Proposing a solution essay #4
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This document outlines the requirements for a problem/solution essay assignment. Students must write a 4-6 page essay proposing a solution to a well-defined problem faced by a community. The essay must include at least three credible sources and address the problem's significance and proposed solution. It should also anticipate objections to the solution and evaluate alternative solutions. The document provides guidance on defining the problem context, describing the proposed solution and its impacts, and concluding the essay by summarizing the solution and calling readers to action.
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Proposing a solution essay #4
This document outlines the requirements for a problem/solution essay assignment. Students must write a 4-6 page essay proposing a solution to a well-defined problem faced by a community. The essay must include a clear description of the problem, a proposed solution supported by evidence from at least 3 sources, and an anticipation of objections to the proposed solution. It provides guidance on defining the problem and solution, addressing counterarguments, and concluding the essay in a way that calls readers to action.
Proposing a solution essay #4
This document outlines the requirements for a problem/solution essay assignment. Students must write a 4-6 page essay proposing a solution to a well-defined problem faced by a community or group. The essay must include at least two credible sources, define the problem context and importance, propose a feasible solution, anticipate objections to the solution, evaluate alternative solutions, and summarize the proposed solution and benefits while calling readers to action. The document provides guidance on the basic features and structure required for the essay.
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This document outlines the requirements for a problem/solution essay assignment. Students are asked to identify a problem at De Anza College, within a group they belong to, or at their workplace. They must define the problem, propose and evaluate potential solutions, and make a recommendation to an identified audience. The document provides guidance on key elements to include, such as clearly defining the problem, proposing and justifying a solution, anticipating objections, and considering alternative solutions before making a call to action. Students are directed to course materials for additional help with choosing a topic, planning, drafting, and revising their essay.
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This document outlines the requirements for a problem/solution essay assignment. Students must write a 4-6 page essay proposing a solution to a well-defined problem faced by a community or group. The essay must include at least two credible sources, define the problem context and importance, propose a feasible solution, anticipate objections to the solution, evaluate alternative solutions, and summarize the proposed solution and benefits while calling readers to action. The document provides guidance on the basic features and structure required for the essay.
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The document outlines the agenda for an English class which includes reviewing Essay #4, discussing an article by Kornbluh, and an in-class writing assignment. It provides details of the assignment for Essay #4 which is to propose a solution to a well-defined problem faced by a community. It also discusses considering the basic features of effective proposals by analyzing Kornbluh's article.
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The document provides an agenda and instructions for Essay #4. It discusses proposing a solution to a well-defined problem faced by a community or group. It reviews the basic features an effective solution essay should include - a well-defined problem, clearly described solution, convincing argument, effective counterargument, and evaluation of alternatives. It then discusses an example essay by Kornbluh and how she defines the problem, presents her solution, addresses questions and concerns, and shows her solution is preferable. Finally, it has students brainstorm problems and potential solutions for communities they belong to.
Class 16 vocab game
The document outlines the agenda and activities for an English writing class. It includes: presenting vocabulary words, a vocabulary game, discussing Essay #4 on proposing solutions, and an in-class writing exercise to identify problems. Students will then choose a problem, propose solutions, discuss them in groups, and choose the most promising solution to further develop for their essay. The homework involves drafting portions of the essay describing the problem and outlining potential solutions.
Class 16 vocab game
The document outlines the agenda and activities for an English writing class. It includes: presenting vocabulary words, a vocabulary game, discussing the upcoming Essay #4 assignment, an in-class writing exercise to find a problem to address, and group work to explore potential problems and solutions. Students are guided through a process of identifying a problem, brainstorming multiple solutions, choosing the most promising solution to develop, and planning follow up research needed to support their proposed solution essay. The homework outlined is to draft sections of the essay proposing and developing a solution to an identified problem.
Class 18 n online
This document provides guidance for students on writing Essay #4, which asks them to propose a solution to a problem faced by a community or group. It outlines the assignment, including length, sources required, and prompt. Students are instructed to review their previous research and brainstorming on problems. Steps are given to help narrow down the problem, explore potential solutions, choose the most promising one, and develop an outline explaining how the solution would work and could be implemented. The final part lists what should be included in a draft post of the essay for review.
Class 13 1 a
The document outlines the agenda and activities for an English writing class. It includes: presenting vocabulary words, a vocabulary game, discussing the upcoming Essay #4 assignment, an in-class writing exercise to find a problem to address, and group work to explore potential problems and solutions. Students are guided through steps to develop their essay draft, including choosing a problem, listing possible solutions, selecting the most promising solution to explore further, and planning follow-up research needed to support their argument. The homework outlined is to further develop various sections of their essay draft addressing a problem and proposing a solution.
Class 16 online 1 a
This document provides an agenda for a class discussing problem solution essays. It introduces two sample essays that propose solutions to problems and outlines the basic features of the genre. These include a well-defined problem, a well-argued solution, an effective counterargument, an evaluation of alternative solutions, and a readable plan. The document then guides analyzing the sample essays based on these features. It prompts generating topics for Essay #4 by having students identify problems and potential solutions for various communities and groups. Finally, it outlines homework assignments, including continuing to develop topics for Essay #4 through preliminary research.
Class 16 online 1 a
This document provides an agenda for a class discussing problem solution essays. It introduces two sample essays that propose solutions to problems and outlines the basic features of the genre. These features include a well-defined problem, a well-argued solution, an effective counterargument, an evaluation of alternative solutions, and a readable plan. The document guides students through an analysis of the sample essays based on these features. It then instructs students to generate topics for their own problem solution essay by identifying problems within various communities and groups. Students are asked to conduct follow-up research on their potential topics.
Ewrt1 a w15 class 13
The document outlines the agenda and activities for an English writing class. It includes: presenting vocabulary words, a vocabulary game, discussing the upcoming Essay #4 assignment, an in-class writing exercise to find a problem to address, and group work to explore potential problems and solutions. Students are guided through steps to describe a problem in their community, generate possible solutions, choose the most promising one, and make a plan to research and support it for their essay. The homework is to further develop their draft, which will propose and support a solution to the problem they identified.
Class 13 1 a
This document outlines the agenda and activities for an English writing class. It includes: presenting vocabulary words, a vocabulary game, discussing the upcoming Essay #4 assignment, an in-class writing exercise to find a problem to address, and group work to explore potential problems and solutions. Students are guided through brainstorming problems, proposing solutions, choosing one problem/solution pair to focus on, and planning research needed to support their argument. The homework outlined is to further develop their draft essay proposing a solution to the problem.
Class 18
This document outlines the agenda and assignment for Essay #4 in an EWRT 1A class. Students are tasked with writing a 4-6 page essay proposing a solution to a problem faced by a community. They have been researching problems and potential solutions. The class will focus on refining their identified problem, exploring possible solutions, and choosing the most promising one to focus on. Students are provided guidance on developing their solution, explaining how and why it would address the problem and could be implemented. They are assigned homework of revising their problem description and developing paragraphs on their tentative thesis, why the solution would work, why it is possible, and steps for implementation.
Class 15 1 a
The document provides an agenda for a class that includes discussing problem solution essays and introducing essay #4. It discusses changing teams and presenting on vocabulary words. It provides an example of a problem solution essay that addresses the basic features of the genre including a well-defined problem, clearly described solution, convincing argument, effective counterargument, and evaluation of alternatives. The document introduces the assignment for essay #4 - to propose a solution to a problem faced by a community or district in The Hunger Games. It includes an in-class writing activity where students choose a topic by filling out a chart with groups, organizations, problems, and tentative solutions. The homework assigned is to finish the chart and write paragraphs further defining problems and solutions.
Class 12 1 a observation
The document provides an agenda for a class that includes a vocabulary test, changing teams, presentations on vocabulary words, and a discussion of problem-solution essays. It outlines discussing two essays that propose solutions to defined problems and the basic features of this essay type. It details discussing the problems, solutions, arguments, counterarguments, and alternative solutions presented in each essay. The agenda concludes with an introduction to the class's next essay assignment, which will be to write a problem-solution essay proposing a solution to an issue in their community or from The Hunger Games. Students will complete a chart to brainstorm topics and do in-class writing.
Class 12 1 a observation
The document outlines an agenda for a class that includes: a vocabulary test, changing student teams, a presentation on new vocabulary words, and a discussion of problem-solution essays. It provides details about two essays that will be discussed, including the basic features of a problem-solution essay such as defining the problem, proposing a solution, addressing counterarguments, and evaluating alternative solutions. The class will then discuss these features in relation to the two essays. Students will choose a topic for their own problem-solution essay that is due and will work on an in-class writing assignment to begin developing their ideas.
Class 12 1 a
The document provides an agenda for a class that includes a vocabulary test, changing teams, presentations on vocabulary words, and discussions of problem-solution essays. It outlines features of problem-solution essays like well-defined problems, argued solutions, counterarguments, and alternative solutions. The class will discuss two essays addressing frequent testing and workplace flexibility using these features. Students will then choose a topic for their own problem-solution essay and begin outlining problems and solutions for groups like The Hunger Games districts, De Anza College, and their neighborhood or club. Homework includes finishing the chart, drafting paragraphs on problems and solutions, and studying new vocabulary words.
Class 12 1 a
The document provides an agenda for a class that includes a vocabulary test, changing class teams, presentations on vocabulary words, and discussions of problem solution essays. It introduces essay #4 which will require students to propose a solution to a well-defined community problem. During class, students will choose topics for this essay by filling out a chart that identifies problems within various groups and communities. They then begin brainstorming potential problems and solutions, with examples given being a lack of parking at the local college and not enough safe places for children to play in their community. Homework includes finishing the chart, writing paragraphs further explaining two chosen problems and proposed solutions, and studying new vocabulary words.
Class 12 1 a
The document outlines an agenda for an English class that includes a vocabulary test, changing group teams, presentations on proposed problem-solution essays, and an in-class writing assignment. Students will discuss two essays focusing on well-defined problems and proposed solutions. They will then choose a topic for their own problem-solution essay, filling out a chart with groups/organizations and associated problems to consider addressing. Homework includes finishing the chart, drafting paragraphs on problems and tentative solutions, and studying new vocabulary words.
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This document provides instruction on the four main types of sentences in English: simple, compound, complex, and compound-complex. It defines each type and provides examples. Simple sentences contain one independent clause. Compound sentences join two independent clauses with coordinating conjunctions or semicolons. Complex sentences contain an independent clause and one or more dependent clauses. Compound-complex sentences contain at least two independent clauses and one or more dependent clauses. The document reviews identifying and writing each sentence type and provides guidance for a homework assignment to write examples of each.
Ewrt 1 a class 1 hybrid
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. The class will include reviewing the introduction, brainstorming activities, and introducing essay #1 on choosing survival supplies. Students will engage in a group activity to choose supplies from lists to argue for in a 750 word essay. The essay should have an introduction with a clear thesis, body paragraphs with topic sentences and examples supporting each supply choice, and a conclusion. Homework includes posting an outline with thesis and being prepared for an in-class essay exam in the next class.
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This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and outlines the course format, which includes both in-person and online components. Students are instructed on how to access course materials and assignments through the Canvas online platform. Key policies like attendance, late work, and academic honesty are also summarized. The document concludes by directing students to familiarize themselves with the course website and syllabus in preparation for the next class.
Ewrt 1 a online introduction hybrid
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and their contact information. It explains that the class will meet in-person once a week for 2 hours and 15 minutes, and students will complete the remaining coursework online through presentations on the course website. It outlines how the online platform Canvas will be used and provides instructions for navigating it. It lists the course requirements including essays, homework posts, and reading quizzes. It discusses policies around attendance, late work, academic integrity and conduct. Finally, it provides the course syllabus calendar.
Ewrt 1 a online introduction hybrid
This document provides an overview and instructions for Dr. Kim Palmore's hybrid EWRT 1A course. The key points are:
- The class meets once a week in person and requires additional online work to be completed independently through presentations on the course website.
- The website, Canvas, will be used for communication, submitting assignments, accessing course materials and viewing grades.
- Students are expected to actively participate in class discussions and regularly complete assignments by their deadlines. Formal writing assignments include essays that must be submitted electronically through Kaizena.
- The syllabus outlines course policies on attendance, late work, academic integrity and expected conduct. It also provides a tentative course calendar and information
Ewrt 1 a class 1 hybrid
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. It includes an agenda with topics like an introduction, brainstorming activity, and outlining an essay. Students will choose survival supplies for a hypothetical weeks-long trip into the woods and write an argument essay defending their choices. The document gives categories of supplies to pick from and instructs students to discuss their options in groups. It provides guidance on writing an outline, thesis, body paragraphs, and conclusion for the essay. The homework is to post an outline, bring a hard copy to class, and prepare to do an in-class writing exam.
Ewrt 1 a online introduction
This document provides an overview of the EWRT 1A course. It introduces the instructor, Dr. Kim Palmore, and outlines the course details and expectations. The class is a hybrid course that meets weekly for 2 hours and 15 minutes, with an additional 2 hours and 15 minutes of online work each week. Students will use the Canvas platform to access course materials, assignments, and submit homework. Students are expected to actively participate in class discussions and regularly complete reading and writing assignments on time, including essays, homework posts, and quizzes. Academic honesty is strictly enforced.
How to highlight in kaizena
To highlight and comment on an essay using Kaizena:
1. Find the essay assignment and submission requirements
2. Highlight required sections of the essay using the specified colors
3. To add a comment, highlight text and type the comment in the box that appears, then click "Post to Highlight"
4. Use one consistent color for your own highlights so the instructor can use a different color for feedback
Kaizena directions 2017
1) All essays and projects must be submitted electronically through Kaizena before the class period they are due.
2) Students will enter a group code to submit essays and can add files from Google Drive or their desktop in PDF format.
3) The professor will review highlighting and commenting on essays and students can leave written or voice comments on their submissions.
Wordpress user name directions
To establish a WordPress username for completing homework, students can visit https://signup.wordpress.com/signup/?user=1 and follow the steps to create a free username, or sign in through Facebook instead of using their own name; they should then email their instructor their username and use that account for all class work online, as having a username is mandatory for much of the coursework being done online.
Class 20 n online
Here is a 4 line quotation integrated into a sentence in my essay:
According to leading health expert Dr. Susan Smith, making healthy choices is about more than just weight loss or appearance. As she states:
"Health is about feeling your best both physically and mentally. It's finding energy and joy in everyday activities rather than feeling drained. Making small changes like adding more vegetables or taking a walk after dinner can lead to big improvements in overall well-being."
This quotation effectively captures Dr. Smith's perspective that health is about overall wellness, not just physical appearance or numbers on a scale. Focusing on small, sustainable lifestyle changes and how they can enhance quality of life is a motivating message.
Ewrt 1 a online introduction hybrid
This document provides an overview of the key information for a hybrid English composition course. It includes the instructor's contact information and a description of how the hybrid format will work with some weekly in-person meetings and additional online content. It outlines how the course website and learning management system Canvas will be used and provides details on course requirements, assignments, materials, and policies around attendance, late work, academic honesty, and conduct. The syllabus calendar gives a tentative weekly schedule and overview of topics. Students are instructed to review the information and policies, take a quiz on the first presentation, and complete tasks like exploring the website and setting up accounts before the next class.
Ewrt 1 c class 27 night special
This document provides an overview and analysis of themes, tensions, and theoretical approaches in Night by Elie Wiesel. It discusses major themes like death, God/religion, sanity/insanity, and family. It analyzes the internal and external tensions present in the work. It also explores how trauma theory and other theoretical lenses can provide insight into the text. Key events and passages are analyzed in depth, with questions provided about character perspectives and shifts in worldview over the course of the horrific events depicted in the Holocaust memoir.
Ewrt 1 c spring 2017new
This document outlines the schedule and assignments for a hybrid literature and composition class over 9 weeks. It includes in-class and online activities as well as assigned readings and homework for each week. The main topics covered are New Criticism, feminist criticism, psychoanalytic criticism, short stories, and trauma theory. Students are assigned two essays analyzing poems and short stories using different literary lenses. They also have online discussion posts and take an exam on the materials covered in the first few weeks.
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Ewrt 1 c class 25 night intro special
Here are some potential connections between the prisoners in Night and Shawshank Redemption:
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Ewrt 1 c class 24 special spring 2017
The document provides an agenda and discussion points for analyzing the novella "Rita Hayworth and Shawshank Redemption" by Stephen King and the short story "The Metamorphosis" by Franz Kafka.
For "Rita Hayworth", there is a discussion of themes like hope, struggle, and imprisonment. Potential discussion questions are also listed. For "The Metamorphosis", summaries of each chapter are provided along with characters, potential theoretical approaches, and discussion questions. The agenda then outlines a group discussion for analyzing both works.
Ewrt 1 c class 24 special spring 2017
The agenda covers discussions of two novellas: Rita Hayworth and Shawshank Redemption and The Metamorphosis. For Shawshank, key themes of hope, struggle, and imprisonment will be analyzed. For The Metamorphosis, three chapter summaries are provided: Chapter 1 details Gregor waking up as a cockroach and his family's initial reaction. Chapter 2 explores Gregor's loneliness and his sister's compassion. Chapter 3 finds Gregor weakening as the family acclimates to his condition. Potential discussion questions are posed about characters and applying psychoanalytic theory.
Ewrt 1 c class 23 online
This document provides an agenda and information for an online EWRT 1C class on Franz Kafka's novella "The Metamorphosis". The class will include reading the novella, an introduction to Kafka as the author, and discussing the historical and literary contexts. Kafka is introduced as an Austrian-Jewish writer from Prague in the late 19th/early 20th century. The novella is then analyzed including its use of third-person narration from the perspective of Gregor Samsa after he transforms into an insect. Students are assigned to read the novella and answer one of several discussion questions in 200-300 words for homework.
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Proposing a solution essay #4
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