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I have an essay outline to due tommorrow monday, i need this done by monday 2:00 pm 4. When asked to describe the elements of their culture, Canadians are often at a loss. Discuss some of the possible reasons for this and what you consider to be some of the key and distinctive elements of Canadian culture. [Hints: How would you define the term “culture”? What kinds of things are viewed as 'Canadian' (who says they are)? When did they become identified with Canada and why? (e.g.: the beaver and hockey have a much different background than 'multiculturalism' and 'peacekeeping'.)] Instructions: The outline for the first term paper is due in tutorial in Week 6 (October 17). The outline will be 3 pages in length and include: a clear thesis statement on the subject of the paper; a detailed description of the different sections or components of the work; an annotated bibliography of possible sources for the paper. The thesis statement and description of the paper should be 250-300 words in length. Papers must be based upon at least 5 sources and include references from: a scholarly book (not a text book), a journal article, and a credible web based source. Annotations for each source should be 50-75 words in length. Late paper penalty : 1% or 1 mark per day (to be deducted after the outline is graded). Late assignments will not be accepted. But in extenuating circumstances, extensions may be awarded at the discretion of the T.A.. Students who do not submit term paper outlines will not receive a grade for their term paper. Grading Dimensions* Some of the dimensions upon which your paper will be graded are: CONTENT: (Is it framed in ways that are relevant to course themes? Does it use of appropriate sources, including outside sources and course readings?) DISCUSSION/ARGUMENT: (Do you present a coherent discussion/argument? Is it consistent with, and supported by, your evidence? Is it logically consistent? Does it take into account other major perspectives/counter arguments?) ORGANIZATION: (Is there a clear introduction, setting out the central topic(s) or question(s), and how you will proceed to address them? Is there systematic exposition of ideas, not straying from the topic, and leading to a conclusion?) STYLE: (Grammar, literacy; intelligibility of expression; acknowledgment of sources; consistent footnote and bibliography style.) *Taken from Professor Robert Hackett’s grading sheet. .
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![I have an essay outline to due tommorrow monday, i need this
done by monday 2:00 pm
4. When asked to describe the elements of their culture,
Canadians are often at a loss. Discuss some of the possible
reasons for this and what you consider to be some of the key
and distinctive elements of Canadian culture. [Hints: How
would you define the term “culture”? What kinds of things are
viewed as 'Canadian' (who says they are)? When did they
become identified with Canada and why? (e.g.: the beaver and
hockey have a much different background than
'multiculturalism' and 'peacekeeping'.)]
Instructions: The outline for the first term paper is due in
tutorial in Week 6 (October 17). The outline will be 3 pages in
length and include: a clear thesis statement on the subject of the
paper; a detailed description of the different sections or
components of the work; an annotated bibliography of possible
sources for the paper. The thesis statement and description of
the paper should be 250-300 words in length. Papers must be
based upon at least 5 sources and include references from: a
scholarly book (not a text book), a journal article, and a
credible web based source. Annotations for each source should
be 50-75 words in length.
Late paper penalty
: 1% or 1 mark per day (to be deducted after the outline is
graded). Late assignments will not be accepted. But in
extenuating circumstances, extensions may be awarded at the
discretion of the T.A..
Students who do not submit term paper outlines will not receive
a grade for their term paper.
Grading Dimensions*
Some of the dimensions upon which your paper will be graded
are:](https://image.slidesharecdn.com/ihaveanessayoutlinetoduetommorrowmondayineedthisdoneby-221121060406-02f4dbff/85/I-have-an-essay-outline-to-due-tommorrow-monday-i-need-this-done-by-docx-1-320.jpg)
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ANTH1-UC 5012 World Cultures Middle East, Spring 2020PAPE.docx
ANTH1-UC 5012 World Cultures: Middle East, Spring 2020
PAPER ASSIGNMENT and RUBRIC
Final Paper: You will write a research paper on the on the question of “What are the positive aspects about the Middle East that should be taught in the U.S (in colleges and high-schools) in order to change the misperceptions regarding the Middle East, Islam, and people from the region in general.” You can use personal examples, anecdotes, or do some ethnographic research for this assignment. The final analytical paper, 15 pages with citations, will represent the culmination of your research. It has to have a separate citation section, use any style you pick such as APA, MLA, Chicago, etc. Final paper grade within a category will depend on a combination of the factors listed in the rubric. The submission deadline is May 14th, 2020 at 3pm via email to [email protected] as an attachment. I will not accept any submission after that time."
Grading Criteria:
Each quote from the readings, class discussions, presentations, and readings and other class materials will give you 2 points out of a 100. The more you demonstrate you grasped the issues, terms, and concepts we covered in class the closer you will get to a full grade. Your paper’s grade within a category will depend on a combination of the factors listed below:
A (90-100)
1. Fully addresses the question or assigned/selected topic;
2. Explains and defends the central position in an orderly, logical way, making clear the writer’s reasoning and the relation among the writer’s ideas;
3. Draws on appropriate material from readings and lectures to support conclusions and debatable assertions;
4. Shows an appreciation for the complexity of the subject.
B (80-90)
1. Addresses the question or assigned topic in nearly all respects;
2. Articulates a clear position on the question(s) addressed;
3. Focuses on the central issue most of the time, but strays a little from the focus;
4. Explains and defends the writer’s position in an orderly, logical way, but leaves some reasoning or ideas needing further development or clarification;
5. Draws on appropriate material from readings and lectures to support some conclusions and assertions, but leaves some conclusions or assertions needing more support.
C (70-80)
1. Addresses the question or assigned topic in general but omits important issues;
2. Does not articulate a clear position on the principal question(s) or topic;
3. Strays from the topic or principal question(s) to discuss immaterial subjects;
4. Imposes some order on the presentation but does not make the relation among ideas and facts clear enough to be coherent;
5. Presents some evidence from readings or lectures to support conclusions, but leaves significant gaps;
6. Does not show awareness of the complexity of the subject; oversimplifies or relies significantly on self-evident statements;
7. Contains factual errors.
D (50-70)
1. Fails to address a substantial portion of the question or assigned topic;
2. Arti.
ANTH1-UC 5012 World Cultures Middle East, Spring 2020PAPE.docx
ANTH1-UC 5012 World Cultures: Middle East, Spring 2020
PAPER ASSIGNMENT and RUBRIC
Final Paper: You will write a research paper on the on the question of “What are the positive aspects about the Middle East that should be taught in the U.S (in colleges and high-schools) in order to change the misperceptions regarding the Middle East, Islam, and people from the region in general.” You can use personal examples, anecdotes, or do some ethnographic research for this assignment. The final analytical paper, 15 pages with citations, will represent the culmination of your research. It has to have a separate citation section, use any style you pick such as APA, MLA, Chicago, etc. Final paper grade within a category will depend on a combination of the factors listed in the rubric. The submission deadline is May 14th, 2020 at 3pm via email to [email protected] as an attachment. I will not accept any submission after that time."
Grading Criteria:
Each quote from the readings, class discussions, presentations, and readings and other class materials will give you 2 points out of a 100. The more you demonstrate you grasped the issues, terms, and concepts we covered in class the closer you will get to a full grade. Your paper’s grade within a category will depend on a combination of the factors listed below:
A (90-100)
1. Fully addresses the question or assigned/selected topic;
2. Explains and defends the central position in an orderly, logical way, making clear the writer’s reasoning and the relation among the writer’s ideas;
3. Draws on appropriate material from readings and lectures to support conclusions and debatable assertions;
4. Shows an appreciation for the complexity of the subject.
B (80-90)
1. Addresses the question or assigned topic in nearly all respects;
2. Articulates a clear position on the question(s) addressed;
3. Focuses on the central issue most of the time, but strays a little from the focus;
4. Explains and defends the writer’s position in an orderly, logical way, but leaves some reasoning or ideas needing further development or clarification;
5. Draws on appropriate material from readings and lectures to support some conclusions and assertions, but leaves some conclusions or assertions needing more support.
C (70-80)
1. Addresses the question or assigned topic in general but omits important issues;
2. Does not articulate a clear position on the principal question(s) or topic;
3. Strays from the topic or principal question(s) to discuss immaterial subjects;
4. Imposes some order on the presentation but does not make the relation among ideas and facts clear enough to be coherent;
5. Presents some evidence from readings or lectures to support conclusions, but leaves significant gaps;
6. Does not show awareness of the complexity of the subject; oversimplifies or relies significantly on self-evident statements;
7. Contains factual errors.
D (50-70)
1. Fails to address a substantial portion of the question or assigned topic;
2. Arti.
ENGL 1008 Formal writing assignmentsSequenced writingThe fo.docx
ENGL 1008 Formal writing assignments:
Sequenced writing
The following assignments constitute a sequenced writing project for which you will write all five assignments on the same subject over the course of the semester. The idea of a series of assignments forming a sequenced writing project grows from the belief that students develop their writing skills best when each writing assignment they do can build quite directly on the experience and knowledge gained from completing the previous writing assignments.
In the sequenced writing project, you may write on any topic you wish with my approval. However, to do the sequenced writing project, you must select a topic that meets three requirements.
1. You must feel very interested in the topic and want to learn more about it, since you will spend much of the semester writing several assignments on the same subject.
2. You must already have had some personal experience with the topic you will write on.
3. This must be a topic that will allow you to do all parts (the Personal Essay, a research proposal, an annotated bibliography, and a final research paper) of the project.
Here are some examples of topics students have written on and their personal experience with their topics:
· state of research in hepatitis C: the student's brother was infected,
· corruption in India: the student's uncle had to pay huge bribes to have his factory certified after inspections,
· political situation with India and Pakistan (over Kashmir): two of students' family members were serving in the Indian military in Kashmir,
· "food combining" diet program: the student's father made her go on this diet, after she gained 10lbs in her first year in the US,
· AIDS causes/treatments: the student's cousin was infected and ostracized by his friends,
· educational tracking system in Singapore: the student graduated from highest track with friends in lower tracks,
· political struggles in Columbia: the student's family was very involved in politics and his best friend had been kidnapped by one of the factions,
· Nicaraguan history: the student had grown up hearing strong bias toward one side and just wanted to understand the events around the revolution better, so she could participate in political life when she returned,
· Music industry: the student's dream was to get his own recording contract.
· Home schooling: student was home schooled through high school
· Cross racial child adoption: Her roommate and good friend was Chinese adopted by a Caucasian family in the USA
· One child policy in China: student was from china but has three siblings
· Television advertising: student was a business marketing major.
Essay 1: Personal Essay:
First, you must choose a topic (see guidelines above) after talking with your classmates and your teacher. Then, in this essay of 700-1000 words you will need to address these areas in SOME logical order:
-Very brief introduction of the topic of your future research (its general context, the ...
Short Critical EssayShort Critical Essay ProjectThis project i.docx
Short Critical Essay
Short Critical Essay Project
This project is worth 10% of your final grade, due March 27, 2015. It is an individual assignment. Late assignments are penalized 5% per day including weekends to a maximum of 50%. Senate regulations require all term work to be submitted by the last day of classes April 8, 2015, after which work cannot be accepted and a grade of 0 will be given.
Write a 750-1200 word argumentative essay related to the topic of the responsibility of affluent nations and their citizens to people without even basic sustenance, discussed in Peter Singer’s paper “Famine, Affluence, and Morality.”
In your essay, you must make reference to Singer’s paper “Famine, Affluence, and Morality” and the paper you read in producing the annotated bibliography in Assignment #17. Both papers must be listed in your bibliography. Other sources may also be referenced but this is not required, though all sources used must be listed in the bibliography. Your project must begin with a standard form representation of your argument followed by a diagram of the argument, using between 10-15 premises. Your argument must include at least one deductive inference and one inductive inference and these must be identified (by type) and indicated on your diagram (i.e. on the arrow connecting the premises note “disjunctive syllogism” or “analogy”).
Quotations should be referenced in the text as follows:
“text” (author year, page number(s)). Note the final punctuation comes after the reference. If a text has to be altered slightly for grammatical reasons put the changes in square brackets.
E.g. Here we have some text I have written followed by a quote to verify my interpretation. If you wish to emphasize part of the quote use italics and note “my emphasis”, otherwise you might commit the fallacy of accent. In the passage I quote below, the emphasis was in the original, as noted. Where some text irrelevant to my purposes was left out I use ellipsis (…).
Fodor’s account of early language learning is an account of predicate acquisition and it remains the cornerstone for his thesis that we possess an innate representational system as rich as any natural language we can learn. “What, then is being denied?... that one can learn a language whose predicates express extensions not expressible by predicates of the representational system whose employment mediates the learning” (Fodor 1975, p.86, emphasis in original).
Include a bibliography, citing all sources used to write the essay as instructed for Assignment #17.
Include a word count.
Grading Rubric for Short Critical Essay
The essays is graded out of 10, with points assigned as follows:
Thesis statement: the essay is an argumentative essay with a thesis statement, i.e. conclusion.
1 point
Standard form and Diagram: standard form and diagram are included and match each other and the s.
Proposal EssayThis assignment has three interrelated goals1. To.docx
Proposal Essay
This assignment has three interrelated goals:
1. To help you develop the necessary skills to create a class A proposal, considering context, research questions, sources, timeline, and larger implications.
1. To give you practice working with the Research Proposal as an academic genre.
1. To provide an opportunity for working on stylistics and effective academic discourse.
FORMAT:
Your essay should be at least FIVE FULL PAGES and in MLA FORMAT. Please include page numbers, a heading, in-text citations and a properly labeled and formatted works cited. You may use images in your draft if you wish – just please use them rhetorically,
not decoratively.
In addition, be sure to
cite any credible sources (textual or image-based) that you include in your draft and to include a bibliography/works cited at the end that includes a
minimum of five sources. These sources must come from the Dallas College database or Dallas College library. If not, there should be a reason why.
PROPOSAL REQUIREMENTS AND STRUCTURE
Your proposal should have a well thought out title and contain effective visual rhetoric as appropriate. It should be a traditional, linear Word document in MLA format. Make sure you are hitting the following parts within your essay (do not include subheadings. They are not needed):
Introduction.
This introduction should be designed to interest your reader in your topic and proposal and provide some historical/cultural context for your project. At the end of your introduction, include a tentative thesis to indicate to your reader that you are entering your project looking at your topic through a critical, analytic lens -- this thesis can state your intentions, but it SHOULD NOT BE IN FIRST PERSON.
A good formula for an introduction is context + problem/complication + proposed argument or research question. Each stage in this formula should be a few sentences long.
Body
In your body paragraphs, make sure that you are addressing the problem and its solution. MORE SOLUTION THAN PROBLEM should be in this essay. What are you proposing? What are you offering to the world?
Conclusion.
In your conclusion, address the "So What?" of this research. That is, why does what you are investigating matter as more than an academic exercise? Why should your audience want to read it? Why does it matter?
Works cited
When you cite sources, you'll also need to have a works cited at the end of the proposal, with the citations in MLA format. Any parenthetical citations in the text itself should also follow MLA guidelines. You can find more help on in-text citations and works cited format through the Dallas College website or Purdue OWL.
EVALUATION CRITERIA
At a minimum, there needs to be some content for each of the sections listed above. Students who submit drafts that represent very little effort and are pronouncedly incomplete will receive a ½ grade (i.e., A- to .
Writing Assignment Annotated Bibliography (AB)Due Dates (by .docx
Writing Assignment: Annotated Bibliography (AB)
Due Dates (by 11:59PM):
Rubin AB entry:
1/30
AB Draft
(3 entries):
2/25
OPTIONAL:
AB Final Draft
(5 entries): 3/ 10
AB Revised Draft:
3/17
Mechanics: 6 page minimum (including 5 AB entries and a Literature Review with CRQ), double-spaced, 12 point, 1” margins, MLA (or other) format
Explanation
Annotated Bibliography is a genre of writing in academia that works to show your awareness of what others have written about a topic. The work done in an AB, including introducing the authors with brief intellectual biographies; explicating the main claims and concepts; tracing the argument and its evidence; evaluating the source; and discussing its stakes and implications gives some context to the course reading you choose to research and situates the course reading into a research topic by indicating the intellectual conversations you are entering. The point of this assignment is to practice research skills but also to dig a little deeper into 4 of our readings using research. For this assignment:Writing Task
1. Compile an Annotated Bibliographyof five scholarly sources, including one entry for Gayle Rubin’s “Thinking Sex” and 4 more scholarly sources based on researching sources that are connected to one (the deep dive) or more of our course readings. See the next page for the specific AB entry format.
· Sources
· “Scholarly” means peer-reviewed articles from academic journals or chapters in books written by experts in a field and not wikis, encyclopedias, newspapers, popular magazines/media, blogs, websites, etc. (see the Library Guide on what constitutes a scholarly source).
· “Connected” means that each of your researched, scholarly sources must be connection to a course reading in some way. You can either find a source that engages or discusses the particular critical essay or cultural text from the course calendar or you can do research on a topic or theme that is brought up in or similar to the course reading. Whatever you decide, you’ll explain the connection in your quote analysis.
· “Deep Dive” means you may also include more than one researched source per course text. You can, for instance, research two sources on a critical essay and two on a cultural text or even include 4 sources that are all about one essay or text to give some in-depth engagement with one course reading. Alternatively, you may also include 4 sources on 4 different course texts.
· Focus
· If you’d like, you canfocus your research within a broad topic, on a field of knowledge, or on a really specific object of analysis within that topic. For example, you can produce an AB based on a specific topic (like racialized hypersexuality, the sex/gender/desire matrix, or a particular sexual stereotype) or a specific discipline (for instance, focus on the sociology of sex) or an interdisciplinary one that pursues a critical research question through multiple fields of knowledge (for instance, focused on how sociology, cult.
Assignment 3 SummaryIn this assignment you will look for on.docx
This document outlines the requirements for five assignments related to writing a research paper. Assignment 3 requires students to summarize a single article in 250 words, identifying key details like the author, main idea, and purpose. Assignment 4 involves compiling an annotated bibliography of 10 sources on the research topic. The annotations must summarize each source and evaluate its relevance. Assignment 5 is the final research paper, which should be 7-10 pages arguing a position on the research topic based on evidence from prior assignments. It must be well-organized with a clear introduction, conclusion, and references formatted in MLA or APA style. The assignments aim to develop skills in researching, analyzing, and synthesizing credible sources to support an argument.
WRITING #1.0 Comparative Analysis Paper English 1302 .docx
WRITING #1.0: Comparative Analysis Paper
English 1302
Spring 2015
SYNOPSIS OF TASK
Americans love independence. It is at the very core of the nation’s foundations. Many of our
most cherished ideals come from individuality and the right to choose our own path in life.
Rebels and outlaws can become innovators and icons. Despite this, we also share a great love
for being a part of something bigger. Americans also have a great desire to fit in and belong.
Being outside the norm, in any way, carries with it the possibility being ostracized. It comes as
no surprise then, that these conflicting ideals can cause a lot of problems for people. This
struggle between conformity and rebellion is a popular topic for writers. The works listed below
all discuss this broad topic in one way or another
Battle Royal by Ralph Ellison 283-294
The Lottery by Shirley Jackson 415-421
Two Kinds by Amy Tan 636-643
“The Road Not Taken” by Robert Frost 811
“Barbie Doll” by Marge Piercy 1023
“We Real Cool” by Gwendolyn Brooks 732
“The Man He Killed” by Thomas Hardy 689
“Dulce et Decorum Est” by Wilfred Owen 909
“The Soldier” by Rupert Brooke 910
“Harlem” by Langston Hughes 762
“The Unknown Citizen” by W. H. Auden (http://www.poets.org/poetsorg/poem/unknown-
citizen)
For this assignment, using at least four of the works listed above, you will write a paper that
compares what the writers say, and then (briefly) comment on what the writers say in your
conclusion.
In other words, by your paper will (1) identify and summarize essential points made by the
writers and (2) compare/contrast those points, based on what the writers argue. Such analysis of
sources is a common practice both in college writing and in the writing of scholars. Your
“commenting” will occur in the conclusion, where you can evaluate the strengths and/or
weaknesses of the authors’ arguments. You will give no evaluation in the paper prior to
this point.
The completed paper will be 3-4 pages in length (double spaced and not including the works
cited page)
SPECIAL FEATURES OF THE TASK.
Probably the most difficult part of your task for this paper will be the connections you make
among the articles you choose. These primary connections (“themes,” “points,” “ideas”) will, of
course, represent what is in the articles, but making such connections is a matter of your
input: your accurate, insightful reading, interpretation, and analysis. Although you will
need to reproduce accurately what is in the articles, your paper’s real success lies in how
insightful your connections are among the four articles. Try to find areas in which the works
share a common ground, as well as looking for ways in which they are different from each
other. All the works have something to say about rebellion, conformity, or both. No two works
say the exact same thing, nor do they say similar things in the exact same w.
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ANTH1-UC 5012 World Cultures Middle East, Spring 2020PAPE.docx
ANTH1-UC 5012 World Cultures: Middle East, Spring 2020
PAPER ASSIGNMENT and RUBRIC
Final Paper: You will write a research paper on the on the question of “What are the positive aspects about the Middle East that should be taught in the U.S (in colleges and high-schools) in order to change the misperceptions regarding the Middle East, Islam, and people from the region in general.” You can use personal examples, anecdotes, or do some ethnographic research for this assignment. The final analytical paper, 15 pages with citations, will represent the culmination of your research. It has to have a separate citation section, use any style you pick such as APA, MLA, Chicago, etc. Final paper grade within a category will depend on a combination of the factors listed in the rubric. The submission deadline is May 14th, 2020 at 3pm via email to [email protected] as an attachment. I will not accept any submission after that time."
Grading Criteria:
Each quote from the readings, class discussions, presentations, and readings and other class materials will give you 2 points out of a 100. The more you demonstrate you grasped the issues, terms, and concepts we covered in class the closer you will get to a full grade. Your paper’s grade within a category will depend on a combination of the factors listed below:
A (90-100)
1. Fully addresses the question or assigned/selected topic;
2. Explains and defends the central position in an orderly, logical way, making clear the writer’s reasoning and the relation among the writer’s ideas;
3. Draws on appropriate material from readings and lectures to support conclusions and debatable assertions;
4. Shows an appreciation for the complexity of the subject.
B (80-90)
1. Addresses the question or assigned topic in nearly all respects;
2. Articulates a clear position on the question(s) addressed;
3. Focuses on the central issue most of the time, but strays a little from the focus;
4. Explains and defends the writer’s position in an orderly, logical way, but leaves some reasoning or ideas needing further development or clarification;
5. Draws on appropriate material from readings and lectures to support some conclusions and assertions, but leaves some conclusions or assertions needing more support.
C (70-80)
1. Addresses the question or assigned topic in general but omits important issues;
2. Does not articulate a clear position on the principal question(s) or topic;
3. Strays from the topic or principal question(s) to discuss immaterial subjects;
4. Imposes some order on the presentation but does not make the relation among ideas and facts clear enough to be coherent;
5. Presents some evidence from readings or lectures to support conclusions, but leaves significant gaps;
6. Does not show awareness of the complexity of the subject; oversimplifies or relies significantly on self-evident statements;
7. Contains factual errors.
D (50-70)
1. Fails to address a substantial portion of the question or assigned topic;
2. Arti.
ANTH1-UC 5012 World Cultures Middle East, Spring 2020PAPE.docx
ANTH1-UC 5012 World Cultures: Middle East, Spring 2020
PAPER ASSIGNMENT and RUBRIC
Final Paper: You will write a research paper on the on the question of “What are the positive aspects about the Middle East that should be taught in the U.S (in colleges and high-schools) in order to change the misperceptions regarding the Middle East, Islam, and people from the region in general.” You can use personal examples, anecdotes, or do some ethnographic research for this assignment. The final analytical paper, 15 pages with citations, will represent the culmination of your research. It has to have a separate citation section, use any style you pick such as APA, MLA, Chicago, etc. Final paper grade within a category will depend on a combination of the factors listed in the rubric. The submission deadline is May 14th, 2020 at 3pm via email to [email protected] as an attachment. I will not accept any submission after that time."
Grading Criteria:
Each quote from the readings, class discussions, presentations, and readings and other class materials will give you 2 points out of a 100. The more you demonstrate you grasped the issues, terms, and concepts we covered in class the closer you will get to a full grade. Your paper’s grade within a category will depend on a combination of the factors listed below:
A (90-100)
1. Fully addresses the question or assigned/selected topic;
2. Explains and defends the central position in an orderly, logical way, making clear the writer’s reasoning and the relation among the writer’s ideas;
3. Draws on appropriate material from readings and lectures to support conclusions and debatable assertions;
4. Shows an appreciation for the complexity of the subject.
B (80-90)
1. Addresses the question or assigned topic in nearly all respects;
2. Articulates a clear position on the question(s) addressed;
3. Focuses on the central issue most of the time, but strays a little from the focus;
4. Explains and defends the writer’s position in an orderly, logical way, but leaves some reasoning or ideas needing further development or clarification;
5. Draws on appropriate material from readings and lectures to support some conclusions and assertions, but leaves some conclusions or assertions needing more support.
C (70-80)
1. Addresses the question or assigned topic in general but omits important issues;
2. Does not articulate a clear position on the principal question(s) or topic;
3. Strays from the topic or principal question(s) to discuss immaterial subjects;
4. Imposes some order on the presentation but does not make the relation among ideas and facts clear enough to be coherent;
5. Presents some evidence from readings or lectures to support conclusions, but leaves significant gaps;
6. Does not show awareness of the complexity of the subject; oversimplifies or relies significantly on self-evident statements;
7. Contains factual errors.
D (50-70)
1. Fails to address a substantial portion of the question or assigned topic;
2. Arti.
ENGL 1008 Formal writing assignmentsSequenced writingThe fo.docx
ENGL 1008 Formal writing assignments:
Sequenced writing
The following assignments constitute a sequenced writing project for which you will write all five assignments on the same subject over the course of the semester. The idea of a series of assignments forming a sequenced writing project grows from the belief that students develop their writing skills best when each writing assignment they do can build quite directly on the experience and knowledge gained from completing the previous writing assignments.
In the sequenced writing project, you may write on any topic you wish with my approval. However, to do the sequenced writing project, you must select a topic that meets three requirements.
1. You must feel very interested in the topic and want to learn more about it, since you will spend much of the semester writing several assignments on the same subject.
2. You must already have had some personal experience with the topic you will write on.
3. This must be a topic that will allow you to do all parts (the Personal Essay, a research proposal, an annotated bibliography, and a final research paper) of the project.
Here are some examples of topics students have written on and their personal experience with their topics:
· state of research in hepatitis C: the student's brother was infected,
· corruption in India: the student's uncle had to pay huge bribes to have his factory certified after inspections,
· political situation with India and Pakistan (over Kashmir): two of students' family members were serving in the Indian military in Kashmir,
· "food combining" diet program: the student's father made her go on this diet, after she gained 10lbs in her first year in the US,
· AIDS causes/treatments: the student's cousin was infected and ostracized by his friends,
· educational tracking system in Singapore: the student graduated from highest track with friends in lower tracks,
· political struggles in Columbia: the student's family was very involved in politics and his best friend had been kidnapped by one of the factions,
· Nicaraguan history: the student had grown up hearing strong bias toward one side and just wanted to understand the events around the revolution better, so she could participate in political life when she returned,
· Music industry: the student's dream was to get his own recording contract.
· Home schooling: student was home schooled through high school
· Cross racial child adoption: Her roommate and good friend was Chinese adopted by a Caucasian family in the USA
· One child policy in China: student was from china but has three siblings
· Television advertising: student was a business marketing major.
Essay 1: Personal Essay:
First, you must choose a topic (see guidelines above) after talking with your classmates and your teacher. Then, in this essay of 700-1000 words you will need to address these areas in SOME logical order:
-Very brief introduction of the topic of your future research (its general context, the ...
Short Critical EssayShort Critical Essay ProjectThis project i.docx
Short Critical Essay
Short Critical Essay Project
This project is worth 10% of your final grade, due March 27, 2015. It is an individual assignment. Late assignments are penalized 5% per day including weekends to a maximum of 50%. Senate regulations require all term work to be submitted by the last day of classes April 8, 2015, after which work cannot be accepted and a grade of 0 will be given.
Write a 750-1200 word argumentative essay related to the topic of the responsibility of affluent nations and their citizens to people without even basic sustenance, discussed in Peter Singer’s paper “Famine, Affluence, and Morality.”
In your essay, you must make reference to Singer’s paper “Famine, Affluence, and Morality” and the paper you read in producing the annotated bibliography in Assignment #17. Both papers must be listed in your bibliography. Other sources may also be referenced but this is not required, though all sources used must be listed in the bibliography. Your project must begin with a standard form representation of your argument followed by a diagram of the argument, using between 10-15 premises. Your argument must include at least one deductive inference and one inductive inference and these must be identified (by type) and indicated on your diagram (i.e. on the arrow connecting the premises note “disjunctive syllogism” or “analogy”).
Quotations should be referenced in the text as follows:
“text” (author year, page number(s)). Note the final punctuation comes after the reference. If a text has to be altered slightly for grammatical reasons put the changes in square brackets.
E.g. Here we have some text I have written followed by a quote to verify my interpretation. If you wish to emphasize part of the quote use italics and note “my emphasis”, otherwise you might commit the fallacy of accent. In the passage I quote below, the emphasis was in the original, as noted. Where some text irrelevant to my purposes was left out I use ellipsis (…).
Fodor’s account of early language learning is an account of predicate acquisition and it remains the cornerstone for his thesis that we possess an innate representational system as rich as any natural language we can learn. “What, then is being denied?... that one can learn a language whose predicates express extensions not expressible by predicates of the representational system whose employment mediates the learning” (Fodor 1975, p.86, emphasis in original).
Include a bibliography, citing all sources used to write the essay as instructed for Assignment #17.
Include a word count.
Grading Rubric for Short Critical Essay
The essays is graded out of 10, with points assigned as follows:
Thesis statement: the essay is an argumentative essay with a thesis statement, i.e. conclusion.
1 point
Standard form and Diagram: standard form and diagram are included and match each other and the s.
Proposal EssayThis assignment has three interrelated goals1. To.docx
Proposal Essay
This assignment has three interrelated goals:
1. To help you develop the necessary skills to create a class A proposal, considering context, research questions, sources, timeline, and larger implications.
1. To give you practice working with the Research Proposal as an academic genre.
1. To provide an opportunity for working on stylistics and effective academic discourse.
FORMAT:
Your essay should be at least FIVE FULL PAGES and in MLA FORMAT. Please include page numbers, a heading, in-text citations and a properly labeled and formatted works cited. You may use images in your draft if you wish – just please use them rhetorically,
not decoratively.
In addition, be sure to
cite any credible sources (textual or image-based) that you include in your draft and to include a bibliography/works cited at the end that includes a
minimum of five sources. These sources must come from the Dallas College database or Dallas College library. If not, there should be a reason why.
PROPOSAL REQUIREMENTS AND STRUCTURE
Your proposal should have a well thought out title and contain effective visual rhetoric as appropriate. It should be a traditional, linear Word document in MLA format. Make sure you are hitting the following parts within your essay (do not include subheadings. They are not needed):
Introduction.
This introduction should be designed to interest your reader in your topic and proposal and provide some historical/cultural context for your project. At the end of your introduction, include a tentative thesis to indicate to your reader that you are entering your project looking at your topic through a critical, analytic lens -- this thesis can state your intentions, but it SHOULD NOT BE IN FIRST PERSON.
A good formula for an introduction is context + problem/complication + proposed argument or research question. Each stage in this formula should be a few sentences long.
Body
In your body paragraphs, make sure that you are addressing the problem and its solution. MORE SOLUTION THAN PROBLEM should be in this essay. What are you proposing? What are you offering to the world?
Conclusion.
In your conclusion, address the "So What?" of this research. That is, why does what you are investigating matter as more than an academic exercise? Why should your audience want to read it? Why does it matter?
Works cited
When you cite sources, you'll also need to have a works cited at the end of the proposal, with the citations in MLA format. Any parenthetical citations in the text itself should also follow MLA guidelines. You can find more help on in-text citations and works cited format through the Dallas College website or Purdue OWL.
EVALUATION CRITERIA
At a minimum, there needs to be some content for each of the sections listed above. Students who submit drafts that represent very little effort and are pronouncedly incomplete will receive a ½ grade (i.e., A- to .
Writing Assignment Annotated Bibliography (AB)Due Dates (by .docx
Writing Assignment: Annotated Bibliography (AB)
Due Dates (by 11:59PM):
Rubin AB entry:
1/30
AB Draft
(3 entries):
2/25
OPTIONAL:
AB Final Draft
(5 entries): 3/ 10
AB Revised Draft:
3/17
Mechanics: 6 page minimum (including 5 AB entries and a Literature Review with CRQ), double-spaced, 12 point, 1” margins, MLA (or other) format
Explanation
Annotated Bibliography is a genre of writing in academia that works to show your awareness of what others have written about a topic. The work done in an AB, including introducing the authors with brief intellectual biographies; explicating the main claims and concepts; tracing the argument and its evidence; evaluating the source; and discussing its stakes and implications gives some context to the course reading you choose to research and situates the course reading into a research topic by indicating the intellectual conversations you are entering. The point of this assignment is to practice research skills but also to dig a little deeper into 4 of our readings using research. For this assignment:Writing Task
1. Compile an Annotated Bibliographyof five scholarly sources, including one entry for Gayle Rubin’s “Thinking Sex” and 4 more scholarly sources based on researching sources that are connected to one (the deep dive) or more of our course readings. See the next page for the specific AB entry format.
· Sources
· “Scholarly” means peer-reviewed articles from academic journals or chapters in books written by experts in a field and not wikis, encyclopedias, newspapers, popular magazines/media, blogs, websites, etc. (see the Library Guide on what constitutes a scholarly source).
· “Connected” means that each of your researched, scholarly sources must be connection to a course reading in some way. You can either find a source that engages or discusses the particular critical essay or cultural text from the course calendar or you can do research on a topic or theme that is brought up in or similar to the course reading. Whatever you decide, you’ll explain the connection in your quote analysis.
· “Deep Dive” means you may also include more than one researched source per course text. You can, for instance, research two sources on a critical essay and two on a cultural text or even include 4 sources that are all about one essay or text to give some in-depth engagement with one course reading. Alternatively, you may also include 4 sources on 4 different course texts.
· Focus
· If you’d like, you canfocus your research within a broad topic, on a field of knowledge, or on a really specific object of analysis within that topic. For example, you can produce an AB based on a specific topic (like racialized hypersexuality, the sex/gender/desire matrix, or a particular sexual stereotype) or a specific discipline (for instance, focus on the sociology of sex) or an interdisciplinary one that pursues a critical research question through multiple fields of knowledge (for instance, focused on how sociology, cult.
Assignment 3 SummaryIn this assignment you will look for on.docx
This document outlines the requirements for five assignments related to writing a research paper. Assignment 3 requires students to summarize a single article in 250 words, identifying key details like the author, main idea, and purpose. Assignment 4 involves compiling an annotated bibliography of 10 sources on the research topic. The annotations must summarize each source and evaluate its relevance. Assignment 5 is the final research paper, which should be 7-10 pages arguing a position on the research topic based on evidence from prior assignments. It must be well-organized with a clear introduction, conclusion, and references formatted in MLA or APA style. The assignments aim to develop skills in researching, analyzing, and synthesizing credible sources to support an argument.
WRITING #1.0 Comparative Analysis Paper English 1302 .docx
WRITING #1.0: Comparative Analysis Paper
English 1302
Spring 2015
SYNOPSIS OF TASK
Americans love independence. It is at the very core of the nation’s foundations. Many of our
most cherished ideals come from individuality and the right to choose our own path in life.
Rebels and outlaws can become innovators and icons. Despite this, we also share a great love
for being a part of something bigger. Americans also have a great desire to fit in and belong.
Being outside the norm, in any way, carries with it the possibility being ostracized. It comes as
no surprise then, that these conflicting ideals can cause a lot of problems for people. This
struggle between conformity and rebellion is a popular topic for writers. The works listed below
all discuss this broad topic in one way or another
Battle Royal by Ralph Ellison 283-294
The Lottery by Shirley Jackson 415-421
Two Kinds by Amy Tan 636-643
“The Road Not Taken” by Robert Frost 811
“Barbie Doll” by Marge Piercy 1023
“We Real Cool” by Gwendolyn Brooks 732
“The Man He Killed” by Thomas Hardy 689
“Dulce et Decorum Est” by Wilfred Owen 909
“The Soldier” by Rupert Brooke 910
“Harlem” by Langston Hughes 762
“The Unknown Citizen” by W. H. Auden (http://www.poets.org/poetsorg/poem/unknown-
citizen)
For this assignment, using at least four of the works listed above, you will write a paper that
compares what the writers say, and then (briefly) comment on what the writers say in your
conclusion.
In other words, by your paper will (1) identify and summarize essential points made by the
writers and (2) compare/contrast those points, based on what the writers argue. Such analysis of
sources is a common practice both in college writing and in the writing of scholars. Your
“commenting” will occur in the conclusion, where you can evaluate the strengths and/or
weaknesses of the authors’ arguments. You will give no evaluation in the paper prior to
this point.
The completed paper will be 3-4 pages in length (double spaced and not including the works
cited page)
SPECIAL FEATURES OF THE TASK.
Probably the most difficult part of your task for this paper will be the connections you make
among the articles you choose. These primary connections (“themes,” “points,” “ideas”) will, of
course, represent what is in the articles, but making such connections is a matter of your
input: your accurate, insightful reading, interpretation, and analysis. Although you will
need to reproduce accurately what is in the articles, your paper’s real success lies in how
insightful your connections are among the four articles. Try to find areas in which the works
share a common ground, as well as looking for ways in which they are different from each
other. All the works have something to say about rebellion, conformity, or both. No two works
say the exact same thing, nor do they say similar things in the exact same w.
Major essay requirements can be summarized as follows • A.docx
The document provides guidelines for writing major essays, including:
- Having a clear thesis supported by analysis of sources
- Strong arguments with contextual analysis
- Correct information on dates, locations, etc.
- Focused and comprehensive analysis supporting the thesis
- Proper structure, formatting, citations, and avoidance of redundancies
Annotated bibliographies
This document provides homework instructions for a class that includes answering questions about a potential class project, reading about annotated bibliographies, and bringing printed answers to the next class. It also provides information about what annotated bibliographies are, including that they summarize and evaluate sources, and examples of annotated bibliography entries.
Advice on academic writing
This document provides advice on various aspects of academic writing such as essay structure, composition methods, characteristics, topics, planning, outlining, thesis statements, introductions, conclusions, paragraphs, and revision. Some key points include:
- An essay should have an argument, answer a question, and try to prove something. It should develop a hypothesis after formulating questions.
- Successful composition methods include starting early, writing the readiest parts first, and revising sentences, diction, and economy.
- Essay structure can vary in terms of points and paragraph length, but paragraphs typically begin with a topic sentence and transition between ideas.
- Careful planning and outlining helps focus the writing and organization.
Written AssignmentYou will write a paper on a racialethnic issue.docx
Written Assignment:You will write a paper on a racial/ethnic issue in the United States. This written assignment has two main goals: (1) to help you think critically and integrate the sociological ideas and concepts with your readings and experiences; and (2) to allow you flexibility to pursue your own interests. You may explore a particular interest in more depth, make a personal application, and incorporate outside readings. Your paper should be at least 1,000 wordslong for undergraduates [and at least 2,000 wordslong for graduates] with a descriptive title. Your completed paper should be double-spaced,using a 12 point typeface, with 1 inch margins. Your paper should adhere to appropriate standards of organization, spelling, and grammar; that is, it should be formatted in complete sentences and paragraphs. There are two specific guidelines:1)You may choose anyissue or problem of race and ethnic relations that is most interest to you, but you must frame it as a social issue for in-depth investigation, and investigate it in light of concepts and theories you have learnedin the lecture, the textbook, and the readings. Consult with me for help in selecting a topic and for guidance in getting started on your research. 2) This assignment requires that you do some type of research on your topic and incorporate what you have learned into your paper. You must use at least threescholarly articles, cite them following APA or ASA style guides, and list them in references. In addition, you must demonstrate your thorough knowledge about the readin
"Discrimination against Arab Americans"
at least 1000 words
at least three scholarly articles, cite them following APA
1) Depth of Subject: ▪Demonstrate a thorough understanding of major concepts, theories, arguments, or issues; ▪Support arguments with evidence, illustrations, or examples.
2) Organization: ▪Avoid tangential material that detracts from central focus; ▪Provide clear transitions between and within sections of paper.
3) Clarity of Expression: ▪Use clear, concise, and logical sentences; ▪Avoid spelling, punctuation, grammatical errors.4) Style and Fulfilment of Requirement: ▪Adhere to the instructions of the assignment and fulfil the requirements of the assignment (e.g., length, citations, references); ▪Avoid any hints of plagiarism
Check out the following book :
Backlash 9/11: Middle Eastern and Muslim Americans respond / Anny Bakalian and Mehdi Bozorgmehr
Bakalian, Anny P
Berkeley: University of California Press, c2009
now I need a brief summary in 7 sentences and the scholarly articles for an outline.
...
Annotated BibliographyDue Nov 2829GenreMediumAnnotated .docx
Annotated Bibliography
Due: Nov 28/29
Genre/Medium: Annotated Bibliography
Purpose: The writer of an annotated bibliography uses the bibliography to compile a list of sources to build research. The form includes a brief summary of the source and your own critical assessment of its relevance, objectivity, appropriateness, and usefulness. It is a tool that helps you keep an organized and thoughtful record of the research process and relevant information about the topic.
To this end, you will put together an annotated bibliography in preparation for Assignment 3. In addition to the primary text (Whistling Vivaldi) the bibliography will include three types of textual information: 1) a mainstream news/ magazine article, 2) a scholarly/academic “peer reviewed” article, and 3) a web-based multimedia or blog-style article.
Format: Your annotated bibliographies must paragraphs must contain a topic sentence, clear evidence from the reading, and coherent sentences on a topic. It will use transitions affectively to cohere the overall piece together. It must answer: 1) What is the information in the article you are summarizing? and 2) What is your critical assessment of the article?
Instructions:
1. Cite in MLA-citation format the name of the article.
2. Draft one or two paragraphs for each of the sources you list in your annotated bibliography.
3. Review the information in the bibliographies with your classmates to improve the grammar of the text and consider points that might help you build your argument in Assignment 3.
Grading Rubric:
25-20
20-15
15-10
10-5
5-0
Content & evidence
Excellent annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources effectively.
Good annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources.
It is an adequate annotated bibliographies. It lays out the aspects of the topic well, but does not evaluates the sources.
Does not fulfill the requirements of an annotated bibliographies.
Paragraphs are too poorly written to be useful.
Information Literacy
Citation is correct. It also provides specific evaluations about the appropriateness of the medium and the information for academic research.
Citation is correct. It provides specific evaluations about the appropriateness of the medium.
Citation is correct. Citation is accurate. It needs to speak to the appropriateness of the medium and the information for academic research.
Citation is not correct. Does not include any information about the medium and appropriateness for academic research.
Citation and assessment are not adequate.
Summary Questions – Aristotle, Confucius
Put things in your own words unless the question asks for a direct quote.
Answer each question in 8-12 sentences.
1. How does Aristotle describe the relation between virtue and pleasure? Give and
explain one direct quote from the reading as part of your response.
2. Think of a famous person (politician, celebrity.
Academic Writing
This presentation addresses the essentials of academic essay composition as well as the incorporation of a literature review.
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. .
Following the Topic Selection Guidelines below, choose an argumentat.docx
Following the Topic Selection Guidelines below, choose an argumentative topic to research. This will be your topic throughout the entire course, so the activities required for this assignment will provide the foundation for your future Touchstones. The topic for an argumentative research paper must be a debatable topic, meaning that it involves conflicting viewpoints. Additionally, it cannot be a topic that is already decided or agreed upon by most of society. You will need to take a firm position on the topic and use evidence and logic to support the position. Touchstone 1.2 includes a research question, a working thesis, a detailed outline, and a reflection on this pre-writing process.
A. Topic Selection Guidelines
DIRECTIONS:
You may choose any topic you wish as long as the topic has two clear sides and is not agreed upon by most of society. Your topic should be current, appropriate for an academic context and should have a focus suitable for a 6-8 page essay.
B. Research Guidelines
DIRECTIONS:
Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Research Question and Working Thesis
Keep in mind:
The research question and working thesis are the driving force behind your research and eventual argument.
❒ Your research question should be a single sentence, framed as a question.
❒ Your working thesis should be a single focused sentence, framed as a statement that takes a clear position on the research question.
❒ Include your research question followed by your working thesis.
2. Detailed Outline
Keep in mind:
Your detailed outline provides a map of the argumentative research essay that you will write, including your key claims and the sources that support them. You may not have all your sources yet, and that is fine. The outline is a way to organize your essay and determine which areas (e.g. your sub-points) will require researched evidence as support.
❒ Headings: one for each paragraph with a brief label of the paragraph’s controlling idea(s); at least 7 body paragraphs, an introduction, and a conclusion
❒ Introduction includes your working thesis.
❒ Body paragraphs should each have their own unique title and key points.
❒ Conclusion includes notes on your final thoughts.
❒ Subheadings: two to five for each paragraph, below each heading, indicating key points that support the controlling idea
❒ Sources: one to three for each subheading, as relevant, indicating the support for the key point
❒ For each source, include the author’s name and the idea or information relevant to your argument (e.g. “Lappé on mono-cropping corn/soy and production”).
3. Reflection
❒ Have you displayed a clear understanding of the research activities?
❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?
C. Reflection Que.
Writing context 2011
presentation to MA Book Art students at Camberwell - part of a seminar to explore context for research writing around the final essay in relationship to practice
SIB Overview
This document outlines the requirements for an assignment in an education course requiring students to write a statement of their informed beliefs about diversity in education. The summary must be 6-8 pages long and meet formatting guidelines. It must address several topics, including the belief that all students can learn, the influence of teacher expectations, connecting learning to students' social ecology, acknowledging cultural diversity, and ensuring curriculum meets the needs of all learners. Students are also required to discuss two educational theorists to support their beliefs.
13 March 2020Saddleback CollegeSpring 2020English 1BPatton.docx
13 March 2020 Saddleback College Spring 2020
English 1B Patton
Essay III – Historical Analysis Research Essay: (200 points)
Due dates: Proposal/thesis/brainstorming notes: 03/06
Pre-write / annotated bibliography 03/13
Draft (full length): 03/27
Peer Review: 03/27
Final Draft: 04/03
The final submission includes all pre-writing material, including notes on research, a hard copy submitted to the instructor and to Turnitin.com.
Note: Grades for papers with high rates of “similarity” will be penalized severely.
Analyzing historical events and their consequences is common research practice. In this essay, choose an historical event that is interesting to you, one that you may even be passionate about. Choose a topic that is debatable and has extensive sourcing. Prior knowledge of the event may be useful, even necessary. This assignment will require that you conduct a reasonable search for documentation and support. Start early and keep good notes. Start with an internet and library search. Good pre-writing protocol requires that you take notes as you read and that you document your sources accurately. Develop a thesis statement that is narrow enough to cover in a short (1700 – 2100) word paper and debatable—make a claim of value, fact, or policy.
Choosing a topic:
You may deal with various aspects of the topic: artistic, geo-political, scientific, moral, aesthetic, cultural, social, or economic. The following suggestions on the attached list may help you choose a topic.
You may wish to take a conservative or a liberal stance on a topic. Be sure that the essay is thesis driven. The essay should be developed according to the methods discussed in class and in the textbook. The paper should be 6 - 8 pages. The paper is worth 200 points. You will be responsible for all phases of the writing process. Research is required (6+ sources cited; websites/magazine/newspaper articles are OK but much less valuable).
Directions:
Write a 6 to 8-page historical analysis research paper (including a Works Cited page) in MLA format on the topic of an historical event. Follow the writing process as discussed in class and in the textbook. Be prepared to show every step of the process in class. Show evidence of brainstorming, note taking, outline and rough draft. Write a thesis driven analysis of the topic. The thesis, preferably a divided thesis, should make a strong statement or claim about the event. Write a multi-paragraph essay analyzing the historical event that you have chosen. The essay should be expository, with some description and narration where appropriate.
Historical Analysis Essay Rubric (200)
40 pts. Structure SLO #1 – divided thesis with debatable claim, coherence, organization, unity, transitions, topic sentences, paragraph structure – SEE, logical, academic and scholarly, embedded sources
60 pts. Content Development SLO #2 – debatable issue; enough content; rhetorical strategies; skillful use of summary, paraphrase, and quotation.
13 March 2020Saddleback CollegeSpring 2020English 1BPatton.docx
13 March 2020 Saddleback College Spring 2020
English 1B Patton
Essay III – Historical Analysis Research Essay: (200 points)
Due dates: Proposal/thesis/brainstorming notes: 03/06
Pre-write / annotated bibliography 03/13
Draft (full length): 03/27
Peer Review: 03/27
Final Draft: 04/03
The final submission includes all pre-writing material, including notes on research, a hard copy submitted to the instructor and to Turnitin.com.
Note: Grades for papers with high rates of “similarity” will be penalized severely.
Analyzing historical events and their consequences is common research practice. In this essay, choose an historical event that is interesting to you, one that you may even be passionate about. Choose a topic that is debatable and has extensive sourcing. Prior knowledge of the event may be useful, even necessary. This assignment will require that you conduct a reasonable search for documentation and support. Start early and keep good notes. Start with an internet and library search. Good pre-writing protocol requires that you take notes as you read and that you document your sources accurately. Develop a thesis statement that is narrow enough to cover in a short (1700 – 2100) word paper and debatable—make a claim of value, fact, or policy.
Choosing a topic:
You may deal with various aspects of the topic: artistic, geo-political, scientific, moral, aesthetic, cultural, social, or economic. The following suggestions on the attached list may help you choose a topic.
You may wish to take a conservative or a liberal stance on a topic. Be sure that the essay is thesis driven. The essay should be developed according to the methods discussed in class and in the textbook. The paper should be 6 - 8 pages. The paper is worth 200 points. You will be responsible for all phases of the writing process. Research is required (6+ sources cited; websites/magazine/newspaper articles are OK but much less valuable).
Directions:
Write a 6 to 8-page historical analysis research paper (including a Works Cited page) in MLA format on the topic of an historical event. Follow the writing process as discussed in class and in the textbook. Be prepared to show every step of the process in class. Show evidence of brainstorming, note taking, outline and rough draft. Write a thesis driven analysis of the topic. The thesis, preferably a divided thesis, should make a strong statement or claim about the event. Write a multi-paragraph essay analyzing the historical event that you have chosen. The essay should be expository, with some description and narration where appropriate.
Historical Analysis Essay Rubric (200)
40 pts. Structure SLO #1 – divided thesis with debatable claim, coherence, organization, unity, transitions, topic sentences, paragraph structure – SEE, logical, academic and scholarly, embedded sources
60 pts. Content Development SLO #2 – debatable issue; enough content; rhetorical strategies; skillful use of summary, paraphrase, and quotation ...
Name_______________________Grading Criteria f.docx
Name:_______________________
Grading Criteria for Paper 1Your Introduction_____________________
Guides the reader into the topic and thesis of
Weak
Competent
Above&Beyond
Great
your paper
Offers a clear and interesting thesis statement
Weak
Competent
Above&Beyond
Great
that a) makes a claim about the meaning, argument
or key idea conveyed by your text; and b) states
how your text conveys that meaning or idea.
Your Analysis and Discussion ____________
Closely analyzes 2-3 passages in the text
Weak
Competent
Above&Beyond
Great
Draws on relevant outside sources
Weak
Competent
Above&Beyond
Great
Offers a conclusion that discusses the implications
Weak
Competent
Above&Beyond
Great
of your observations
Your Essay Structure:______________________
Organizes each paragraph around one central
Weak
Competent
Above&Beyond
Great
claim or idea
Orders the paragraphs in a logical way
Weak
Competent
Above&Beyond
Great
Pulls together key points in a concluding para-
Weak
Competent
Above&Beyond
Great
graph
Your Grammar and style:________
Uses an appropriate style
Weak
Competent
Above&Beyond
Great
Uses academically-standard grammar
Weak
Competent
Above&Beyond
Great
Your Adherence to formatting guidelines:
States name, title, and other front page infor-
Weak
Competent
Above&Beyond
Great
mation in a professional format, and uses ap-
propriate headers on subsequent pages
Adequately cites sources in MLA format
Weak
Competent
Above&Beyond
Great
Includes a Works Cited page
Weak
Competent
Above&Beyond
Great
Thesis + Outline – Essay 1
Due: Tues, Jul 16, 12 pm - submit through Blackboard
Instructions:
Tell me your basic topic:which text you will analyze
and which themes or topics you plan to discuss
Passages from the text: Identify 2-3 key passages from the text that you intend to discuss. Describe what aspects of these passages that you consider most important.
Literary / rhetorical features: Identify the literary or rhetorical features of the text you plan to discuss. For example, what literary or rhetorical strategies do you think the author is using in these passages? Or what features of the genre are important to understanding the text? Or what elements of the text’s structure shape it’s meaning?
Fact-checking / Spot-Research: Identify 1-2 historical, religious, or other issues that you might need to research.
Thesis: Draft a tentative thesis statement that contains your ideas. Remember that a thesis statement can be more than one sentence long. (I know, I know, this is hard! I expect that you’ll eventually change this. But it can help you to focus if you start out with a basic hypothesis.)
Outline: Based on what you have written in the previous paragraphs, outline your paper including a full-sentence description for each line in the outline.
Assignment – Essay 1 – pg 3
Essay 1
Due Dates
Thesis + outline
Tues, July 16, 12 pm
Final Draft
Sat, Jul.
Nixon Mythology Syllabus 2019
This document outlines the syllabus for an undergraduate course on Greek and Roman mythology. The course is taught by Dr. Victoria M. Arthur and will examine major myths from Greece and Rome, exploring their influence on Western culture. Students will analyze primary mythological texts alongside modern retellings. They will consider the purposes and functions of myth in different societies. The course aims to develop students' understanding of mythology and its analysis. Students can take the course for either degree credit or professional development. Requirements include participation, response papers, and a final conference presentation or essay for degree-seeking students.
Elit 10 essay 2
This document outlines the requirements and guidelines for writing an essay analyzing LGBT fiction written before 1960. Students must choose one primary text from the list provided and analyze one or more aspects of it in a 2-3 page essay. They should consider topics like the work's politics, poetics, contributions to queer history, or how sexuality is coded. The essay must have an introduction with a clear thesis, body paragraphs with analysis and evidence from the text, and a conclusion that wraps up the argument. Students are provided with questions to help formulate their thesis and secondary sources for additional support.
Elit 10 essay 2
This document outlines the requirements and guidelines for an essay assignment analyzing LGBT fiction from 1960 to the present. Students must choose one primary text from the list provided and analyze one or more aspects of it in a 2-3 page essay. They should consider using secondary sources to support their analysis and form a thesis addressing topics like the work's politics, poetics, contributions to queer history, or illustrations of sexuality and identity. The essay should include an introduction with thesis, body paragraphs developing the analysis, and a conclusion wrapping up the main points.
Elit 10 essay 2
This document outlines the requirements and guidelines for an essay assignment analyzing LGBT fiction from 1960 to the present. Students must write a 2-5 page thesis-driven essay analyzing one or more aspects of a primary text provided. They should consider using secondary sources to support their analysis and convince readers their interpretation adds to discussions of LGBT texts. The essay should have an introduction with thesis, body paragraphs developing the analysis, and conclusion wrapping up the main points. Close reading of the text and integrating quotations is important.
Christian Schussele Men of ProgressOil on canvas, 1862Coope.docx
Christian Schussele Men of Progress
Oil on canvas, 1862
Cooper Union, New York, New York
Transfer from the National Gallery of Art; gift of Andrew W. Mellon, 1942
NPG.65.60
Edward Sorel, “People of Progress” 1999, Cooper Union, New York, New York
Syllabus
The clerks of the Department of State of the United States may be called upon to give evidence of transactions in the Department which are not of a confidential character.
The Secretary of State cannot be called upon as a witness to state transactions of a confidential nature which may have occurred in his Department. But he may be called upon to give testimony of circumstances which were not of that character.
Clerks in the Department of State were directed to be sworn, subject to objections to questions upon confidential matters.
Some point of time must be taken when the power of the Executive over an officer, not removable at his will, must cease. That point of time must be when the constitutional power of appointment has been exercised. And the power has been exercised when the last act required from the person possessing the power has been performed. This last act is the signature of the commission.
If the act of livery be necessary to give validity to the commission of an officer, it has been delivered when executed, and given to the Secretary of State for the purpose of being sealed, recorded, and transmitted to the party.
In cases of commissions to public officers, the law orders the Secretary of State to record them. When, therefore, they are signed and sealed, the order for their being recorded is given, and, whether inserted inserted into the book or not, they are recorded.
When the heads of the departments of the Government are the political or confidential officers of the Executive, merely to execute the will of the President, or rather to act in cases in which the Executive possesses a constitutional or legal discretion, nothing can be more perfectly clear than that their acts are only politically examinable. But where a specific duty is assigned by law, and individual rights depend upon the performance of that duty, it seems equally clear that the individual who considers himself injured has a right to resort to the laws of his country for a remedy.
The President of the United States, by signing the commission, appointed Mr. Marbury a justice of the peace for the County of Washington, in the District of Columbia, and the seal of the United States, affixed thereto by the Secretary of State, is conclusive testimony of the verity of the signature, and of the completion of the appointment; and the appointment conferred on him a legal right to the office for the space of five years. Having this legal right to the office, he has a consequent right to the commission, a refusal to deliver which is a plain violation of that right for which the laws of the country afford him a remedy.
To render a mandamus a proper remedy, the officer to whom it is directed must be one to who.
Christian EthicsChristian ethics deeply align with absolutism. E.docx
Christian Ethics
Christian ethics deeply align with absolutism. Ethical absolutism claims that moral principles do exist. According to Christians, God created moral absolutes. These absolutes can be seen in God’s revelation. God’s special and general revelation reveal his moral truths. This does not mean that only Christians can understand moral truths. Because humans are made in God’s image, they can recognize moral truths even if they do not believe in God
[1]
. These absolutes were instated by God. Therefore, they apply to all of humanity. This worldview is in direct opposition to the idea of relativism. Christian ethics cannot be viewed through a relativistic point of view. According to relativism, there is no moral truths. There is no absolute distinction between right and wrong within this way of thinking. Right and wrong can be decided by individuals or groups of people. Cultures decide what is right for themselves and their way of life. Even individuals have the ability to decide their own personal moral code. This can seem somewhat reasonable at times. Some things that were considered moral or immoral in the past are viewed differently today. Even with this understanding, Christians deny the idea of relativism. Christians hold to the belief that moral truths come from God. Therefore, these truths do not change. God himself never changes; therefore, his moral truths remain the same. According to Christian ethics, mankind is expected to hold to the moral absolutes mandated by God himself. This understanding is not compatible with relativism. Relativism makes no place of a God. From a relativistic point of view, mankind decides their own morality. Right and wrong are not fixed. In Christian ethics, right and wrong are permanently decided by the God of the universe.
The subjective aspects of Christian ethics can look similar to relativism. The areas that are somewhat subjective in Christian aspects are referred to as the liberties of a Christian. There are some matters that are not said to be morally wrong in the Bible. Some see these issues to be wrong; therefore, they are. Others do not find certain issues to be morally wrong. These individuals are claiming their Christian liberty. One of these issues is drinking alcohol. Some Christians believe that ingesting any amount of alcohol is morally wrong. According to the idea of Christian liberty, it would be wrong for the individuals who hold to this belief to drink alcohol. Others do not have this conviction and are not doing wrong by consuming alcohol. On the surface, the idea of Christian liberty can seem to be related to relativism, but upon closer inspection these ideas are not closely related. Christian liberty is a Biblical concept that harmonize well with the overall message of the Bible. Relativism is nowhere found in the Bible. The Bible is clear that there are universal moral laws. These laws are placed upon humanity by God himself. There are some areas where the Bible remain.
Christian Ethics BA 616 Business Ethics Definiti.docx
Christian Ethics
BA 616 Business Ethics
Definition of Christian Ethics
A system of values based upon the Judeo/Christian Scriptures
Principles of behavior in concordance with the behaviors of Christian teachings
Standards of thought and behavior as taught by Jesus.
Discussion
What are some of the “ethical” attributes presented in the teachings of Jesus?
What are some ethical attributes presented in the teachings of other religious persons?
Quotes about Christian Ethics
Quotes on Christian Ethics
Recognize the value of work
“And when you reap the harvest of your land, you shall not reap your field right up to its edge, nor shall you gather the gleanings after your harvest. You shall leave them for the poor and for the sojourner: I am the Lord your God.” (Leviticus 23:22).
Do not give the poor the food, rather allow the poor to work for themselves
Discussion
What are examples of the value of work?
Today, some U.S. state governors are trying to get those “able bodied” individuals to work for welfare. They are meeting great resistance politically, why do you think this is?
The value of work
Confirmed by Elton Mayo
Fulfills social, psychological and economic needs of the individual
“If a man will not work, he shall not eat” (2 Thessalonians 3:10)
Christian Ethics
The fruit of a people that have inwardly committed their lives to Christ and are outwardly aligning their actions with His teachings.
“May the favor of the Lord our God rest on us; establish the work of our hands for us— yes, establish the work of our hands” (Psalms. 90:17).
Employees with a Christian Code of Ethics
Welcome accountability
Happy to show their efforts
A system of checks and balances
Sees possible training moment
Fosters collaboration with management
“Those who work their land will have abundant food, but those who chase fantasies have no sense” (Proverbs 12:11)
Employees with a Christian Code of Ethics
Not motivated by greed
Work is its own reward
Measure success in a non-monetary way
Seek payment for the work they do
Money is second to obedience
“Whatever you do, work at it with all your heart, as working for the Lord, not for human masters” (Colossians 3:23).
Employees with a Christian Code of Ethics
Are highly productive
Are work focused
Work hard throughout the day
Find value in completing assigned tasks
Understand that they are there to work
“Diligent hands will rule, but laziness ends in forced labor” (Proverbs 12:24).
Employees with a Christian Code of Ethics
Have a strong work ethic
Believe in a Biblical perspective of work
Reliable
Recognize the value of work
Relate their job to their faith
“All hard work brings a profit, but mere talk leads only to poverty” (Proverbs 14:23)
Employees with a Christian Code of Ethics
Bring a cooperative spirit to the workplace
Supportive of management
Strong contribu.
CHPSI think you made a really good point that Howard lacks poli.docx
CH/PS
I think you made a really good point that Howard lacks political aspects-especially for presidency. I have no heard his speeches quite yet (since I tend to stray away from politics altogether because people are so aggressive), do you think he is a great leader-type and is he charismatic at all? Great leaders, especially for presidency, should be honest, charismatic, and not only cater to the audience's needs but to the entire country's needs without sugar coating things.
Also, I am not sure what you mean by "In order to improve his leadership style, Jeff should change his model of carrying out business activities. This is because it can be copied and imitated by other companies (Mauri, 2016)".- how can it be imitted by other companies? In what way?
Do you think Jeff Bezos is a bad leader? and why?
CH/AR
I found your comparison of Howard Schultz and Jeff Bezos interesting and compelling. When I was looking at the list of leaders to select from, it was staggering to me how many of the corporate leaders have run or are planning to run for political office. I'm not sure, given our current political environment, that running a large corporation is the right background and experience for the leader of the United States. We'll see what happens in the next year and a half!
Amazon is an amazing, transformative company to watch. I work in the financial services industry and one of our leaders recently described our competition not as other financial services firms but as Amazon. Financial services firms pretty much all offer the same products and services and at a very reasonable price point. Amazon, however, has excelled in service delivery. I would imagine that at sometime in the future, Amazon will partner with a financial service firm to deliver products and services. I'll admit that I was and still am skeptical about Amazon's purchase of Whole Foods, but Bezos seems to be up for trying just about anything.
In your analysis of the two leaders, you didn't mention directly the challenges faced by either the leaders or the organization. Last year, Starbucks was all over the news regarding the incident involving two African American gentlemen and how they were treated by a manger at Starbucks. I'm curious how you or others in the class through about how Schultz led the organization through that crisis. Bezos, as well, has not been immune to controversy with his recent affair and divorce becoming public. How do the personal lives and behaviors of leader impact the organizations they lead? Should it matter?
SO
The first leader I chose to research is Sundar Pichai, the CEO of Google. Sundar began to show in interest in technology at an early age, and eventually earned a degree in Metallurgy, and an M.B.A from the Wharton School of the University of Pennsylvania. He then began working at Google in 2004 as the head of product management and development (Shepherd). From there, he assisted in the development of many different departme.
Chrétien de Troyes, Lancelot, 1Chrétien de Troyes, Lancelo.docx
Chrétien de Troyes, Lancelot, 1Chrétien de Troyes, Lancelot, 2
Song of Roland, 1Song of Roland, 2
.
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Written Assignment:You will write a paper on a racial/ethnic issue in the United States. This written assignment has two main goals: (1) to help you think critically and integrate the sociological ideas and concepts with your readings and experiences; and (2) to allow you flexibility to pursue your own interests. You may explore a particular interest in more depth, make a personal application, and incorporate outside readings. Your paper should be at least 1,000 wordslong for undergraduates [and at least 2,000 wordslong for graduates] with a descriptive title. Your completed paper should be double-spaced,using a 12 point typeface, with 1 inch margins. Your paper should adhere to appropriate standards of organization, spelling, and grammar; that is, it should be formatted in complete sentences and paragraphs. There are two specific guidelines:1)You may choose anyissue or problem of race and ethnic relations that is most interest to you, but you must frame it as a social issue for in-depth investigation, and investigate it in light of concepts and theories you have learnedin the lecture, the textbook, and the readings. Consult with me for help in selecting a topic and for guidance in getting started on your research. 2) This assignment requires that you do some type of research on your topic and incorporate what you have learned into your paper. You must use at least threescholarly articles, cite them following APA or ASA style guides, and list them in references. In addition, you must demonstrate your thorough knowledge about the readin
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Check out the following book :
Backlash 9/11: Middle Eastern and Muslim Americans respond / Anny Bakalian and Mehdi Bozorgmehr
Bakalian, Anny P
Berkeley: University of California Press, c2009
now I need a brief summary in 7 sentences and the scholarly articles for an outline.
...
Annotated BibliographyDue Nov 2829GenreMediumAnnotated .docx
Annotated Bibliography
Due: Nov 28/29
Genre/Medium: Annotated Bibliography
Purpose: The writer of an annotated bibliography uses the bibliography to compile a list of sources to build research. The form includes a brief summary of the source and your own critical assessment of its relevance, objectivity, appropriateness, and usefulness. It is a tool that helps you keep an organized and thoughtful record of the research process and relevant information about the topic.
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Format: Your annotated bibliographies must paragraphs must contain a topic sentence, clear evidence from the reading, and coherent sentences on a topic. It will use transitions affectively to cohere the overall piece together. It must answer: 1) What is the information in the article you are summarizing? and 2) What is your critical assessment of the article?
Instructions:
1. Cite in MLA-citation format the name of the article.
2. Draft one or two paragraphs for each of the sources you list in your annotated bibliography.
3. Review the information in the bibliographies with your classmates to improve the grammar of the text and consider points that might help you build your argument in Assignment 3.
Grading Rubric:
25-20
20-15
15-10
10-5
5-0
Content & evidence
Excellent annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources effectively.
Good annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources.
It is an adequate annotated bibliographies. It lays out the aspects of the topic well, but does not evaluates the sources.
Does not fulfill the requirements of an annotated bibliographies.
Paragraphs are too poorly written to be useful.
Information Literacy
Citation is correct. It also provides specific evaluations about the appropriateness of the medium and the information for academic research.
Citation is correct. It provides specific evaluations about the appropriateness of the medium.
Citation is correct. Citation is accurate. It needs to speak to the appropriateness of the medium and the information for academic research.
Citation is not correct. Does not include any information about the medium and appropriateness for academic research.
Citation and assessment are not adequate.
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explain one direct quote from the reading as part of your response.
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Essay #3 Argument Paper Proposal In this 2-3 page paper.docx
Essay #3 Argument Paper Proposal
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Proposal Sections
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Characteristics of Strong Proposals
• Are specific and complex
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• 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. .
Following the Topic Selection Guidelines below, choose an argumentat.docx
Following the Topic Selection Guidelines below, choose an argumentative topic to research. This will be your topic throughout the entire course, so the activities required for this assignment will provide the foundation for your future Touchstones. The topic for an argumentative research paper must be a debatable topic, meaning that it involves conflicting viewpoints. Additionally, it cannot be a topic that is already decided or agreed upon by most of society. You will need to take a firm position on the topic and use evidence and logic to support the position. Touchstone 1.2 includes a research question, a working thesis, a detailed outline, and a reflection on this pre-writing process.
A. Topic Selection Guidelines
DIRECTIONS:
You may choose any topic you wish as long as the topic has two clear sides and is not agreed upon by most of society. Your topic should be current, appropriate for an academic context and should have a focus suitable for a 6-8 page essay.
B. Research Guidelines
DIRECTIONS:
Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Research Question and Working Thesis
Keep in mind:
The research question and working thesis are the driving force behind your research and eventual argument.
❒ Your research question should be a single sentence, framed as a question.
❒ Your working thesis should be a single focused sentence, framed as a statement that takes a clear position on the research question.
❒ Include your research question followed by your working thesis.
2. Detailed Outline
Keep in mind:
Your detailed outline provides a map of the argumentative research essay that you will write, including your key claims and the sources that support them. You may not have all your sources yet, and that is fine. The outline is a way to organize your essay and determine which areas (e.g. your sub-points) will require researched evidence as support.
❒ Headings: one for each paragraph with a brief label of the paragraph’s controlling idea(s); at least 7 body paragraphs, an introduction, and a conclusion
❒ Introduction includes your working thesis.
❒ Body paragraphs should each have their own unique title and key points.
❒ Conclusion includes notes on your final thoughts.
❒ Subheadings: two to five for each paragraph, below each heading, indicating key points that support the controlling idea
❒ Sources: one to three for each subheading, as relevant, indicating the support for the key point
❒ For each source, include the author’s name and the idea or information relevant to your argument (e.g. “Lappé on mono-cropping corn/soy and production”).
3. Reflection
❒ Have you displayed a clear understanding of the research activities?
❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?
C. Reflection Que.
Writing context 2011
presentation to MA Book Art students at Camberwell - part of a seminar to explore context for research writing around the final essay in relationship to practice
SIB Overview
This document outlines the requirements for an assignment in an education course requiring students to write a statement of their informed beliefs about diversity in education. The summary must be 6-8 pages long and meet formatting guidelines. It must address several topics, including the belief that all students can learn, the influence of teacher expectations, connecting learning to students' social ecology, acknowledging cultural diversity, and ensuring curriculum meets the needs of all learners. Students are also required to discuss two educational theorists to support their beliefs.
13 March 2020Saddleback CollegeSpring 2020English 1BPatton.docx
13 March 2020 Saddleback College Spring 2020
English 1B Patton
Essay III – Historical Analysis Research Essay: (200 points)
Due dates: Proposal/thesis/brainstorming notes: 03/06
Pre-write / annotated bibliography 03/13
Draft (full length): 03/27
Peer Review: 03/27
Final Draft: 04/03
The final submission includes all pre-writing material, including notes on research, a hard copy submitted to the instructor and to Turnitin.com.
Note: Grades for papers with high rates of “similarity” will be penalized severely.
Analyzing historical events and their consequences is common research practice. In this essay, choose an historical event that is interesting to you, one that you may even be passionate about. Choose a topic that is debatable and has extensive sourcing. Prior knowledge of the event may be useful, even necessary. This assignment will require that you conduct a reasonable search for documentation and support. Start early and keep good notes. Start with an internet and library search. Good pre-writing protocol requires that you take notes as you read and that you document your sources accurately. Develop a thesis statement that is narrow enough to cover in a short (1700 – 2100) word paper and debatable—make a claim of value, fact, or policy.
Choosing a topic:
You may deal with various aspects of the topic: artistic, geo-political, scientific, moral, aesthetic, cultural, social, or economic. The following suggestions on the attached list may help you choose a topic.
You may wish to take a conservative or a liberal stance on a topic. Be sure that the essay is thesis driven. The essay should be developed according to the methods discussed in class and in the textbook. The paper should be 6 - 8 pages. The paper is worth 200 points. You will be responsible for all phases of the writing process. Research is required (6+ sources cited; websites/magazine/newspaper articles are OK but much less valuable).
Directions:
Write a 6 to 8-page historical analysis research paper (including a Works Cited page) in MLA format on the topic of an historical event. Follow the writing process as discussed in class and in the textbook. Be prepared to show every step of the process in class. Show evidence of brainstorming, note taking, outline and rough draft. Write a thesis driven analysis of the topic. The thesis, preferably a divided thesis, should make a strong statement or claim about the event. Write a multi-paragraph essay analyzing the historical event that you have chosen. The essay should be expository, with some description and narration where appropriate.
Historical Analysis Essay Rubric (200)
40 pts. Structure SLO #1 – divided thesis with debatable claim, coherence, organization, unity, transitions, topic sentences, paragraph structure – SEE, logical, academic and scholarly, embedded sources
60 pts. Content Development SLO #2 – debatable issue; enough content; rhetorical strategies; skillful use of summary, paraphrase, and quotation.
13 March 2020Saddleback CollegeSpring 2020English 1BPatton.docx
13 March 2020 Saddleback College Spring 2020
English 1B Patton
Essay III – Historical Analysis Research Essay: (200 points)
Due dates: Proposal/thesis/brainstorming notes: 03/06
Pre-write / annotated bibliography 03/13
Draft (full length): 03/27
Peer Review: 03/27
Final Draft: 04/03
The final submission includes all pre-writing material, including notes on research, a hard copy submitted to the instructor and to Turnitin.com.
Note: Grades for papers with high rates of “similarity” will be penalized severely.
Analyzing historical events and their consequences is common research practice. In this essay, choose an historical event that is interesting to you, one that you may even be passionate about. Choose a topic that is debatable and has extensive sourcing. Prior knowledge of the event may be useful, even necessary. This assignment will require that you conduct a reasonable search for documentation and support. Start early and keep good notes. Start with an internet and library search. Good pre-writing protocol requires that you take notes as you read and that you document your sources accurately. Develop a thesis statement that is narrow enough to cover in a short (1700 – 2100) word paper and debatable—make a claim of value, fact, or policy.
Choosing a topic:
You may deal with various aspects of the topic: artistic, geo-political, scientific, moral, aesthetic, cultural, social, or economic. The following suggestions on the attached list may help you choose a topic.
You may wish to take a conservative or a liberal stance on a topic. Be sure that the essay is thesis driven. The essay should be developed according to the methods discussed in class and in the textbook. The paper should be 6 - 8 pages. The paper is worth 200 points. You will be responsible for all phases of the writing process. Research is required (6+ sources cited; websites/magazine/newspaper articles are OK but much less valuable).
Directions:
Write a 6 to 8-page historical analysis research paper (including a Works Cited page) in MLA format on the topic of an historical event. Follow the writing process as discussed in class and in the textbook. Be prepared to show every step of the process in class. Show evidence of brainstorming, note taking, outline and rough draft. Write a thesis driven analysis of the topic. The thesis, preferably a divided thesis, should make a strong statement or claim about the event. Write a multi-paragraph essay analyzing the historical event that you have chosen. The essay should be expository, with some description and narration where appropriate.
Historical Analysis Essay Rubric (200)
40 pts. Structure SLO #1 – divided thesis with debatable claim, coherence, organization, unity, transitions, topic sentences, paragraph structure – SEE, logical, academic and scholarly, embedded sources
60 pts. Content Development SLO #2 – debatable issue; enough content; rhetorical strategies; skillful use of summary, paraphrase, and quotation ...
Name_______________________Grading Criteria f.docx
Name:_______________________
Grading Criteria for Paper 1Your Introduction_____________________
Guides the reader into the topic and thesis of
Weak
Competent
Above&Beyond
Great
your paper
Offers a clear and interesting thesis statement
Weak
Competent
Above&Beyond
Great
that a) makes a claim about the meaning, argument
or key idea conveyed by your text; and b) states
how your text conveys that meaning or idea.
Your Analysis and Discussion ____________
Closely analyzes 2-3 passages in the text
Weak
Competent
Above&Beyond
Great
Draws on relevant outside sources
Weak
Competent
Above&Beyond
Great
Offers a conclusion that discusses the implications
Weak
Competent
Above&Beyond
Great
of your observations
Your Essay Structure:______________________
Organizes each paragraph around one central
Weak
Competent
Above&Beyond
Great
claim or idea
Orders the paragraphs in a logical way
Weak
Competent
Above&Beyond
Great
Pulls together key points in a concluding para-
Weak
Competent
Above&Beyond
Great
graph
Your Grammar and style:________
Uses an appropriate style
Weak
Competent
Above&Beyond
Great
Uses academically-standard grammar
Weak
Competent
Above&Beyond
Great
Your Adherence to formatting guidelines:
States name, title, and other front page infor-
Weak
Competent
Above&Beyond
Great
mation in a professional format, and uses ap-
propriate headers on subsequent pages
Adequately cites sources in MLA format
Weak
Competent
Above&Beyond
Great
Includes a Works Cited page
Weak
Competent
Above&Beyond
Great
Thesis + Outline – Essay 1
Due: Tues, Jul 16, 12 pm - submit through Blackboard
Instructions:
Tell me your basic topic:which text you will analyze
and which themes or topics you plan to discuss
Passages from the text: Identify 2-3 key passages from the text that you intend to discuss. Describe what aspects of these passages that you consider most important.
Literary / rhetorical features: Identify the literary or rhetorical features of the text you plan to discuss. For example, what literary or rhetorical strategies do you think the author is using in these passages? Or what features of the genre are important to understanding the text? Or what elements of the text’s structure shape it’s meaning?
Fact-checking / Spot-Research: Identify 1-2 historical, religious, or other issues that you might need to research.
Thesis: Draft a tentative thesis statement that contains your ideas. Remember that a thesis statement can be more than one sentence long. (I know, I know, this is hard! I expect that you’ll eventually change this. But it can help you to focus if you start out with a basic hypothesis.)
Outline: Based on what you have written in the previous paragraphs, outline your paper including a full-sentence description for each line in the outline.
Assignment – Essay 1 – pg 3
Essay 1
Due Dates
Thesis + outline
Tues, July 16, 12 pm
Final Draft
Sat, Jul.
Nixon Mythology Syllabus 2019
This document outlines the syllabus for an undergraduate course on Greek and Roman mythology. The course is taught by Dr. Victoria M. Arthur and will examine major myths from Greece and Rome, exploring their influence on Western culture. Students will analyze primary mythological texts alongside modern retellings. They will consider the purposes and functions of myth in different societies. The course aims to develop students' understanding of mythology and its analysis. Students can take the course for either degree credit or professional development. Requirements include participation, response papers, and a final conference presentation or essay for degree-seeking students.
Elit 10 essay 2
This document outlines the requirements and guidelines for writing an essay analyzing LGBT fiction written before 1960. Students must choose one primary text from the list provided and analyze one or more aspects of it in a 2-3 page essay. They should consider topics like the work's politics, poetics, contributions to queer history, or how sexuality is coded. The essay must have an introduction with a clear thesis, body paragraphs with analysis and evidence from the text, and a conclusion that wraps up the argument. Students are provided with questions to help formulate their thesis and secondary sources for additional support.
Elit 10 essay 2
This document outlines the requirements and guidelines for an essay assignment analyzing LGBT fiction from 1960 to the present. Students must choose one primary text from the list provided and analyze one or more aspects of it in a 2-3 page essay. They should consider using secondary sources to support their analysis and form a thesis addressing topics like the work's politics, poetics, contributions to queer history, or illustrations of sexuality and identity. The essay should include an introduction with thesis, body paragraphs developing the analysis, and a conclusion wrapping up the main points.
Elit 10 essay 2
This document outlines the requirements and guidelines for an essay assignment analyzing LGBT fiction from 1960 to the present. Students must write a 2-5 page thesis-driven essay analyzing one or more aspects of a primary text provided. They should consider using secondary sources to support their analysis and convince readers their interpretation adds to discussions of LGBT texts. The essay should have an introduction with thesis, body paragraphs developing the analysis, and conclusion wrapping up the main points. Close reading of the text and integrating quotations is important.
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Major essay requirements can be summarized as follows • A.docx
Major essay requirements can be summarized as follows • A.docx
Written AssignmentYou will write a paper on a racialethnic issue.docx
Written AssignmentYou will write a paper on a racialethnic issue.docx
Annotated BibliographyDue Nov 2829GenreMediumAnnotated .docx
Annotated BibliographyDue Nov 2829GenreMediumAnnotated .docx
Essay #3 Argument Paper Proposal In this 2-3 page paper.docx
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Following the Topic Selection Guidelines below, choose an argumentat.docx
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13 March 2020Saddleback CollegeSpring 2020English 1BPatton.docx
13 March 2020Saddleback CollegeSpring 2020English 1BPatton.docx
13 March 2020Saddleback CollegeSpring 2020English 1BPatton.docx
13 March 2020Saddleback CollegeSpring 2020English 1BPatton.docx
Name_______________________Grading Criteria f.docx
Name_______________________Grading Criteria f.docx
More from troutmanboris
Christian Schussele Men of ProgressOil on canvas, 1862Coope.docx
Christian Schussele Men of Progress
Oil on canvas, 1862
Cooper Union, New York, New York
Transfer from the National Gallery of Art; gift of Andrew W. Mellon, 1942
NPG.65.60
Edward Sorel, “People of Progress” 1999, Cooper Union, New York, New York
Syllabus
The clerks of the Department of State of the United States may be called upon to give evidence of transactions in the Department which are not of a confidential character.
The Secretary of State cannot be called upon as a witness to state transactions of a confidential nature which may have occurred in his Department. But he may be called upon to give testimony of circumstances which were not of that character.
Clerks in the Department of State were directed to be sworn, subject to objections to questions upon confidential matters.
Some point of time must be taken when the power of the Executive over an officer, not removable at his will, must cease. That point of time must be when the constitutional power of appointment has been exercised. And the power has been exercised when the last act required from the person possessing the power has been performed. This last act is the signature of the commission.
If the act of livery be necessary to give validity to the commission of an officer, it has been delivered when executed, and given to the Secretary of State for the purpose of being sealed, recorded, and transmitted to the party.
In cases of commissions to public officers, the law orders the Secretary of State to record them. When, therefore, they are signed and sealed, the order for their being recorded is given, and, whether inserted inserted into the book or not, they are recorded.
When the heads of the departments of the Government are the political or confidential officers of the Executive, merely to execute the will of the President, or rather to act in cases in which the Executive possesses a constitutional or legal discretion, nothing can be more perfectly clear than that their acts are only politically examinable. But where a specific duty is assigned by law, and individual rights depend upon the performance of that duty, it seems equally clear that the individual who considers himself injured has a right to resort to the laws of his country for a remedy.
The President of the United States, by signing the commission, appointed Mr. Marbury a justice of the peace for the County of Washington, in the District of Columbia, and the seal of the United States, affixed thereto by the Secretary of State, is conclusive testimony of the verity of the signature, and of the completion of the appointment; and the appointment conferred on him a legal right to the office for the space of five years. Having this legal right to the office, he has a consequent right to the commission, a refusal to deliver which is a plain violation of that right for which the laws of the country afford him a remedy.
To render a mandamus a proper remedy, the officer to whom it is directed must be one to who.
Christian EthicsChristian ethics deeply align with absolutism. E.docx
Christian Ethics
Christian ethics deeply align with absolutism. Ethical absolutism claims that moral principles do exist. According to Christians, God created moral absolutes. These absolutes can be seen in God’s revelation. God’s special and general revelation reveal his moral truths. This does not mean that only Christians can understand moral truths. Because humans are made in God’s image, they can recognize moral truths even if they do not believe in God
[1]
. These absolutes were instated by God. Therefore, they apply to all of humanity. This worldview is in direct opposition to the idea of relativism. Christian ethics cannot be viewed through a relativistic point of view. According to relativism, there is no moral truths. There is no absolute distinction between right and wrong within this way of thinking. Right and wrong can be decided by individuals or groups of people. Cultures decide what is right for themselves and their way of life. Even individuals have the ability to decide their own personal moral code. This can seem somewhat reasonable at times. Some things that were considered moral or immoral in the past are viewed differently today. Even with this understanding, Christians deny the idea of relativism. Christians hold to the belief that moral truths come from God. Therefore, these truths do not change. God himself never changes; therefore, his moral truths remain the same. According to Christian ethics, mankind is expected to hold to the moral absolutes mandated by God himself. This understanding is not compatible with relativism. Relativism makes no place of a God. From a relativistic point of view, mankind decides their own morality. Right and wrong are not fixed. In Christian ethics, right and wrong are permanently decided by the God of the universe.
The subjective aspects of Christian ethics can look similar to relativism. The areas that are somewhat subjective in Christian aspects are referred to as the liberties of a Christian. There are some matters that are not said to be morally wrong in the Bible. Some see these issues to be wrong; therefore, they are. Others do not find certain issues to be morally wrong. These individuals are claiming their Christian liberty. One of these issues is drinking alcohol. Some Christians believe that ingesting any amount of alcohol is morally wrong. According to the idea of Christian liberty, it would be wrong for the individuals who hold to this belief to drink alcohol. Others do not have this conviction and are not doing wrong by consuming alcohol. On the surface, the idea of Christian liberty can seem to be related to relativism, but upon closer inspection these ideas are not closely related. Christian liberty is a Biblical concept that harmonize well with the overall message of the Bible. Relativism is nowhere found in the Bible. The Bible is clear that there are universal moral laws. These laws are placed upon humanity by God himself. There are some areas where the Bible remain.
Christian Ethics BA 616 Business Ethics Definiti.docx
Christian Ethics
BA 616 Business Ethics
Definition of Christian Ethics
A system of values based upon the Judeo/Christian Scriptures
Principles of behavior in concordance with the behaviors of Christian teachings
Standards of thought and behavior as taught by Jesus.
Discussion
What are some of the “ethical” attributes presented in the teachings of Jesus?
What are some ethical attributes presented in the teachings of other religious persons?
Quotes about Christian Ethics
Quotes on Christian Ethics
Recognize the value of work
“And when you reap the harvest of your land, you shall not reap your field right up to its edge, nor shall you gather the gleanings after your harvest. You shall leave them for the poor and for the sojourner: I am the Lord your God.” (Leviticus 23:22).
Do not give the poor the food, rather allow the poor to work for themselves
Discussion
What are examples of the value of work?
Today, some U.S. state governors are trying to get those “able bodied” individuals to work for welfare. They are meeting great resistance politically, why do you think this is?
The value of work
Confirmed by Elton Mayo
Fulfills social, psychological and economic needs of the individual
“If a man will not work, he shall not eat” (2 Thessalonians 3:10)
Christian Ethics
The fruit of a people that have inwardly committed their lives to Christ and are outwardly aligning their actions with His teachings.
“May the favor of the Lord our God rest on us; establish the work of our hands for us— yes, establish the work of our hands” (Psalms. 90:17).
Employees with a Christian Code of Ethics
Welcome accountability
Happy to show their efforts
A system of checks and balances
Sees possible training moment
Fosters collaboration with management
“Those who work their land will have abundant food, but those who chase fantasies have no sense” (Proverbs 12:11)
Employees with a Christian Code of Ethics
Not motivated by greed
Work is its own reward
Measure success in a non-monetary way
Seek payment for the work they do
Money is second to obedience
“Whatever you do, work at it with all your heart, as working for the Lord, not for human masters” (Colossians 3:23).
Employees with a Christian Code of Ethics
Are highly productive
Are work focused
Work hard throughout the day
Find value in completing assigned tasks
Understand that they are there to work
“Diligent hands will rule, but laziness ends in forced labor” (Proverbs 12:24).
Employees with a Christian Code of Ethics
Have a strong work ethic
Believe in a Biblical perspective of work
Reliable
Recognize the value of work
Relate their job to their faith
“All hard work brings a profit, but mere talk leads only to poverty” (Proverbs 14:23)
Employees with a Christian Code of Ethics
Bring a cooperative spirit to the workplace
Supportive of management
Strong contribu.
CHPSI think you made a really good point that Howard lacks poli.docx
CH/PS
I think you made a really good point that Howard lacks political aspects-especially for presidency. I have no heard his speeches quite yet (since I tend to stray away from politics altogether because people are so aggressive), do you think he is a great leader-type and is he charismatic at all? Great leaders, especially for presidency, should be honest, charismatic, and not only cater to the audience's needs but to the entire country's needs without sugar coating things.
Also, I am not sure what you mean by "In order to improve his leadership style, Jeff should change his model of carrying out business activities. This is because it can be copied and imitated by other companies (Mauri, 2016)".- how can it be imitted by other companies? In what way?
Do you think Jeff Bezos is a bad leader? and why?
CH/AR
I found your comparison of Howard Schultz and Jeff Bezos interesting and compelling. When I was looking at the list of leaders to select from, it was staggering to me how many of the corporate leaders have run or are planning to run for political office. I'm not sure, given our current political environment, that running a large corporation is the right background and experience for the leader of the United States. We'll see what happens in the next year and a half!
Amazon is an amazing, transformative company to watch. I work in the financial services industry and one of our leaders recently described our competition not as other financial services firms but as Amazon. Financial services firms pretty much all offer the same products and services and at a very reasonable price point. Amazon, however, has excelled in service delivery. I would imagine that at sometime in the future, Amazon will partner with a financial service firm to deliver products and services. I'll admit that I was and still am skeptical about Amazon's purchase of Whole Foods, but Bezos seems to be up for trying just about anything.
In your analysis of the two leaders, you didn't mention directly the challenges faced by either the leaders or the organization. Last year, Starbucks was all over the news regarding the incident involving two African American gentlemen and how they were treated by a manger at Starbucks. I'm curious how you or others in the class through about how Schultz led the organization through that crisis. Bezos, as well, has not been immune to controversy with his recent affair and divorce becoming public. How do the personal lives and behaviors of leader impact the organizations they lead? Should it matter?
SO
The first leader I chose to research is Sundar Pichai, the CEO of Google. Sundar began to show in interest in technology at an early age, and eventually earned a degree in Metallurgy, and an M.B.A from the Wharton School of the University of Pennsylvania. He then began working at Google in 2004 as the head of product management and development (Shepherd). From there, he assisted in the development of many different departme.
Chrétien de Troyes, Lancelot, 1Chrétien de Troyes, Lancelo.docx
Chrétien de Troyes, Lancelot, 1Chrétien de Troyes, Lancelot, 2
Song of Roland, 1Song of Roland, 2
.
Chosen brand CHANELStudents are required to research a fash.docx
Chosen brand:
CHANEL
Students are required to research a fashion brand of their choice and analyze its positioning strategy in the market.
● The report will assess students’ ability to collect data, in an efficient manner and use this data to scrutinise the marketing aspects of a fashion brand.
● The report will be covering the following subjects:
1. Analysis Of The Macro And Micro-environment of the brand.
2. Positioning Strategy Of The Brand: Target Customer(Pen Portrait)
3. Competitor Analysis.
4. Critical evaluation of the marketing communications strategy of the brand
supporting the development of the individual report, using relevant PRIMARY and SECONDARY RESEARCH.
NB: Please kindly devise a survey (Google forms) and make up some responses to it so as to then incorporate PRIMARY results into the report. Thanks
see attached file
word count: 2000 words
.
Chose one person to reply to ALBORES 1. Were Manning’s acti.docx
Chose one person to reply to:
ALBORES
1. Were Manning’s actions legal under the Foreign Corrupt Practices Act, and what are the possible penalties for violating the act?
The Foreign Corrupt Practices Act states (1977) “It shall be unlawful for any issuer...to offer, payment, promise to pay, or authorization of the payment of any money, or offer, gift, promise to give... “. Manning assumed the duty of an issuer because he attended dinner with the prime minister to discuss the contract. Then, Manning offered to fly the prime minister to New York, which he then promised to pay for all of the prime minister's expenses. However, according to the Foreign Corrupt Practices Act (1977) a promise or offer is acceptable if the expense was ”reasonable and bona fide expenditure, such as travel and lodging expenses, incurred by or on behalf of a foreign official… was directly related to the promotion, demonstration, or explanation of products or services”. Manning promised to fly out the prime minister because he wanted to “discuss business further” (UMUC, 2019). Further, Manning used company funds to take the prime minister to luxurious activities and restaurants because he wanted to retain the contract from the prime minister.
Even though Manning did not directly give money to the prime minister, he authorized payment for the prime minster’s two-week stay, which did not involve discussing the contract. Out of the two weeks, business was only conducted for a day. In addition, Manning can be held responsible for bribing the customs officials at Neristan. According to the Foreign Corrupt Practices Act (1977), it is unlawful to influence “any act or decision of such foreign official in his official capacity... omit to do any act in violation of the lawful duty of such official”. Manning influenced the customs officials because Manning gave each custom official $100 to clear the shipment. Custom officials act on behalf of the Neristan government and sometimes require large shipments to be inspected. Manny will likely be held responsible for offering payment to the customs officials in exchange for expediting the company’s shipment.
If Manning violated the Foreign Corrupt Practices Act, he could face imprisonment. Also, the company may have to pay the penalty. The penalty for violating the act is “a fine of up to $2 million per violation. Likewise, an individual may face up to five years in prison and/or a fine of $250,000 per violation of the anti-bribery provision” (Woody, 2018, p. 275).
2. Were Manning’s actions legal under the UK Bribery Act and what are the possible penalties for violating the act?
Based on the UK Bribery Act (2010), an individual is guilty of bribing an official if “intention is to influence F (government official) in F's capacity as a foreign public official...intend to obtain or retain business, or an advantage in the conduct of business.”. Manning bribed the prime minister because he stated: “If, after we are done conducting busi.
Choosing your literary essay topic on Disgrace by J. M. Coetzee .docx
Choosing your literary essay topic on
Disgrace
by J. M. Coetzee is the first step to writing your literary analysis paper.
After reading the novel, you should be able to decide in which direction you'd like to take your paper.
Topics/ approaches
(Focus on only one of the following, though some may overlap):
Analyze one of the minor characters, such as Petrus.
Example
: Analyze not only the chosen characters' personality but also what role they played in advancing the overall theme of the novel.
The protagonist's conflict, the hurdles to be overcome, and how he resolves it.
Examples:
It could be hope for change, both in South Africa and in David Lurie. OR: the disgrace David Lurie has suffered over the affair with a student and how that matches the disgrace South Africa has suffered through apartheid.
The function of setting to reinforce theme and characterization.
Example
: post-apartheid South Africa is a setting arguably more important than anything else in the novel. Your outside sources would be a bit of history concerning apartheid.The use of literary devices to communicate theme: imagery, metaphor, symbolism, foreshadowing, irony
Symbolism in the novel--
Examples:
Determine if David Lurie represents the old, white authorities of South Africa, while Lucy represents the new white people of South Africa. OR: Analyze what dogs symbolize in this story. Another example: What is symbolized by the opera David Lurie is writing on Byron?
Careful examination of one or more central scenes and its/their crucial role in plot development, resolution of conflict, and exposition of the theme.
Example:
Analyze one or more scenes in which hope that change for the better is possible through a character's remorse and subsequent action, for example, the scene in which David Lurie apologizes to the parents OR the scene in which Lucy gets raped.
The possible issue to be addressed in introduction or conclusion:
Characteristics that make the work typical (or atypical) of the period, the setting, or the author that produced it. For this information, you must go to a library database (you must read "How to Access Miami Dade Databases" if you don't know how) or a valid search site, such as Google Scholar (there is often a fee for this one).
Do
not
open or close with biographical material on the author. Biographical material is important as it influences the author’s writing only and should not be a focus of your paper.
Guidelines for Literary Essay
Be aware that you will be writing about a novel, which in its broadest sense is any extended fictional narrative almost always in prose, in which the representation of character is often the focus. Good authors use the elements of fiction, such as plot, theme, setting etc. purposefully, with a very clear goal in mind. One of the paths to literary analysis is to discover what the author's purpose is with each of his choices. Avoid the problem th.
Choosing your Philosophical Question The Final Project is an opp.docx
Choosing your Philosophical Question
The Final Project is an opportunity for you to investigate one of the discussion questions to a much greater degree than in the forums. For your Final Project you will choose a philosophical question (stage 1), conduct an analysis of the claims and arguments relevant to the question by reading the primary texts of the philosopher (stage 2), and then take a position on the chosen question and offer an argument in support of your position (stage 3).
For this first stage of your Final Project assignment, (a) choose a question that appears as a discussion question (listed below, with some exceptions). You may choose one that you have previously begun to answer in the discussion forums, or one that you have yet to consider, then (b) explain briefly why you are interested in exploring this philosopher, the primary text and the question further. Submit this assignment on a Word .docx.
Week Four: Philosopher: Thomas Aquinas, Primary Text: Summa Theologica, Part 1, Question 2, Article 1-3
Q1. Does God really exist?
Question to write on, and answer the question fully in all its parts. Be mindful of the question. You are making a claim about something and offering support for it. Try to use examples from the Primary Texts you have read and/or your own experiences in that support.
DISCUSSION QUESTION CHOICE #1: Philosophy of Religion. Study Aquinas' five "ways" of demonstrating God's existence in the learning resources then engage in the study of ontology by examining your belief in God:
Answer the question: Does God really exist?
Use Aquinas and your own reasoning in your argument.
Kreeft, Peter. A Shorter Summa: The Essential Philosophical Passages of St. Thomas Aquinas'
Summa Theologica, Ignatius Press (San Francisco, 1993), chapter II.
Summa Theologica, Part 1, Question 2, Articles 1-3
The Existence of God
Because the chief aim of sacred doctrine is to teach the knowledge of God, not only as He is in
Himself, but also as He is the beginning of things and their last end, and especially of rational
creatures, as is clear from what has been already said, therefore, in our endeavor to expound this
science, we shall treat: (1) Of God; (2) Of the rational creature’s advance towards God; (3) Of
Christ, Who as man, is our way to God.
In treating of God there will be a threefold division: For we shall consider (1) Whatever concerns
the Divine Essence; (2) Whatever concerns the distinctions of Persons; (3) Whatever concerns the
procession of creatures from Him
Concerning the Divine Essence, we must consider: (1) Whether God exists? (2) The manner of His
existence, or, rather, what is not the manner of His existence; (3) Whatever concerns His
operations — namely, His knowledge, will, power.
Concerning the first, there are three points of inquiry: (1) Whether the proposition “God exists” is
self-evident? (2) Whether it is demonstrable? (3) Whether God exists?-
FIRST ARTICLE
Whether the Existence .
Choosing Your Research Method in a NutshellBy James Rice and.docx
Choosing Your Research Method in a Nutshell
By James Rice and Marilyn K. Simon
Research Method Brief Type
Action research Participatory ‐ problem identification, solution,
solution review
III
Appreciative inquiry Helps groups identify solutions III, IV
Case Study research Group observation to determine how and why a
situation exists
III
Causal‐comparative research Identify causal relationship among variable that
can't be controlled
IV
Content analysis Analyze text and make inferences IV
Correlational research Collect data and determine level of correlation
between variables
I
Critical Incident technique Identification of determining incident of a critical
event
III
Delphi research Analysis of expert knowledge to forecast future
events
I, IV
Descriptive research Study of "as is" phenomena I
Design based research/ decision analysis Identify meaningful change in practices II
Ethnographic Cultural observation of a group
Evaluation research Study the effectiveness of an intervention or
program
IV
Experimental research Study the effect of manipulating a variable or
variables
II
Factor analysis Statistically assess the relationship between large
numbers of variables
I
Grounded Theory Produce a theory that explains a process based on
observation
III, IV
Hermeneutic research Study the meaning of subjects/texts (exegetics is
text only) by concentrating on the historical
meaning of the experience and its developmental
and cumulative effects on the individual and society
III
Historical research historical data collection and analysis of person or
organization
IV
Meta‐analysis research Seek patterns in data collected by other studies and
formulate principals
Narrative research Study of a single person's experiences
Needs assessment Systematic process of determine the needs of a
defined demographic population
Phenomenography Answer questions about thinking and learning
Phenomenology Make sense of lived experiences of participants
regarding a specified phenomenon.
III, IV
Quasi‐experimental Manipulation of variables in populations without
benefit of random assignment or control group.
II
Q‐method A mixed‐method approach to study subjectivity ‐
patterns of thought
I
Regression‐discontinuity design (RD) Cut‐off score assignment of participants to group
(non‐random) used to study effectiveness of an
intervention
II
Repertory grid analysis Interview process to determine how a person
interprets the meaning of an experience
I
Retrospective record review Study of historic data collected about a prior
intervention (both effected and control group)
II
Semiology Studies the meaning of symbols II, III
Situational analysis Post‐modernist approach to grounded theory
(holistic view rather than isolated variables) by
studying lived experiences around a phenomenon
Trend Analysis research Formulate a f.
Choose two of the systems (education, work, the military, and im.docx
Choose
two
of the systems (education, work, the military, and immigration). Explain how they fit into the domain of social work and the social justice issues social workers should be aware of in these systems.
How does the education, military, workplace, or immigration system rely on social workers?
What is one social justice issue found in education, the military, the workplace, or immigration that influences the practice of social work?
.
Choose two disorders from the categories presented this week.C.docx
Choose
two disorders from the categories presented this week.
Create
a 15- to 20-slide Microsoft® PowerPoint® presentation that includes the following:
Describes the disorders and explains their differences
Discusses how these disorders are influenced by the legal system
Discusses how the legal system is influenced by these disorders
Include
a minimum of two peer-reviewed sources.
Format
your presentation consistent with APA guidelines.
Submit
your assignment.
*3 slides on How is the legal system influenced by schizophrenia with speaker notes*
.
Choose ONE of the following topics Length 750-900 words, .docx
Choose
ONE
of the following topics
Length:
750-900 words, double spaced, 12 pt. font
Identify the different forms of religious groups that are comprised in the typology outlined by the classic sociologists of religion. Explain the basic characteristics of each and provide examples.
Establish a distinction between the popular misuses of the term "myth" and its meaning in the scholarly context of Religious Studies. Explain the functions of myth according to the scholar Joseph Campbell.
.
Choose one of the following topicsAmerica A Narrative.docx
Choose
one
of the following topics
America: A Narrative History
notes Thomas Jefferson's election to the presidency set the tone of "republican simplicity". In what ways was this still true in 1850 following the "Market Revolution" and in what ways was it not?
Connect the technological improvements in water transportation of the early 19th century to the territory acquired in the LA Purchase.
.
Choose one of the following topics below. Comparecont.docx
Choose
one
of the following topics below.
Compare/contrast the role women played in Puritan Society in colonial Massachusetts with their role in the Great Awakening of the 18th century.
Why is the Declaration of Independence considered historically as a product of the Age of Enlightenment?
500 words
.
Choose one of the following topics below. Comparecon.docx
Choose
one
of the following topics below.
Compare/contrast the role women played in Puritan Society in colonial Massachusetts with their role in the Great Awakening of the 18th century.
Why is the Declaration of Independence considered historically as a product of the Age of Enlightenment?
requirement of this assignment
Write a 500 word essay
.
Choose one of the states of RacialCultural Identity Development.docx
Choose one of the states of Racial/Cultural Identity Developmental Model and reflect on how you will intervine with a client in that stage.
Stages:
Conformity
Dissonance and Appreciating
Resistance and immersion
Introspection
Integrative Awareness
.
Choose one of the following topicsNative AmericansWomenEnvi.docx
Choose
one of the following topics:
Native Americans
Women
Environment
Latin Americans
Sexual liberation
Read
at least three different newspaper articles between 1968 and 1980 that cover important changes affecting your topic. In the University Library, use the ProQuest
®
historical newspaper archive (available under
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), which includes the following major newspapers, among others:
New York Times
Washington Post
Wall Street Journal
Los Angeles Times
Christian Science Monitor
Write
a 700- to 1,050-word paper in which you describe the status of the chosen group or idea and how that group or idea was affected by the changes brought about during the 1960s. Include information gleaned from the newspaper articles as well as other material.
.
Choose one of the following films for review (with faculty’s appro.docx
Choose
one of the following films for review (with faculty’s approval). Put yourself in the movie by choosing one character to follow. What cultural issues would you face? What are cultural challenges? Write a short paper describing the film and your observations. Present your findings in class.
•
Secret Lives of Bees
•
Chocolate
•
Under the Same Moon
•
Maid in Manhattan
•
Walk in the Clouds
•
Get Rich or Die Trying (Gang Culture
) "I like this one"
•
Mu
lan
•
Mississippi Burning
•
A Time to Kill - "
I Also like this one
"
•
Only Fools Rush In
.
Choose and complete one of the two assignment options.docx
Choose
and
complete
one of the two assignment options:
Option 1: Forecasting Comparison Presentation
Identify
a state, local, or federal policy that impacts your organization or community.
Create
an 8- to 10-slide Microsoft® PowerPoint® presentation in which you complete the following:
Describe how forecasting can be used to implement this policy and highlight any limitations of the usage of forecasting.
Compare and contrast the different forms of forecasting used to aid decision-makers when evaluating policy outcomes.
Discuss the types of information needed to ensure forecasts are accurate.
Analyze the relationship between forecasting, monitoring of observed policy outcomes, and normative futures in goals and agenda setting.
Include
speaker notes with each slide. The presentation should also contain and at least four peer-reviewed references from the University Library.
I live in Lawrence, KS if you can find a policy within this community.
.
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