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This document provides instructions for an assignment to summarize and respond to an article. Students are asked to write a two paragraph response, with the first paragraph summarizing the key points of the article in 200-250 words using paraphrasing. The second paragraph is to be a 200-250 word response expressing the student's opinion on the article's stance that radical activist's deaths should not be sensationalized on television. Guidelines are provided on how to structure the response paragraph with an introduction of the opinion and three supporting points with details. The document also defines several challenging vocabulary words and outlines how to write an effective conclusion paragraph.
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Summary Response Assignment
This document provides instructions for an assignment to summarize and respond to an article. Students are asked to write a two paragraph response, with the first paragraph summarizing the main points of the article in 200-250 words using paraphrasing. The second paragraph is to be a 200-250 word response expressing the student's opinion on the article's stance on portraying the execution of a radical activist. Guidelines are provided on how to structure the response paragraph with an introduction of the opinion, three supporting points with details, and a concluding sentence. The document also defines several challenging vocabulary words and outlines how to write an effective summary and response.
Argumentative essays
This document provides instructions for writing an argumentative essay, including its purpose, structure, and the content of each paragraph. The purpose is to persuade the audience by presenting arguments for and against a position. The structure involves five paragraphs: an introduction, statement of the writer's position, counter-arguments, a reply to the counter-arguments, and a conclusion. Each paragraph has a specific role in building the argument. The document concludes by assigning an argumentative essay on using CLIL (content and language integrated learning) to teach language and content.
Beyond Multiple Choice Comprehension
The document discusses ways to improve reading comprehension questions beyond multiple choice. It suggests soliciting student responses in other ways that are aligned to Depth of Knowledge (DOK) levels and standards. Examples of comprehension questions for grade 4 literature are provided. The document also discusses using tools like Pear Deck for interactive student responses and formative assessment. It encourages reflecting on using higher DOK level questions and provides additional resources for developing comprehension questions.
Creating a constructed response
The document provides tips for writing a successful constructed response for the South Carolina High School Assessment Program (HSAP) exam. It recommends answering all parts of the question, demonstrating clear logical reasoning using specific examples from the text, and making interpretations that go beyond just restating the text. Successful responses will use quotes from the text to support their analysis, explain the relevance of the quotes, and connect the text to other works, personal experiences, or current events to show a deeper understanding. Responses should be organized, complete, and directly address the question being asked.
Constructed response practice
The document provides examples and tips for answering constructed response questions. It explains that constructed response questions ask for a short written answer and are scored on a 0-4 point scale, with one point awarded for each part of the question answered correctly. It emphasizes identifying the key parts of the question and providing specific details in the answer to fully explain and support the response. Sample questions and answers are given to demonstrate answering all parts of the question for full points. Readers are advised to never leave an answer blank.
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This document provides guidance on how to structure a comparative essay analyzing two literary texts. It recommends using an introduction with a contention and four arguments, followed by four body paragraphs, each analyzing evidence from one of the texts in relation to one of the arguments. The conclusion should summarize the arguments and contention. Guidance is provided on the components to include in each paragraph, such as topic sentences, evidence explanation, and linking back to the overarching prompt. Students are prompted to write out example paragraphs following the structure.
Open ended response
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Recommended
Summary Response Assignment
This document provides instructions for an assignment to summarize and respond to an article. Students are asked to write a two paragraph response, with the first paragraph summarizing the main points of the article in 200-250 words using paraphrasing. The second paragraph is to be a 200-250 word response expressing the student's opinion on the article's stance on portraying the execution of a radical activist. Guidelines are provided on how to structure the response paragraph with an introduction of the opinion, three supporting points with details, and a concluding sentence. The document also defines several challenging vocabulary words and outlines how to write an effective summary and response.
Argumentative essays
This document provides instructions for writing an argumentative essay, including its purpose, structure, and the content of each paragraph. The purpose is to persuade the audience by presenting arguments for and against a position. The structure involves five paragraphs: an introduction, statement of the writer's position, counter-arguments, a reply to the counter-arguments, and a conclusion. Each paragraph has a specific role in building the argument. The document concludes by assigning an argumentative essay on using CLIL (content and language integrated learning) to teach language and content.
Beyond Multiple Choice Comprehension
The document discusses ways to improve reading comprehension questions beyond multiple choice. It suggests soliciting student responses in other ways that are aligned to Depth of Knowledge (DOK) levels and standards. Examples of comprehension questions for grade 4 literature are provided. The document also discusses using tools like Pear Deck for interactive student responses and formative assessment. It encourages reflecting on using higher DOK level questions and provides additional resources for developing comprehension questions.
Creating a constructed response
The document provides tips for writing a successful constructed response for the South Carolina High School Assessment Program (HSAP) exam. It recommends answering all parts of the question, demonstrating clear logical reasoning using specific examples from the text, and making interpretations that go beyond just restating the text. Successful responses will use quotes from the text to support their analysis, explain the relevance of the quotes, and connect the text to other works, personal experiences, or current events to show a deeper understanding. Responses should be organized, complete, and directly address the question being asked.
Constructed response practice
The document provides examples and tips for answering constructed response questions. It explains that constructed response questions ask for a short written answer and are scored on a 0-4 point scale, with one point awarded for each part of the question answered correctly. It emphasizes identifying the key parts of the question and providing specific details in the answer to fully explain and support the response. Sample questions and answers are given to demonstrate answering all parts of the question for full points. Readers are advised to never leave an answer blank.
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This document provides instruction on different types of sentences: simple, compound, complex, and compound-complex. It defines each type and provides examples. Simple sentences contain one independent clause. Compound sentences contain two or more independent clauses joined with coordinating conjunctions or semicolons. Complex sentences contain an independent clause and one or more dependent clauses. Compound-complex sentences contain two or more independent clauses and one or more dependent clauses. The document reviews identifying sentence types and provides practice identifying simple, compound, and complex sentences. It concludes with assigning homework to write examples of each sentence type related to an upcoming essay.
12. comparing texts how to write an essay
This document provides guidance on how to structure a comparative essay analyzing two literary texts. It recommends using an introduction with a contention and four arguments, followed by four body paragraphs, each analyzing evidence from one of the texts in relation to one of the arguments. The conclusion should summarize the arguments and contention. Guidance is provided on the components to include in each paragraph, such as topic sentences, evidence explanation, and linking back to the overarching prompt. Students are prompted to write out example paragraphs following the structure.
Open ended response
Pablo is being described in paragraph 2. Mr. Barstow introduces him to the class as "Pablo something something something - he must have had about four names." Initially the person described is unclear but is revealed to be Pablo when Mr. Barstow introduces him.
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This document provides instruction on different types of sentences: simple, compound, complex, and compound-complex. It defines each type and provides examples. Simple sentences contain one independent clause. Compound sentences contain two or more independent clauses joined with coordinating conjunctions or semicolons. Complex sentences contain an independent clause and one or more dependent clauses. Compound-complex sentences contain two or more independent clauses as well as one or more dependent clauses. The document reviews identifying sentence types and provides practice identifying simple, compound, and complex sentences. It concludes with assigning homework to write examples of each sentence type related to an upcoming essay.
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The document discusses sentence combining and expansion. It explains that the basic sentence contains a noun phrase and verb phrase. Optional elements like objects, complements, and adverbials can be added. Coordination and subordination are used to connect parts of sentences. Subordinate elements include relative clauses, appositive phrases, adverbial clauses, participial phrases, and absolute phrases. Restrictive and non-restrictive clauses are also discussed.
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This syllabus outlines a vague and esoteric course with challenging assignments. Students must listen to long lectures with difficult terminology, write a research paper on an obscure topic citing numerous sources, complete tedious weekly homework using incomprehensible terms, read a lengthy article applying specialized concepts, and give an expert group presentation on the subject. A comprehensive final exam will cover all course material.
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- Kairos - delivering the right message at the right time
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Week 1 - Topic 1Actions for Week 1 - Topic 1SubscribeHid.docx
Week 1 - Topic 1
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Discussion Topic 1 – Persuasive Messages
In Chapter 14 of our textbook, the author describes persuasion as being “the act of presenting arguments for change, while motivation involves the force to bring about change. The concept of measurable gain assesses audience response to a persuasive message.” (Key Takeaway).
Review and Write:
Review Chapter 14 of our textbook on Presentations to Persuade. As we prepare for our first assignment – writing a persuasive message, think about a scenario where you could write a persuasive letter or memo pointing out a problem for which there is a relatively simple solution. Write two substantial paragraphs and describe the scenario – laying out the problem and what you believe is a good solution. You may use this as the basis for your first assignment, or you may think of a different scenario.
Week 1 - Topic 2
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Discussion Topic 2 – Communication Barriers
Module 1 discusses barriers to good communication. They are barriers between sender and receiver; barriers due to message, channel, or medium; and barriers within the organization.
Review and Write:
Review the chart in the module and write two substantive paragraphs on two of the three categories of communication barriers.
Use the word list below to look up a minimum of 25 of the words in a thesaurus. List two synonyms, which means alternate meaning, for the word. After the word, list the part of speech, such as (adj.) for adjective or (n.) for noun, or (v.) for verb, as many will have different parts of speech. See the first two examples. Many, but not all, of the words will have an antonym, which means opposite. If you find a good antonym, list it and mark it as (ant.) after the word. You may use the thesaurus in Word or other online thesaurus.
Abandon
Wildness (n.)
Desert (v.)
Abbreviate
Reduce (v.)
Lengthen (ant.)
Abduct
Abhor
Accomplish
Bankrupt
Careful
Communicate
Considerate
Damp
Decline
Defeat
Employee
Habit
Hairstyle
Hamper
Harsh
Humid
Job
Lawful
Learning
Lesson
Letter
Lift
Loving
Maintain
Majority
Manner
Meditate
Monotonous
Mysterious
Necessary
Notion
Numerous
Provide
Purse
Separate
Shallow
Shoddy
Shoes
Skillful
Smart
Smell
Tasty
Temporary
Thoughtful
Tolerate
Wasted
Wicked
Wisdom
.
English 1130Paper #4 – 2 PartsPart 1 -- Researched ArgumentP.docx
English 1130
Paper #4 – 2 Parts
Part 1 -- Researched Argument
Part 2 – Visual Essay
Part I
For Paper #4 you will write a researched argument essay that addresses an issue related to the U.S. Judicial and/or prison system. Think about the documentary films we’ve watched (Into the Abyss, Lost for Life, The Farm), about any direct or indirect experiences you may have had, any discussions you may have engaged in (in personal as well as academic settings), any material you may have read (in and out of school). Decide on a topic that interests you, and devise a corresponding issue. The issue should be sufficiently complex – something debatable.
Your paper shall be 10 pages, typed, double-spaced. It shall include proper source citations (in-text citations, work cited page).
Follow these steps as you construct your paper:
Read what experts have already said about the issue.
Examine the various dimensions of the issue by analyzing and evaluating the experts’ arguments to determine which are the most convincing, which are reasonable but not terribly convincing, and which are flawed.
Articulate a thesis expressing your own position.
Discover solid reasons to support your thesis.
Return to the sources (research) to extract evidence you will use to back up each of your reasons. Ways to support your reasons:
Examples --
Based on a similarity to something that happened in the past.
Based on a similar case.
Based on a hypothetical situation.
Relevant Information –
Facts
Statistics
Points of interest
Statements, testimony, or other relevant information from acknowledged authorities.
Personal experience (be sure the experience relates directly to the reason you are developing).
Summarize alternative views and reasonable objections to your argument.
Respond tactfully to these alternative views.
Structure your essay (for this essay, I ask that you follow the following structure):
Introductory Section
Opener – Introduce the issue and invite your readers into the conversation.
Explanation and background – Familiarize your readers with the controversy. Give them the information they need to understand the issue at hand and make sense of the conversation.
Thesis – Give your stand on the issue – your main claim.
Body of the Essay
Alternative view on one aspect of the controversy
Your refutation of this view
Reason + evidence for your thesis
Alternative view on another aspect of the controversy
Your refutation of this view
Reason + evidence for your thesis
*(This pattern continues until you have covered all the aspects of the issue you have chosen to focus on.)
Conclusion
Recap of the argument
Final statement of argument/final assessment of main issue and claim
Part II
Visual Essay – Select 5 images ...
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Sec3 english language_comprehension_in your own words
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Similar to Ppt slides summary response assignment bb
Week 1 - Topic 1Actions for Week 1 - Topic 1SubscribeHid.docx
Week 1 - Topic 1
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Discussion Topic 1 – Persuasive Messages
In Chapter 14 of our textbook, the author describes persuasion as being “the act of presenting arguments for change, while motivation involves the force to bring about change. The concept of measurable gain assesses audience response to a persuasive message.” (Key Takeaway).
Review and Write:
Review Chapter 14 of our textbook on Presentations to Persuade. As we prepare for our first assignment – writing a persuasive message, think about a scenario where you could write a persuasive letter or memo pointing out a problem for which there is a relatively simple solution. Write two substantial paragraphs and describe the scenario – laying out the problem and what you believe is a good solution. You may use this as the basis for your first assignment, or you may think of a different scenario.
Week 1 - Topic 2
Actions for 'Week 1 - Topic 2'
Subscribe
Hide Description
Discussion Topic 2 – Communication Barriers
Module 1 discusses barriers to good communication. They are barriers between sender and receiver; barriers due to message, channel, or medium; and barriers within the organization.
Review and Write:
Review the chart in the module and write two substantive paragraphs on two of the three categories of communication barriers.
Use the word list below to look up a minimum of 25 of the words in a thesaurus. List two synonyms, which means alternate meaning, for the word. After the word, list the part of speech, such as (adj.) for adjective or (n.) for noun, or (v.) for verb, as many will have different parts of speech. See the first two examples. Many, but not all, of the words will have an antonym, which means opposite. If you find a good antonym, list it and mark it as (ant.) after the word. You may use the thesaurus in Word or other online thesaurus.
Abandon
Wildness (n.)
Desert (v.)
Abbreviate
Reduce (v.)
Lengthen (ant.)
Abduct
Abhor
Accomplish
Bankrupt
Careful
Communicate
Considerate
Damp
Decline
Defeat
Employee
Habit
Hairstyle
Hamper
Harsh
Humid
Job
Lawful
Learning
Lesson
Letter
Lift
Loving
Maintain
Majority
Manner
Meditate
Monotonous
Mysterious
Necessary
Notion
Numerous
Provide
Purse
Separate
Shallow
Shoddy
Shoes
Skillful
Smart
Smell
Tasty
Temporary
Thoughtful
Tolerate
Wasted
Wicked
Wisdom
.
English 1130Paper #4 – 2 PartsPart 1 -- Researched ArgumentP.docx
English 1130
Paper #4 – 2 Parts
Part 1 -- Researched Argument
Part 2 – Visual Essay
Part I
For Paper #4 you will write a researched argument essay that addresses an issue related to the U.S. Judicial and/or prison system. Think about the documentary films we’ve watched (Into the Abyss, Lost for Life, The Farm), about any direct or indirect experiences you may have had, any discussions you may have engaged in (in personal as well as academic settings), any material you may have read (in and out of school). Decide on a topic that interests you, and devise a corresponding issue. The issue should be sufficiently complex – something debatable.
Your paper shall be 10 pages, typed, double-spaced. It shall include proper source citations (in-text citations, work cited page).
Follow these steps as you construct your paper:
Read what experts have already said about the issue.
Examine the various dimensions of the issue by analyzing and evaluating the experts’ arguments to determine which are the most convincing, which are reasonable but not terribly convincing, and which are flawed.
Articulate a thesis expressing your own position.
Discover solid reasons to support your thesis.
Return to the sources (research) to extract evidence you will use to back up each of your reasons. Ways to support your reasons:
Examples --
Based on a similarity to something that happened in the past.
Based on a similar case.
Based on a hypothetical situation.
Relevant Information –
Facts
Statistics
Points of interest
Statements, testimony, or other relevant information from acknowledged authorities.
Personal experience (be sure the experience relates directly to the reason you are developing).
Summarize alternative views and reasonable objections to your argument.
Respond tactfully to these alternative views.
Structure your essay (for this essay, I ask that you follow the following structure):
Introductory Section
Opener – Introduce the issue and invite your readers into the conversation.
Explanation and background – Familiarize your readers with the controversy. Give them the information they need to understand the issue at hand and make sense of the conversation.
Thesis – Give your stand on the issue – your main claim.
Body of the Essay
Alternative view on one aspect of the controversy
Your refutation of this view
Reason + evidence for your thesis
Alternative view on another aspect of the controversy
Your refutation of this view
Reason + evidence for your thesis
*(This pattern continues until you have covered all the aspects of the issue you have chosen to focus on.)
Conclusion
Recap of the argument
Final statement of argument/final assessment of main issue and claim
Part II
Visual Essay – Select 5 images ...
CMGT 304 Risk, Safety and Environmental Risk Management Plan.docx
CMGT 304
Risk, Safety and Environmental Risk Management Plan Report
Students will prepare and present a comprehensive report, addressing Risk, Safety and Environmental
Management for a specific construction project of their choosing. Project must be pre-approved in
advance, by the instructor. Milestone dates and specific criteria for progressive submission of elements
of this report are included in the assignment.
Grading Structure
Report is 30% of the overall course grading.
Specifics
This is a team project. Your team needs to designate a Team Leader and confirm the name of the Leader
to me via E-mail by Monday, March 27th. The Team Leader will serve as the conduit for
communications. All future correspondence from and to your Team on this project will go thru this
leader.
The final output of your team will be 5 deliverables:
1. Team leader name by March 24 or sooner
2. Submittal of Project by March 27 or sooner; approval by March 28 or sooner
3. Peer Assessment of team members (Individual) -2 pts-Due April 25
4. Team paper (Group) 14 points-Due April 25; upload original to Blackboard
5. Power Point Presentation (Team) – 9 points-Due April 25; upload original to Blackboard after
presentation
Topic
You are to research one mega size international project. (examples such as the Boston Big Dig, China
Three Gorges dam, Brazil Olympics, London Olympics, etc.) that has been completed within the last 4
years, and research and explain the following. Previous projects reviewed during the course (and
submitted as exercises) are not to be considered. Include the following:
Background of project-description, benefits, etc.
What firms participated in the project? Designers, Constructors, managers
How did the project finish versus the planned initial project goals?
Why did the project succeed or not succeed-be specific.
Risk Management -Project Specific
o Boston Square (lecture Notes 3, Slide 46)
o Each team incorporate its own numbering and lettering system
o Risk Inventory Chart-Your Top 8 Risks
o Risk
o Source Group
o Probability Description and Rating
o Impact Description and Rating
o Revised Probability Description, Your Rational and Revised Rating
o Revised Impact description, Your rational and Revised Rating
o Written description of why you selected the specific risks.
Safety Management Issues-Project Specific
o Safety Hazard Analysis
o Detailed Analysis of the ‘Top Five’ Safety Hazards
Identification, Assessment, Evaluation,
Response, Monitor and Control
Project Specific Environmental Issues
o For each provide a detailed description/analysis of the Top Five Environmental Risks:
o Performance Objectives
o Management Strategies
o Responsibilities (Company and individual)
o Monitoring and Reporting-Monitoring and Corrective Actions
Description of additional (major) issues the construction project team experience duri ...
Lesson 3 Sentence Expansion
The document provides instruction on sentence expansion techniques, including coordination, subordination, relative clauses, appositive phrases, and adverbial clauses. Students are assigned a writing task applying these techniques and must underline and label the patterns used. They are also given reading and office hour assignments.
MODULE 3 Writing n Exposition or Discussion on a Familiar Issue to Include Ke...
The document defines and discusses exposition, which presents an argument to persuade the reader. It notes that exposition can be in the form of an essay, speech, or editorial. The document outlines the typical structure of exposition, including an introduction stating the position, arguments to support it, and a reinforcement of the position. It also identifies common language features used in exposition, such as conjunctions, modal verbs, evaluative language, thinking verbs, and transitional words to logically link the argument.
7Phil 100, Spring 2014Dr. ShieldsPaper Prompt 1Write.docx
7
Phil 100, Spring 2014
Dr. Shields
Paper Prompt 1
Write a 4–5 page paper on one of the following topics. The paper should be typed, double-spaced, 12 point Times New Roman, with 1.25” margins. Content is most important, but structure, style, grammar, and punctuation are all important as well. The paper should have an introductory paragraph, with your thesis statement in it. The paper must include reasons to establish your thesis. There should be a concluding paragraph. Be sure to engage with the text(s), which will involve quoting from it (them).
The best way to think about what it would mean to give reasons to establish your thesis is this: if somebody disagreed with you, what would you say to convince him that you are right? You should present at least one counter-argument to your thesis and answer it in your paper. If you disagree with one of the authors, that author can provide the counter-view, but you must make sure either to provide a counter-argument from the author’s text or to invent one of your own. In the latter case, make sure it is a plausible counter-argument, i.e., one that people might actually try to use against you, and not a straw-man.
The paper is due in class on Friday, February 21st. Please submit hard copies in class. In cases of hardship only, you may email me a Microsoft Word document containing your paper prior to the start of class on 2/21. My email is [email protected] You must also submit your papers to turnitin.com. You will do this through Blackboard. Make sure you do everything listed on the paper checklist, check each box, and sign and date your paper checklist and attach it to your paper. Failure to do so will result in a reduction of 2 points from your total paper grade. Plan ahead, so that you have enough time to go over the checklist and make any necessary changes to your paper. If there is a hardship and you must turn in your paper via e-mail, you can bring your checklist to me at a later date.
Topics:
1. Is it ever just for a human being to hurt or cause pain or discomfort to another human being (physically, emotionally, or in any other way) as punishment for an unjust or otherwise immoral action? Present Socrates’ view in the Republic (see especially book I, p. 11–12; bk. II, p. 59–61; & bk. III, p. 92–93), but give your own point of view and give reasons to support it. The question is about humans punishing humans. Different considerations would be involved if the question was about God punishing human beings (because He knows for certain whether humans will ever change their ways, He has higher authority, etc.) You might want to distinguish between punishing in a public capacity (e.g., as a judge) and punishing in a private capacity (i.e., without any special authority), but you do not have to. If you find it helpful, you can bring in Mill (see Utilitarianism, p. 55–59), but make sure you leave yourself enough room to present your own view, argument, counter-argument, and response.
2. Is moral.
Developing a thesis
This document provides guidance on developing a strong thesis statement. It begins by defining what a thesis statement is - a short, one sentence summary of the main point or claim of a paper. It then lists 5 key characteristics of a strong thesis: it must be arguable, supportable, specific, map out the organization of the argument, and be written in third person. An example thesis is then provided and evaluated against these criteria. The document instructs breaking into groups to develop their own thesis statements on a topic of choice, with one statement supporting a fact and the other addressing an oppositional argument. Groups will then evaluate each other's thesis statements.
English 1130Paper #4 – 2 PartsPart 1 -- Researched Argument.docx
English 1130
Paper #4 – 2 Parts
Part 1 -- Researched Argument
Part 2 – Visual Essay
Part I
For Paper #4 you will write a researched argument essay that addresses an issue related to the U.S. Judicial and/or prison system. Think about the documentary films we’ve watched (Into the Abyss, Lost for Life, The Farm), about any direct or indirect experiences you may have had, any discussions you may have engaged in (in personal as well as academic settings), any material you may have read (in and out of school). Decide on a topic that interests you, and devise a corresponding issue. The issue should be sufficiently complex – something debatable.
Your paper shall be 10 pages, typed, double-spaced. It shall include proper source citations (in-text citations, work cited page).
Follow these steps as you construct your paper:
Read what experts have already said about the issue.
Examine the various dimensions of the issue by analyzing and evaluating the experts’ arguments to determine which are the most convincing, which are reasonable but not terribly convincing, and which are flawed.
Articulate a thesis expressing your own position.
Discover solid reasons to support your thesis.
Return to the sources (research) to extract evidence you will use to back up each of your reasons. Ways to support your reasons:
Examples --
Based on a similarity to something that happened in the past.
Based on a similar case.
Based on a hypothetical situation.
Relevant Information –
Facts
Statistics
Points of interest
Statements, testimony, or other relevant information from acknowledged authorities.
Personal experience (be sure the experience relates directly to the reason you are developing).
Summarize alternative views and reasonable objections to your argument.
Respond tactfully to these alternative views.
Structure your essay (for this essay, I ask that you follow the following structure):
Introductory Section
Opener – Introduce the issue and invite your readers into the conversation.
Explanation and background – Familiarize your readers with the controversy. Give them the information they need to understand the issue at hand and make sense of the conversation.
Thesis – Give your stand on the issue – your main claim.
Body of the Essay
Alternative view on one aspect of the controversy
Your refutation of this view
Reason + evidence for your thesis
Alternative view on another aspect of the controversy
Your refutation of this view
Reason + evidence for your thesis
*(This pattern continues until you have covered all the aspects of the issue you have chosen to focus on.)
Conclusion
Recap of the argument
Final statement of argument/final assessment of main issue and claim
Part II
Visual Essay – Select 5 images ...
Assignment 7 LEI2181 Leisure and Contemporary Society .docx
Assignment 7
LEI2181 Leisure and Contemporary Society
DESCRIPTION
In 1000 words or less, discuss one or more key challenges for the future of leisure. You may select one or
more themes, topics, or issues that were covered in the course lectures or textbook. Use class materials,
the course text, and at least 3 peer-reviewed journal articles to support your arguments and provide
examples. The objective of this assignment is for you to synthesize and communicate what you have
learned in this class and to make use of the latest leisure science publications available to you at UF.
RESOURCES TO HELP YOU
For help finding peer-reviewed academic journal articles please visit the UF library or its homepage for
instructions. Here are a few places to start:
What does peer-reviewed mean? http://www.uflib.ufl.edu/msl/services/tutorials/finding_articles/peer-
reviewed.html
Where can I find peer-reviewed articles?
http://guides.uflib.ufl.edu/content.php?pid=40296&sid=296407
You may also contact the tourism and recreation library subject expect Leilani Freund for assistance.
[email protected]
CITING REFERENCES
Include a bibliography that conforms to APA referencing standards - this counts over and above word or
page count. To learn about why citing is important and how you can make sure to do it properly visit this
UF guide: http://www.uflib.ufl.edu/msl/07b/studentciting.html Remember that anything that you list in
the bibliography must to be referenced in the text of your assignment. If you are using direct quotations,
please limit them to no more than 2 sentences each and include the author, date and page number for each
in the text. Example (Author, year: page number). Failure to properly cite your references will result in
points being deducted from your grade and it could raise concerns about plagiarism. Please review the UF
Honor Code before submitting your work: https://catalog.ufl.edu/ugrad/current/advising/info/student-
honor-code.aspx.
INSTRUCTIONS FOR COMPLETING THE WRITTEN ASSIGNMENT
1. Your assignment must be no longer than 1000 words in length. Any content beyond this will not be graded
2. Your assignment must be double spaced and 12 point font
3. You must cite and reference at least 3 peer-reviewed journal articles in-text and in the bibliography.
4. Include your name and student number on your assignment
5. Submit your assignment in Canvas. Do not submit by email unless you have difficulty access Canvas
6. Submit your assignment before the deadline as late assignments will not be accepted and will receive a 0 grade
EVALUATION
Poor = 1 pt Fair = 2 pts Average = 3 pts Good – 4 pts Excellent – 5 pts Points
Communi-
cation
The essay was
inarticulate and
difficult to
follow. Poor
delivery and
timing of
information.
Spelling and
grammatical
problems.
The essay suffered
from a lack of
logical flow and
delivery at multiple
points. Difficult to
fo ...
ENGLISH-10Quarter3WEEK 1.pptx
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Writing your response for a Summary Response Essay
The document provides advice and techniques for writing an effective response to a text. It recommends that a response should address the topic and ideas in the original piece without discussing whether you liked it. A response involves critically analyzing the author's argument and adding your own ideas to continue the discussion by agreeing, disagreeing, or combining both perspectives. Effective response techniques include analyzing the text's clarity, organization, evidence, and style; agreeing or disagreeing with its ideas; and interpreting its implications. Responses should support ideas with evidence from the original text and other sources.
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This document provides an agenda and instructions for an EWRT 1A class. It includes details about an upcoming Kahoot quiz, guidelines for integrating quotes from nonfiction sources in essays, an assignment prompt for Essay #4 on proposing a solution, an outline for the essay, and suggestions for developing counterarguments and considering alternative solutions. It also assigns a full draft of Essay #4 as homework to be peer reviewed in class on Monday.
Thesis Statement Academic Writing.pptx
1. The document discusses thesis statements and provides instruction on identifying, developing, and distinguishing strong and weak thesis statements.
2. It defines what a thesis statement is, the components of a good thesis statement, and different types of thesis statements such as explicit and implicit.
3. The document instructs students to fill out a K-W-L chart on thesis statements and provides examples of strong versus weak thesis statements.
How To Write A Reaction Response Paper
The document provides guidance on writing a response paper, which involves critically analyzing a text by summarizing its key ideas, stating an opinion on part of the text, and supporting that opinion with evidence from the text. It outlines the steps to writing a good response paper, which include reading the text twice to understand the main topic and author's argument, forming opinions on the text's claims and evidence, drafting a summary, and writing a first draft of the response paper expressing agreement, disagreement, or evaluation of the text's strengths and weaknesses. The document also reviews methods for paraphrasing texts, such as changing vocabulary, verb forms, word classes, and synthesizing information.
NR 507 – Week 3 Discussion PurposeThe purpose of this discus.docx
NR 507 – Week 3 Discussion
Purpose
The purpose of this discussion is to apply pathophysiological concepts to an individual presenting with cardiovascular dysfunction (heart failure). Related concepts will also be applied that includes potential alterations in fluid and electrolytes and acid/base balance.
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability to:
1. Explore age-specific and developmental alterations in the cardiovascular system. (CO 3, 1)
2. Relate pathophysiological alterations in cardiovascular processes to the development, diagnosis and treatment of heart failure. (CO 4, 2)
3. Examine current evidence to support the management of patients who present with alterations in the cardiovascular system. (CO 5, 3)
Total Points Possible: 100
Requirements:
A 64-year-old woman presents to the primary care office with shortness of breath, leg swelling, and fatigue. She has a history of type 2 diabetes and hypertension. She reports that recently she had been able to go for daily walks with her friends, but in the past month, the walks have become more difficult due to shortness of breath and fatigue. She also sometimes awakens in the middle of the night due to shortness of breath and has to prop herself up on three pillows. On physical examination, she is tachycardic (110 beats per minute) and has a blood pressure of 106/74 mm Hg. Fine crackles are noted on inspiration in bilateral bases. The cardiac exam reveals the presence of a third and fourth heart sound and jugular venous distension. 2+ pitting edema is noted in the knees bilaterally. An ECG shows sinus rhythm at 110 bpm with Q waves in the anterior leads. An echocardiogram shows decreased wall motion of the anterior wall of the heart and an estimated ejection fraction of 25%. She is diagnosed with systolic heart failure, secondary to a silent MI.
1. Discuss the pathophysiological mechanisms that can lead to heart failure.
2. Differentiate between systolic and diastolic heart dysfunction
3. Discuss the causes of the patient’s shortness of breath, awakening in the middle of the night and the need to prop herself up on three pillows. Include pathophysiological mechanisms that causes each of these signs and symptoms.
4. Include two points of teaching for this patient
5. Support your response with at least one current evidence based resource.
6. Students must post a minimum of three times in each graded discussion (see participation guidelines below).
DISCUSSION CONTENT
Category
Points
%
Description
Application of Course Knowledge
30
30%
1. Posts make direct reference to concepts discussed in the lesson or drawn from relevant, evidence based outside sources, AND
2. Posts are on topic and answer all presented questions which demonstrates a solid understanding of the topic.
3. Applies concepts to personal experience in the professional setting and or relevant application to real life, AND
4. Decisions are well support ...
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This document provides assignment instructions for Essay 3 in an English 101 class. Students are asked to research and advocate for a solution to the problem identified in Essay 2. They must discuss at least two solutions proposed by stakeholders and argue why one solution or a combination of solutions is superior, supported by evidence. The essay should follow an ordered outline and be formatted according to MLA style. Drafts are due on November 1st and 15th as printed and stapled hard copies.
Class 19
This document provides information and guidance for students on their upcoming Essay #5 assignment. It outlines important due dates for drafts and the final essay. Students will write a 4-6 page essay examining an intersection between philosophies discussed in class and themes from Game of Thrones, choosing from provided prompts or their own topic. The document offers writing strategies for developing an argument, using evidence to support a thesis, and addressing multiple perspectives respectfully. It encourages outlining and prewriting activities to prepare for the essay.
Hum 200 Massive Success / snaptutorial.com
In this assignment, you will apply key concepts covered in the module readings. You will identify the component parts of arguments and differentiate between various types of arguments such as strict, loose, inductive, and deductive. You will then construct specific, original arguments.
There are two parts to the assignment. Complete both parts.
Part 1
Essay writing hints booklet 1
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Ppt slides summary response assignment bb
- 1. Introduction to Assignment 1 - Summary and paraphrase ENG101_7 – Week 5
- 2. Assignment: “Don’t Turn a Radical Activist’s Death Into a TV Melodrama” – Vanessa Barbara
- 3. Summary Grid – Paragraph Main Ideas Supporting Detail 1 2 3 4 5 6 7
- 4. Summary Grid – Paragraph Main Ideas Supporting Detail 8 9 10 11 12 13 14 15
- 5. Difficult vocabulary: decree – an order usually having the force of law eloquent – marked by forceful and fluent expression. rapporteur – a person who gives reports (as at a meeting of a learned society). rhetorical – employed for rhetorical effect (especially : asked merely for effect with no answer expected). warrant – a commission or document giving authority to do something militias – a part of the organized armed forces of a country liable to call only in emergency mourned – to feel or express grief or sorrow premeditated – to think about and revolve in the mind beforehand.
- 6. Difficult vocabulary: ammunition stocks – places to keep the projectiles with their fuses, propelling charges, or primers fired from guns sinister – singularly evil or productive of evil. efficacy – the power to produce an effect. mob – a criminal set (gang). weeping – tearful incursion – a hostile entrance into a territory fund – provide a sum of money or other resources whose principal or interest is set apart for a specific objective aggravate - to make worse, more serious, or more severe : to intensify unpleasantly constrain - to force by imposed stricture, restriction, or limitation affront - to insult especially to the face by behavior or language
- 7. Assignment Description You must write a 2 paragraph summary response, which includes the following: 1. A summary paragraph (between 200 and 250 words long). The summary must include a topic sentence and key points of the text, which should be paraphrased. 2. A response paragraph (between 200 and 250 words) in which you state your opinion about Vanessa Barbara’s article on turning a extremist execution into a “common” daily violence. The response paragraph should include a topic sentence in which you state your opinion (main idea) and provide supporting details, including explanations and examples. If you are unsure of how to write a summary or an opinion paragraph, refer to the power point slides uploaded on blackboard which contain the details.
- 8. Assignment Description You must submit the assignment by midnight on Sunday, the 9th of December on Blackboard. Submissions on paper or by email will not be accepted. If you send an email or submit the assignment on paper, your instructor will ask you to resubmit it on blackboard, which means you may submit it late. For every day that the assignment is submitted late, your instructor will reduce your grade by 10%. It you plagiarize, you may receive a grade of zero. This includes copying directly from another source (book or the internet) or copying from another student. If two students’ assignments contain sentences which are exactly the same, they may both receive a grade of 0.
- 9. The structure of a response paragraph (1) Give your opinion – your thesis. (2) Supporting point 1 + details / examples / quotations (3) Supporting point 2 + details / examples / quotations (4) Supporting point 3 + details /examples / quotations (5) Concluding sentence – summarize your argument
- 10. The structure of a response paragraph: Part 1 Example Here are three different ways to respond to an essay: You can agree with the question and explain three or more reasons why. You can disagree with the question and explain three or more reasons why. You can agree with some parts of the question and disagree with other parts and explain why.
- 11. The structure of a response paragraph: Part 5 – Conclusion You should not simply repeat or summarize your arguments in the conclusion. Instead, you need to actually conclude your arguments. You can: call attention to larger issues call for a change in action or attitude appeal to the reader to agree with you or link back to your introduction by finishing the story/scenario, revising it, or explaining how it proves your point