Ind rdg assignment 2
•Download as DOCX, PDF•
0 likes•342 views
This document provides instructions for an independent reading assignment asking students to: 1) choose a quote from their novel and explain its significance in 5 sentences; 2) identify and analyze an example of a stylistic technique the author uses effectively, including defining the technique and citing an example with page number; 3) generate 2 questions raised by the text; and 4) find an outside source related to their book to share. The assignment asks students to complete these tasks on their own and be prepared to discuss them in a group.
Report
Share
Report
Share
Recommended
Ind rdg assignment 1
This document provides instructions for an independent reading assignment asking students to: 1) choose a significant quote from their novel and explain its importance; 2) identify two stylistic techniques used by the author and analyze how they are used effectively, citing examples; and 3) generate three questions raised by the text section. The assignment asks students to analyze elements of their novel like quotes, writing style, and topics for discussion.
AP Exam Prep - Essays
The document provides advice and reminders for preparing to take the AP exam. It discusses successful writing techniques, the structure of the exam, how to approach the different essay types, and strategies for writing high-scoring responses. Key advice includes using sophisticated language and argumentation, having a clear thesis, addressing counterarguments, incorporating multiple sources in the synthesis essay, and analyzing rhetorical strategies in the rhetorical analysis.
How to write and essay
The document provides guidance on developing an effective essay structure. It recommends beginning with a strong thesis statement that interprets the central topic or text. The introduction should preview main points and include a succinct summary of the "big picture" of the text. Body paragraphs should each make a separate point, supported by examples and quotes from the text, explained using PEE or PQC structures. The conclusion should refer back to the opening argument and thesis, summarizing main points and identifying any wider implications. Overall, the essay should have a logical structure, with analysis rather than just description of the text.
How to answer the 10 mark (extract) question
This document provides guidance on how to answer a 10 mark extract question about two English literature texts: Of Mice and Men and AIC & Heroes. Students should read the question and passage closely, understand the significance of the passage to the whole text, and identify at least three techniques used and their effects. The response should include an introductory paragraph explaining the significance, three analyses of techniques using PEAs, and a brief concluding statement with a personal response. Students are reminded to analyze language and narrative/dramatic techniques and make links to the wider text.
GCE O Level Reading paper revised
The document provides information about Section 1 and Section 2 of the Reading component of the GCE O' Level English Language exam. Section 1 involves note-making from a factual passage of approximately 700 words on a given topic, and using the notes to write a 150-180 word summary. Section 2 involves answering short comprehension questions about a 700 word narrative passage to test understanding of explicit and implicit meanings.
Explanation text : English for Academic Context
This document provides an overview of explanation text, including:
1) Explanation text tells the processes relating to natural, social, scientific and cultural phenomena using grammar like the passive voice and simple present tense, as well as technical terms and words showing cause and effect.
2) Explanation text has a generic structure including a general statement, sequenced explanation of steps, and sometimes a closing.
3) Explanation text is intended to explain to the audience how and why something works or happens.
Birthday letters revision session
The document provides guidance for an exam on comparative textual analysis and review. It discusses the structure and weightings of the exam sections and the assessment objectives focused on applying concepts, demonstrating critical understanding, and exploring relationships between texts. It offers advice on preparing for specification areas and considering issues like characters, themes, techniques, contexts, settings, and interpretations. The document also provides feedback from examiners on common issues and improving essay responses through planning, evidence, analysis, and consideration of contextual factors.
Int 2 Close Reading
This document provides guidance on answering different types of questions about a reading passage:
1. Understanding questions focus on explicitly stated information and require finding facts or details, summarizing, and determining meanings of words in context.
2. Analysis questions examine how information is presented through literary devices like imagery, linkage between ideas, sentence structure, word choice and tone.
3. Evaluation questions assess the effectiveness and impact of the passage by having the reader express their personal opinion on features like word choice, structure, and tone.
Recommended
Ind rdg assignment 1
This document provides instructions for an independent reading assignment asking students to: 1) choose a significant quote from their novel and explain its importance; 2) identify two stylistic techniques used by the author and analyze how they are used effectively, citing examples; and 3) generate three questions raised by the text section. The assignment asks students to analyze elements of their novel like quotes, writing style, and topics for discussion.
AP Exam Prep - Essays
The document provides advice and reminders for preparing to take the AP exam. It discusses successful writing techniques, the structure of the exam, how to approach the different essay types, and strategies for writing high-scoring responses. Key advice includes using sophisticated language and argumentation, having a clear thesis, addressing counterarguments, incorporating multiple sources in the synthesis essay, and analyzing rhetorical strategies in the rhetorical analysis.
How to write and essay
The document provides guidance on developing an effective essay structure. It recommends beginning with a strong thesis statement that interprets the central topic or text. The introduction should preview main points and include a succinct summary of the "big picture" of the text. Body paragraphs should each make a separate point, supported by examples and quotes from the text, explained using PEE or PQC structures. The conclusion should refer back to the opening argument and thesis, summarizing main points and identifying any wider implications. Overall, the essay should have a logical structure, with analysis rather than just description of the text.
How to answer the 10 mark (extract) question
This document provides guidance on how to answer a 10 mark extract question about two English literature texts: Of Mice and Men and AIC & Heroes. Students should read the question and passage closely, understand the significance of the passage to the whole text, and identify at least three techniques used and their effects. The response should include an introductory paragraph explaining the significance, three analyses of techniques using PEAs, and a brief concluding statement with a personal response. Students are reminded to analyze language and narrative/dramatic techniques and make links to the wider text.
GCE O Level Reading paper revised
The document provides information about Section 1 and Section 2 of the Reading component of the GCE O' Level English Language exam. Section 1 involves note-making from a factual passage of approximately 700 words on a given topic, and using the notes to write a 150-180 word summary. Section 2 involves answering short comprehension questions about a 700 word narrative passage to test understanding of explicit and implicit meanings.
Explanation text : English for Academic Context
This document provides an overview of explanation text, including:
1) Explanation text tells the processes relating to natural, social, scientific and cultural phenomena using grammar like the passive voice and simple present tense, as well as technical terms and words showing cause and effect.
2) Explanation text has a generic structure including a general statement, sequenced explanation of steps, and sometimes a closing.
3) Explanation text is intended to explain to the audience how and why something works or happens.
Birthday letters revision session
The document provides guidance for an exam on comparative textual analysis and review. It discusses the structure and weightings of the exam sections and the assessment objectives focused on applying concepts, demonstrating critical understanding, and exploring relationships between texts. It offers advice on preparing for specification areas and considering issues like characters, themes, techniques, contexts, settings, and interpretations. The document also provides feedback from examiners on common issues and improving essay responses through planning, evidence, analysis, and consideration of contextual factors.
Int 2 Close Reading
This document provides guidance on answering different types of questions about a reading passage:
1. Understanding questions focus on explicitly stated information and require finding facts or details, summarizing, and determining meanings of words in context.
2. Analysis questions examine how information is presented through literary devices like imagery, linkage between ideas, sentence structure, word choice and tone.
3. Evaluation questions assess the effectiveness and impact of the passage by having the reader express their personal opinion on features like word choice, structure, and tone.
English revision 2015
This document provides guidance for students taking an English language exam that consists of reading and writing sections. It outlines the timing and structure for answering questions, with 5 minutes allotted to read questions and passages, and around 10 minutes for each question. It describes different types of questions, such as "what" questions requiring evidence from the text and "how" questions involving language analysis. Trickier questions involving inference, comparison, or multiple focuses are also discussed. Strategies are presented for achieving high marks on whole text literature questions by linking responses to historical context. Requirements for different grade levels are defined in terms of textual understanding, language analysis, and contextual awareness.
GCE O LEVEL Writing Paper
This presentation highlights the changes in paper pattern for 2018 examination.
Source: CIE website & CIE Teachers Training
Peer revision research 2012
This document provides guidance for editing and revising a research paper. It outlines several areas to check such as the thesis statement, topic and transition sentences, word choice, numbers, formatting, citations, point of view, contractions, conjunctions, and general errors. The reader is instructed to highlight specific elements, check for correct formatting and citation style, and make any necessary corrections in red pen.
1123 Paper 2 Guidelines
This presentation is based on the information provided through a CIE webinar that was conducted by HELEN TONER. It will help you to teacher or attempt paper 2 of English language (1123)
Comparative essay
The document provides guidance on writing comparative text responses. It discusses three main structures for comparative essays: 1) discussing each text separately and then comparing them, 2) alternating between discussing similarities and differences, and 3) integrating comparison throughout by discussing one text and then the other on the same theme. For each structure, it provides an example outline. It emphasizes the need to demonstrate thorough understanding of both texts individually as well as compare and contrast them.
Paragraph writing
This document discusses paragraphs and their types and structure. It defines a paragraph as a self-contained unit dealing with a particular point or idea that consists of one or more sentences. It describes three main types of paragraphs: narrative, descriptive, and expository. Narrative paragraphs tell a story, descriptive paragraphs allow the reader to visualize through description, and expository paragraphs provide information or explain a subject. The document also outlines three main rules for paragraph writing: unity, where each paragraph deals with one topic; order, where ideas are logically sequenced; and variety, where paragraphs are of different lengths to avoid monotony.
FCE Writing
This document outlines the format and requirements for Part 1 and Part 2 of the writing section of the Cambridge English: First exam.
Part 1 consists of one compulsory writing task requiring candidates to write an essay responding to a statement and presenting their own additional idea. The essay must be 140-190 words.
Part 2 consists of one writing task that can be an article, informal letter, formal letter, report, or review. The format provides a brief context in 70 words or less. The response must be 140-190 words. The document provides guidelines on the expected focus and format of each text type.
General training-writing 7219
The IELTS General Training Writing exam consists of two tasks that must be completed within 60 minutes. Task 1 involves writing a 150-word letter responding to a particular situation. Task 2 requires a 250-word essay discussing a point of view or problem. Both tasks assess grammatical accuracy and range, lexical resource, task achievement, and coherence and cohesion. Test takers receive a score from 1 to 9 based on their overall language proficiency demonstrated across the tasks.
English checklist
This document provides instructions for three English exam questions:
1. A directed writing question asking students to write about a passage in a specific form using details from the text.
2. A language analysis question requiring students to annotate a passage, then analyze selected quotes using techniques like discussing the writer's intent and the effect on the reader.
3. A two-text summary question where students identify the topic of each paragraph, underline key ideas, and write bullet points and a paragraph summarizing each text while focusing on the question.
General training writing 7210
This document provides information and tips for completing the two writing tasks in the General Training IELTS exam. Task 1 involves writing a 150-word letter, which can be formal or informal depending on the recipient. Task 2 requires a 250-word essay responding to a point of view or argument. Suggestions are given for structuring the essay response, such as using a four-paragraph structure comparing advantages and disadvantages. Examiners will assess task achievement, coherence, vocabulary, grammar, and accuracy. Regular writing practice is recommended to improve exam performance.
Paragraphs
Paragraphs should follow a consistent structure. They begin with a topic sentence that introduces the main idea. The body contains supporting arguments and examples. The concluding sentence, or terminator, wraps up the paragraph's point. Longer essays may substitute a transition sentence between paragraphs. The topic sentence should clearly and neutrally state what will be discussed without being referenced. When proofreading, check for proper formatting, spelling, inclusion of on-topic sentences, restatement of the topic sentence, and use of examples, facts, and descriptive elements. Narrative paragraphs tell a story through sequential events while expository paragraphs explain or clarify through evidence and objective language. Descriptive paragraphs focus more on action than sensations to help readers visualize. Persuasive
The narrative paragraph
To be used with: Refining Composition Skills, 6th ed. by R. Smalley, M. Ruetten, and J. Rishel-Kozyrev
The expository paragraph
This document provides an overview of expository paragraphs, including their purpose, structure, and common approaches. Expository paragraphs aim to explain or analyze a topic using specific details and examples. They can be organized in various ways, such as by description, sequence, cause/effect, comparison/contrast, or problem/solution. Strong expository paragraphs use specific details and examples to support the controlling idea stated in the topic sentence, and ensure coherence through logical organization and transitional phrases.
Peer editing research 2012
The document provides guidance on revising an essay, focusing on key areas such as the thesis statement, topic and transition sentences, word choice, numbers, citations, formatting, point of view, contractions, conjunctions at the start of sentences, and general errors. The writer should check their work to ensure the thesis is clear, topic and transition sentences are included, problematic words are addressed, numbers are written correctly, citations follow rules, formatting meets MLA standards, first and second person are removed, contractions are uncontracted, conjunctions don't start sentences, and typos are fixed.
Paragraph length and structure
The document discusses the structure and types of paragraphs. It defines a paragraph as a group of sentences that introduces, develops, and concludes one main idea. A standard paragraph structure includes a topic sentence, supporting details, and a concluding sentence. Different types of paragraphs are narrative, expository, descriptive, persuasive, analytical, comparative, and problem-solution. The document also covers paragraph development, patterns, and achieving unity, cohesion and coherence.
Unit 4, BASICS OF TECHINICAL ENGLISH CODE 6465
This document provides an overview of mechanics of technical writing, including parts of speech, punctuation, and abbreviations. It discusses the basic parts of speech like nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. It also covers punctuation marks and their usage, including periods, commas, colons, semicolons, quotation marks, parentheses, hyphens, and more. Finally, it briefly discusses abbreviations and provides some common examples. The overall document serves as a reference for the key elements of grammar and mechanics for technical writing.
Assessing writing 1
This document discusses assessing writing skills in the classroom. It begins by outlining the key sub-skills involved in writing like mechanics, structure, expression, and provides examples of exercises that can help assess these skills. It then shows a rubric that teachers can use to evaluate students' writing abilities in different sub-skills on a scale from 1 to 5. The rubric also outlines the criteria for the highest and lowest performance levels. It encourages describing intermediate steps. Finally, it provides some dos and don'ts for effectively assessing student writing like giving clear feedback without disheartening students.
Critical lens essay outline
The document outlines how to write a critical lens essay. It includes making a broad statement about the critical lens, discussing it with examples, stating whether you agree or disagree with a quotation. Two literary works are analyzed in separate paragraphs with a claim, evidence from the works, interpretation of how it relates to the thesis and quotation. The essay concludes by restating the thesis, explaining the authors' messages, connecting them to the quotation, and discussing lessons learned.
Edu 697 week 3 revised edu 649 final assignment corrected
This document outlines a research project for 9th grade biology students to study the impact of commercial fishing on seal populations in Alaska's Maritime National Wildlife Refuge over the last 30 years. Students will work in teams to research the topic using the scientific method. They will collect data from online, phone, and library sources and analyze it to determine if seal populations have increased or decreased. Students will graph their results and write individual essays on the findings and roles of team members. Finally, the class will create an educational video blog to raise awareness of the issue. The project aims to assess students' understanding of research skills and the scientific method.
Dynamic Balance Concept
This document presents a "Dynamic Balance Concept" aimed at achieving a balance between individual self-interest and societal equality. It discusses how imbalance in either direction can be destabilizing and lead to problems. The concept draws on insights from Thomas Jefferson and references complexity theory. It aims to provide a framework for evaluating perceptions, actions, and effects in a way that supports balanced and equitable development globally. The document contains discussions of related topics like moral development, human needs and motivations, and proposes that maintaining a dynamic balance between fear and optimism is important. It also references applications for information operations and national power strategies.
La historia del arte
El documento presenta información sobre diferentes temas relacionados con el arte antiguo. Explica que el arte antiguo abarca desde el comienzo de la historia hasta la caída del Imperio Romano. Luego describe brevemente algunas características del arte del antiguo Egipto, la antigua Grecia y las funciones del arte en la antigüedad.
Kedaulatan negara
Dokumen ini membahas tentang kedaulatan negara. Kedaulatan berasal dari kata latin yang berarti 'yang teratas' dan menunjukkan bahwa negara memiliki kekuasaan tertinggi yang terbatas di wilayahnya sendiri. Kekuasaan negara berakhir di perbatasan wilayah negara lain. Kedaulatan, kemerdekaan, dan persamaan derajat penting untuk mewujudkan masyarakat internasional yang diatur hukum. Tunduknya kedaulatan suatu neg
More Related Content
What's hot
English revision 2015
This document provides guidance for students taking an English language exam that consists of reading and writing sections. It outlines the timing and structure for answering questions, with 5 minutes allotted to read questions and passages, and around 10 minutes for each question. It describes different types of questions, such as "what" questions requiring evidence from the text and "how" questions involving language analysis. Trickier questions involving inference, comparison, or multiple focuses are also discussed. Strategies are presented for achieving high marks on whole text literature questions by linking responses to historical context. Requirements for different grade levels are defined in terms of textual understanding, language analysis, and contextual awareness.
GCE O LEVEL Writing Paper
This presentation highlights the changes in paper pattern for 2018 examination.
Source: CIE website & CIE Teachers Training
Peer revision research 2012
This document provides guidance for editing and revising a research paper. It outlines several areas to check such as the thesis statement, topic and transition sentences, word choice, numbers, formatting, citations, point of view, contractions, conjunctions, and general errors. The reader is instructed to highlight specific elements, check for correct formatting and citation style, and make any necessary corrections in red pen.
1123 Paper 2 Guidelines
This presentation is based on the information provided through a CIE webinar that was conducted by HELEN TONER. It will help you to teacher or attempt paper 2 of English language (1123)
Comparative essay
The document provides guidance on writing comparative text responses. It discusses three main structures for comparative essays: 1) discussing each text separately and then comparing them, 2) alternating between discussing similarities and differences, and 3) integrating comparison throughout by discussing one text and then the other on the same theme. For each structure, it provides an example outline. It emphasizes the need to demonstrate thorough understanding of both texts individually as well as compare and contrast them.
Paragraph writing
This document discusses paragraphs and their types and structure. It defines a paragraph as a self-contained unit dealing with a particular point or idea that consists of one or more sentences. It describes three main types of paragraphs: narrative, descriptive, and expository. Narrative paragraphs tell a story, descriptive paragraphs allow the reader to visualize through description, and expository paragraphs provide information or explain a subject. The document also outlines three main rules for paragraph writing: unity, where each paragraph deals with one topic; order, where ideas are logically sequenced; and variety, where paragraphs are of different lengths to avoid monotony.
FCE Writing
This document outlines the format and requirements for Part 1 and Part 2 of the writing section of the Cambridge English: First exam.
Part 1 consists of one compulsory writing task requiring candidates to write an essay responding to a statement and presenting their own additional idea. The essay must be 140-190 words.
Part 2 consists of one writing task that can be an article, informal letter, formal letter, report, or review. The format provides a brief context in 70 words or less. The response must be 140-190 words. The document provides guidelines on the expected focus and format of each text type.
General training-writing 7219
The IELTS General Training Writing exam consists of two tasks that must be completed within 60 minutes. Task 1 involves writing a 150-word letter responding to a particular situation. Task 2 requires a 250-word essay discussing a point of view or problem. Both tasks assess grammatical accuracy and range, lexical resource, task achievement, and coherence and cohesion. Test takers receive a score from 1 to 9 based on their overall language proficiency demonstrated across the tasks.
English checklist
This document provides instructions for three English exam questions:
1. A directed writing question asking students to write about a passage in a specific form using details from the text.
2. A language analysis question requiring students to annotate a passage, then analyze selected quotes using techniques like discussing the writer's intent and the effect on the reader.
3. A two-text summary question where students identify the topic of each paragraph, underline key ideas, and write bullet points and a paragraph summarizing each text while focusing on the question.
General training writing 7210
This document provides information and tips for completing the two writing tasks in the General Training IELTS exam. Task 1 involves writing a 150-word letter, which can be formal or informal depending on the recipient. Task 2 requires a 250-word essay responding to a point of view or argument. Suggestions are given for structuring the essay response, such as using a four-paragraph structure comparing advantages and disadvantages. Examiners will assess task achievement, coherence, vocabulary, grammar, and accuracy. Regular writing practice is recommended to improve exam performance.
Paragraphs
Paragraphs should follow a consistent structure. They begin with a topic sentence that introduces the main idea. The body contains supporting arguments and examples. The concluding sentence, or terminator, wraps up the paragraph's point. Longer essays may substitute a transition sentence between paragraphs. The topic sentence should clearly and neutrally state what will be discussed without being referenced. When proofreading, check for proper formatting, spelling, inclusion of on-topic sentences, restatement of the topic sentence, and use of examples, facts, and descriptive elements. Narrative paragraphs tell a story through sequential events while expository paragraphs explain or clarify through evidence and objective language. Descriptive paragraphs focus more on action than sensations to help readers visualize. Persuasive
The narrative paragraph
To be used with: Refining Composition Skills, 6th ed. by R. Smalley, M. Ruetten, and J. Rishel-Kozyrev
The expository paragraph
This document provides an overview of expository paragraphs, including their purpose, structure, and common approaches. Expository paragraphs aim to explain or analyze a topic using specific details and examples. They can be organized in various ways, such as by description, sequence, cause/effect, comparison/contrast, or problem/solution. Strong expository paragraphs use specific details and examples to support the controlling idea stated in the topic sentence, and ensure coherence through logical organization and transitional phrases.
Peer editing research 2012
The document provides guidance on revising an essay, focusing on key areas such as the thesis statement, topic and transition sentences, word choice, numbers, citations, formatting, point of view, contractions, conjunctions at the start of sentences, and general errors. The writer should check their work to ensure the thesis is clear, topic and transition sentences are included, problematic words are addressed, numbers are written correctly, citations follow rules, formatting meets MLA standards, first and second person are removed, contractions are uncontracted, conjunctions don't start sentences, and typos are fixed.
Paragraph length and structure
The document discusses the structure and types of paragraphs. It defines a paragraph as a group of sentences that introduces, develops, and concludes one main idea. A standard paragraph structure includes a topic sentence, supporting details, and a concluding sentence. Different types of paragraphs are narrative, expository, descriptive, persuasive, analytical, comparative, and problem-solution. The document also covers paragraph development, patterns, and achieving unity, cohesion and coherence.
Unit 4, BASICS OF TECHINICAL ENGLISH CODE 6465
This document provides an overview of mechanics of technical writing, including parts of speech, punctuation, and abbreviations. It discusses the basic parts of speech like nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. It also covers punctuation marks and their usage, including periods, commas, colons, semicolons, quotation marks, parentheses, hyphens, and more. Finally, it briefly discusses abbreviations and provides some common examples. The overall document serves as a reference for the key elements of grammar and mechanics for technical writing.
Assessing writing 1
This document discusses assessing writing skills in the classroom. It begins by outlining the key sub-skills involved in writing like mechanics, structure, expression, and provides examples of exercises that can help assess these skills. It then shows a rubric that teachers can use to evaluate students' writing abilities in different sub-skills on a scale from 1 to 5. The rubric also outlines the criteria for the highest and lowest performance levels. It encourages describing intermediate steps. Finally, it provides some dos and don'ts for effectively assessing student writing like giving clear feedback without disheartening students.
Critical lens essay outline
The document outlines how to write a critical lens essay. It includes making a broad statement about the critical lens, discussing it with examples, stating whether you agree or disagree with a quotation. Two literary works are analyzed in separate paragraphs with a claim, evidence from the works, interpretation of how it relates to the thesis and quotation. The essay concludes by restating the thesis, explaining the authors' messages, connecting them to the quotation, and discussing lessons learned.
What's hot (18)
Viewers also liked
Edu 697 week 3 revised edu 649 final assignment corrected
This document outlines a research project for 9th grade biology students to study the impact of commercial fishing on seal populations in Alaska's Maritime National Wildlife Refuge over the last 30 years. Students will work in teams to research the topic using the scientific method. They will collect data from online, phone, and library sources and analyze it to determine if seal populations have increased or decreased. Students will graph their results and write individual essays on the findings and roles of team members. Finally, the class will create an educational video blog to raise awareness of the issue. The project aims to assess students' understanding of research skills and the scientific method.
Dynamic Balance Concept
This document presents a "Dynamic Balance Concept" aimed at achieving a balance between individual self-interest and societal equality. It discusses how imbalance in either direction can be destabilizing and lead to problems. The concept draws on insights from Thomas Jefferson and references complexity theory. It aims to provide a framework for evaluating perceptions, actions, and effects in a way that supports balanced and equitable development globally. The document contains discussions of related topics like moral development, human needs and motivations, and proposes that maintaining a dynamic balance between fear and optimism is important. It also references applications for information operations and national power strategies.
La historia del arte
El documento presenta información sobre diferentes temas relacionados con el arte antiguo. Explica que el arte antiguo abarca desde el comienzo de la historia hasta la caída del Imperio Romano. Luego describe brevemente algunas características del arte del antiguo Egipto, la antigua Grecia y las funciones del arte en la antigüedad.
Kedaulatan negara
Dokumen ini membahas tentang kedaulatan negara. Kedaulatan berasal dari kata latin yang berarti 'yang teratas' dan menunjukkan bahwa negara memiliki kekuasaan tertinggi yang terbatas di wilayahnya sendiri. Kekuasaan negara berakhir di perbatasan wilayah negara lain. Kedaulatan, kemerdekaan, dan persamaan derajat penting untuk mewujudkan masyarakat internasional yang diatur hukum. Tunduknya kedaulatan suatu neg
u jaja
El tiburón blanco es un depredador carnívoro que se alimenta principalmente de peces, calamares y otras presas que habitan en las zonas costeras y de plataforma continental donde vive. Tiene numerosas filas de dientes afilados y una mandíbula poderosa que le permite atacar presas grandes como otros tiburones e incluso ballenas. Su hábitat preferido son las aguas epipelágicas cerca de las costas donde abunda la luz y el alimento.
Sumber hukum internasional
Dokumen tersebut membahas tentang sumber hukum internasional yang terdiri dari perjanjian internasional, hukum kebiasaan internasional, dan prinsip-prinsip umum hukum. Juga dibahas mengenai jenis-jenis perjanjian internasional beserta proses pembentukannya."
História da radioatividade
O documento descreve a história da descoberta da radioatividade, começando com Henri Becquerel e sua descoberta dos raios de Becquerel ao estudar sais de urânio em 1896. Posteriormente, o documento detalha as contribuições de Marie Curie, que ao estudar a radioatividade descobriu os elementos rádio e polônio em 1898 com seu marido Pierre Curie. O documento também descreve os riscos à saúde enfrentados pelo casal devido à exposição à radiação em suas pesquisas pioneiras.
Viewers also liked (7)
Edu 697 week 3 revised edu 649 final assignment corrected
Edu 697 week 3 revised edu 649 final assignment corrected
Similar to Ind rdg assignment 2
Assignment 2 Project PaperThe Project Paper focuses on a sugg.docx
Assignment 2: Project Paper
The Project Paper focuses on a suggested topic related to art, architecture, history, music, or literature. The project will reflect your views and interpretation of the topic. This project is designed to help you stretch your mind and your abilities to be the creative, innovative, and critical thinker you already are!
Choose one (1) of the topics from the list of topic choices below. Read the topic carefully. Write a three to four (3-4) page paper (750-1,000 words) that responds to each of the items described in the topic.
For the topic you choose:
1.
Support your ideas with specific, illustrative examples. If there are questions or points associated with your chosen topic, be sure to answer all of the listed questions and address all of the items in that topic. If your topic asks you to do several things related to the topic, be sure to do each of the things listed.
2.
While some of the topics tend to lend themselves toward particular writing genres, you are not restricted to the specific format suggested for the individual topic. For example, you may do an “interview,” a “proposal,” a “letter,” a “short story,” a “blog,” an “essay,” an “article,” or any other written genre for almost any of the topics. The project is intended to be fun as well as informative, so feel free to be creative with the delivery of your information.
3.
Use at least three (3) good quality academic sources, with one (1) source being the class text.
Note
:
Wikipedia
and other similar Websites do not qualify as academic resources. You are highly encouraged to use the Resource Center tab at the top of your Blackboard page.
Note
: Your instructor may require you to submit your topic choice for approval before the end of Week 5.
Topic choices (pick 1):
·
Office Art Memo
.
Memorandum
. Your boss, who knows you have been taking a humanities class since he pays for your tuition reimbursement, has tasked you with managing the art budget for your company, expecting you to choose various pieces of art for the new corporate offices. (Note: Replicas of the works are acceptable since they are more cost-efficient and you are working on a budget.) Include the following:
1.
Identify three (3) examples of 19th century Impressionist painting or sculpture and three (3) Post-Impressionist works. Explain how the six (6) pieces of art fall into these two (2) styles.
2.
In a memo, describe the appearance of your six (6) choices to your CEO so he or she will know what the art looks like and where it would be placed in the corporate offices.
3.
Explain why each piece is considered to be historically significant.
4.
Explain how each piece “fits” your company’s overall (or desired) corporate image. Keep in mind that a piece of art is supposed to “say” something about the owner, so describe what would these pieces of art say about your company.
·
New Composition
.
Speech
. Your uncle’s birthday is in two (2) months, and everyone knows t.
rhet.ppt
This document provides guidance on how to write a rhetorical analysis essay. It explains that the goal is to analyze the methods and strategies an author uses to convey their attitude and opinion on a topic, rather than arguing or synthesizing information. Key points include discussing the author's tone and how they build their argument through rhetorical devices like metaphors, symbols, types of evidence, and appeals to emotion, logic, or credibility. The document outlines an organizational structure for the essay with an introduction stating the thesis, body paragraphs analyzing one rhetorical strategy each in relation to the thesis, and a conclusion that restates the main points and thesis.
Possible writing-prompts-for-literary-analysis-msk
The document provides 5 writing prompts for a literary analysis essay on a summer reading novel. The prompts include: 1) Analyzing how a character struggles but fails to learn a lesson in time; 2) Exploring how an object takes on symbolic meaning; 3) Examining how the setting relates to plot, characters, or builds suspense; 4) Stating and explaining how the novel's theme is developed; and 5) Discussing the author's use of figurative language and its impact. Students are to choose one prompt and write a five paragraph essay responding to the chosen prompt.
Literary essay
The document provides guidelines for writing a literary essay, including that it should provide an original interpretation of a literary work, not just summarize the plot. It outlines the key components of a successful literary essay such as an introduction with a clear thesis, body paragraphs with examples and quotes from the text to support the thesis, and a conclusion that restates the thesis. Proper formatting and citation guidelines are also reviewed.
Structure of paragraph
This document discusses the structure and development of paragraphs. It begins by defining a paragraph as a group of related sentences that explain the writer's main idea about a single topic. It then outlines the basic parts of a paragraph: the topic sentence, supporting sentences, and concluding sentence. The document also explains three common ways to develop a paragraph: by giving details, explanations, or examples. It provides steps for choosing a topic and developing a paragraph, and discusses how to write an effective concluding sentence and the benefits of peer editing.
ENGL 309 Final Portfolio Assignment Sheet
This document outlines the final portfolio project for an English 309 course on rhetorical style. The portfolio requires students to reflect on their work and progress over the semester based on five learning objectives: 1) describing style as rhetorical; 2) composing effectively in various genres; 3) analyzing stylistic devices and imitating them; 4) applying research skills; and 5) giving and receiving feedback. The portfolio consists of five sections, with goals and expectations for addressing each learning objective. Students are instructed to thoughtfully consider formatting, organization, and developing ethos for the intended audience and purpose of the assignment.
Rhetorical AnalysisYour third major paper for this class will be.docx
Rhetorical Analysis
Your third major paper for this class will be a rhetorical analysis of two texts of your choice. In order for you to write effectively, you must be able analyze how these texts work to achieve their purposes. This assignment gives you the opportunity to analyze the argument and rhetorical context of these texts, compare how they work in relation to their rhetorical settings, and discuss their effectiveness in their own contexts.
In order to conduct the comparative rhetorical analysis, you need to choose two texts that are related to each other in some way. You could, for example, choose two advertisements for the same product that are located in different magazines (or different cultures), or, you could choose two speeches on the same topic that are delivered to different audiences (these are just examples – there are many possibilities). In your paper you will be analyzing the texts in terms of their overall purpose, argument, and structure (including ethos, pathos, and logos), paying close attention to how the text relates to the context of the text (audience, purpose, context, author).
In your analysis you should:
1. Write a brief summary of both of the texts you are analyzing. The summaries should contain a description of the features of both texts as well as a description of the main goal/purpose/argument of both texts.
2. Identify and explain the rhetorical situation of the text by focusing on the type of text, the target audience, the author, and the purpose. Remember that texts may have more than one audience and purpose. Use examples and evidence from the text to show how author of the text is relating or not relating to the rhetorical situation.
3. Identify and analyze how the author uses rhetorical strategies (ethos, pathos, logos) to connect with and support his claim for his target audience. Also, pay attention to how the author uses language, format, word choice, and organization to present information, inform/mislead/flatter/etc. (as we have read about in the texts for the class). Use evidence and examples from the text to show how the author uses rhetorical strategies.
4. Discuss what parts of the text are effective in reaching the audience and what parts of the text are not effective in light of the texts audience/context.
5. Submit both the analysis and the texts you are analyzing to me with your first and final drafts.
You will be graded on:
· your ability to accurately describe the text and the rhetorical situation of the text.
· your ability to analyze the rhetorical strategies, including ethos, pathos, and logos and other language and rhetorical strategies used to persuade the reader.
· your use of examples and evidence from the text to support your claims.
· your ability to construct a coherent analysis.
· your ability to construct effective paragraphs and sentences/grammar and mechanics.
Your paper should be 4-6 pages long (excluding the title page and works cited page), 12pt font, double- ...
Hc formal essay handout 2013 revision
This document provides guidelines for writing a formal essay at Holy Cross High School. It discusses the overall goals of developing critical reading and writing skills. The key aspects of a formal essay are defined, including having a clear thesis statement with an arguable position and implied reasoning. Guidelines are provided for essay structure, which includes an introduction, body paragraphs with topic sentences and evidence, and a conclusion. Additional guidelines cover writing in third person, using proper tense, avoiding abbreviations and contractions, and documenting sources with parenthetical citations. Formatting requirements such as margins, font, and page numbering are also specified.
309 project final-portfolio
This document outlines the requirements for the final portfolio project in an English 309 course on rhetorical style. The portfolio consists of two parts: 1) a 1000-word reflective memo addressing the five learning objectives of the course and 2) a revised sample of the student's previous work. The reflective memo must include five sections, with three goals or tasks for each section, addressing how the student's work demonstrates achieving each of the five learning objectives relating to rhetorical style, genre, research, and collaboration. The portfolio is meant to allow students to reflect on and demonstrate what they have learned about rhetorical style over the course of the semester.
Critical Analysis should be 2-3 pages, typed and double-space.docx
Critical Analysis should be:
2-3 pages, typed and double-spaced,
The objective is just to have you concretize, via the exercise, your understanding of the particular topic brought up, and the ways in which it applies to the larger body of works that we're studying.
The idea is to convince me that you've understood the main points of the text’s message.
Text message: need to 2 quotes
(Lesson 4): A History of Colonialism and Empire
Joseph Conrad, Heart of Darkness (New York: Dover Publications, 1990 [1902])
Thursday, July 3
(Lesson 5): Post-colonialism and Empire
Martin Merideth, The State of Africa: A History of the Continent Since Independence
(Lesson 6): Colonialism and Empire: Literary Representations from the Continent
Chinua Achebe, Things Fall Apart (New York: Anchor Books, 1994 [1959])
This is not a term paper, so you don't need a thesis statement.
Do provide references (either MLA or Chicago Style), as well as a proper Works Cited page.
Grading rubrique:
_____ / 20 Structure: Evident, understandable, appropriate. Excellent transitions from point to point. Paragraphs support solid topic sentences.
_____ / 40 Use of textual evidence and key terms: Primary source information used to buttress every point with at least one example. Examples support statements and fit within paragraph. Excellent integration of quoted material into sentences. Demonstrates an in-depth understanding of the ideas in the assigned reading and critically evaluates/responds to those ideas in an analytical, persuasive manner.
_____ / 30 Analysis, logic, theory, and argumentation: Work displays critical thinking and avoids simplistic description or summary of information. All ideas in the paper flow logically; the argument is identifiable, reasonable, and sound. Creates appropriate college-level, academic tone. May employ up to two scholarly sources (MLA or Chicago Style format). Has headings, in-text citations, and page numbers. Uses reading skills.
_____ / 10 Mechanics: Sentence structure, grammar, and diction excellent; correct use of punctuation and citation style; minimal to no spelling errors.
_____ / 100 TOTAL POINTS EARNED
.
Assignment 2 Project PaperDue Week 7 and worth 200 points.docx
Assignment 2: Project Paper
Due Week 7 and worth 200 points
The Project Paper focuses on a suggested topic related to art, architecture, history, music, or literature. The project will reflect your views and interpretation of the topic. This project is designed to help you stretch your mind and your abilities to be the creative, innovative, and critical thinker you already are!
Choose one (1) of the topics from the list of topic choices below. Read the topic carefully. Write a three to four (3-4) page paper (750-1,000 words) that responds to each of the items described in the topic.
For the topic you choose:
Support your ideas with specific, illustrative examples. If there are questions or points associated with your chosen topic, be sure to answer all of the listed questions and address all of the items in that topic. If your topic asks you to do several things related to the topic, be sure to do each of the things listed.
The listed topics each have a certain writing genre with it (written speech, memo, poem with essay, scripted dialogue, etc). From this you can see that there is a fun, creative writing aspect to this assignment. In most cases students should stick with the genre as listed. However, your instructor might suggest some alternative genre on one of the topics. As a student, you also can propose to your instructor some alternative genre for the topic you choose—something different from what is listed. Since not all such proposals can work, be aware that your proposal will get consideration, but may or may not be approved. Also, if you make such a proposal, please do so before the end of Week 5.
Use at least three (3) good quality academic sources, with one (1) source being the class text.
Note: Wikipedia and other similar Websites do not qualify as academic resources. You are highly encouraged to use the Resource Center tab at the top of your Blackboard page.
Note: Your instructor may require you to submit your topic choice for approval before the end of Week 5.
Topic choices (pick 1):
Office Art Memo. Memorandum. Your boss, who knows you have been taking a humanities class since he pays for your tuition reimbursement, has tasked you with managing the art budget for your company, expecting you to choose various pieces of art for the new corporate offices. (Note: Replicas of the works are acceptable since they are more cost-efficient and you are working on a budget.) Include the following:
Identify three (3) examples of 19th century Impressionist painting or sculpture and three (3) Post-Impressionist works. Explain how the six (6) pieces of art fall into these two (2) styles.
In a memo, describe the appearance of your six (6) choices to your CEO so he or she will know what the art looks like and where it would be placed in the corporate offices.
Explain why each piece is considered to be historically significant.
Explain how each piece “fits” your company’s overall (or desired) corporate image. K ...
ENGL 309 FA19 F2F Final Reflection
This document outlines the requirements for a 1000-word reflective memo assignment for an English 309 course on rhetorical style. The memo requires students to reflect on their learning related to 5 course objectives: 1) describing style as rhetorical and dependent on audience, purpose and genre, 2) composing effectively in various genres, 3) analyzing stylistic devices and imitating them, 4) applying research skills, and 5) giving and receiving feedback. The memo must be organized into 5 sections, with specific goals and expectations outlined for each section. Students are expected to use concepts from course readings to support their reflections and analyze assignments from the course to demonstrate their learning.
Eng 309 Unit 2 Assignment Sheet Spring 2021
This document outlines Project 2 for an English course. Students will analyze the style of a model essay and write their own essay imitating that style. They must submit a stylistic analysis of the model essay focusing on its most distinctive stylistic elements. They will then write their own essay on a topic of their choice but in the stylistic manner of the model essay based on their analysis. The project aims to deepen students' understanding of rhetorical style through close analysis and imitation of another writer's style.
Animal farm essayWriting the introductionThe question .docx
Animal farm essay
Writing the introduction
The question:
Animal farm is a text which lacks literary value due to its irrelevant thematic messages, simplistic style and outdated contextual concerns – evaluate this statement.
thesis
[This is the most important part of your essay] What is your line of argument in response to the statement? (ie what are your reasons for agreeing or disagreeing with the statement?) This sets the parameters of your discussion.
Structure of an introduction
Engage with the statement in an attention grabbing opening sentence. (eg quote, insightful statement, anecdote etc)
2. Introduce your text (Animal Farm - the title should always be underlined) and the composer (George Orwell) and show your understanding of the keywords in the essay statement.
3. State your thesis – what exactly will you be arguing throughout your essay? What is your position on the given statement and what are the arguments that you’ll be using to prove your position?
4. End your introduction with a summative sentence giving an overall judgment on the novella – what you’ve learnt from it & its overall value.
Task:
By the end of this lesson, you need to have completed your introduction (if you already have, refine it). Then submit it to google classroom so I can take a look and give feedback.
Year 10 - Critical Study of a Novel
Animal Farm Essay ALARM Scaffold
THE STATEMENT:
“Animal Farm is a text which lacks literary value due to its irrelevant thematic messages, simplistic style and outdated contextual concerns.”
Evaluate this statement in relation to your prescribed text.
DECONSTRUCT AND DEFINE THE STATEMENT: Highlight the key words in the essay statement, define them and come up with a short list of synonyms for them.
What exactly is the question asking you to do? What is your focus?
THESIS: [This is the most important part of your essay] What is your line of argument in response to the statement? (ie what are your reasons for agreeing or
disagreeing with the statement?) This sets the parameters of your discussion.
INTRODUCTION: (Paragraph 1)
1. Engage with the statement in an attention grabbing opening sentence. (eg quote, insightful statement, anecdote etc)
2. Introduce your text (Animal Farm - the title should always be underlined) and the composer (George Orwell) and show your understanding of the
keywords in the essay statement.
3. State your thesis (see above) – what exactly will you be arguing throughout your essay? What is your position on the given statement and what are the
arguments that you’ll be using to prove your position?
4. End your introduction with a summative sentence giving an overall judgment on the novella – what you’ve learnt from it & its overall value.
BODY PARAGRAPHS
NAME & DEFINE
T
DISCUSS & EXPLAIN
E
EVIDENCE & ANALYSIS
Identify -> Example -> Effect
E
EVALUATE & CONCLUDE
L
Topic sentence/ thesis
statement: Use the
language of the ...
Similar to Ind rdg assignment 2 (14)
Assignment 2 Project PaperThe Project Paper focuses on a sugg.docx
Assignment 2 Project PaperThe Project Paper focuses on a sugg.docx
Possible writing-prompts-for-literary-analysis-msk
Possible writing-prompts-for-literary-analysis-msk
Rhetorical AnalysisYour third major paper for this class will be.docx
Rhetorical AnalysisYour third major paper for this class will be.docx
Critical Analysis should be 2-3 pages, typed and double-space.docx
Critical Analysis should be 2-3 pages, typed and double-space.docx
Assignment 2 Project PaperDue Week 7 and worth 200 points.docx
Assignment 2 Project PaperDue Week 7 and worth 200 points.docx
Animal farm essayWriting the introductionThe question .docx
Animal farm essayWriting the introductionThe question .docx
More from kimberlyprzybysz
Speaking like a puritan – metaphoric language from act two of the crucible
Proctor describes Elizabeth's heart as being surrounded by a funeral march. Elizabeth says the magistrate sits in her heart. Proctor says he will curse someone hotter than the oldest cinder. Hale describes theology as a fortress. Francis Nurse says his wife is the brick and mortar of the church. Proctor says vengeance is walking in Salem. The document provides metaphoric language from Act Two of The Crucible and asks the reader to determine the meanings and create their own metaphor.
Shut my eyes and count to ten
The speaker is grieving the loss of someone who is no longer in their life. They miss the person greatly at every moment and in every memory, feeling their absence strongly through songs and photographs that remind them of the person. The speaker has lost control of their emotions and words due to the depth of missing this individual who is now gone from their world.
Sinnerstext.docx
The passage is a sermon warning listeners of God's wrath against sinners and their precarious situation hanging over the fires of Hell only by God's mercy. It describes sinners as weighted down by wickedness and wholly reliant on God's restraint of his vengeance. The sermon uses imagery of floods, arrows, and fire to emphasize how inescapable divine wrath will be once released and how foolish it would be for listeners to remain in such a perilous state. It aims to frighten listeners into accepting Jesus Christ anew to escape this doom.
Anne bradstreet
Anne Bradstreet (1612-1672) was born in London to a Puritan nobleman father. She married Simon Bradstreet, a graduate of Cambridge University, when she was 16 years old. In 1630, she sailed with her father and husband from England to Boston to settle in Massachusetts. Bradstreet spent the rest of her life in New England, caring for her eight children and frequently falling ill in the wilderness. Her poetry collection, published in 1650, was remarkable as the first volume of poems published by an American and one of the first volumes of poetry in English written by a woman. The poem "To My Dear and Loving Husband" expresses her deep love for her husband.
Of plymouth plantation excerpt
The document describes the difficult voyage and early settlement of the Pilgrims in Plymouth, Massachusetts. It details their journey on the Mayflower, the hardships they faced including disease and harsh winter conditions that led to the deaths of about half of the original colonists. The document provides an eyewitness account of the Pilgrims' experiences through Governor William Bradford's journal Of Plymouth Plantation.
Syllabus 16 17
This document contains information about an 11th grade English class, including the teacher's contact information, course objectives, materials needed, grading policy, and expectations. The class will focus on reading, writing, presentations, vocabulary, and collaborating daily. Students can expect to be busy with SAT preparation, Regents exams, and a junior thesis project. Parents are asked to sign a form acknowledging they understand the course policies and provide their contact information.
Gatsby1
The document provides an overview of the social, cultural, and economic climate of the 1920s known as the "Jazz Age" in the United States. Key points include: the feeling of disillusionment after WWI led to a break from tradition and focus on fun; jazz music and new technologies like electricity spread widely; authors like Hemingway and Faulkner were influential; women gained more freedom and independence; prohibition led to speakeasies; and Fitzgerald's novel The Great Gatsby is considered a prime example of capturing the era.
Ted talkrubric.docx
This rubric evaluates junior thesis presentations on several criteria including content, style, delivery, visual aids, preparation, and time. For each criterion, it provides descriptors to assess effectiveness as highly effective (5 points), effective (4 points), developing (3 points), or unacceptable (2 points). The highest scores are for presentations with thorough, logical content; clear, precise language; confident delivery with eye contact; visual aids that enhance rather than distract; and obvious evidence of practice and preparation within the required time limit. Lower scores are for presentations with underdeveloped, illogical arguments; unclear language; lack of eye contact or confidence; over-reliance on visual aids or notes; and insufficient preparation or rehearsal. The total score reflects
Thesis oralguidelines.docx
Junior thesis oral presentation guidelines require a 4-6 minute oral presentation of the thesis topic using PowerPoint, Prezi, or Google Presentation. When preparing the presentation, students should make an outline and script, introduce the topic in the introduction, present evidence and address any controversies in the body, and conclude by explaining how the topic might affect the audience's lives. Students should rehearse their delivery, time their presentation, use notecards, maintain eye contact, and focus on body language and pronunciation. Visual aids like images, graphs, and infographics should clarify and enhance the presentation with as little text as possible in a clear, simple format.
Ted talk analysis
This document provides instructions for students to watch a TED Talk video, identify the speaker's claim, and analyze how the speaker uses ethical, emotional, and logical appeals as well as rhetorical devices to effectively persuade the audience to believe the claim. Students are directed to complete a graphic organizer by providing evidence from the talk that supports the different appeals and rhetorical devices used. They are then asked whether the presenter was effective in persuading the audience and why.
Nature journaling
This document provides instructions for nature journaling, which involves going outside without electronics, listening to and observing nature, taking notes on location, weather, plants, and human impacts, and writing for at least an hour to fill at least 2 pages of a journal with narrative accounts, poetry, drawings, or pressed plants about the experience. Key steps are to go outside and listen to nature's sounds without distractions, incorporate feelings and observations into writing, note specifics of the outing, and continue writing spontaneously without editing to capture impressions.
Emerson aphorism
This document defines the term "aphorism" as an observation that contains a general truth or principle written in a memorable form that is short and concise but packs meaning. It instructs readers to look for and mark up Emerson's aphorism tweets, connections to other works and their own lives, and questions while paying special attention to Emerson's deliberate word choices and sentence structures, asking why he chose them.
From self reliance
Emerson argues that true genius and self-reliance means speaking your own internal convictions rather than conforming to external traditions or the opinions of others. He believes we should have faith in our own thoughts and impressions, even if they contradict the views of society. True greatness requires nonconformity and being misunderstood rather than seeking the approval of others through imitation or conformity. We should remain true to our own mind and individuality.
Self reliance questions.docx
Emerson's "Self-Reliance" text provides 8 multiple choice questions about the passage. The questions assess understanding of vocabulary, figurative language, central ideas, tone, and allusions. They require determining the meaning of the word "latent", analyzing figurative language, identifying the central advice given, and understanding how historical figures are used to support arguments in the text. Overall, the questions gauge comprehension of key elements in Emerson's discussion of self-reliance.
From self reliance
Emerson argues that true genius and self-reliance means speaking your own internal convictions rather than conforming to external traditions or the opinions of others. He believes we should have faith in our own thoughts and impressions, even if they contradict the views of society. True greatness requires nonconformity and being misunderstood rather than seeking the approval of others through imitation or conformity. We should remain true to our own mind and individuality.
American transcendentalism good copy
Transcendentalism was a 19th century philosophical movement that emphasized intuition, inspiration, and nature. It was influenced by German idealism and opposed religious dogma. Prominent transcendentalists like Emerson and Thoreau believed in living close to nature, self-reliance, non-conformity, and that spiritual truths could be directly experienced.
From nature
In the opening pages of his first book, Nature (1836), Emerson argues that habit and tradition have become a way of living secondhand, by the ideas and truths of former times. In contrast is the renewal of the spirit offered by nature, which enlarges our own vision and empowers us to create “our own works and laws...” Later, Emerson describes how nature restores the tone of the mind and body worn down by work or poor company. He also notes how the changing beauty of nature satisfies the human spirit and can make us feel god-like without any physical benefits.
Arg essay texts
After putting a box of old poetry manuscripts in the trash, a professor was reported to police by a student as a "Middle Eastern man" acting suspiciously. This led to an evacuation of campus buildings and cancellation of classes as the bomb squad investigated. It was revealed to be just recycling. However, the incident showed how an innocent action by a person of color can be viewed as a threat due to a culture of fear and profiling. While the university denied the report was racially motivated, the professor was deeply troubled by the profiling and atmosphere of suspicion it revealed.
Writing from sources rubric
This document provides scoring criteria for argument essays that analyze multiple texts. It evaluates essays across 5 levels based on their demonstration of content and analysis, command of evidence, coherence and organization, and control of conventions. The highest level introduces insightful claims and in-depth text analysis. Lower levels introduce less precise claims and demonstrate less accurate or confused text analysis. All levels are expected to cite evidence from the texts, but higher levels do so more fully and thoughtfully. Organization, language usage, and grammar are also assessed, with the top levels exhibiting sophisticated writing. An essay must address all assigned texts and make references to them to score above a 3. Personal responses or copies of the task/texts would receive lower scores.
paragraph planning sheet
The document provides instructions for answering a question about how stereotyping and mistrusting groups is justified. It directs the reader to analyze three sources on related topics and use evidence from them to give two reasons for an answer, citing the source and including a quote or example plus an explanation of how it supports the reason. A concluding statement should tie the reasons together and address why the issue matters.
More from kimberlyprzybysz (20)
Speaking like a puritan – metaphoric language from act two of the crucible
Speaking like a puritan – metaphoric language from act two of the crucible
Ind rdg assignment 2
- 1. Name: ______________________________________________ Independent Reading Assignment #2 (can be done on separate sheet of paper) 1. Choose a quote (1-3 sentences) from the second section of your novel. Copy the passage below, and explain why you believe it is significant in a minimum of 5 sentences. 2. Choose 1new stylistic technique that the author uses to communicate more effectively and powerfully. Examples of stylistic techniques include: point of view; tone; diction (word choice); syntax (word order); satire/humor; figurative language (simile, metaphor, etc.); imagery; irony, and many more. For the technique, do the following: A. Define the technique in your own words B. Cite the example from the text (include page #) C. Provide a brief analysis of how the author uses the technique effectively (3-5 sentences) 3. Generate 2 questions that Section 2of the text raises for you. 4. Find an outside source related to your book. This could be a youtube video, a song inspired by the book, a criticism, a piece of artwork, etc. Print or copy the link to this source and bring it with you to class to share with your group (and with me!)