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Tjerrild Unit I Essay Prompt English 1A
Unit 1: Critical Response Essay
Due: Thursday, April 2nd
Choose ONE text to respond to:
· “Only Connect” by William Cronon
· “Faking Cultural Literacy,” by Karl Taro Greenfeld
· “Why Some of Us Don’t Have One True Calling” by Emilie Wapnick
· “Following Your Passion Is Dead” by Michael Bohanes
· “A New Assignment: Pick Books You Like” by Motoko Rich
Purpose:
Learning how to read and respond to another’s arguments responsibly are the preliminary aspects of effective argument. Your purpose in this essay is two-fold: to reflect a clear understanding of the source text and to demonstrate your competence in expressing and organizing your conversation with the text.
Audience:
Assume that your audience is educated and familiar with the source’s topic but has not read the article or watched the TedTalk themselves.
Introduction:
· Context: Begin your paper by familiarizing your audience with the text to which you’re responding. What information does your reader need to know? This includes:
· introducing the author and the essay title (using appropriate punctuation)
· summarizing (5-6 sentences) the essay’s main argument.
· This brief summary should lead into your THESIS, the clear and specific claim you will be asserting and proving in response to the source essay. A good thesis will be focused and will include an essay map that lays out the trajectory of your response. (i.e. the 2-3 distinct points must be proven in order to persuade your readers that your thesis is correct)
· Choose one of the following methods for your response:
1. Agree and Extend (Agree with a difference). Strengthen the argument presented by the essay by engaging with and then extending the reasoning. Beyond agreeing with the essay, make your response worth reading by taking the ideas further by, for example, shifting the context or considering a new angle informed by your own personal experience, attitudes, and observations. Avoid simply summarizing the author’s ideas!
2. Disagree (and explain why). Identify specific assertions in the essay with which you disagree. First, carefully and accurately represent the author’s ideas. Then, explain and support your disagreement.
3. Agree and Disagree Simultaneously (Okay, but). If you find that you both agree and disagree with different aspects of the author’s essay, you can incorporate both into your response. For this method I recommend choosing your points of agreement and disagreement strategically so that your essay is cohesive. Your thesis should clearly reflect the relationship between your agreement and disagreement. Additionally, your thesis should not come across as wishy-washy or unclear.
· Please refer to the “Three Ways to Respond” reading for further explanation and suggestions on how to structure your thesis statement. Remember, a strong thesis statement is the most important basis for a strong essay.
Body:
· Use the essay ...
Essay 2 Enter the ConversationPercentage of Final Grade 15 or.docxgreg1eden90113
Essay 2: Enter the Conversation
Percentage of Final Grade: 15% or 150 points
Learning Objectives:
·
Students will understand academic writing as a conversation about topics of consequence.
· Students will understand their responsibilities as writers – to accurately cite the work of other writers, to provide their audience with reliable information, and to consider multiple points of view.
· Students will understand academic writing as governed by the conventions of specific discourse communities.
· Students will become more critical readers, learning strategies for previewing, annotating, summarizing analyzing, and critiquing texts.
· Students will acquire informational literacy – the ability to locate and evaluate source material.
· Students will improve their ability to write clear and compelling thesis statements.
· Students will develop the skill of constructive critique, focusing on higher order concerns during peer workshops.
· Students will understand the distinction between revising and editing.
Assignment:
For Essay 2, you will summarize and then respond to
one of the readings from this unit (or the video,
College Inc.). In your essay, you will summarize the reading/video and then respond to it by discussing how your own experiences and knowledge have led you to either agree, disagree, or both agree and disagree with the author
and by including the opinions of third parties (i.e., by incorporating secondary sources), which is discussed in more detail below.
Most of the readings can be found in your textbook. However, I also assigned a couple of outside readings and the video,
College, Inc.,
which are posted under Course Content.
In addition to the assigned readings (or the video), you may choose any of the other readings from Chapter 17 in
They Say / I Say. Choose the one that you best understand. Carefully read the example essays that I have posted under Course Content, as they will help you to understand the expectations for the assignment.
Essay 2 is similar to the previous essay, with two additions:
1. Rather than responding to the selected reading/video with your own opinion only, you will add other people’s voices to the conversation by including two secondary sources (i.e., in addition to the selected reading/video). You will use quotes both from the selected reading/video and from your secondary sources to support your assertions.
Your secondary sources can be another reading from this unit. For example, in “Two Years Are Better Than Four,” Liz Addison is responding to Rick Perlstein’s argument in “What’s the Matter with College?” Therefore, you might choose to discuss their opposing views. Instead, you might choose articles you find through one of the library databases, an article in another textbook, a radio show, a podcast, or a video. You are not required to use scholarly sourc.
How to use this template To use this template, replace the inst.docxwellesleyterresa
How to use this template:
To use this template, replace the instructions written in italic font with your own discussion text. Be sure to proofread your work and check it for completeness and accuracy. Delete any extra text/instructions/references that do not apply to your post. Then, copy your work and paste it into the discussion window in class.Week 1, Discussion 1: Initial Post
My personal communication style is…(Here, you should talk about the “reflect” part of the prompt. You can share your personal verbal style, writing style, and any concerns you have about your ability to develop a truly academic argument in this class.)
I have learned that an academic argument is…(Here, you should describe an academic argument in your own words, based upon the items you read in preparation for this discussion. Remember to describe the four basic elements of an argument.)
A recent argument that I experienced was…(Or, if you do not wish to outline an argument from your personal experience, describe the argument presented in the sample paper. Be sure to identify the four basic elements of the argument, whether analyzing one from your experience or the student paper.)
After reading the course materials, I have questions about…(Be sure to clearly state any questions or confusion you have regarding rhetoric, argument, or styles of argument. Your classmates can help you find the answers throughout the week.)
References
(If you reference the textbook, instructor guidance, or handout – which you should – be sure to cite them in-text and add the references to the end of your post. We are learning to master APA style in this class and this is a perfect opportunity to begin your practice. Remember: only items cited in-text should be listed as a reference. For more information: https://awc.ashford.edu/cd-in-text-citation-guide.html & https://awc.ashford.edu/cd-apa-reference-models.html)
Drown, E., & Sole, K. (2013). Writing college research papers (2nd ed.). San Diego, CA: Bridgepoint Education, Inc.
Flag Burning. (n.d.). Retrieved from https://cdmsmedia.bridgepointeducation.com/MediaService/MediaService.svc/constellation/book/AUWC.12.4/%7Bhandouts%7Da.8_sample_argument_paper.pdf
Garten, A. (n.d.). ENG122 week 1 Instructor guidance [Course materials].
Garten, A., & Wilson, J. (2014). An Introduction to Argument [PDF]. College of Liberal Arts, Ashford University, San Diego, CA.
ENG122: Composition II
An Introduction to Argument
P a g e | 1
English 122: Composition II
An Introduction to Argument
Argument and Rhetoric
An argument can take many forms. An academic argument, at its root, a method for
communicating a singular position with evidence, logic, and persuasion. There are essential
elements to all valid arguments, though they may take different forms.
1. Claim
2. Evidence
3. Counterargument
4. Rebuttal
A successful argument depends upon the delicate balance
between these elements. Imagine a teeter-totter at the
playground. The ...
Essay 2 Enter the ConversationPercentage of Final Grade 15 or.docxgreg1eden90113
Essay 2: Enter the Conversation
Percentage of Final Grade: 15% or 150 points
Learning Objectives:
·
Students will understand academic writing as a conversation about topics of consequence.
· Students will understand their responsibilities as writers – to accurately cite the work of other writers, to provide their audience with reliable information, and to consider multiple points of view.
· Students will understand academic writing as governed by the conventions of specific discourse communities.
· Students will become more critical readers, learning strategies for previewing, annotating, summarizing analyzing, and critiquing texts.
· Students will acquire informational literacy – the ability to locate and evaluate source material.
· Students will improve their ability to write clear and compelling thesis statements.
· Students will develop the skill of constructive critique, focusing on higher order concerns during peer workshops.
· Students will understand the distinction between revising and editing.
Assignment:
For Essay 2, you will summarize and then respond to
one of the readings from this unit (or the video,
College Inc.). In your essay, you will summarize the reading/video and then respond to it by discussing how your own experiences and knowledge have led you to either agree, disagree, or both agree and disagree with the author
and by including the opinions of third parties (i.e., by incorporating secondary sources), which is discussed in more detail below.
Most of the readings can be found in your textbook. However, I also assigned a couple of outside readings and the video,
College, Inc.,
which are posted under Course Content.
In addition to the assigned readings (or the video), you may choose any of the other readings from Chapter 17 in
They Say / I Say. Choose the one that you best understand. Carefully read the example essays that I have posted under Course Content, as they will help you to understand the expectations for the assignment.
Essay 2 is similar to the previous essay, with two additions:
1. Rather than responding to the selected reading/video with your own opinion only, you will add other people’s voices to the conversation by including two secondary sources (i.e., in addition to the selected reading/video). You will use quotes both from the selected reading/video and from your secondary sources to support your assertions.
Your secondary sources can be another reading from this unit. For example, in “Two Years Are Better Than Four,” Liz Addison is responding to Rick Perlstein’s argument in “What’s the Matter with College?” Therefore, you might choose to discuss their opposing views. Instead, you might choose articles you find through one of the library databases, an article in another textbook, a radio show, a podcast, or a video. You are not required to use scholarly sourc.
How to use this template To use this template, replace the inst.docxwellesleyterresa
How to use this template:
To use this template, replace the instructions written in italic font with your own discussion text. Be sure to proofread your work and check it for completeness and accuracy. Delete any extra text/instructions/references that do not apply to your post. Then, copy your work and paste it into the discussion window in class.Week 1, Discussion 1: Initial Post
My personal communication style is…(Here, you should talk about the “reflect” part of the prompt. You can share your personal verbal style, writing style, and any concerns you have about your ability to develop a truly academic argument in this class.)
I have learned that an academic argument is…(Here, you should describe an academic argument in your own words, based upon the items you read in preparation for this discussion. Remember to describe the four basic elements of an argument.)
A recent argument that I experienced was…(Or, if you do not wish to outline an argument from your personal experience, describe the argument presented in the sample paper. Be sure to identify the four basic elements of the argument, whether analyzing one from your experience or the student paper.)
After reading the course materials, I have questions about…(Be sure to clearly state any questions or confusion you have regarding rhetoric, argument, or styles of argument. Your classmates can help you find the answers throughout the week.)
References
(If you reference the textbook, instructor guidance, or handout – which you should – be sure to cite them in-text and add the references to the end of your post. We are learning to master APA style in this class and this is a perfect opportunity to begin your practice. Remember: only items cited in-text should be listed as a reference. For more information: https://awc.ashford.edu/cd-in-text-citation-guide.html & https://awc.ashford.edu/cd-apa-reference-models.html)
Drown, E., & Sole, K. (2013). Writing college research papers (2nd ed.). San Diego, CA: Bridgepoint Education, Inc.
Flag Burning. (n.d.). Retrieved from https://cdmsmedia.bridgepointeducation.com/MediaService/MediaService.svc/constellation/book/AUWC.12.4/%7Bhandouts%7Da.8_sample_argument_paper.pdf
Garten, A. (n.d.). ENG122 week 1 Instructor guidance [Course materials].
Garten, A., & Wilson, J. (2014). An Introduction to Argument [PDF]. College of Liberal Arts, Ashford University, San Diego, CA.
ENG122: Composition II
An Introduction to Argument
P a g e | 1
English 122: Composition II
An Introduction to Argument
Argument and Rhetoric
An argument can take many forms. An academic argument, at its root, a method for
communicating a singular position with evidence, logic, and persuasion. There are essential
elements to all valid arguments, though they may take different forms.
1. Claim
2. Evidence
3. Counterargument
4. Rebuttal
A successful argument depends upon the delicate balance
between these elements. Imagine a teeter-totter at the
playground. The ...
Mapping the IssueFor your Issue Proposal, you organized yourVannaSchrader3
Mapping the Issue
For your Issue Proposal, you organized your preexisting knowledge on your issue and sketched a plan for research. You then compiled several sources and summarized their contents for your Annotated Bibliography. For this paper, you will map the controversy surrounding your issue by describing its history and summarizing at least three different positions on the issue — all from a completely neutral point of view. Your audience will be UTA students, faculty, and staff who read a (fictitious) UTA periodical that offers analysis and commentary about politics, news, and culture.
Before people can make an informed decision on a controversial issue, they must know the history of the controversy and the range of positions available. Major news organizations often in form their readers of public controversies by providing a neutral, unbiased description of an issue’s history and the main arguments made on all sides, and academic organizations often map field - specific controversies in order to provide researchers with a n overview of unsettled questions and unsolved problems.
Invention
In rhetorical studies, invention refers to the systematic search for ideas that can be shaped into an effective composition. (The term “prewriting” is sometimes used to refer to the concept of invention.) This section of the assignment, then, is designed to help you generate the required content for your Mapping paper.
Please note that the following steps are not intended to serve as an outline for your paper.
Rather, these steps will help you produce the “raw materials” that you will then refine into a well - organized paper, and these steps are likely to produce more material than you can actually use in the draft you submit to readers.
1.
Readers will need to have some background information on your issue in order to understand how the controversy reaches its current state. Draft answers to the following questions:
• What caused the issue?
• What prompted past and present interest in it?
• Who is interested in the issue and why?
2.
Readers w ill also want to know the current, major positions on the issue, so reflect on the titles in your Annotated Bibliography, draft descriptions of 3 - 5 different positions, and identify which articles in your bibliography advocate the positions you’ve described.
3.
Now that you’ve drafted descriptions of the background and major positions on your issue, draft a more detailed description of one position:
• What are the main claims of those who advocate this position?
• What reasons do they provide for those claims ?
• What evidence do they use to support their reasons?
• What assumptions underlie their arguments?
4.
Once you have described the position’s argumentative structure, summarize at least one source from your Annotated Bibliography that advocates this position.
5.
Repeat inventional steps three and four with a second position. Additionally, draft a ...
ENG 102DiOrioDecember 1, 2014Argumentative Essay (Final an.docxYASHU40
ENG 102
DiOrio
December 1, 2014
Argumentative Essay (Final and Draft)
Overview
Argumentative essays differ from narrative, expository, or analytical essays fundamentally in
that you're writing to take a stand, to persuade your audience to accept a particular position,
to convince your audience of a particular argument. The emphasis in argumentative essays is
to make and prove an argument with convincing evidence and sound, logical reasoning. The
purposes and requirements for this essay, therefore, are quite different from those for the
previous essays.
Objectives
Through this assignment, you will learn to:
· construct an argument using various methods of argumentation,
· gather, summarize, synthesize, and explain information from various sources,
· incorporate sources into your argumentation using MLA style,
· produce coherent, organized, readable prose for different rhetorical situations,
· engage in writing as a process, including invention (such as brainstorming for ideas),
· developing a thesis statement, drafting, revising, editing, and proofreading,
· respond to your classmates' writing and provide constructive feedback,
· respond to your classmates' response to your writing and learn how to incorporate
your classmates' suggestions into your revision,
· use grammatical, stylistic, and mechanical formats and conventions appropriate for
different audiences and writing situations, and
· reflect on your own writing and writing process and on your classmates' writing and
writing process.
Topic--Identifying a Controversial Issue
An appropriate topic for the argumentative essay should be one that
· interests you
· is neither too broad nor too narrow,
· is open to controversy, and
· is not already overly argued by other people.
Make sure your topic interests you:
Whatever topic you choose, it should be something that interests you, something that you
feel strongly about, something that's close to your heart. If it's an argument that affects you
and that you have personal experience about, it will be easier for you to build your ethos
with personal experience. However, keep in mind you do not want your personal beliefs to
interfere with building a sound, logical argument—this is not an opinionated paper.
Make sure your topic is neither too broad nor too narrow:
A topic like "presidential campaigns" might be too big for you to handle in a few pages. In
contrast, "the use of scare tactics in presidential campaign ads" might be easier to handle. In
a similar way, "advertising" sounds vague and broad while "truth in advertising" is more
focused. On the other hand, too narrow topics are those that deal with trivial topics that your
readers are not likely to be interested in.
Make sure your topic is controversial:
A controversial topic is one that people have different opinions about. For example, the
"illegitimacy of thefts" is not a controversial topic while "the appropriate punishment for
first-time theft offenders" is a more controve ...
Short Critical EssayShort Critical Essay ProjectThis project i.docxbudabrooks46239
Short Critical Essay
Short Critical Essay Project
This project is worth 10% of your final grade, due March 27, 2015. It is an individual assignment. Late assignments are penalized 5% per day including weekends to a maximum of 50%. Senate regulations require all term work to be submitted by the last day of classes April 8, 2015, after which work cannot be accepted and a grade of 0 will be given.
Write a 750-1200 word argumentative essay related to the topic of the responsibility of affluent nations and their citizens to people without even basic sustenance, discussed in Peter Singer’s paper “Famine, Affluence, and Morality.”
In your essay, you must make reference to Singer’s paper “Famine, Affluence, and Morality” and the paper you read in producing the annotated bibliography in Assignment #17. Both papers must be listed in your bibliography. Other sources may also be referenced but this is not required, though all sources used must be listed in the bibliography. Your project must begin with a standard form representation of your argument followed by a diagram of the argument, using between 10-15 premises. Your argument must include at least one deductive inference and one inductive inference and these must be identified (by type) and indicated on your diagram (i.e. on the arrow connecting the premises note “disjunctive syllogism” or “analogy”).
Quotations should be referenced in the text as follows:
“text” (author year, page number(s)). Note the final punctuation comes after the reference. If a text has to be altered slightly for grammatical reasons put the changes in square brackets.
E.g. Here we have some text I have written followed by a quote to verify my interpretation. If you wish to emphasize part of the quote use italics and note “my emphasis”, otherwise you might commit the fallacy of accent. In the passage I quote below, the emphasis was in the original, as noted. Where some text irrelevant to my purposes was left out I use ellipsis (…).
Fodor’s account of early language learning is an account of predicate acquisition and it remains the cornerstone for his thesis that we possess an innate representational system as rich as any natural language we can learn. “What, then is being denied?... that one can learn a language whose predicates express extensions not expressible by predicates of the representational system whose employment mediates the learning” (Fodor 1975, p.86, emphasis in original).
Include a bibliography, citing all sources used to write the essay as instructed for Assignment #17.
Include a word count.
Grading Rubric for Short Critical Essay
The essays is graded out of 10, with points assigned as follows:
Thesis statement: the essay is an argumentative essay with a thesis statement, i.e. conclusion.
1 point
Standard form and Diagram: standard form and diagram are included and match each other and the s.
American Protest Literature - Literary Analysis Argument Essay .docxgreg1eden90113
American Protest Literature - Literary Analysis Argument Essay
Assignment Description
Whether it looks backward in order to move America forward, builds connections across movements, demands empathy from readers, transforms its creators, crafts a politics of form, appropriates the master’s tools, or makes words into weapons, American protest literature tries to remake “a world beautiful,” as London puts it. The protest cycle beats on, boats against the current.
– Zoe Trodd xxviii
Trodd’s anthology American Protest Literature sets a variety of texts and protest art forms in conversation with each other. She describes these as falling into several “politics” for change. These are:
· The Politics of Connection
· The Politics of Form
· The Politics of Appropriation
· The Politics of Memory
For this project, you will write a four-to-five-page essay that analyzes and interprets four works and finds a unifying theme among them. You may use writings from the textbook itself (whether they were among the selected course readings or not) or you may explore other outside texts provided they are published sources that were written or created as a part of the social movements studied in the course. You will need at least five total sources of outside research for your essay documented in your Works Cited page.
You may do this assignment one of two ways:
1. You may choose a social movement and describe how each of the four works you select contributes to the movement using the “politics” Zoe Trodd explains in her introduction to the text. How does each depict aspects of the movement and what strategies, tactics, or techniques does it use to influence the movement for change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
2. Choose at least four pieces of protest literature from the entire range of movements in the course, or you may introduce texts you have researched that also contributed to these historical social movements. Find a unifying “politic” or strategy (for example: politics of memory or form) for all of them and discuss how that strategy or tactic uniquely contributed to the individual movements for which they were created. How does their unifying technique contribute to the body of protest literature that brought social change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
Your work is to interpret the works to find unifying themes or tactics among them and then argue for their unique contribution to their related social movement. Do not focus too much on summarizing; instead, interpret and explain to your reader how the strategies are expressed in the work and how the works intersect with one another. Bring Trodd’s “politics” to the surface through.
COMMON WRITING STYLE PROBLEMS WHEN WRITING SCHOLARLY EXPOSITORY ESLynellBull52
COMMON WRITING STYLE PROBLEMS WHEN WRITING SCHOLARLY EXPOSITORY ESSAYS
CONTENTS
Note: items under sections III through XII are rubrics.
I. Introduction
II. Objectives
III. Thesis, and Paragraph and Sentence Structure and Logic
IV. Pronouns
V. Subjects and Verbs
VI. Quotation Marks
VII. Semicolons
VIII. Commas
IX. Numbers
X. Odds and Ends
XI. Possessives
XII. Miscellanea
For a little humor, see "Word Crimes," by Weird Al Yankovic. (Let me know if the link no longer works or if YouTube takes down the site.)
I. INTRODUCTION
A scholarly expository essay presents an argument, a thesis that is your interpretation of a topic. It develops an idea about a subject, building from a thesis statement that advances in a coherent, logical manner your opinion, conviction, evaluation, discovery, or point of view on a subject. An expository essay is similar to an editorial debate in The New York Times or the Wall Street Journal but only more high-powered and scholarly. See also the Expository Essay guide in the Work on Your Expository Essay module.
An argument, a critical analytical interpretation, is neither a violent disagreement nor an assertion. It is a statement supported by reason and evidence.
A thesis is an argument, and a thesis statement supplies an opinion and a reason or explanation for that opinion.
Discuss both your ideas AND your opponents' viewpoint(s) on your topic. Your argument in a scholarly expository essay must explore various sides of the topic. You cannot be one-sided in your scholarly expository essay.
For example, you favor abortion. In your essay, you must, however, present the anti-abortion side along with the pro-abortion side.
II. OBJECTIVES
Entries #1 through #38 are from the third edition of Writing Worth Reading (1997) by Nancy Huddleston Packer and John Timpane. Writing Worth Reading is the writing style and grammar authority that the instructor follows. Entries #39 through #45 are culled from other writing style manuals.
For writing informative and expository essays, students must learn to avoid the problems discussed under entries #5, #6, #7, #11, #12, #22, #23, #26 through #36, and #39 through #45.
Computer spell/grammar check software programs are not foolproof.
Unless stated otherwise, one point is deducted for at least one occurrence of a problem identified by the item number in the expository essay.
Use this guide along with both the Expository Essay and Endnotes guides. All three guides are located in the same module.
Caveat on quoted passages in your essay: Many of the following rules regarding writing style problems are ignored when they appear within quoted passages. If you want to indicate a correction or the correction information then one common way to rectify glaring writing style problems that appear within quoted passages is to supply the change within square brackets.
· Problem: Mary Jane said, "Everyone has their opinion of whether Spiderman is a good guy."
· Correction: Mary ...
Essay #1Taking a Position on Food Due by 1159pm on Sunday.docxSALU18
Essay #1:Taking a Position on Food
Due by 11:59pm on Sunday April 23rd
We manipulate the planet and all of its creatures. We create, we consume, we build, and we
destroy, but how often do we consider the processes and people that provide unceasingly for our
unquenchable appetites? How often do we consider the consequences? This essay asks that you
consider the inner (and outer) workings of the US food system and then take a position on a
narrowed down aspect of it.
During this project we might ask ourselves any combination of the following: where does our food
come from, and at what cost? How have our foods been processed, conceived, even constructed, and then shipped and
stored? How do we treat the animals we eat? How should we treat them? How are they killed? How conscious are
we of the world we are taking from every single day? Where do we fit in? What do we have to say?
To accomplish your task, you will be using pairings of articles I provide in order to take part in
an ongoing conversation about food. These readings will require you to look closely at what we
eat and how our consumption shapes the world, in both positive and negative ways.
You will need to first consider our relationship with food and the consequences of our eating
habits, on individuals, societies, and the planet that we share, then narrow down your focus to an
individual and focused topic/idea, which you will then research independently so that you might
enter into a scholarly conversation. The goal of this essay is to either make your own claim about
your subject, or to support an already established claim with rational and logical reasons and
evidence in order to convince your reader to take up the same position that you hold.
This essay need not be a soapbox for any political agenda; instead, we are looking for a balance
in rhetorical strategies. Using ethos, pathos, and logos effectively means respecting all viewpoints
while backing up your claims with reputable sources and logical insights/analysis.
In the wise words of Christopher Hitchens: “That which can be asserted without
evidence, can be dismissed without evidence.”
While I value each and every one of your opinions, scholarly readers are less forgiving. Imagine
your audience to be educated readers who are familiar with the topic and themes we will be
exploring. These readers will expect you to back up your claims, and to use reputable sources.
See the end of this prompt for paper specifics / requirements.
Reading and Research
I am providing you with a group of food-related readings. Some of the readings will be
mandatory, as in I expect everyone to read them and use them in their papers. The others are
paired options that you will choose from. Each reading will be labeled on the Module I introduce
it as either mandatory or optional. They are also listed at the end of this prompt.
Make sure to take detailed notes of the sources you do read. It is alw ...
Writing Assignment: Annotated Bibliography (AB)
Due Dates (by 11:59PM):
Rubin AB entry:
1/30
AB Draft
(3 entries):
2/25
OPTIONAL:
AB Final Draft
(5 entries): 3/ 10
AB Revised Draft:
3/17
Mechanics: 6 page minimum (including 5 AB entries and a Literature Review with CRQ), double-spaced, 12 point, 1” margins, MLA (or other) format
Explanation
Annotated Bibliography is a genre of writing in academia that works to show your awareness of what others have written about a topic. The work done in an AB, including introducing the authors with brief intellectual biographies; explicating the main claims and concepts; tracing the argument and its evidence; evaluating the source; and discussing its stakes and implications gives some context to the course reading you choose to research and situates the course reading into a research topic by indicating the intellectual conversations you are entering. The point of this assignment is to practice research skills but also to dig a little deeper into 4 of our readings using research. For this assignment:Writing Task
1. Compile an Annotated Bibliographyof five scholarly sources, including one entry for Gayle Rubin’s “Thinking Sex” and 4 more scholarly sources based on researching sources that are connected to one (the deep dive) or more of our course readings. See the next page for the specific AB entry format.
· Sources
· “Scholarly” means peer-reviewed articles from academic journals or chapters in books written by experts in a field and not wikis, encyclopedias, newspapers, popular magazines/media, blogs, websites, etc. (see the Library Guide on what constitutes a scholarly source).
· “Connected” means that each of your researched, scholarly sources must be connection to a course reading in some way. You can either find a source that engages or discusses the particular critical essay or cultural text from the course calendar or you can do research on a topic or theme that is brought up in or similar to the course reading. Whatever you decide, you’ll explain the connection in your quote analysis.
· “Deep Dive” means you may also include more than one researched source per course text. You can, for instance, research two sources on a critical essay and two on a cultural text or even include 4 sources that are all about one essay or text to give some in-depth engagement with one course reading. Alternatively, you may also include 4 sources on 4 different course texts.
· Focus
· If you’d like, you canfocus your research within a broad topic, on a field of knowledge, or on a really specific object of analysis within that topic. For example, you can produce an AB based on a specific topic (like racialized hypersexuality, the sex/gender/desire matrix, or a particular sexual stereotype) or a specific discipline (for instance, focus on the sociology of sex) or an interdisciplinary one that pursues a critical research question through multiple fields of knowledge (for instance, focused on how sociology, cult.
Chapter 3
Exploratory Essay
Chapter 3 Exploratory Essay (Re)Writing Communities and Identities
113
Exploratory Essay Assignment Guidelines
As its name implies, the Exploratory Essay allows you to explore a complex issue to not only
better understand the issue itself but also to inform your readers and better situate yourself as
a critical thinker within the cultural conversation. Because of its investigative nature, the
Exploratory Essay’s purpose is informative and its tone is neutral and invitational, allowing you
to build on the skills you developed in the Reading Reflection (Chapter 2).
What will you do?
For this assignment, you will write a 1,000–1,200-word (4–5 double-spaced pages) essay that
explores a sociocultural issue related to socioeconomic status or social class from multiple
points of view. You will read several articles together with your classmates to better understand
the scope and complexity of the conversations around social class in the United States; you will
also supplement these sources with independent outside research. Your independent research
should help you identify a topical focus that will serve as the thematic frame for your own
exploratory essay. Additionally, because the essay is designed to help readers understand the
conversation around your topic, your essay must include at least three sources.
To explore a sociocultural issue from multiple viewpoints, you should read a variety of sources,
such as newspaper articles, editorials, and policy reports. These are not meant to be models of
exploratory writing. Their purpose is to provide some of the core knowledge that will help you
to contextualize this issue in your own essay. As you read, keep in mind the purpose of your
writing: you are not arguing in favor of or against a particular stance; you are not attempting to
prove which authors are right or wrong; instead, you are respectfully engaging with all authors’
ideas to present a neutral overview of the conversations happening around your topic.
To put it another way, keep the idea of an invitation in mind. When we send an invitation (to a
party or a wedding), we are letting recipients know that they are welcome to attend, but they
are in no way required to come—they can accept or decline as they see fit. Think of this paper
in a similar way: you are inviting your audience to look at the different facets of an issue, but
you are not requiring them to agree or disagree with any of them. They may consider what you
say and form their own opinion; you are not trying to persuade them to accept a certain
position. You do want them to engage seriously with your writing, though, and we will talk
about strategies to help you do so without falling into argumentative or persuasive language.
Perhaps the most surprising aspect of writing an Exploratory Essay is how the invitation you will
extend to others extends to you, too: in the same way .
ENC 1102
Professor McCormick
Spring 2019
Unit 3: Exploratory Research Narrative RUBRIC
Introduction explains the author’s interest in the topic and prepares the reader for the research narrative: of 10
Essay shows a logically-organized, chronological development of the writer’s thoughts, opinions and research process: of 15
Sources are summarized clearly and objectively: of 10
The writer synthesizes their research with their own ideas and incorporates sources smoothly and logically: of 15
Essay contains evidence of the writer’s own strong critical thinking about the sources: of 15
The writer “wallows in complexity” by exploring their issue from multiple angles: of 15
Conclusion sums up the evolution of the writer’s thinking and explains their new opinion or understanding of the issue: of 10
Essay contains college-level spelling, grammar, mechanics, and MLA formatting:
of 10
Total: of 100
Final Grade:
ENC 1102
Professor McCormick
Sp
ring 2019
Unit 3:
Exploratory Research Narrative
RUBRIC
Introduction explains the author’s interest in the topic and prepares the read
er for the
research narrative:
of 10
Essay shows a logically
-
organized, chronological
development of the writer’s
thoughts, o
pinions and research process:
of 15
Sources are summa
rized clearly and objectively:
of 10
The writer synthesizes their research with their own ideas and incorporates s
ources
smoothly and logically:
of 15
Essa
y contains evidence of the writer’s own strong critica
l thinking about the sources:
of 15
The writer “wallows in complexity” by exploring thei
r issue from multiple angles:
of
15
Conclusion sums up the evolution of the writer’s thinking and explains t
heir new
opinion
or understanding of the issue:
of 10
Essay contains college
-
level spelling, grammar, m
echanics, and MLA formatting:
of 10
Total:
of 100
Final Grade:
ENC 1102
Professor McCormick
Spring 2019
Unit 3: Exploratory Research Narrative RUBRIC
Introduction explains the author’s interest in the topic and prepares the reader for the
research narrative: of 10
Essay shows a logically-organized, chronological development of the writer’s
thoughts, opinions and research process: of 15
Sources are summarized clearly and objectively: of 10
The writer synthesizes their research with their own ideas and incorporates sources
smoothly and logically: of 15
Essay contains evidence of the writer’s own strong critical thinking about the sources:
of 15
The writer “wallows in complexity” by exploring their issue from multiple angles: of
15
Conclusion sums up the evolution of the writer’s thinking and explains their new
opinion or understanding of the issue: of 10
Essay contains college-level spelling, grammar, mechanics, and MLA formatting:
of 10
Total: of 100
Final Grade:
ENC 1102: Writing and Rhetoric II
Professor McCormick
Spring 2019
Unit Four: The Classical Argument
Thesi.
ENGL 1008 Formal writing assignments:
Sequenced writing
The following assignments constitute a sequenced writing project for which you will write all five assignments on the same subject over the course of the semester. The idea of a series of assignments forming a sequenced writing project grows from the belief that students develop their writing skills best when each writing assignment they do can build quite directly on the experience and knowledge gained from completing the previous writing assignments.
In the sequenced writing project, you may write on any topic you wish with my approval. However, to do the sequenced writing project, you must select a topic that meets three requirements.
1. You must feel very interested in the topic and want to learn more about it, since you will spend much of the semester writing several assignments on the same subject.
2. You must already have had some personal experience with the topic you will write on.
3. This must be a topic that will allow you to do all parts (the Personal Essay, a research proposal, an annotated bibliography, and a final research paper) of the project.
Here are some examples of topics students have written on and their personal experience with their topics:
· state of research in hepatitis C: the student's brother was infected,
· corruption in India: the student's uncle had to pay huge bribes to have his factory certified after inspections,
· political situation with India and Pakistan (over Kashmir): two of students' family members were serving in the Indian military in Kashmir,
· "food combining" diet program: the student's father made her go on this diet, after she gained 10lbs in her first year in the US,
· AIDS causes/treatments: the student's cousin was infected and ostracized by his friends,
· educational tracking system in Singapore: the student graduated from highest track with friends in lower tracks,
· political struggles in Columbia: the student's family was very involved in politics and his best friend had been kidnapped by one of the factions,
· Nicaraguan history: the student had grown up hearing strong bias toward one side and just wanted to understand the events around the revolution better, so she could participate in political life when she returned,
· Music industry: the student's dream was to get his own recording contract.
· Home schooling: student was home schooled through high school
· Cross racial child adoption: Her roommate and good friend was Chinese adopted by a Caucasian family in the USA
· One child policy in China: student was from china but has three siblings
· Television advertising: student was a business marketing major.
Essay 1: Personal Essay:
First, you must choose a topic (see guidelines above) after talking with your classmates and your teacher. Then, in this essay of 700-1000 words you will need to address these areas in SOME logical order:
-Very brief introduction of the topic of your future research (its general context, the ...
Per the text, computers are playing an increasingly important role i.docxodiliagilby
Per the text, computers are playing an increasingly important role in the practice of law. Successful paralegals must be comfortable with using electronic databases and research tools.
Write a two to three (2-3) page paper in which you:
Discuss a paralegal’s ethical obligation to conduct competent electronic research. Provide two (2) examples of the potential consequences of inept electronic research practices.
Determine whether or not traditional reference materials (e.g., State and Federal Reporters, West’s Encyclopedia, etc.) can be as current as electronic resources. Provide two (2) advantages and two (2) disadvantages to using traditional resource materials.
Use at least two (2) quality references.
Note:
Wikipedia and other Websites do not qualify as academic resources.
THIS IS PART 1.
.
Pennsylvania was the leader in sentencing and correctional reform .docxodiliagilby
Pennsylvania was the leader in sentencing and correctional reform in the early history of the United States. Discuss what groups were associated with this reform.
Why did they want the reform?
Examine whether it was successful and if the reform brought forth further changes.
What influences does the system have on the correctional system today?
What influences have changed? Why?
Use the Internet, library, and any other resources available to research your answer. Submit a 4 page paper (double-spaced) to your instructor. Support your reasoning with outside sources. Be sure to reference all sources using APA style.
The following will be the grading criteria for this assignment:
20%:
Discuss what groups were associated with this reform.
10%:
Why did they want the reform?
20%:
Examine whether it was successful and if the reform brought forth further changes.
25%:
What direct influences do you see the Pennsylvania system in the correctional systems used today?
25%:
What influences have changed? Why?
4 pages. APA format. No plagerism. 5 sources referenced throughout the paper. Reference Page and Abstract.
.
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Mapping the Issue
For your Issue Proposal, you organized your preexisting knowledge on your issue and sketched a plan for research. You then compiled several sources and summarized their contents for your Annotated Bibliography. For this paper, you will map the controversy surrounding your issue by describing its history and summarizing at least three different positions on the issue — all from a completely neutral point of view. Your audience will be UTA students, faculty, and staff who read a (fictitious) UTA periodical that offers analysis and commentary about politics, news, and culture.
Before people can make an informed decision on a controversial issue, they must know the history of the controversy and the range of positions available. Major news organizations often in form their readers of public controversies by providing a neutral, unbiased description of an issue’s history and the main arguments made on all sides, and academic organizations often map field - specific controversies in order to provide researchers with a n overview of unsettled questions and unsolved problems.
Invention
In rhetorical studies, invention refers to the systematic search for ideas that can be shaped into an effective composition. (The term “prewriting” is sometimes used to refer to the concept of invention.) This section of the assignment, then, is designed to help you generate the required content for your Mapping paper.
Please note that the following steps are not intended to serve as an outline for your paper.
Rather, these steps will help you produce the “raw materials” that you will then refine into a well - organized paper, and these steps are likely to produce more material than you can actually use in the draft you submit to readers.
1.
Readers will need to have some background information on your issue in order to understand how the controversy reaches its current state. Draft answers to the following questions:
• What caused the issue?
• What prompted past and present interest in it?
• Who is interested in the issue and why?
2.
Readers w ill also want to know the current, major positions on the issue, so reflect on the titles in your Annotated Bibliography, draft descriptions of 3 - 5 different positions, and identify which articles in your bibliography advocate the positions you’ve described.
3.
Now that you’ve drafted descriptions of the background and major positions on your issue, draft a more detailed description of one position:
• What are the main claims of those who advocate this position?
• What reasons do they provide for those claims ?
• What evidence do they use to support their reasons?
• What assumptions underlie their arguments?
4.
Once you have described the position’s argumentative structure, summarize at least one source from your Annotated Bibliography that advocates this position.
5.
Repeat inventional steps three and four with a second position. Additionally, draft a ...
ENG 102DiOrioDecember 1, 2014Argumentative Essay (Final an.docxYASHU40
ENG 102
DiOrio
December 1, 2014
Argumentative Essay (Final and Draft)
Overview
Argumentative essays differ from narrative, expository, or analytical essays fundamentally in
that you're writing to take a stand, to persuade your audience to accept a particular position,
to convince your audience of a particular argument. The emphasis in argumentative essays is
to make and prove an argument with convincing evidence and sound, logical reasoning. The
purposes and requirements for this essay, therefore, are quite different from those for the
previous essays.
Objectives
Through this assignment, you will learn to:
· construct an argument using various methods of argumentation,
· gather, summarize, synthesize, and explain information from various sources,
· incorporate sources into your argumentation using MLA style,
· produce coherent, organized, readable prose for different rhetorical situations,
· engage in writing as a process, including invention (such as brainstorming for ideas),
· developing a thesis statement, drafting, revising, editing, and proofreading,
· respond to your classmates' writing and provide constructive feedback,
· respond to your classmates' response to your writing and learn how to incorporate
your classmates' suggestions into your revision,
· use grammatical, stylistic, and mechanical formats and conventions appropriate for
different audiences and writing situations, and
· reflect on your own writing and writing process and on your classmates' writing and
writing process.
Topic--Identifying a Controversial Issue
An appropriate topic for the argumentative essay should be one that
· interests you
· is neither too broad nor too narrow,
· is open to controversy, and
· is not already overly argued by other people.
Make sure your topic interests you:
Whatever topic you choose, it should be something that interests you, something that you
feel strongly about, something that's close to your heart. If it's an argument that affects you
and that you have personal experience about, it will be easier for you to build your ethos
with personal experience. However, keep in mind you do not want your personal beliefs to
interfere with building a sound, logical argument—this is not an opinionated paper.
Make sure your topic is neither too broad nor too narrow:
A topic like "presidential campaigns" might be too big for you to handle in a few pages. In
contrast, "the use of scare tactics in presidential campaign ads" might be easier to handle. In
a similar way, "advertising" sounds vague and broad while "truth in advertising" is more
focused. On the other hand, too narrow topics are those that deal with trivial topics that your
readers are not likely to be interested in.
Make sure your topic is controversial:
A controversial topic is one that people have different opinions about. For example, the
"illegitimacy of thefts" is not a controversial topic while "the appropriate punishment for
first-time theft offenders" is a more controve ...
Short Critical EssayShort Critical Essay ProjectThis project i.docxbudabrooks46239
Short Critical Essay
Short Critical Essay Project
This project is worth 10% of your final grade, due March 27, 2015. It is an individual assignment. Late assignments are penalized 5% per day including weekends to a maximum of 50%. Senate regulations require all term work to be submitted by the last day of classes April 8, 2015, after which work cannot be accepted and a grade of 0 will be given.
Write a 750-1200 word argumentative essay related to the topic of the responsibility of affluent nations and their citizens to people without even basic sustenance, discussed in Peter Singer’s paper “Famine, Affluence, and Morality.”
In your essay, you must make reference to Singer’s paper “Famine, Affluence, and Morality” and the paper you read in producing the annotated bibliography in Assignment #17. Both papers must be listed in your bibliography. Other sources may also be referenced but this is not required, though all sources used must be listed in the bibliography. Your project must begin with a standard form representation of your argument followed by a diagram of the argument, using between 10-15 premises. Your argument must include at least one deductive inference and one inductive inference and these must be identified (by type) and indicated on your diagram (i.e. on the arrow connecting the premises note “disjunctive syllogism” or “analogy”).
Quotations should be referenced in the text as follows:
“text” (author year, page number(s)). Note the final punctuation comes after the reference. If a text has to be altered slightly for grammatical reasons put the changes in square brackets.
E.g. Here we have some text I have written followed by a quote to verify my interpretation. If you wish to emphasize part of the quote use italics and note “my emphasis”, otherwise you might commit the fallacy of accent. In the passage I quote below, the emphasis was in the original, as noted. Where some text irrelevant to my purposes was left out I use ellipsis (…).
Fodor’s account of early language learning is an account of predicate acquisition and it remains the cornerstone for his thesis that we possess an innate representational system as rich as any natural language we can learn. “What, then is being denied?... that one can learn a language whose predicates express extensions not expressible by predicates of the representational system whose employment mediates the learning” (Fodor 1975, p.86, emphasis in original).
Include a bibliography, citing all sources used to write the essay as instructed for Assignment #17.
Include a word count.
Grading Rubric for Short Critical Essay
The essays is graded out of 10, with points assigned as follows:
Thesis statement: the essay is an argumentative essay with a thesis statement, i.e. conclusion.
1 point
Standard form and Diagram: standard form and diagram are included and match each other and the s.
American Protest Literature - Literary Analysis Argument Essay .docxgreg1eden90113
American Protest Literature - Literary Analysis Argument Essay
Assignment Description
Whether it looks backward in order to move America forward, builds connections across movements, demands empathy from readers, transforms its creators, crafts a politics of form, appropriates the master’s tools, or makes words into weapons, American protest literature tries to remake “a world beautiful,” as London puts it. The protest cycle beats on, boats against the current.
– Zoe Trodd xxviii
Trodd’s anthology American Protest Literature sets a variety of texts and protest art forms in conversation with each other. She describes these as falling into several “politics” for change. These are:
· The Politics of Connection
· The Politics of Form
· The Politics of Appropriation
· The Politics of Memory
For this project, you will write a four-to-five-page essay that analyzes and interprets four works and finds a unifying theme among them. You may use writings from the textbook itself (whether they were among the selected course readings or not) or you may explore other outside texts provided they are published sources that were written or created as a part of the social movements studied in the course. You will need at least five total sources of outside research for your essay documented in your Works Cited page.
You may do this assignment one of two ways:
1. You may choose a social movement and describe how each of the four works you select contributes to the movement using the “politics” Zoe Trodd explains in her introduction to the text. How does each depict aspects of the movement and what strategies, tactics, or techniques does it use to influence the movement for change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
2. Choose at least four pieces of protest literature from the entire range of movements in the course, or you may introduce texts you have researched that also contributed to these historical social movements. Find a unifying “politic” or strategy (for example: politics of memory or form) for all of them and discuss how that strategy or tactic uniquely contributed to the individual movements for which they were created. How does their unifying technique contribute to the body of protest literature that brought social change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
Your work is to interpret the works to find unifying themes or tactics among them and then argue for their unique contribution to their related social movement. Do not focus too much on summarizing; instead, interpret and explain to your reader how the strategies are expressed in the work and how the works intersect with one another. Bring Trodd’s “politics” to the surface through.
COMMON WRITING STYLE PROBLEMS WHEN WRITING SCHOLARLY EXPOSITORY ESLynellBull52
COMMON WRITING STYLE PROBLEMS WHEN WRITING SCHOLARLY EXPOSITORY ESSAYS
CONTENTS
Note: items under sections III through XII are rubrics.
I. Introduction
II. Objectives
III. Thesis, and Paragraph and Sentence Structure and Logic
IV. Pronouns
V. Subjects and Verbs
VI. Quotation Marks
VII. Semicolons
VIII. Commas
IX. Numbers
X. Odds and Ends
XI. Possessives
XII. Miscellanea
For a little humor, see "Word Crimes," by Weird Al Yankovic. (Let me know if the link no longer works or if YouTube takes down the site.)
I. INTRODUCTION
A scholarly expository essay presents an argument, a thesis that is your interpretation of a topic. It develops an idea about a subject, building from a thesis statement that advances in a coherent, logical manner your opinion, conviction, evaluation, discovery, or point of view on a subject. An expository essay is similar to an editorial debate in The New York Times or the Wall Street Journal but only more high-powered and scholarly. See also the Expository Essay guide in the Work on Your Expository Essay module.
An argument, a critical analytical interpretation, is neither a violent disagreement nor an assertion. It is a statement supported by reason and evidence.
A thesis is an argument, and a thesis statement supplies an opinion and a reason or explanation for that opinion.
Discuss both your ideas AND your opponents' viewpoint(s) on your topic. Your argument in a scholarly expository essay must explore various sides of the topic. You cannot be one-sided in your scholarly expository essay.
For example, you favor abortion. In your essay, you must, however, present the anti-abortion side along with the pro-abortion side.
II. OBJECTIVES
Entries #1 through #38 are from the third edition of Writing Worth Reading (1997) by Nancy Huddleston Packer and John Timpane. Writing Worth Reading is the writing style and grammar authority that the instructor follows. Entries #39 through #45 are culled from other writing style manuals.
For writing informative and expository essays, students must learn to avoid the problems discussed under entries #5, #6, #7, #11, #12, #22, #23, #26 through #36, and #39 through #45.
Computer spell/grammar check software programs are not foolproof.
Unless stated otherwise, one point is deducted for at least one occurrence of a problem identified by the item number in the expository essay.
Use this guide along with both the Expository Essay and Endnotes guides. All three guides are located in the same module.
Caveat on quoted passages in your essay: Many of the following rules regarding writing style problems are ignored when they appear within quoted passages. If you want to indicate a correction or the correction information then one common way to rectify glaring writing style problems that appear within quoted passages is to supply the change within square brackets.
· Problem: Mary Jane said, "Everyone has their opinion of whether Spiderman is a good guy."
· Correction: Mary ...
Essay #1Taking a Position on Food Due by 1159pm on Sunday.docxSALU18
Essay #1:Taking a Position on Food
Due by 11:59pm on Sunday April 23rd
We manipulate the planet and all of its creatures. We create, we consume, we build, and we
destroy, but how often do we consider the processes and people that provide unceasingly for our
unquenchable appetites? How often do we consider the consequences? This essay asks that you
consider the inner (and outer) workings of the US food system and then take a position on a
narrowed down aspect of it.
During this project we might ask ourselves any combination of the following: where does our food
come from, and at what cost? How have our foods been processed, conceived, even constructed, and then shipped and
stored? How do we treat the animals we eat? How should we treat them? How are they killed? How conscious are
we of the world we are taking from every single day? Where do we fit in? What do we have to say?
To accomplish your task, you will be using pairings of articles I provide in order to take part in
an ongoing conversation about food. These readings will require you to look closely at what we
eat and how our consumption shapes the world, in both positive and negative ways.
You will need to first consider our relationship with food and the consequences of our eating
habits, on individuals, societies, and the planet that we share, then narrow down your focus to an
individual and focused topic/idea, which you will then research independently so that you might
enter into a scholarly conversation. The goal of this essay is to either make your own claim about
your subject, or to support an already established claim with rational and logical reasons and
evidence in order to convince your reader to take up the same position that you hold.
This essay need not be a soapbox for any political agenda; instead, we are looking for a balance
in rhetorical strategies. Using ethos, pathos, and logos effectively means respecting all viewpoints
while backing up your claims with reputable sources and logical insights/analysis.
In the wise words of Christopher Hitchens: “That which can be asserted without
evidence, can be dismissed without evidence.”
While I value each and every one of your opinions, scholarly readers are less forgiving. Imagine
your audience to be educated readers who are familiar with the topic and themes we will be
exploring. These readers will expect you to back up your claims, and to use reputable sources.
See the end of this prompt for paper specifics / requirements.
Reading and Research
I am providing you with a group of food-related readings. Some of the readings will be
mandatory, as in I expect everyone to read them and use them in their papers. The others are
paired options that you will choose from. Each reading will be labeled on the Module I introduce
it as either mandatory or optional. They are also listed at the end of this prompt.
Make sure to take detailed notes of the sources you do read. It is alw ...
Writing Assignment: Annotated Bibliography (AB)
Due Dates (by 11:59PM):
Rubin AB entry:
1/30
AB Draft
(3 entries):
2/25
OPTIONAL:
AB Final Draft
(5 entries): 3/ 10
AB Revised Draft:
3/17
Mechanics: 6 page minimum (including 5 AB entries and a Literature Review with CRQ), double-spaced, 12 point, 1” margins, MLA (or other) format
Explanation
Annotated Bibliography is a genre of writing in academia that works to show your awareness of what others have written about a topic. The work done in an AB, including introducing the authors with brief intellectual biographies; explicating the main claims and concepts; tracing the argument and its evidence; evaluating the source; and discussing its stakes and implications gives some context to the course reading you choose to research and situates the course reading into a research topic by indicating the intellectual conversations you are entering. The point of this assignment is to practice research skills but also to dig a little deeper into 4 of our readings using research. For this assignment:Writing Task
1. Compile an Annotated Bibliographyof five scholarly sources, including one entry for Gayle Rubin’s “Thinking Sex” and 4 more scholarly sources based on researching sources that are connected to one (the deep dive) or more of our course readings. See the next page for the specific AB entry format.
· Sources
· “Scholarly” means peer-reviewed articles from academic journals or chapters in books written by experts in a field and not wikis, encyclopedias, newspapers, popular magazines/media, blogs, websites, etc. (see the Library Guide on what constitutes a scholarly source).
· “Connected” means that each of your researched, scholarly sources must be connection to a course reading in some way. You can either find a source that engages or discusses the particular critical essay or cultural text from the course calendar or you can do research on a topic or theme that is brought up in or similar to the course reading. Whatever you decide, you’ll explain the connection in your quote analysis.
· “Deep Dive” means you may also include more than one researched source per course text. You can, for instance, research two sources on a critical essay and two on a cultural text or even include 4 sources that are all about one essay or text to give some in-depth engagement with one course reading. Alternatively, you may also include 4 sources on 4 different course texts.
· Focus
· If you’d like, you canfocus your research within a broad topic, on a field of knowledge, or on a really specific object of analysis within that topic. For example, you can produce an AB based on a specific topic (like racialized hypersexuality, the sex/gender/desire matrix, or a particular sexual stereotype) or a specific discipline (for instance, focus on the sociology of sex) or an interdisciplinary one that pursues a critical research question through multiple fields of knowledge (for instance, focused on how sociology, cult.
Chapter 3
Exploratory Essay
Chapter 3 Exploratory Essay (Re)Writing Communities and Identities
113
Exploratory Essay Assignment Guidelines
As its name implies, the Exploratory Essay allows you to explore a complex issue to not only
better understand the issue itself but also to inform your readers and better situate yourself as
a critical thinker within the cultural conversation. Because of its investigative nature, the
Exploratory Essay’s purpose is informative and its tone is neutral and invitational, allowing you
to build on the skills you developed in the Reading Reflection (Chapter 2).
What will you do?
For this assignment, you will write a 1,000–1,200-word (4–5 double-spaced pages) essay that
explores a sociocultural issue related to socioeconomic status or social class from multiple
points of view. You will read several articles together with your classmates to better understand
the scope and complexity of the conversations around social class in the United States; you will
also supplement these sources with independent outside research. Your independent research
should help you identify a topical focus that will serve as the thematic frame for your own
exploratory essay. Additionally, because the essay is designed to help readers understand the
conversation around your topic, your essay must include at least three sources.
To explore a sociocultural issue from multiple viewpoints, you should read a variety of sources,
such as newspaper articles, editorials, and policy reports. These are not meant to be models of
exploratory writing. Their purpose is to provide some of the core knowledge that will help you
to contextualize this issue in your own essay. As you read, keep in mind the purpose of your
writing: you are not arguing in favor of or against a particular stance; you are not attempting to
prove which authors are right or wrong; instead, you are respectfully engaging with all authors’
ideas to present a neutral overview of the conversations happening around your topic.
To put it another way, keep the idea of an invitation in mind. When we send an invitation (to a
party or a wedding), we are letting recipients know that they are welcome to attend, but they
are in no way required to come—they can accept or decline as they see fit. Think of this paper
in a similar way: you are inviting your audience to look at the different facets of an issue, but
you are not requiring them to agree or disagree with any of them. They may consider what you
say and form their own opinion; you are not trying to persuade them to accept a certain
position. You do want them to engage seriously with your writing, though, and we will talk
about strategies to help you do so without falling into argumentative or persuasive language.
Perhaps the most surprising aspect of writing an Exploratory Essay is how the invitation you will
extend to others extends to you, too: in the same way .
ENC 1102
Professor McCormick
Spring 2019
Unit 3: Exploratory Research Narrative RUBRIC
Introduction explains the author’s interest in the topic and prepares the reader for the research narrative: of 10
Essay shows a logically-organized, chronological development of the writer’s thoughts, opinions and research process: of 15
Sources are summarized clearly and objectively: of 10
The writer synthesizes their research with their own ideas and incorporates sources smoothly and logically: of 15
Essay contains evidence of the writer’s own strong critical thinking about the sources: of 15
The writer “wallows in complexity” by exploring their issue from multiple angles: of 15
Conclusion sums up the evolution of the writer’s thinking and explains their new opinion or understanding of the issue: of 10
Essay contains college-level spelling, grammar, mechanics, and MLA formatting:
of 10
Total: of 100
Final Grade:
ENC 1102
Professor McCormick
Sp
ring 2019
Unit 3:
Exploratory Research Narrative
RUBRIC
Introduction explains the author’s interest in the topic and prepares the read
er for the
research narrative:
of 10
Essay shows a logically
-
organized, chronological
development of the writer’s
thoughts, o
pinions and research process:
of 15
Sources are summa
rized clearly and objectively:
of 10
The writer synthesizes their research with their own ideas and incorporates s
ources
smoothly and logically:
of 15
Essa
y contains evidence of the writer’s own strong critica
l thinking about the sources:
of 15
The writer “wallows in complexity” by exploring thei
r issue from multiple angles:
of
15
Conclusion sums up the evolution of the writer’s thinking and explains t
heir new
opinion
or understanding of the issue:
of 10
Essay contains college
-
level spelling, grammar, m
echanics, and MLA formatting:
of 10
Total:
of 100
Final Grade:
ENC 1102
Professor McCormick
Spring 2019
Unit 3: Exploratory Research Narrative RUBRIC
Introduction explains the author’s interest in the topic and prepares the reader for the
research narrative: of 10
Essay shows a logically-organized, chronological development of the writer’s
thoughts, opinions and research process: of 15
Sources are summarized clearly and objectively: of 10
The writer synthesizes their research with their own ideas and incorporates sources
smoothly and logically: of 15
Essay contains evidence of the writer’s own strong critical thinking about the sources:
of 15
The writer “wallows in complexity” by exploring their issue from multiple angles: of
15
Conclusion sums up the evolution of the writer’s thinking and explains their new
opinion or understanding of the issue: of 10
Essay contains college-level spelling, grammar, mechanics, and MLA formatting:
of 10
Total: of 100
Final Grade:
ENC 1102: Writing and Rhetoric II
Professor McCormick
Spring 2019
Unit Four: The Classical Argument
Thesi.
ENGL 1008 Formal writing assignments:
Sequenced writing
The following assignments constitute a sequenced writing project for which you will write all five assignments on the same subject over the course of the semester. The idea of a series of assignments forming a sequenced writing project grows from the belief that students develop their writing skills best when each writing assignment they do can build quite directly on the experience and knowledge gained from completing the previous writing assignments.
In the sequenced writing project, you may write on any topic you wish with my approval. However, to do the sequenced writing project, you must select a topic that meets three requirements.
1. You must feel very interested in the topic and want to learn more about it, since you will spend much of the semester writing several assignments on the same subject.
2. You must already have had some personal experience with the topic you will write on.
3. This must be a topic that will allow you to do all parts (the Personal Essay, a research proposal, an annotated bibliography, and a final research paper) of the project.
Here are some examples of topics students have written on and their personal experience with their topics:
· state of research in hepatitis C: the student's brother was infected,
· corruption in India: the student's uncle had to pay huge bribes to have his factory certified after inspections,
· political situation with India and Pakistan (over Kashmir): two of students' family members were serving in the Indian military in Kashmir,
· "food combining" diet program: the student's father made her go on this diet, after she gained 10lbs in her first year in the US,
· AIDS causes/treatments: the student's cousin was infected and ostracized by his friends,
· educational tracking system in Singapore: the student graduated from highest track with friends in lower tracks,
· political struggles in Columbia: the student's family was very involved in politics and his best friend had been kidnapped by one of the factions,
· Nicaraguan history: the student had grown up hearing strong bias toward one side and just wanted to understand the events around the revolution better, so she could participate in political life when she returned,
· Music industry: the student's dream was to get his own recording contract.
· Home schooling: student was home schooled through high school
· Cross racial child adoption: Her roommate and good friend was Chinese adopted by a Caucasian family in the USA
· One child policy in China: student was from china but has three siblings
· Television advertising: student was a business marketing major.
Essay 1: Personal Essay:
First, you must choose a topic (see guidelines above) after talking with your classmates and your teacher. Then, in this essay of 700-1000 words you will need to address these areas in SOME logical order:
-Very brief introduction of the topic of your future research (its general context, the ...
Similar to [Type text][Type text][Type text]TjerrildUnit I Essay Promp.docx (20)
Per the text, computers are playing an increasingly important role i.docxodiliagilby
Per the text, computers are playing an increasingly important role in the practice of law. Successful paralegals must be comfortable with using electronic databases and research tools.
Write a two to three (2-3) page paper in which you:
Discuss a paralegal’s ethical obligation to conduct competent electronic research. Provide two (2) examples of the potential consequences of inept electronic research practices.
Determine whether or not traditional reference materials (e.g., State and Federal Reporters, West’s Encyclopedia, etc.) can be as current as electronic resources. Provide two (2) advantages and two (2) disadvantages to using traditional resource materials.
Use at least two (2) quality references.
Note:
Wikipedia and other Websites do not qualify as academic resources.
THIS IS PART 1.
.
Pennsylvania was the leader in sentencing and correctional reform .docxodiliagilby
Pennsylvania was the leader in sentencing and correctional reform in the early history of the United States. Discuss what groups were associated with this reform.
Why did they want the reform?
Examine whether it was successful and if the reform brought forth further changes.
What influences does the system have on the correctional system today?
What influences have changed? Why?
Use the Internet, library, and any other resources available to research your answer. Submit a 4 page paper (double-spaced) to your instructor. Support your reasoning with outside sources. Be sure to reference all sources using APA style.
The following will be the grading criteria for this assignment:
20%:
Discuss what groups were associated with this reform.
10%:
Why did they want the reform?
20%:
Examine whether it was successful and if the reform brought forth further changes.
25%:
What direct influences do you see the Pennsylvania system in the correctional systems used today?
25%:
What influences have changed? Why?
4 pages. APA format. No plagerism. 5 sources referenced throughout the paper. Reference Page and Abstract.
.
Penetration testing is a simulated cyberattack against a computer or.docxodiliagilby
Penetration testing is a simulated cyberattack against a computer or network that checks for exploitable vulnerabilities. Pen tests can involve attempting to breach application systems, APIs, servers, inputs, and code injection attacks to reveal vulnerabilities. In a well-written, highly-detailed research paper, discuss the following:
What is penetration testing
Testing Stages
Testing Methods
Testing, web applications and firewalls
Your paper should meet the following requirements:
Be approximately four to six pages in length, not including the required cover page and reference page.
Follow APA7 guidelines. Your paper should include an introduction, a body with fully developed content, and a conclusion.
Support your answers with the readings from the course and at least two scholarly journal articles to support your positions, claims, and observations, in addition to your textbook. The UC Library is a great place to find resources.
Be clearly and well-written, concise, and logical, using excellent grammar and style techniques. You are being graded in part on the quality of your writing.
.
Perform an analysis of the social demographic, technological, econ.docxodiliagilby
Perform an analysis of the social / demographic, technological, economic, environmental / geographic, and political/legal / governmental segments to understand the general environment facing Union Pacific.
Descri
be how Union Pacific will be affected by each of these external factors.
this is a strategic mangement course business 499.
.
Perform research and discuss whether text messaging is cheaper or mo.docxodiliagilby
Perform research and discuss whether text messaging is cheaper or more expensive than voice. Explain how text messaging works.
Perform research and discuss how an audio CD and an audio DVD compare. Find out why it is said that a vinyl long play record produces sounds much better. Are we going backwards with digital technology in music recording? Explain.
.
People in developed nations are fond of warning people in developing.docxodiliagilby
People in developed nations are fond of warning people in developing nations to stop
destroying rainforest.
People of developing nations often respond that this is hypocritical,
because the developed nations became wealthy by deforesting their land and exploiting its
resources in the past.
What would you say to the president of a developing nation, such as
Indonesia, in which a great deal of forest is being cleared?
.
Pease read and incorporate the following articles from the EBSCO h.docxodiliagilby
Pease read and incorporate the following articles from the EBSCO host database into your paper:
Deakin, A. (2004, November). Finding your organization's hidden treasure.
Behavioral Health Management
, 24(6), 27-29.
Droppa, D., & Luczak, R. (2004, January). Collaboration, technology,
and outcomes—A recipe to improve service delivery.
Behavioral Health Management
, 24(1), 41-44.
To complete the research paper, you will need to include an introduction and conclusion section as well as a title page and reference section. The title of the research paper will be the
Current Issues in the Behavioral Healthcare System
.
Your final paper is due for submission. The paper should adhere to the following guidelines:
The length of the paper should be eight to ten double-spaced pages (not including the title and reference pages).
The main sections should have a:
Title page
Introduction
Body of the paper (with subheadings)
Conclusion
Reference page(s)
The paper must use the APA format for citing sources and references.
Your final paper introduction (one page) should include the following points:
An overview of the research paper
The purpose or objective of the research paper
The body of the paper (five to six pages) should address each of the following topics using information learned in the course, in combination with outside references:
Based on your previous assignments and review of the literature, what are some of the major issues faced by today’s behavioral healthcare system? How have the current and future trends that are evolving in the industry addressed some of those issues?
Do you think there is a difference between the changing trends taking place in the private sector and that of public behavioral healthcare inpatient facilities? Based on your understanding about behavioral health services and the populations being served by them, do you agree that both private and public organizations are able to provide the necessary clinical services? Provide a rationale in support of your response.
In behavioral healthcare, outcomes are the established norm for measuring the success or lack of services. What are some of the major challenges in collecting the data needed to support and report behavioral health outcomes? Provide a rationale for your response.
Quality of care and services is an important part of an outcome-based strategy. The objective behind maintaining and improving quality is to provide competent and efficient services to consumers. In your opinion, do the current regulatory and accreditation standards for the behavioral health industry help to meet that objective? How?
Your conclusion (one to two pages) should include the following points:
What conclusions can you draw from your research that would demonstrate the role played by behavioral health in the healthcare industry?
What changes would you like to bring to today's behavioral healthcare system in order to resolve the current issues identified?
Based on your literature rev.
Peer Review Journal Paper Overview of assignment due 17 April 2014 I.docxodiliagilby
Peer Review Journal Paper Overview of assignment due 17 April 2014 I want you to find a peer review article that falls into our time frame: world history from the emergence of humanity to 1500 CE. I want you to present the thesis [argument] the author is putting forward. I want you then to find two other sources on the same subject and determine if those sources agree or disagree with your original source. The theme here is peer review and the notion of historiography; whether or not how we look at an event or theme of history changes over time? The choice of topic is up to you but please let me know what you are doing by email and let me know what your peer review source is so I can be sure it is appropriate for the course. If you want some help in finding an article; please let me or a librarian know what you might be interested in. I really need to know what your article is before you start so you have something good to start with and send me a link to your article, so that I can approve it.
1. Find a peer review article on some aspect of history associated with this course.
2. Explain the thesis that author is putting forth.
3. Find two secondary sources, they need not be peer review which relate to the main article you are presenting. Do these sources compliment or contrast the thesis being put forth by the original author?
4. Leave some time & space at the end to present your perspective and opinion on the thesis as well.
5. 5-7 pages; typed doubled spaced standard borders & fonts. Please use citation; APA, MLA, Chicago are all acceptable.
The requirement of the paper starts at the middle of the 3rd page that I attached here.
We can discuss more later.
.
Perception is all EXCEPT [removed] [removed]Structuring and orga.docxodiliagilby
Perception is all EXCEPT
[removed]
[removed]Structuring and organizing incoming impulses (information)
[removed]a prognosis (guess) about what is being received
[removed]the reconstruction of reality by our brain
[removed]the transduction of incoming stimuli
[removed]a process which takes time
.
Performance Based Factors and Measures for Quality AssessmentWri.docxodiliagilby
Performance Based Factors and Measures for Quality Assessment
Write a 700- to 1,000-word paper about the Performance Based Factors and Measures for Quality Assessment. Include the following in your paper:
For any health care activity, three performance factors can be measured: structure, process, and outcome. Identify one structure measure, one process measure, and one outcome measure that could be used to evaluate the following hospital admission process:
Upon arrival, the patient reports to the hospital registration or admitting area. The patient completes paperwork and provides an insurance identification card, if insured. Often, patients register before the date of hospital admission to facilitate the registration process. An identification bracelet including the patient’s name and doctor’s name is placed around the patient’s wrist. Before any procedure is performed or any form of medical care is provided, the patient is asked to sign a consent form. If the patient is not feeling well, a family member or caregiver can help the patient complete the admission process.
Include a minimum of three peer-reviewed references, not including the textbook.
Format your paper consistent with APA 6th guidelines.
.
People. I need some help with this assignment that needs to be done .docxodiliagilby
People. I need some help with this assignment that needs to be done in Excel
Problem 1:
Oregon Surplus Inc. qualifies to use the installment-sales method for tax purposes and sold an investment on an installment basis. The total gain of $75000 was reported for financial reporting purposes in the period of sale. The installment period is 3 years; one-third of the sale price is collected in 2014 and the rest in 2015 and 2016. The tax rate was 35% in 2014, 30% in 2015, and 30% in 2016. The enacted tax rates of 2015 and 2016 are not known until 2015.
The accounting and tax data are shown below.
Financial Accounting
Tax Return
2014 (35% tax rate)
Income before temporary difference
$
175,000
$
175,000
Temporary difference
$
75,000
$
25,000
Income
$
250,000
$
200,000
2015 (30% tax rate)
Income before temporary difference
$
200,000
$
200,000
Temporary difference
$
-
$
25,000
Income
$
200,000
$
225,000
2016 (30% tax rate)
Income before temporary difference
$
180,000
$
180,000
Temporary difference
$
-
$
25,000
Income
$
180,000
$
205,000
Required:
1)
Prepare the journal entries to record the income tax expense, deferred income taxes, and the income taxes payable for 2014, 2015, and 2016. No deferred income taxes existed at the beginning of 2012.
2)
Explain how the deferred taxes will appear on the balance sheet at the end of each year. (Assume Installment Accounts Receivable is classified as a current asset.)
3)
Show the income tax expense section of the income statement for each year, beginning with “Income before income taxes.”
Problem 2:
Philadelphia Co. incurred a net operating loss of $850,000 in 2014. Combined income of 2012 and 2013 was $650,000. The tax rate for all years is 30%. Trenton elects the carry back option.
Required:
a.
Prepare the journal entries to record the benefit of loss carry back and loss carry forward option.
b.
Assuming that it is more likely than not that the entire net operating loss carry forward will not be realized in future years, prepare all the journal entries necessary at the end of 2014.
.
Perceptions and Causes of Psychopathology PaperPrepare a 1,0.docxodiliagilby
Perceptions and Causes of Psychopathology
Paper
Prepare
a 1,050- to 1,400-word paper in which you discuss causes of psychopathology.
Address
the following:
Provide a brief overview of how culture is a factor determining the expression of psychopathology.
Examine causes of psychopathology by using either the biopsychosocial or the diathesis-stress models.
Explain the changes in society’s perception of psychopathology as a function of historical time period.
Cite
at least two peer-reviewed sources.
Format
your paper consistent with APA guidelines.
Click
the Assignment Files tab to submit your assignment
.
People are attracted to occupations that complement their personalit.docxodiliagilby
People are attracted to occupations that complement their personalities. In a Word doc, compose a 500 word essay naming and describing the six personality types identified by John Holland. Give an example of a vocational choice for each. Then
analyze how dualistic and relativistic thinking
contribute to our vocational choices and discuss the role of commitment within relativistic thinking.
.
Perception of Pleasure and Pain Presentation3 slides- An explanati.docxodiliagilby
Perception of Pleasure and Pain Presentation
3 slides- An explanation of the role of the somatosensory cortex in the perception of pleasure and pain
3 slides- A description of how the damage to the cutaneous system can affect the quality of life
- Include 1 peer reviewed source
- APA Format
-Include speaker notes please
Need on time by 12pm Eastern May 4th, 2015. Thanks.
.
Pennsylvania v. MarkMark Davis has been charged with Driving W.docxodiliagilby
Pennsylvania v. Mark
Mark Davis has been
charged
with Driving While Intoxicated (DWI) for reckless driving, speeding, four counts of felony assault, and one count of involuntary manslaughter as the result of a crash that occurred on a night out with his friends. Mark has been out on bail and pleaded not guilty when he was arraigned. The Judge set a date for Mark's trial and his defense team has been working to collect information about the technology used by the Highway Patrol to reconstruct the crash.
District Attorney O'Malley offered Mark a plea bargain, but Mark chose to take his chances at trial. Mark's attorney, Mr. Chen Long, advised Mark that accepting the plea offer was completely up to Mark, although Mr. Long advised against accepting it because the defense planned to highlight mistakes made by law enforcement during the investigation that could create reasonable doubt in the minds of the jurors.
The trial begins and during the voir dire of potential jurors, several individuals are excused because they have previous knowledge of Mark's case from the media. Two individuals stated that they could not be impartial because they had loved ones
killed
in alcohol related crashes as well. Eventually, two men and ten women were seated in Mark's trial.
District Attorney O'Malley presented the State's case clearly and concisely depicting a night on the town full of heavy drinking, which ultimately resulted in Mark's actions causing the death of one individual and injuring four others. Highway Patrolman Green explained to the jury that he immediately suspected alcohol when he arrived on scene because Mark appeared to be intoxicated when they spoke. Following the Judge ruling that it was admissible and not prejudicial, Sergeant Rodney Monroe, from the Highway Patrol Reconstruction Team presented their reconstruction complete with a high-tech computer animated reenactment of the crash. During the cross examination, Defense Attorney Long challenged the reconstruction because the Defense Crash Reconstruction Expert had discovered errors in the mathematical calculations for vehicle speed. The jury appeared to have liked the reconstruction very much regardless of the errors highlighted by the defense.
Mark was convicted of DWI, four counts of felony assault, and one count of involuntary manslaughter; however, he was acquitted of reckless driving and speeding. The Jury said they could not convict Mark of those offenses because of the mistakes made by law enforcement officers during the investigation.
Because Mark pleads not guilty, but was convicted during trial and had two prior DWI offenses, he was sentenced to ten years in the State Prison. Defense Attorney Long immediately notified the court of an impending appeal that would be filed by the defendant. In a report, using external sources to support your claims, answer the following:
Compare and contrast the roles of the Judge, Jury, District Attorney (Prosecutor), and Defense Attorney. What ar.
PBAD201-1501A-02 Public AdministrationTask NamePhase 3 Individu.docxodiliagilby
PBAD201-1501A-02 Public Administration
Task Name:
Phase 3 Individual Project
Deliverable Length:
750–1,000 words; Tabular budget
Details:
Weekly tasks or assignments (Individual or Group Projects) will be due
by
Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.
Concern among the public sector is the demand for public organizations to be transparent about their budgets and spending habits. You have been scheduled to conduct a presentation for the State Budgeting Committee about the type of budget that the organization operates under. Identify the type of public organization for which you work, as well as what types of services, goods, or activities the organization provides to the public. Identify the size and scope of the organization.
Construct a budget using Excel that will provide a breakdown of the various budget items. Copy and paste the Excel spreadsheet of your budget into a Word document. Finally, explain how the budget is made available to the public for review. For example, is the budget made available at public meetings, on a special request, published in a newsletter, on the organization’s premises during regular business hours, via the organization’s Web site, or by some other means? If the budget is not available for the public to review, explain why. Furthermore, are there any provisions in place regarding the budget being made available for public view? Explain in detail.
Assignment Guidelines
Address the following in 750–1,000 words:
Identify the type of public organization for which you work, as well as what types of services, goods, or activities the organization provides to the public. Identify the size and scope of the organization.
Construct a budget using Excel that will provide a breakdown of the various organizational budget items.
Copy and paste the Excel spreadsheet of your budget into a Word document.
Is the budget made available to the public for review?
If yes, explain how in detail.
If no, explain in detail why it is not.
Are there any types of provisions in place regarding the budget being made available for public view? Identify and explain.
Be sure to reference all sources using APA style.
.
Part1 Q1. Classify each of the following as- (i)qual.docxodiliagilby
Part1
Q1. Classify each of the following as:-
(i)
qualitative or quantitative
(ii)
nominal, ordinal, interval or ratio scale.
a.
Times for swimmers to complete a 50meters race.
b.
Months of the year: Meskerem, Tikimit, Hidat, ---.
c.
Region numbers of Riyadh: 1, 2, 3, 4, ---.
d.
Pollen counts provided as numbers between 1 and 10 where 1 means there is almost no pollen and 10 means that it is rampant, but for which the values do not represent an actual count of grains of pollen.
e.
Packages in the city of Cleveland telephone book.
f.
Rankings of tennis players.
g.
Weights of air conditioners.
h.
Personal ID numbers
i.
Telephone numbers
j.
Temperatures inside 10 refrigerators.
k.
Salaries of the top five CEOs in the United States.
l.
Ratings of eight local plays ( poor, fair, good, excellent)
m.
Times required for mechanics to do a tune up.
n.
Ages of students in a classroom.
o.
Marital Status of patients in a physician’s office.
p.
Horsepower of tractor engines.
q.
Colors of baseball caps in a store.
r.
Classification of kids at a day care (infant, toddler, pre-school)
Q2. The following are the grades which 40 students obtained in a certain course in 1997E.C. here in Mekelle University of the Arid Campus.
75 89 66 52 90 68 83 94 77 60 38 47 87 65 97 49 65 72 73 81 63 77 31 88 74 37 85 76 74 63 69 72 91 87 76 58 63 70 72 65
a. Construct an absolute frequency distribution.
b. Convert the distribution obtained in (a) into a Relative & Percentage distribution.
c. Convert the distribution in (a) into a “Less than” &
a “More than” cumulative distribution
d. Construct a histogram, frequency polygon and ogive curve
Q3. The following distribution shows that the result obtained by 100 accounting students in the final examination of statistics in
Saudi Electronic University.
Mark of students.
0-10
10-20
20-30
30-40
40-50
No. of students
14
f1
28
f2
15
If the median mark of students is 22.5, compute:-
i.
The missing frequencies, f1 and f2.
ii.
the mode, and
iii.
the arithmetic mean
iv.
variance
Part 2
Q1.
a. (Smoking and Coffee Drinking)
Coffee
No Coffee
Total
Smoker
60
40
100
Non-Smoker
115
85
200
Total
175
125
300
What is the probability that a randomly selected person from the sample either smokes or drinks coffee.
Q1. b. What is the probability that I flip a coin and get a Head, Roll a die and get a 4 or a 6, and then pull the king of Spades and a diamond from a deck of cards.
Q2: The random variable X has the following probability distribution:
X
0
1
2
3
Total
P(x)
0.22
0.38
0.1
0.3
1
Find the expected value (E(x)) & the Variance.
Q3: A radar unit is used to measure speeds of cars on a highway. The speeds are
normally
distributed with a mean of 90 km/hr and a standard deviation of 10 km/hr. What is the probability that a car picked at random is travelling at:
a-
More than 100 km/hr?
b-
Less than 85 Km/hr?
c-
Between them?
Part 3
Q-1..
Paul’s Letter to the EphesiansThe First Letter of PeterThe Fir.docxodiliagilby
Paul’s Letter to the Ephesians
The First Letter of Peter
The First Letter to Timothy
For each document above; Identify specific content, features, or themes which permit classifying each text early Catholic in character.
At least one credible source
one and half pages
.
Past and FuturePlease respond to the followingImagine back .docxodiliagilby
"Past and Future"
Please respond to the following:
Imagine back in time to pre-Internet days. Describe how you would have established communications for international trade in these time periods: 1935 and 1977.
Imagine it is now 2050. Predict the ease and speed of international trade communications and how it will occur.
2-
"Backtracking from Globalization"
Please respond to the following:
From the e-Activity, illustrate with two examples how the U.S. has restrained trade over the past 60 years and state why you think that happened.
Some believe these restraints have been deleterious to national economic prosperity. In your estimation, speculate as to how these restraints have affected national economic prosperity.
.
Partisan considerations have increasingly influenced the selection.docxodiliagilby
Partisan considerations have increasingly influenced the selection of federal judges. Interest groups on the right and the left have insisted on the appointment of judges who hold compatible views. Presidents and members of Congress have also increasingly sought appointees who will decide issues in ways they prefer. What is your view? Should politics play such a large role in judicial appointments? Or should merit be given greater weight?
Does a merit based system favor ONLY those with money and the connections? needs to be at least 200 words APA
.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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[Type text][Type text][Type text]TjerrildUnit I Essay Promp.docx
1. [Type text] [Type text] [Type text]
Tjerrild Unit I Essay Prompt English 1A
Unit 1: Critical Response Essay
Due: Thursday, April 2nd
Choose ONE text to respond to:
· “Only Connect” by William Cronon
· “Faking Cultural Literacy,” by Karl Taro Greenfeld
· “Why Some of Us Don’t Have One True Calling” by Emilie
Wapnick
· “Following Your Passion Is Dead” by Michael Bohanes
· “A New Assignment: Pick Books You Like” by Motoko Rich
Purpose:
Learning how to read and respond to another’s arguments
responsibly are the preliminary aspects of effective argument.
Your purpose in this essay is two-fold: to reflect a clear
understanding of the source text and to demonstrate your
competence in expressing and organizing your conversation
with the text.
Audience:
Assume that your audience is educated and familiar with the
source’s topic but has not read the article or watched the
TedTalk themselves.
Introduction:
· Context: Begin your paper by familiarizing your audience with
the text to which you’re responding. What information does
your reader need to know? This includes:
· introducing the author and the essay title (using appropriate
punctuation)
· summarizing (5-6 sentences) the essay’s main argument.
· This brief summary should lead into your THESIS, the clear
2. and specific claim you will be asserting and proving in response
to the source essay. A good thesis will be focused and will
include an essay map that lays out the trajectory of your
response. (i.e. the 2-3 distinct points must be proven in order to
persuade your readers that your thesis is correct)
· Choose one of the following methods for your response:
1. Agree and Extend (Agree with a difference). Strengthen the
argument presented by the essay by engaging with and then
extending the reasoning. Beyond agreeing with the essay, make
your response worth reading by taking the ideas further by, for
example, shifting the context or considering a new angle
informed by your own personal experience, attitudes, and
observations. Avoid simply summarizing the author’s ideas!
2. Disagree (and explain why). Identify specific assertions in
the essay with which you disagree. First, carefully and
accurately represent the author’s ideas. Then, explain and
support your disagreement.
3. Agree and Disagree Simultaneously (Okay, but). If you find
that you both agree and disagree with different aspects of the
author’s essay, you can incorporate both into your response. For
this method I recommend choosing your points of agreement
and disagreement strategically so that your essay is cohesive.
Your thesis should clearly reflect the relationship between your
agreement and disagreement. Additionally, your thesis should
not come across as wishy-washy or unclear.
· Please refer to the “Three Ways to Respond” reading for
further explanation and suggestions on how to structure your
thesis statement. Remember, a strong thesis statement is the
most important basis for a strong essay.
Body:
· Use the essay map of your thesis to structure the body of your
response. Consider each of the aspects of your essay map in a
3. separate section of your response. These sections may include
one or more paragraphs. Make sure each paragraph supports the
idea you are making in that section of the response and that
each section clearly relates to your main claim (thesis).
· Each well-developed paragraph should:
· focus on one topic
· begin with a relevant and specific topic sentence
· use sufficient evidence from your own observations,
knowledge, or experience to support your assertion
· engage specifically with quotes and details from the essay
· connect back to one element of your essay map
· end with a transitional sentence that moves you into the next
paragraph
· Your response is your opportunity to put your voice into the
conversation; remember that you are altering the direction of
the discussion and not merely repeating the author’s ideas.
What do you want to contribute to this conversation?
Outside Sources:
· You MUST engage with a minimum of two outside sources
(besides the text to which you are primarily responding). These
outside sources may be used to provide context for the
conversation in which your primary text is participating; to lend
credibility and support to your own position; to demonstrate
how widespread the position expressed in the primary text is;
and/or to point out a weakness/omission in the primary text.
· These sources should be appropriately embedded in your essay
using introductory and transitional phrases. Your reader should
never be confused about who is speaking—you or the author of
the primary text.
· Sources should be cited according to MLA guidelines, both in
the body of the essay and in your Works Cited page.
Conclusion:
4. · Readdress your thesis, but do so organically and using
different words. Don’t merely repeat what you’ve said before.
· Reflect: Conclusions should answer the question “So what?”
for your readers. What is the significance of your essay? Make
it clear why your contribution to the conversation matters.
· Step back at the end of your essay and help your reader see
how your contribution fits into the larger context of the issue.
Technicalities:
· Length: 1000-1200 words total. Going over is fine (within
reason), but please meet the minimum. Include a word count at
the bottom of your last page.
· Format: Double-spaced, 12pt Times New Roman font, 1-inch
margins, last name and page number in the top right corner of
each page (use the “Page Number” function in Word)
· Heading (not header): single-spaced in the top left corner ON
THE FIRST PAGE ONLY. Please include your name, the
course, your instructor’s name, and the date.
· Title: centered and un-bolded on the first page. Make it
interesting and informative.
· Please use proper MLA formatting for all source essay
quotations (EAA 447-464) and please include a Works Cited
page at the end (not included in your word count).
Turning in your essay:
· Your Critical Response Essay is due Thursday, April 2nd.
· Remember, you are required to submit your paper via Canvas
by 11:59 PM on the day it is due. Late essays will incur severe
deductions.
“Only Connect...”
The Goals of a Liberal Education
by William Cronon
Print-formatted version: PDF
What does it mean to be a liberally educated person? It seems
such a simple question, especially given the frequency with
5. which colleges and universities genuflect toward this wellworn
phrase as the central icon of their institutional missions.
Mantra-like, the words are endlessly repeated, starting in the
glossy admissions brochures that high school students receive
by the hundreds in their mailboxes and continuing right down to
the last tired invocations they hear on commencement day. It
would be surprising indeed if the phrase did not begin to sound
at least a little empty after so much repetition, and surely
undergraduates can be forgiven if they eventually regard liberal
education as either a marketing ploy or a shibboleth. Yet many
of us continue to place great stock in these words, believing
them to describe one of the ultimate goods that a college or
university should serve. So what exactly do we mean by liberal
education, and why do we care so much about it?
In speaking of "liberal" education, we certainly do not mean an
education that indoctrinates students in the values of political
liberalism, at least not in the most obvious sense of the latter
phrase. Rather, we use these words to describe an educational
tradition that celebrates and nurtures human freedom. These
days liberal and liberty have become words so mired in
controversy, embraced and reviled as they have been by the far
ends of the political spectrum, that we scarcely know how to
use them without turning them into slogans—but they can
hardly be separated from this educational
tradition. Liberal derives from the Latin liberalis, meaning "of
or relating to the liberal arts," which in turn derives from the
Latin word liber, meaning "free." But the word actually has
much deeper roots, being akin to the Old English word leodan,
meaning "to grow," and leod, meaning "people." It is also
related to the Greek word eleutheros, meaning "free," and goes
all the way back to the Sanskrit word rodhati, meaning "one
climbs," "one grows." Freedom and growth: here, surely, are
values that lie at the very core of what we mean when we speak
of a liberal education.
Liberal education is built on these values: it aspires to nurture
the growth of human talent in the service of human freedom. So
6. one very simple answer to my question is that liberally educated
people have been liberated by their education to explore and
fulfill the promise of their own highest talents. But what might
an education for human freedom actually look like? There's the
rub. Our current culture wars, our struggles over educational
standards are all ultimately about the concrete embodiment of
abstract values like "freedom" and "growth" in actual courses
and textbooks and curricular requirements. Should students be
forced to take courses in American history, and if so, what
should those courses contain? Should they be forced to learn a
foreign language, encounter a laboratory science, master
calculus, study grammar at the expense of creative writing (or
the reverse), read Plato or Shakespeare or Marx or Darwin?
Should they be required to take courses that foster ethnic and
racial tolerance? Even if we agree about the importance of
freedom and growth, we can still disagree quite a lot about
which curriculum will best promote these values. That is why,
when we argue about education, we usually spend less time
talking about core values than about formal standards: what are
the subjects that all young people should take to help them
become educated adults?
This is not an easy question. Maybe that is why—in the spirit of
E. D. Hirsch's Cultural Literacy and a thousand college course
catalogs—our answers to it often take the form of lists: lists of
mandatory courses, lists of required readings, lists of essential
facts, lists of the hundred best novels written in English in the
twentieth century, and so on and on. This impulse toward list
making has in fact been part of liberal education for a very long
time. In their original medieval incarnation, the "liberal arts"
were required courses, more or less, that every student was
supposed to learn before attaining the status of a "free man."
There was nothing vague about the artes liberales. They were a
very concrete list of seven subjects: the trivium, which
consisted of grammar, logic, and rhetoric; and the quadrivium,
which consisted of arithmetic, geometry, astronomy, and music.
Together, these were the forms of knowledge worthy of a free
7. man. We should remember the powerful class and gender biases
that were built into this vision of freedom. The "free men" who
studied the liberal arts were male aristocrats; these specialized
bodies of knowledge were status markers that set them apart
from "unfree" serfs and peasants, as well as from the members
of other vulgar and ignoble classes. Our modern sense of liberal
education has expanded from this medieval foundation to
include a greater range of human talents and a much more
inclusive number of human beings, holding out at least the
dream that everyone might someday be liberated by an
education that stands in the service of human freedom.
And yet when we try to figure out what this education for
human freedom might look like, we still make lists. We no
longer hold up as a required curriculum the seven artes
liberales of the medieval university; we no longer expect that
the classical nineteenth-century college curriculum in Greek and
Latin is enough to make a person learned. But we do offer
plenty of other complicated lists with which we try to identify
the courses and distribution requirements that constitute a
liberal education. Such requirements vary somewhat from
institution to institution, but certain elements crop up
predictably. However complex the curricular tables and credit
formulas may become—and they can get pretty baroque!—more
often than not they include a certain number of total credit
hours; a basic composition course; at least pre-calculus
mathematics; some credits in a foreign language; some credits
in the humanities; some credits in the social sciences; some
credits in the natural sciences; and concentrated study in at least
one major discipline.
We have obviously come a long way from the artes liberales—
and yet I worry that amid all these requirements we may be
tempted to forget the ultimate purpose of this thing we call a
liberal education. No matter how deliberately they may have
been hammered out in committee meetings, it's not clear what
these carefully articulated and finely tuned requirements have to
do with human freedom.
8. And when we try to state the purpose of such requirements, we
often flounder. Here, for instance, is what one institution I
know well states as the "Objects of a Liberal Education": "(1)
competency in communication; (2) competency in using the
modes of thought characteristic of the major areas of
knowledge; (3) a knowledge of our basic cultural heritage; (4) a
thorough understanding of at least one subject area." This is the
kind of language one expects from an academic committee, I
guess, but it is hardly a statement that stirs the heart or inspires
the soul. One problem, I think, is that it is much easier to
itemize the requirements of a curriculum than to describe the
qualities of the human beings we would like that curriculum to
produce. All the required courses in the world will fail to give
us a liberal education if, in the act of requiring them, we forget
that their purpose is to nurture human freedom and growth.
I would therefore like to return to my opening question and try
to answer it (since I too find lists irresistible) with a list of my
own. My list consists not of required courses but of personal
qualities: the ten qualities I most admire in the people I know
who seem to embody the values of a liberal education. How
does one recognize liberally educated people?
1. They listen and they hear.
This is so simple that it may not seem worth saying, but in our
distracted and over-busy age, I think it's worth declaring that
educated people know how to pay attention—to others and to
the world around them. They work hard to hear what other
people say. They can follow an argument, track logical
reasoning, detect illogic, hear the emotions that lie behind both
the logic and the illogic, and ultimately empathize with the
person who is feeling those emotions.
2. They read and they understand.
This too is ridiculously simple to say but very difficult to
achieve, since there are so many ways of reading in our world.
Educated people can appreciate not only the front page of
the New York Times but also the arts section, the sports section,
the business section, the science section, and the editorials.
9. They can gain insight from not only The American Scholar and
the New York Review of Books but also from Scientific
American, the Economist, the National Enquirer, Vogue,
and Reader's Digest. They can enjoy John Milton and John
Grisham. But skilled readers know how to read far more than
just words. They are moved by what they see in a great art
museum and what they hear in a concert hall. They recognize
extraordinary athletic achievements; they are engaged by classic
and contemporary works of theater and cinema; they find in
television a valuable window on popular culture. When they
wander through a forest or a wetland or a desert, they can
identify the wildlife and interpret the lay of the land. They can
glance at a farmer's field and tell the difference between soy
beans and alfalfa. They recognize fine craftsmanship, whether
by a cabinetmaker or an auto mechanic. And they can surf the
World Wide Web. All of these are ways in which the eyes and
the ears are attuned to the wonders that make up the human and
the natural worlds. None of us can possibly master all these
forms of "reading," but educated people should be competent in
many of them and curious about all of them.
3. They can talk with anyone.
Educated people know how to talk. They can give a speech, ask
thoughtful questions, and make people laugh. They can hold a
conversation with a high school dropout or a Nobel laureate, a
child or a nursing- home resident, a factory worker or a
corporate president. Moreover, they participate in such
conversations not because they like to talk about themselves but
because they are genuinely interested in others. A friend of
mine says one of the most important things his father ever told
him was that whenever he had a conversation, his job was "to
figure out what's so neat about what the other person does." I
cannot imagine a more succinct description of this critically
important quality.
4. They can write clearly and persuasively and movingly.
What goes for talking goes for writing as well: educated people
know the craft of putting words on paper. I'm not talking about
10. parsing a sentence or composing a paragraph, but about
expressing what is in their minds and hearts so as to teach,
persuade, and move the person who reads their words. I am
talking about writing as a form of touching, akin to the touching
that happens in an exhilarating conversation.
5. They can solve a wide variety of puzzles and problems.
The ability to solve puzzles requires many skills, including a
basic comfort with numbers, a familiarity with computers, and
the recognition that many problems that appear to turn on
questions of quality can in fact be reinterpreted as subtle
problems of quantity. These are the skills of the analyst, the
manager, the engineer, the critic: the ability to look at a
complicated reality, break it into pieces, and figure out how it
works in order to do practical things in the real world. Part of
the challenge in this, of course, is the ability to put reality back
together again after having broken it into pieces—for only by so
doing can we accomplish practical goals without violating the
integrity of the world we are trying to change.
6. They respect rigor not so much for its own sake but as a way
of seeking truth.
Truly educated people love learning, but they love wisdom
more. They can appreciate a closely reasoned argument without
being unduly impressed by mere logic. They understand that
knowledge serves values, and they strive to put these two—
knowledge and values—into constant dialogue with each other.
The ability to recognize true rigor is one of the most important
achievements in any education, but it is worthless, even
dangerous, if it is not placed in the service of some larger
vision that also renders it humane.
7. They practice humility, tolerance, and self-criticism.
This is another way of saying that they can understand the
power of other people's dreams and nightmares as well as their
own. They have the intellectual range and emotional generosity
to step outside their own experiences and prejudices, thereby
opening themselves to perspectives different from their own.
From this commitment to tolerance flow all those aspects of a
11. liberal education that oppose parochialism and celebrate the
wider world: studying foreign languages, learning about the
cultures of distant peoples, exploring the history of long-ago
times, discovering the many ways in which men and women
have known the sacred and given names to their gods. Without
such encounters, we cannot learn how much people differ—and
how much they have in common.
8. They understand how to get things done in the world.
In describing the goal of his Rhodes Scholarships, Cecil Rhodes
spoke of trying to identify young people who would spend their
lives engaged in what he called "the world's fight," by which he
meant the struggle to leave the world a better place than they
had found it. Learning how to get things done in the world in
order to leave it a better place is surely one of the most
practical and important lessons we can take from our education.
It is fraught with peril because the power to act in the world can
so easily be abused—but we fool ourselves if we think we can
avoid acting, avoid exercising power, avoid joining the world's
fight. And so we study power and struggle to use it wisely and
well.
9. They nurture and empower the people around them.
Nothing is more important in tempering the exercise of power
and shaping right action than the recognition that no one ever
acts alone. Liberally educated people understand that they
belong to a community whose prosperity and well-being are
crucial to their own, and they help that community flourish by
making the success of others possible. If we speak of education
for freedom, then one of the crucial insights of a liberal
education must be that the freedom of the individual is possible
only in a free community, and vice versa. It is the community
that empowers the free individual, just as it is free individuals
who lead and empower the community. The fulfillment of high
talent, the just exercise of power, the celebration of human
diversity: nothing so redeems these things as the recognition
that what seem like personal triumphs are in fact the
achievements of our common humanity.
12. 10. They follow E. M. Forster's injunction from Howards End:
"Only connect . . ."
More than anything else, being an educated person means being
able to see connections that allow one to make sense of the
world and act within it in creative ways. Every one of the
qualities I have described here—listening, reading, talking,
writing, puzzle solving, truth seeking, seeing through other
people's eyes, leading, working in a community—is finally
about connecting. A liberal education is about gaining the
power and the wisdom, the generosity and the freedom to
connect.
I believe we should measure our educational system—whether
we speak of grade schools or universities—by how well we
succeed in training children and young adults to aspire to these
ten qualities. I believe we should judge ourselves and our
communities by how well we succeed in fostering and
celebrating these qualities in each of us.
But I must offer two caveats. The first is that my original
question—"What does it mean to be a liberally educated
person?"—is misleading, deeply so, because it suggests that one
can somehow take a group of courses, or accumulate a certain
number of credits, or undergo an obligatory set of learning
experiences, and emerge liberally educated at the end of the
process. Nothing could be further from the truth. A liberal
education is not something any of us ever achieve; it is not
a state. Rather, it is a way of living in the face of our own
ignorance, a way of groping toward wisdom in full recognition
of our own folly, a way of educating ourselves without any
illusion that our educations will ever be complete.
My second caveat has to do with individualism. It is no accident
that an educational philosophy described as "liberal" is almost
always articulated in terms of the individuals who are supposed
to benefit from its teachings. I have similarly implied that the
ten qualities on my list belong to individual people. I have
asserted that liberal education in particular is about nurturing
human freedom—helping young people discover and hone their
13. talents—and this too sounds as if education exists for the
benefit of individuals.
All this is fair enough, and yet it too is deeply misleading in
one crucial way. Education for human freedom is also education
for human community. The two cannot exist without each other.
Each of the qualities I have described is a craft or a skill or a
way of being in the world that frees us to act with greater
knowledge or power. But each of these qualities also makes us
ever more aware of the connections we have with other people
and the rest of creation, and so they remind us of the
obligations we have to use our knowledge and power
responsibly. If I am right that all these qualities are finally
about connecting, then we need to confront one further paradox
about liberal education. In the act of making us free, it also
binds us to the communities that gave us our freedom in the
first place; it makes us responsible to those communities in
ways that limit our freedom. In the end, it turns out that liberty
is not about thinking or saying or doing whatever we want. It is
about exercising our freedom in such a way as to make a
difference in the world and make a difference for more than just
ourselves.
And so I keep returning to those two words of E. M. Forster's:
"Only connect." I have said that they are as good an answer as
any I know to the question of what it means to be a liberally
educated person; but they are also an equally fine description of
that most powerful and generous form of human connection we
call love. I do not mean romantic or passionate love, but the
love that lies at the heart of all the great religious faiths: not
eros, but agape. Liberal education nurtures human freedom in
the service of human community, which is to say that in the end
it celebrates love. Whether we speak of our schools or our
universities or ourselves, I hope we will hold fast to this as our
constant practice, in the full depth and richness of its many
meanings: Only connect.
From The American Scholar, Volume 67, No. 4, Autumn 1998.
Copyright, 1998 by William Cronon. William Cronon, Frederick
14. Jackson Turner Professor of History, Geography, and
Environmental Studies at the University of Wisconsin-Madison,
is the author of Uncommon Ground: Rethinking the Human
Place in Nature and Nature's Metropolis: Chicago and the Great
West, which won the Bancroft Prize in 1992.