presents its witnesses and evidence which the opposing side has an opportunity to rebut. Finally, in the “conclusion,” the attorneys present a summary of their arguments to the jury in a closing statement.
For this assignment, you will be an attorney defending (or prosecuting) the Sohappy family in the illegal fishing case. You will do research to collect evidence that shows that Sohappy was guilty or innocent of the charges (illegal fishing), organize your evidence into a coherent argument, and write a closing statement. In a closing statement, lawyers not only want to summarize the evidence presented that favored their side throughout the trial, but they also want to provide the jury with a plausible interpretation of how this evidence fits together, and why it demonstrates that the jury should consider the defendant guilty or not guilty.
Purpose: In this assignment, you will develop and practice four essential skills:
1. To understand how authors use sources to construct an argument
2. To learn how to gather information from primary (and secondary) sources for a specific purpose
3. To evaluate and organize the information you collected to form a coherent argument
4. To develop arguments based upon a comprehensive research process
Instructions:
Part I: Gather your initial evidence—As you watch the film, the River People, record any facts, statements, or quotes that support Sohappy’s guilt or innocence. You will collect your evidence on the attached worksheet. For each piece of evidence, record your source (who said it). Summarize the evidence in your own words whenever possible. If your piece of evidence is a quote, then you may want to copy it exactly, however, if you copy a quote directly from your source, be sure to put quotations marks (“quote”) around it. This way, when you write your paper, you will know which information is a direct quote and which is paraphrased, so you can accurately cite your information without committing plagiarism.
The worksheet is due in class on Monday, October 19th
Part II: Conduct a full investigation of relevant primary documen ...
HIS-FP1100HIS-FP1100Evaluating Historical Sources WorksheetUse
HIS-FP1100
HIS-FP1100Evaluating Historical Sources Worksheet
Use the four sources (two primary, two secondary) you located for this assessment to complete this worksheet. Your four sources should focus on one of two topics: facing economic change or engaging civil rights. For each source, first provide a formatted citation, as shown in the sample citation below. Double click into the citation box to type your citation. Then answer each question about that source. Respond to questions 3–8 in complete sentences.
Sample formatted citation:
DuBois, W. E. B. (1903). W. E. B. DuBois critiques Booker T. Washington. [Essay]. Retrieved from http://historymatters.gmu.edu/d/40
Citation for Source 1:
What type of source is this (primary or secondary)?
When was it written?
Why was it written?
What is the main idea or takeaway?
Was the writer present at the time of the events he or she was writing about?
Does the writer seem neutral? Why/why not?
What are some of the key facts presented?
Explain why this source is credible.
Citation for Source 2:
1. What type of source is this (primary or secondary)?
When was it written?
Why was it written?
What is the main idea or takeaway?
Was the writer present at the time of the events he or she was writing about?
Does the writer seem neutral? Why/why not?
What are some of the key facts presented?
Explain why this source is credible.
Citation for Source 3:
1. What type of source is this (primary or secondary)?
When was it written?
Why was it written?
What is the main idea or takeaway?
Was the writer present at the time of the events he or she was writing about?
Does the writer seem neutral? Why/why not?
What are some of the key facts presented?
Explain why this source is credible.
Citation for Source #4:
1. What type of source is this (primary or secondary)?
When was it written?
Why was it written?
What is the main idea or takeaway?
Was the writer present at the time of the events he or she was writing about?
Does the writer seem neutral? Why/why not?
What are some of the key facts presented?
Explain why this source is credible.
1
2
HIS-FP1100
HIS-FP1100Evaluating Historical Sources Worksheet
Use the four sources (two primary, two secondary) you located for this assessment to complete this worksheet. Your four sources should focus on one of two topics: facing economic change or engaging civil rights. For each source, first provide a formatted citation, as shown in the sample citation below. Double click into the citation box to type your citation. Then answer each question about that source. Respond to questions 3–8 in complete sentences.
Sample formatted citation:
DuBois, W. E. B. (1903). W. E. B. DuBois critiques Booker T. Washington. [Essay]. Retrieved from http://historymatters.gmu.edu/d/40
Citation for Source 1:
What type of source is this (primary or secondary)?
When was it written?
Why was it written?
What is the main idea or takeaway?
Was the writer ...
LING 281Template Sentences for Paper 1Templates for the au.docx
LING 281
Template Sentences for Paper 1
Templates for the author’s main claim and reason
· The author’s main claim is X.
· The author reasons that X, Y, and Z.
· The author provides the following reasons for his/her claim: X; Y; and Z.
· Two reasons are given in support by the author. First,.…Second,.…
Templates for audience discussion
· The author’s audience likely consists of…
· The readers of the text are probably…
· The author appears to write for…
· This is evident through the ways the author…
· It appears as if the audience is X because Y.
· I inferred who the readers of the text likely are from textual clues such as…
Templates for the author’s textual organization
· The author organizes his article by…
· After he does X, he then goes on to do Y.
· Next, in paragraphs 4-7, the author…
· Finally, in his last section, the author…
· Perhaps the author organized his text by
in order to
.
· The reason for this organization is likely because….
A Quote Sandwich Model
Model for a “Quote Sandwich”
A paragraph that uses a quote, paraphrase, or summary, needs an introduction into the textual support and an explanation why the textual support is relevant to your argument.
It can be set up as a sandwich:
Example: (from Susie Park, a student of LING 281, Spring 2017)
TOP ( At the end of the article, Nelson states,
MIDDLE ( “You are Feidin Santana. You are CNN,”
BOTTOM ( in order to make a connection to the allusion at the beginning of the article.
Ways authors organize information in texts
Analysis
Break the subject (an object, event, or concept) down into parts and explain the various parts.
“Why?” “How?” “So what?” “What if?”
What it might mean is, how it relates to what is known, the implications it offers, in other words, my point is, to put it another way,
Cause and Effect
Explain both events and ideas. The cause is the stimulus or reason for an event or idea. The effect is the result or consequence of the even or idea.
So, because, cause, comes from, due to, if, on account of, reasons, since, stems from, accordingly, according to affect, as a result, consequence, consequently, creates, effect, hence, leads to, result, then, therefore, thus
Compare and contrast
Compare two or more items by describing how they are similar; contrast two or more items by explaining their differences; or, provide both the similarities and the differences for a number of items.
Comparison: alike, as well as, both, similarly, likewise, in the same way, analogous to, correspondingly, identical, equivalent
Contrast: alternatively, although, but, contrast, conversely, despite, differs from, however, in contrast, less, more, on the contrary, on the other hand, still, unlike, -er suffix (e.g., higher, better, newer)
Concession/refutation
Offer the opposition’s viewpoint and then tell why it is incorrect/inadequate/unimportant
Author states . . .; however, . . . .
Author believes . . ., but . . . .
Critique
Point out both the good and .
Gathers Manifestoes and Analyzes the Arguments Used by the writers.pptx
Gathers Manifestoes and Analyzes the Arguments Used by the writers.pptx
Toulmin Model & Logical Syllogisms
(Text dense: meant to be read like a book chapter, for online courses) Break down and logic of the Toulmin model in relation to deductive reasoning/syllogisms.
Literature Review - Synthesis and Argumentation
In this ppt you will find Literature Review which covers Synthesis –Meaning, Process and Writing.
Argumentation – Criteria, Model and Structure.
Subscribe to Vision Academy
https://www.youtube.com/channel/UCjzpit_cXjdnzER_165mIiw
Mapping the IssueFor your Issue Proposal, you organized your
Mapping the Issue
For your Issue Proposal, you organized your preexisting knowledge on your issue and sketched a plan for research. You then compiled several sources and summarized their contents for your Annotated Bibliography. For this paper, you will map the controversy surrounding your issue by describing its history and summarizing at least three different positions on the issue — all from a completely neutral point of view. Your audience will be UTA students, faculty, and staff who read a (fictitious) UTA periodical that offers analysis and commentary about politics, news, and culture.
Before people can make an informed decision on a controversial issue, they must know the history of the controversy and the range of positions available. Major news organizations often in form their readers of public controversies by providing a neutral, unbiased description of an issue’s history and the main arguments made on all sides, and academic organizations often map field - specific controversies in order to provide researchers with a n overview of unsettled questions and unsolved problems.
Invention
In rhetorical studies, invention refers to the systematic search for ideas that can be shaped into an effective composition. (The term “prewriting” is sometimes used to refer to the concept of invention.) This section of the assignment, then, is designed to help you generate the required content for your Mapping paper.
Please note that the following steps are not intended to serve as an outline for your paper.
Rather, these steps will help you produce the “raw materials” that you will then refine into a well - organized paper, and these steps are likely to produce more material than you can actually use in the draft you submit to readers.
1.
Readers will need to have some background information on your issue in order to understand how the controversy reaches its current state. Draft answers to the following questions:
• What caused the issue?
• What prompted past and present interest in it?
• Who is interested in the issue and why?
2.
Readers w ill also want to know the current, major positions on the issue, so reflect on the titles in your Annotated Bibliography, draft descriptions of 3 - 5 different positions, and identify which articles in your bibliography advocate the positions you’ve described.
3.
Now that you’ve drafted descriptions of the background and major positions on your issue, draft a more detailed description of one position:
• What are the main claims of those who advocate this position?
• What reasons do they provide for those claims ?
• What evidence do they use to support their reasons?
• What assumptions underlie their arguments?
4.
Once you have described the position’s argumentative structure, summarize at least one source from your Annotated Bibliography that advocates this position.
5.
Repeat inventional steps three and four with a second position. Additionally, draft a ...
Part IFor Paper #4 you will write a researched argument essay .docx
Part I
For Paper #4 you will write a researched argument essay that addresses an issue related to the U.S. Judicial and/or prison system. Think about the documentary films we’ve watched (
Into the Abyss
, 13
th
,
The Farm
, etc.
)
, about any direct or indirect experiences you may have had, any discussions you may have engaged in (in personal as well as academic settings), any material you may have read (in and out of school) – including the readings I assigned. Decide on a topic that interests you, and devise a corresponding issue. The issue should be sufficiently complex – something debatable.
Your paper shall be 10 pages, typed, double-spaced. It shall include proper source citations (in-text citations, work cited page).
Follow these steps as you construct your paper:
1.
Read what experts have already said about the issue.
2.
Examine the various dimensions of the issue by analyzing and evaluating the experts’ arguments to determine which are the most convincing, which are reasonable but not terribly convincing, and which are flawed.
3.
Articulate a thesis expressing
your own position
.
4.
Discover solid reasons to support your thesis.
5.
Return to the sources (research) to extract evidence you will use to back up each of your reasons.
Ways to support your reasons:
§
Examples
--
·
Based on a similarity to something that happened in the past.
·
Based on a similar case.
·
Based on a hypothetical situation.
§
Relevant Information
–
·
Facts
·
Statistics
·
Points of interest
§
Statements, testimony, or other relevant information from acknowledged authorities
.
§
Personal experience (be sure the experience relates directly to the reason you are developing)
.
6.
Summarize alternative views and reasonable objections to your argument.
7.
Respond tactfully to these alternative views.
8.
Structure your essay (for this essay, I ask that you follow the following structure):
Introductory Section
·
Opener – Introduce the issue and invite your readers into the conversation.
·
Explanation and background – Familiarize your readers with the controversy. Give them the information they need to understand the issue at hand and make sense of the conversation.
·
Thesis – Give your stand on the issue – your main claim.
Body of the Essay
·
Alternative view on one aspect of the controversy
·
Your refutation of this view
·
Reason + evidence for your thesis
·
Alternative view on another aspect of the controversy
·
Your refutation of this view
·
Reason + evidence for your thesis
*(This pattern continues until you have covered all the aspects of the issue you have chosen to focus on.)
Conclusion
·
Recap of the argument
·
Final statement of argument/final assessment of main issue and claim
Part II
Visual Essay – Select 5 images that represent your perception of the U. S. Judicial and/or prison system. Assemble these into a 1-page collage. Accompany your collage of images wi.
kim woods Introduction & Concepts The very idea of the moder.docx
kim woods
Introduction & Concepts:
The very idea of the “modern world” is complex; in fact, it is impossible to describe and fully comprehend the multitude of people, ideas, and events that defined modern world history. But, by channeling this multitude into broad categories and identifying themes or issues that different people, ideas, and events shared in common, we can make sense of an otherwise chaotic mass of information.
One main idea that many people in the modern world embraced was “freedom.” However, different people defined “freedom” in different ways in various times and places. Our job as historians is to understand what freedom meant to people in the past and to describe the ways they sought to gain or keep their liberty—or the ways in which some people or groups restricted the freedom of others. To aid you in this effort, think about the following four types of freedom and how the material from HIS 11 might relate to each one:
Freedom of Action (to do what you want)
Freedom of Conscience (to say or think what you want)
Freedom of Association (to have the friends or allies you want)
Economic Freedom (to choose how you work and what you buy)
Project Assignment:
Your project this semester is to trace the way
one (1)
of these four types of freedom developed, changed, and affected the lives of people and/or the shapes of societies over the span of the modern era. During the semester, you will write a series of essays (one short Response Paper and the Midterm Exam), which will help you develop your ideas about freedom and relate them to different historical examples. The last essay will be a
4-6 page paper
due by 11:59 PM
on December 4 2016
. All essays except the Midterm should be typed, double-spaced, in 12-point Times New Roman font, and turned in through SafeAssign on Blackboard.
Your semester project paper
must
contain the following elements:
A clear and concise thesis statement
Clearly identified sources of information (in footnotes or MLA citations)
Multiple historical examples that support your thesis
Your
thesis
will come from the following process:
Identify
one
of the four (4) types of freedom above that will be the theme of your project. (You will inform me of your choice in your first response paper.)
Choose three (3) major events, subjects, or historical figures covered in the course materials this semester that you think relate to your chosen type of freedom. Each historical example should come from a different one of the ten units listed on the syllabus. In other words,
each example should cover a different place and time
—
do not
draw all of your examples from a single historical period or location.
Select three (3) primary sources from the documents listed on the HIS 11 Syllabus—one related to
each
example you chose above.
Your
thesis
should then address the following questions:
Comparing and contrasting your historical examples and documents, do they show
change
or
continuity
in the .
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.
You have now carefully read and discussed the following readings.docx
You have now carefully read and discussed the following readings: William Portier, Ch. 1 “The Great Questions” and Ch. 3, “Religion” from
Tradition and Incarnation
; Steven Prothero, Introduction from
God Is Not One
; and the Vatican II document,
Nostra Aetate
. In this first written reflection, you are going to bring these various perspectives into dialogue.
This assignment must take the form of a paper. The length should be
at least
2-3 pages but no longer than 5 pages. The paper must be typed, using Times Roman 12 pt font, double spaces, one inch margins. It should be submitted as a hard copy in class on the due date
and
be submitted to Turn-it-in via Isidore.
The paper must address the following questions/prompts and be clearly based on the material covered thus far in class. You may need more than one paragraph to answer each part adequately. Cite all sources accurately.
Before you write, think about how each source (William Portier, Stephen Prothero, and the Catholic Church) understands “religion” (the purposes, starting points, and definitions of religion, etc…)
The paper itself with address the following four questions:
First,
what are some of the most important similarities between how each of our sources understand religion? (Its purposes, starting points, definition, etc…)
Second,
what are some of the most significant differences between our sources’ understandings about religion?
Third,
given these similarities and differences, describe two possible approaches one might take to the study of religion. For each approach, describe what one might learn about religion from that approach. The approaches may be taken directly from a reading as long as you cite your source and are able to say why that approach makes sense. You are encouraged to offer an approach that combines what is found in the readings.
Fourth
, what questions does thinking about these various perspectives on religion and approaches to the study of religion raise that require further study.
Grading criteria
Use of Sources: Inclusion of all four readings, accurate accounts of the content of each reading, and the
proper citation
of your sources.
This is
not a research paper
. You should not need any additional sources beyond what we have read in class.
Content: Responses to each of the questions/prompts that demonstrate critical reflection on course material and class discussion. “Critical” here means being able to make distinctions that help you to compare and contrast the various ideas. Responses to each of the questions/prompts that demonstrate creative reflection on course material and class discussion. “Creative” here means bringing these various perspectives into conversation in ways that further our understanding of the study of religion.
Structure: Clear Introduction, Body, and Conclusion that helps address the prompts
Grammar and Mechanics - Clarity and quality of writing, proper format, proper use of grammar, correct spelling ...
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I have a final presentation that can cover any of
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● Java 17 Upgrade Overview
● Why and by when do customers need to upgrade to Java 17?
● Is there any immediate impact to upgrading to Mule Runtime 4.6 and beyond?
● Which MuleSoft products are in scope?
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/
YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Shyam Raj Prasad-
https://www.linkedin.com/in/shyam-raj-prasad/
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