Week 6 AssignmentExemplary22.5-25 pointsProficient20-22.25.docx
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Week 6 Assignment Exemplary 22.5-25 points Proficient 20-22.25 points Developing 17.5-19.75 points Beginning 15-17.25 points Inadequate 0-14.75 points Comprehension of Assignment (25% of grade) Drop-down menu: 25 – 22.5 pts. The persuasive essay presents a convincing and insightful argument. The writer takes a position and supports it with carefully chosen and compelling evidence that appeals to both logic and emotions. The writer explains important opposing arguments and offers strong rebuttals. Drop down menu: 22.25 – 20 pts. The persuasive essay presents a well-defined argument. The writer takes a position and supports it with sufficient evidence. The writer offers counter-arguments. Drop-down menu: 19.75 – 17.5 pts. The persuasive essay presents a minimally defined argument. The writer takes a position and attempt to support this position, but the evidence is underdeveloped and only partially elaborated. The writer may mention opposing arguments, but the rebuttal is weak or absent. Drop-down menu: 17.25 – 15 pts. The persuasive essay presents a weakly developed argument. The writer takes a position but offers minimal and/or inappropriate evidence to support its claim. Drop-down menu: 14.75 – 0 pts. The persuasive essay presents an ineffective argument. The writer may fail to take a position or offer only poorly chosen evidence to support the claim. Application of Course Knowledge and Content (25% of grade) Drop-down menu: 25 – 22.5 pts. The essay is focused, demonstrates a clear sense of purpose and audience, and uses appropriate tone and style. Drop down menu: 22.25 – 20 pts. The essay generally maintains its focus and demonstrates a sense of purpose, tone, and audience. Drop-down menu: 19.75 – 17.5 pts. The essay generally maintains its focus but may occasionally stray off topic. Its sense of purpose, tone, and audience may be unclear. Drop-down menu: 17.25 – 15 pts. The writer’s ideas are difficult to follow because of significant problems in one or more the following areas: unclear focus, weak controlling idea, and redundancy. Style and tone may be inappropriate for the audience. Drop-down menu: 14.75 – 0 pts. Ideas and explanations are absent, irrelevant, unsupported by evidence, or incomprehensible. The essay lacks focus. Style and tone are inappropriate for the audience. Organization of Ideas (25% of grade) Drop-down menu: 25 – 22.5 pts. Organization is coherent with appropriate transitions between and within paragraphs to create a cohesive whole. Drop down menu: 22.25 – 20 pts. Organization is generally clear with transitions between paragraphs. A competency with language is apparent. Drop-down menu: 19.75 – 17.5 pts. Organization is clear enough to follow. A limited control of language is apparent. Drop-down menu: 17.25 – 15 pts. Organization is unclear. Writing demonstrates weak control of language. Drop-down menu: 14.75 – 0 pts. The essay lacks organization, making the writer’s ideas difficult to follow. ...
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Write a 2 paragraph response paper for history of theatre class,.docx
Write a 2 paragraph
response paper
for history of theatre class, comparing and contrasting the Italian Renaissance and the English Renaissance.
Guidelines
:
a) show quality interaction with the question that indicates
thought beyond answers
covered in class (we are not looking for repetition of what we already know but your thoughts on the matter)
b) choose the best evidence from the course experience you can for your answer (course experience includes anything that involves your enrollment in this class)
c) utilize the best original analysis you can provide for your evidence
d) use the best word choice and grammar possible. It is a small amount of space, so make every word count.
Instructions:
1) Give your RP an interesting title. This is the place to be most creative in an attempt to draw the reader into your text.
2) You will respond according to the following template, numbering both sections:
Section 1. Summarize your personal and general experience with the reading, readings, performance, or concept involved in your chosen question (How did it make you feel? Did you agree or disagree with its ideas, characters, styles, or qualities? Did it resonate with anything in your personal life? Was it difficult or easy to experience and why?). Feel free to use an informal writing style and first person. [4-6 meaty but concise sentences]
Section 2. Provide an argument (i.e. convince the reader of your answer) in response to your selected question in one paragraph using the following organization. Please use this format or you will not receive credit for the assignment:
Thesis sentence
—the “thesis statement” of your paragraph or what you intend to prove, including all of the pertinent information that may be involved in answering the question (like the play or performance involved, your key terms, and your assertion regarding the question).
Lead-in sentence(s)
—one or two sentences that establishes the context for the evidence you provide.
Evidence sentence(s)
—the specific example or examples from the class experience that best helps you answer the question.
Analysis and Conclusion
—this is the longest part of the paragraph, explaining what the evidence means and how it applies to your assertion and other aspects of the question.
Use a formal writing style, and do your best to avoid first person. [1 paragraph—10-12 meaty but concise sentences]
3) You have only a small amount of space to make a lot of mistakes. Be careful
Every time you use the title of a play, like
Oklahoma
, it should be italicized. all caps or underlined.
Watch your grammar and punctuation. There is practically no difference between form and meaning.
Make your margins 1 inch on all sides and double space your text. Use 12 font, Times Roman.
4) Use action verbs (avoid is, was, were, am) and specific nouns (avoid that, them, those, there)
Vary sentence structure and length.
*Some of the plays that were watched in class are Inherit the win.
GOVT 425 Essay RubricCriteriaLevels of AchievementContent .docx
GOVT 425 Essay Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
90-100%
Proficient
70-89%
Developing
1-69%
Not present
Total
Understanding
32 to 35 points:
An understanding of the major arguments and the intent of the article is clearly demonstrated.
25 to 31.5 points:
An understanding of some of the major arguments and the intent of the article is demonstrated.
1 to 24.5 points:
An understanding of the arguments in the article is demonstrated.
0 points
Not present
Strengths
And
Weaknesses
23 to 25 points:
The strengths and weaknesses of the article are properly and clearly assessed.
18 to 22.5 points:
The strengths and weaknesses of the article are properly assessed.
1 to 17.5 points:
The strengths and weaknesses of the article are assessed.
0 points
Not present
Article
Effectiveness
13.5 to 15 points:
The critique clearly concludes with a summary statement on the overall effectiveness of the article.
10.5 to 13 points:
The critique concludes with a summary statement on the overall effectiveness of the article.
1 to 10 points:
The critique contains a statement on the overall effectiveness of the article.
0 points
Not present
Personal
Reflection
13.5 to 15 points:
Personal reflection on the topic, which includes addressing the student’s main objections or affirmations of the position of the article, is included.
10.5 to 13 points:
Personal reflection on the topic concerning the student’s objections or affirmations of the position, are included.
1 to 10 points:
Personal reflection concerning the student’s objections or affirmations of the position, are included.
0 points
Not present
Personal
Position
13.5 to 15 points:
A personal position is clearly articulated and appropriate biblical and theological support is integrated in the analysis.
10.5 to 13 points:
A personal position is articulated and a biblical and theological support is integrated.
1 to 10 points:
A personal position is articulated and a biblical or theological support is integrated.
0 points
Not present
Structure (30%)
Advanced
90-100%
Proficient
70-89%
Developing
1-69%
Not present
Total
Format
27 to 30 points:
The essay is written in current Turabian format and is free of grammar and spelling errors. The essay is 3–5 pages and includes 5–7 citations in addition to the course textbook and the Bible.
21 to 26.5 points:
The essay is written in current Turabian format and has minimal grammar and spelling errors. The essay is 3–5 pages and includes 5–7 citations in addition to the course textbook and the Bible.
1 to 19.5 points:
The essay is written in current Turabian format and has grammar and spelling errors. The essay is 2-3 pages and includes 3-4 citations in addition to the course textbook and the Bible.
0 points
Not present
Composition
13.5 to 15 points:
The summary of the article is clearly and correctly composed.
10.5 to 13 points:
The summary of the article correctly composed.
1 to 10 points:
T ...
Response Papers [RP]Our RP’s are short and sweet—only 2 parag
Response Papers [RP]:
Our RP’s are short and sweet—only 2 paragraphs. However, in that small space you have a lot to accomplish. You have to
a) show quality interaction with the question that indicates
thought beyond answers
covered in class (we are not looking for repetition of what we already know but your thoughts on the matter)
b) choose the best evidence from the course experience you can for your answer (course experience includes anything that involves your enrollment in this class)
c) utilize the best original analysis you can provide for your evidence
d) use the best word choice and grammar possible. It is a small amount of space, so make every word count.
Basic Instructions
Follow these six basic instructions or your RP will not be read.
1) Put the following information in the upper left-hand corner of the first page:
Name
Theatre Class [for example, THEA241-010]
Question #
Email Address
2) Give your RP an interesting title. This is the place to be most creative in an attempt to draw the reader into your text.
3)
You will respond according to the following template, numbering both sections:
Section 1.
Summarize your personal and general experience with the reading, readings, performance, or concept involved in your chosen question (How did it make you feel? Did you agree or disagree with its ideas, characters, styles, or qualities? Did it resonate with anything in your personal life? Was it difficult or easy to experience and why?). Feel free to use an informal writing style and first person. [4-6 meaty but concise sentences]
Section 2.
Provide an argument (i.e. convince the reader of your answer) in response to your selected question in one paragraph using the following organization. Please use this format or you will not receive credit for the assignment:
Thesis sentence
—the “thesis statement” of your paragraph or what you intend to prove, including all of the pertinent information that may be involved in answering the question (like the play or performance involved, your key terms, and your assertion regarding the question).
Lead-in sentence(s)
—one or two sentences that establishes the context for the evidence you provide.
Evidence sentence(s)
—the specific example or examples from the class experience that best helps you answer the question.
Analysis and Conclusion
—this is the longest part of the paragraph, explaining what the evidence means and how it applies to your assertion and other aspects of the question.
Use a formal writing style, and do your best to avoid first person. [1 paragraph—10-12 meaty but concise sentences]
4) You have only a small amount of space to make a lot of mistakes. Be careful
Every time you use the title of a play, like
Oklahoma
, it should be italicized. all caps or underlined.
Watch your grammar and punctuation. There is practically no difference between form and meaning.
Make your margins 1 inch on all sides and double space your text. Use 12 font, T ...
Due 1159 PM EST Sunday of Unit 8. Source Materials.docx
Due: 11:59 PM EST Sunday of Unit 8.
Source Materials:
1. Death of a Salesman, by Arthur Miller.
Prompt:
In Death of a Salesman, what is Arthur Miller saying about success and the American
Dream? How does he convey this theme?
Choose two dramatic devices to support your answer. These will shape your supporting
sections.
You can use the characters, the dialogue, the plot, imagery, tone/mood, setting, symbols,
conflicts, dramatic irony, and other dramatic devices to support your answer. You will also
need to include text examples (dialogue/lines from the script) to support your response.
Instructions:
Read through all of the instructions of this assignment.
Read and view the necessary resources in this unit to assist you with this response.
Your audience are people who have viewed and read the play as well, so please be sure to
focus on your reply and use plot points only as text examples. There is no need for a
summary of the play in this response.
Choose two dramatic devices to support your thesis. These will shape your supporting
sections. An example of a thesis in this response would be: In Arthur Miller’s Death of a
Salesman, Miller effectively conveys the themes of Success and the American Dream through the
use of ______________ and ________________.
Reply to the above prompt, being sure to include:
o An introduction that introduces your thesis
o Supporting paragraphs that include:
Your analytical response.
Properly cited text examples that support your thesis.
Explanations of how Miller uses a particular dramatic device to support his
theme about success.
o A conclusion that recaps your thesis and support.
ENG130 – Literature and Composition
Literary Response – Death of a Salesman
https://postu.idm.oclc.org/login?auth=prodbb&url=http://search.alexanderstreet.com/vast/view/work/860189
Requirements:
This assignment should be 1 to 2 pages.
A title page is required and is not a part of the 1 to 2 pages. A reference page is required
for the play, the resource articles, and for additional outside sources as you use them.
The response should also be double spaced, written in Times New Roman, in 12 point font
and with 1 inch margins. The response should conform to APA formatting and citation
style.
Use the third-person, objective voice, avoiding personal pronouns such as “I,” “you,” “we,”
etc.
Use APA format for in-text citations and references when using outside sources and
textual evidence.
Please be cautious about plagiarism. Make sure to use internal citations for direct quotes,
paraphrases, and new information.
Be sure to read before you write, and again after you write, the rubric criteria by which your
paper/project will be evaluated.
Evaluation Rubric for Literary Response – Death of a Salesman
CRITERIA
Does Not Meet
Expectations
(0-11 Points)
Below ...
Final Essay QuestionsFor your final essay, you are responsib.docx
Final Essay Questions
For your final essay, you are responsible for completing a 5-6 page essay based on ONE of the following questions. The best essays will be well-organized with a clear introduction and conclusion, well-written, and use specific references to the various readings, videos, and lectures we did this term.
Your paper is to be based on the reading, videos, and lectures we used in class. Its goal is to demonstrate your familiarity with the work we have done over the term and your ability to synthesize ideas from the various modules.
See the grading rubric for more specific details for the grading expectations.
How did the role (or roles) of women change from the beginning of the colonial period through to 1800?
How did geography create important differences in the way people lived in America from the colonial period to 1800?
Characterize the relationship between Native Americans and European American from the arrival of Columbus in 1492 to 1800.
How did the lives of African Americans change from seventeenth century to 1800?
To what extent did freedom or restraint characterize American history in the colonial AND early republic periods?
What were the four most important events or conditions from the colonial period that help to explain the character of American life at the time of the American Revolution and early Republic?
Rubric:
“A” papers (18-20 points) will be well written with a clear argument. The will use the various course materials (readings, case studies, lectures, and videos) effectively to support their argument and will have a clear organizational structure.
“B” papers (16-17 points) will meet most of the criteria above. They will have an argument (perhaps not fully developed) and use course materials, but may have some writing problems and the sources may not clearly support the argument.
“C” Papers (14-16 points) will have problems in several areas (argument, writing and organization, use of course materials).
“D” papers (12-13 points) have a weak argument, provide general description, not engage the course materials significantly, and have significant writing problems
“F” papers (less than 12 points) are highly general, lack an argument, do not use course materials, have writing and grammar problems throughout, and lack any clear organizational structure.
Points for the Comparative Essay will be assigned on a similar basis to the case study papers:
Clear argument and introduction (4 points)
Clear organizational structure including strong, well-organized paragraphs supporting the central argument (4 points)
Good use of the various course materials (readings, case studies, videos, lectures), appropriately quoted and cited, to support the argument (6 points)
Well written, including grammar, style, spelling, and punctuation (6 points)
.
ENGL 201Discussion Board Forum 1 Grading RubricCriteriaLevel
ENGL 201
Discussion Board Forum 1 Grading Rubric
Criteria
Levels of Achievement
Advanced
Proficient
Developing
Not Present
Points Earned
Submission Requirements
16 to 20 points
The thread and reply meet the stated deadlines and requirements, including required word count.
14 to 15.5 points
The thread and reply meet most of the stated deadlines and requirements, but fail to meet at least 1 deadline or requirement.
1 to 13.5 points
The thread and reply fail to meet most of the stated deadlines and requirements, although some of the deadlines and requirements may be partially met.
0 points
Not Present
Content
16 to 20 points
The thread and reply are informative and/or persuasive and appropriate to the audience and purpose. Each post displays a clear thesis addressing a relevant topic and includes perceptive, concrete details that support sophisticated ideas.
14 to 15.5 points
The thread and reply demonstrate basic understanding of the ideas discussed, but the support is limited. Each post may have a clear thesis, but it needs to be restricted. The topic is mostly relevant, but it lacks some necessary detail.
1 to 13.5 points
The thread and reply include very little meaningful content, demonstrating poor understanding of the topic. The thesis statement is vague and is not developed adequately throughout the posts.
0 points
Not Present
Structure and Organization
16 to 20 points
Posts are well-organized and include effective and graceful transitions, clearly supported ideas, and succinct wording.
14 to 15.5 points
Posts are functional with clear main ideas, but are lacking some effective transitions.
1 to 13.5 points
Posts lack discernible organization, have few transitions, and lack a logical sequence of ideas.
0 points
Not present
Diction and Style
16 to 20 points
Posts include appropriate vocabulary, precise word choice, and appropriate tone. Posts show a mastery of word choice and usage. Sentences are varied and use mostly active voice and action verbs.
14 to 15.5 points
Posts include adequate vocabulary with some vague or imprecise language, adequate tone, occasional errors in word choice and usage, limited sentence variety, and an overuse of passive (“to be”) verbs.
1 to 13.5 points
Posts include limited, generally vague vocabulary, ineffective tone, frequent errors in word choice and usage, confusing or ineffective details, and repetitious language.
0 points
Not Present
Grammar, Mechanics, and Formatting
16 to 20 points
Posts are essentially error-free. If any outside sources are used, all are documented correctly.
14 to 15.5 points
Posts include minor errors that do not disrupt the flow of ideas or obscure the meaning of ideas. If any outside sources are used, most are documented correctly.
1 to 13.5 points
Posts include several glaring errors that interrupt the flow of ideas and obscure the meaning of ideas. Conventions of writing are not followed. If any outside sources are used, they are not documented.
0 points
Not Present
Total
...
IGCSE Describe all (lwr set)
The document provides 15 lessons on writing to describe conflict. It discusses writing from different perspectives such as rioters, police, and photographers. It emphasizes using senses and figurative language to engage the reader. The document also provides assessment objectives and band levels for evaluating writing assignments, focusing on areas such as content, structure, vocabulary, grammar and adapting to audience.
Name ________________________________________________Mrs. Kraus.docx
Name: ________________________________________________
Mrs. Krause
English 10 CP
Literary Research Paper
ASSIGNMENT: In a thoughtful and carefully-written essay which uses a
minimum of three quotations from the novel and three quotations from
outside sources as evidence, answer the following question:
Does the novel The Adventures of Huckleberry Finn ultimately promote or
denounce racism?
TEN-STEP PROCESS
1. THINK: As you read the novel and participate in class activities about
the controversy surrounding it, think carefully about this question.
2. TAKE NOTES: As you read the novel, copy down quotes from the book on the evidence sheets provided. These will be checked in class!!
3. TAKE A POSITION: When you finish the book, take a position and decide WHY you feel this way. Looking back at the notes you have taken while reading will help you to decide upon a position. Your position is, essentially, your thesis.
4. SELECT EVIDENCE: Go back through your evidence and choose the quotes from the novel that will best support your thesis.
5. OUTLINE:Consider how to organize your paper so that your thesis is supported in an effective and logical way. Compose a formal outline to plan your paper.
6. RESEARCH: Read the literary criticism that Mrs. Krause and Mrs. Bergh provide. In these articles, you will see other people who have read Huck Finn expressing their ideas about whether it promotes or condemns racist attitudes.
7. ADD EVIDENCE FROM OUTSIDE SOURCES: Choose at least three quotes from these articles that you can work into your outline.
8. DRAFT: Use your outline to write your rough draft and create your Works Cited page.
9. EDIT: Bring in a hard copy of your rough draft for self-editing and peer editing.
10. PROOFREAD AND REVISE: Make revisions and compose your final draft to hand in.
Page 1 of 3
REQUIREMENTS:Papers that do not meet the following requirements will not receive a passing score.
·
· 4 FULL pages (minimum)
· Typed in MLA format
· At least 3 relevant quotes from novel
· At least 3 relevant quotes from outside sources
· Works Cited page properly formatted according to MLA guidelines
Grading
Evidence Checks: 23 points DUE: Multiple due dates
· Criteria for Success: You will be given FIVE evidence sheets on which to copy down quotes as we read the novel. Each sheet will be checked and graded. In order to receive full credit, you must fill in each sheet completely with relevant evidence according to the directions given at the top.
Draft of Introduction/Thesis Statement: 16 points DUE: ___________________________
· Criteria for Success: After you finish the book, you will decide on your position and explain why you feel this way. You should type your introduction and thesis statement on a piece of paper and bring it to class on the due date. In order to receive full credit, be sure to carefully and thoughtfully follow the directions on the sheet.
Outline: 40 points DUE: _________________________.
Recommended
Write a 2 paragraph response paper for history of theatre class,.docx
Write a 2 paragraph
response paper
for history of theatre class, comparing and contrasting the Italian Renaissance and the English Renaissance.
Guidelines
:
a) show quality interaction with the question that indicates
thought beyond answers
covered in class (we are not looking for repetition of what we already know but your thoughts on the matter)
b) choose the best evidence from the course experience you can for your answer (course experience includes anything that involves your enrollment in this class)
c) utilize the best original analysis you can provide for your evidence
d) use the best word choice and grammar possible. It is a small amount of space, so make every word count.
Instructions:
1) Give your RP an interesting title. This is the place to be most creative in an attempt to draw the reader into your text.
2) You will respond according to the following template, numbering both sections:
Section 1. Summarize your personal and general experience with the reading, readings, performance, or concept involved in your chosen question (How did it make you feel? Did you agree or disagree with its ideas, characters, styles, or qualities? Did it resonate with anything in your personal life? Was it difficult or easy to experience and why?). Feel free to use an informal writing style and first person. [4-6 meaty but concise sentences]
Section 2. Provide an argument (i.e. convince the reader of your answer) in response to your selected question in one paragraph using the following organization. Please use this format or you will not receive credit for the assignment:
Thesis sentence
—the “thesis statement” of your paragraph or what you intend to prove, including all of the pertinent information that may be involved in answering the question (like the play or performance involved, your key terms, and your assertion regarding the question).
Lead-in sentence(s)
—one or two sentences that establishes the context for the evidence you provide.
Evidence sentence(s)
—the specific example or examples from the class experience that best helps you answer the question.
Analysis and Conclusion
—this is the longest part of the paragraph, explaining what the evidence means and how it applies to your assertion and other aspects of the question.
Use a formal writing style, and do your best to avoid first person. [1 paragraph—10-12 meaty but concise sentences]
3) You have only a small amount of space to make a lot of mistakes. Be careful
Every time you use the title of a play, like
Oklahoma
, it should be italicized. all caps or underlined.
Watch your grammar and punctuation. There is practically no difference between form and meaning.
Make your margins 1 inch on all sides and double space your text. Use 12 font, Times Roman.
4) Use action verbs (avoid is, was, were, am) and specific nouns (avoid that, them, those, there)
Vary sentence structure and length.
*Some of the plays that were watched in class are Inherit the win.
GOVT 425 Essay RubricCriteriaLevels of AchievementContent .docx
GOVT 425 Essay Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
90-100%
Proficient
70-89%
Developing
1-69%
Not present
Total
Understanding
32 to 35 points:
An understanding of the major arguments and the intent of the article is clearly demonstrated.
25 to 31.5 points:
An understanding of some of the major arguments and the intent of the article is demonstrated.
1 to 24.5 points:
An understanding of the arguments in the article is demonstrated.
0 points
Not present
Strengths
And
Weaknesses
23 to 25 points:
The strengths and weaknesses of the article are properly and clearly assessed.
18 to 22.5 points:
The strengths and weaknesses of the article are properly assessed.
1 to 17.5 points:
The strengths and weaknesses of the article are assessed.
0 points
Not present
Article
Effectiveness
13.5 to 15 points:
The critique clearly concludes with a summary statement on the overall effectiveness of the article.
10.5 to 13 points:
The critique concludes with a summary statement on the overall effectiveness of the article.
1 to 10 points:
The critique contains a statement on the overall effectiveness of the article.
0 points
Not present
Personal
Reflection
13.5 to 15 points:
Personal reflection on the topic, which includes addressing the student’s main objections or affirmations of the position of the article, is included.
10.5 to 13 points:
Personal reflection on the topic concerning the student’s objections or affirmations of the position, are included.
1 to 10 points:
Personal reflection concerning the student’s objections or affirmations of the position, are included.
0 points
Not present
Personal
Position
13.5 to 15 points:
A personal position is clearly articulated and appropriate biblical and theological support is integrated in the analysis.
10.5 to 13 points:
A personal position is articulated and a biblical and theological support is integrated.
1 to 10 points:
A personal position is articulated and a biblical or theological support is integrated.
0 points
Not present
Structure (30%)
Advanced
90-100%
Proficient
70-89%
Developing
1-69%
Not present
Total
Format
27 to 30 points:
The essay is written in current Turabian format and is free of grammar and spelling errors. The essay is 3–5 pages and includes 5–7 citations in addition to the course textbook and the Bible.
21 to 26.5 points:
The essay is written in current Turabian format and has minimal grammar and spelling errors. The essay is 3–5 pages and includes 5–7 citations in addition to the course textbook and the Bible.
1 to 19.5 points:
The essay is written in current Turabian format and has grammar and spelling errors. The essay is 2-3 pages and includes 3-4 citations in addition to the course textbook and the Bible.
0 points
Not present
Composition
13.5 to 15 points:
The summary of the article is clearly and correctly composed.
10.5 to 13 points:
The summary of the article correctly composed.
1 to 10 points:
T ...
Response Papers [RP]Our RP’s are short and sweet—only 2 parag
Response Papers [RP]:
Our RP’s are short and sweet—only 2 paragraphs. However, in that small space you have a lot to accomplish. You have to
a) show quality interaction with the question that indicates
thought beyond answers
covered in class (we are not looking for repetition of what we already know but your thoughts on the matter)
b) choose the best evidence from the course experience you can for your answer (course experience includes anything that involves your enrollment in this class)
c) utilize the best original analysis you can provide for your evidence
d) use the best word choice and grammar possible. It is a small amount of space, so make every word count.
Basic Instructions
Follow these six basic instructions or your RP will not be read.
1) Put the following information in the upper left-hand corner of the first page:
Name
Theatre Class [for example, THEA241-010]
Question #
Email Address
2) Give your RP an interesting title. This is the place to be most creative in an attempt to draw the reader into your text.
3)
You will respond according to the following template, numbering both sections:
Section 1.
Summarize your personal and general experience with the reading, readings, performance, or concept involved in your chosen question (How did it make you feel? Did you agree or disagree with its ideas, characters, styles, or qualities? Did it resonate with anything in your personal life? Was it difficult or easy to experience and why?). Feel free to use an informal writing style and first person. [4-6 meaty but concise sentences]
Section 2.
Provide an argument (i.e. convince the reader of your answer) in response to your selected question in one paragraph using the following organization. Please use this format or you will not receive credit for the assignment:
Thesis sentence
—the “thesis statement” of your paragraph or what you intend to prove, including all of the pertinent information that may be involved in answering the question (like the play or performance involved, your key terms, and your assertion regarding the question).
Lead-in sentence(s)
—one or two sentences that establishes the context for the evidence you provide.
Evidence sentence(s)
—the specific example or examples from the class experience that best helps you answer the question.
Analysis and Conclusion
—this is the longest part of the paragraph, explaining what the evidence means and how it applies to your assertion and other aspects of the question.
Use a formal writing style, and do your best to avoid first person. [1 paragraph—10-12 meaty but concise sentences]
4) You have only a small amount of space to make a lot of mistakes. Be careful
Every time you use the title of a play, like
Oklahoma
, it should be italicized. all caps or underlined.
Watch your grammar and punctuation. There is practically no difference between form and meaning.
Make your margins 1 inch on all sides and double space your text. Use 12 font, T ...
Due 1159 PM EST Sunday of Unit 8. Source Materials.docx
Due: 11:59 PM EST Sunday of Unit 8.
Source Materials:
1. Death of a Salesman, by Arthur Miller.
Prompt:
In Death of a Salesman, what is Arthur Miller saying about success and the American
Dream? How does he convey this theme?
Choose two dramatic devices to support your answer. These will shape your supporting
sections.
You can use the characters, the dialogue, the plot, imagery, tone/mood, setting, symbols,
conflicts, dramatic irony, and other dramatic devices to support your answer. You will also
need to include text examples (dialogue/lines from the script) to support your response.
Instructions:
Read through all of the instructions of this assignment.
Read and view the necessary resources in this unit to assist you with this response.
Your audience are people who have viewed and read the play as well, so please be sure to
focus on your reply and use plot points only as text examples. There is no need for a
summary of the play in this response.
Choose two dramatic devices to support your thesis. These will shape your supporting
sections. An example of a thesis in this response would be: In Arthur Miller’s Death of a
Salesman, Miller effectively conveys the themes of Success and the American Dream through the
use of ______________ and ________________.
Reply to the above prompt, being sure to include:
o An introduction that introduces your thesis
o Supporting paragraphs that include:
Your analytical response.
Properly cited text examples that support your thesis.
Explanations of how Miller uses a particular dramatic device to support his
theme about success.
o A conclusion that recaps your thesis and support.
ENG130 – Literature and Composition
Literary Response – Death of a Salesman
https://postu.idm.oclc.org/login?auth=prodbb&url=http://search.alexanderstreet.com/vast/view/work/860189
Requirements:
This assignment should be 1 to 2 pages.
A title page is required and is not a part of the 1 to 2 pages. A reference page is required
for the play, the resource articles, and for additional outside sources as you use them.
The response should also be double spaced, written in Times New Roman, in 12 point font
and with 1 inch margins. The response should conform to APA formatting and citation
style.
Use the third-person, objective voice, avoiding personal pronouns such as “I,” “you,” “we,”
etc.
Use APA format for in-text citations and references when using outside sources and
textual evidence.
Please be cautious about plagiarism. Make sure to use internal citations for direct quotes,
paraphrases, and new information.
Be sure to read before you write, and again after you write, the rubric criteria by which your
paper/project will be evaluated.
Evaluation Rubric for Literary Response – Death of a Salesman
CRITERIA
Does Not Meet
Expectations
(0-11 Points)
Below ...
Final Essay QuestionsFor your final essay, you are responsib.docx
Final Essay Questions
For your final essay, you are responsible for completing a 5-6 page essay based on ONE of the following questions. The best essays will be well-organized with a clear introduction and conclusion, well-written, and use specific references to the various readings, videos, and lectures we did this term.
Your paper is to be based on the reading, videos, and lectures we used in class. Its goal is to demonstrate your familiarity with the work we have done over the term and your ability to synthesize ideas from the various modules.
See the grading rubric for more specific details for the grading expectations.
How did the role (or roles) of women change from the beginning of the colonial period through to 1800?
How did geography create important differences in the way people lived in America from the colonial period to 1800?
Characterize the relationship between Native Americans and European American from the arrival of Columbus in 1492 to 1800.
How did the lives of African Americans change from seventeenth century to 1800?
To what extent did freedom or restraint characterize American history in the colonial AND early republic periods?
What were the four most important events or conditions from the colonial period that help to explain the character of American life at the time of the American Revolution and early Republic?
Rubric:
“A” papers (18-20 points) will be well written with a clear argument. The will use the various course materials (readings, case studies, lectures, and videos) effectively to support their argument and will have a clear organizational structure.
“B” papers (16-17 points) will meet most of the criteria above. They will have an argument (perhaps not fully developed) and use course materials, but may have some writing problems and the sources may not clearly support the argument.
“C” Papers (14-16 points) will have problems in several areas (argument, writing and organization, use of course materials).
“D” papers (12-13 points) have a weak argument, provide general description, not engage the course materials significantly, and have significant writing problems
“F” papers (less than 12 points) are highly general, lack an argument, do not use course materials, have writing and grammar problems throughout, and lack any clear organizational structure.
Points for the Comparative Essay will be assigned on a similar basis to the case study papers:
Clear argument and introduction (4 points)
Clear organizational structure including strong, well-organized paragraphs supporting the central argument (4 points)
Good use of the various course materials (readings, case studies, videos, lectures), appropriately quoted and cited, to support the argument (6 points)
Well written, including grammar, style, spelling, and punctuation (6 points)
.
ENGL 201Discussion Board Forum 1 Grading RubricCriteriaLevel
ENGL 201
Discussion Board Forum 1 Grading Rubric
Criteria
Levels of Achievement
Advanced
Proficient
Developing
Not Present
Points Earned
Submission Requirements
16 to 20 points
The thread and reply meet the stated deadlines and requirements, including required word count.
14 to 15.5 points
The thread and reply meet most of the stated deadlines and requirements, but fail to meet at least 1 deadline or requirement.
1 to 13.5 points
The thread and reply fail to meet most of the stated deadlines and requirements, although some of the deadlines and requirements may be partially met.
0 points
Not Present
Content
16 to 20 points
The thread and reply are informative and/or persuasive and appropriate to the audience and purpose. Each post displays a clear thesis addressing a relevant topic and includes perceptive, concrete details that support sophisticated ideas.
14 to 15.5 points
The thread and reply demonstrate basic understanding of the ideas discussed, but the support is limited. Each post may have a clear thesis, but it needs to be restricted. The topic is mostly relevant, but it lacks some necessary detail.
1 to 13.5 points
The thread and reply include very little meaningful content, demonstrating poor understanding of the topic. The thesis statement is vague and is not developed adequately throughout the posts.
0 points
Not Present
Structure and Organization
16 to 20 points
Posts are well-organized and include effective and graceful transitions, clearly supported ideas, and succinct wording.
14 to 15.5 points
Posts are functional with clear main ideas, but are lacking some effective transitions.
1 to 13.5 points
Posts lack discernible organization, have few transitions, and lack a logical sequence of ideas.
0 points
Not present
Diction and Style
16 to 20 points
Posts include appropriate vocabulary, precise word choice, and appropriate tone. Posts show a mastery of word choice and usage. Sentences are varied and use mostly active voice and action verbs.
14 to 15.5 points
Posts include adequate vocabulary with some vague or imprecise language, adequate tone, occasional errors in word choice and usage, limited sentence variety, and an overuse of passive (“to be”) verbs.
1 to 13.5 points
Posts include limited, generally vague vocabulary, ineffective tone, frequent errors in word choice and usage, confusing or ineffective details, and repetitious language.
0 points
Not Present
Grammar, Mechanics, and Formatting
16 to 20 points
Posts are essentially error-free. If any outside sources are used, all are documented correctly.
14 to 15.5 points
Posts include minor errors that do not disrupt the flow of ideas or obscure the meaning of ideas. If any outside sources are used, most are documented correctly.
1 to 13.5 points
Posts include several glaring errors that interrupt the flow of ideas and obscure the meaning of ideas. Conventions of writing are not followed. If any outside sources are used, they are not documented.
0 points
Not Present
Total
...
IGCSE Describe all (lwr set)
The document provides 15 lessons on writing to describe conflict. It discusses writing from different perspectives such as rioters, police, and photographers. It emphasizes using senses and figurative language to engage the reader. The document also provides assessment objectives and band levels for evaluating writing assignments, focusing on areas such as content, structure, vocabulary, grammar and adapting to audience.
Name ________________________________________________Mrs. Kraus.docx
Name: ________________________________________________
Mrs. Krause
English 10 CP
Literary Research Paper
ASSIGNMENT: In a thoughtful and carefully-written essay which uses a
minimum of three quotations from the novel and three quotations from
outside sources as evidence, answer the following question:
Does the novel The Adventures of Huckleberry Finn ultimately promote or
denounce racism?
TEN-STEP PROCESS
1. THINK: As you read the novel and participate in class activities about
the controversy surrounding it, think carefully about this question.
2. TAKE NOTES: As you read the novel, copy down quotes from the book on the evidence sheets provided. These will be checked in class!!
3. TAKE A POSITION: When you finish the book, take a position and decide WHY you feel this way. Looking back at the notes you have taken while reading will help you to decide upon a position. Your position is, essentially, your thesis.
4. SELECT EVIDENCE: Go back through your evidence and choose the quotes from the novel that will best support your thesis.
5. OUTLINE:Consider how to organize your paper so that your thesis is supported in an effective and logical way. Compose a formal outline to plan your paper.
6. RESEARCH: Read the literary criticism that Mrs. Krause and Mrs. Bergh provide. In these articles, you will see other people who have read Huck Finn expressing their ideas about whether it promotes or condemns racist attitudes.
7. ADD EVIDENCE FROM OUTSIDE SOURCES: Choose at least three quotes from these articles that you can work into your outline.
8. DRAFT: Use your outline to write your rough draft and create your Works Cited page.
9. EDIT: Bring in a hard copy of your rough draft for self-editing and peer editing.
10. PROOFREAD AND REVISE: Make revisions and compose your final draft to hand in.
Page 1 of 3
REQUIREMENTS:Papers that do not meet the following requirements will not receive a passing score.
·
· 4 FULL pages (minimum)
· Typed in MLA format
· At least 3 relevant quotes from novel
· At least 3 relevant quotes from outside sources
· Works Cited page properly formatted according to MLA guidelines
Grading
Evidence Checks: 23 points DUE: Multiple due dates
· Criteria for Success: You will be given FIVE evidence sheets on which to copy down quotes as we read the novel. Each sheet will be checked and graded. In order to receive full credit, you must fill in each sheet completely with relevant evidence according to the directions given at the top.
Draft of Introduction/Thesis Statement: 16 points DUE: ___________________________
· Criteria for Success: After you finish the book, you will decide on your position and explain why you feel this way. You should type your introduction and thesis statement on a piece of paper and bring it to class on the due date. In order to receive full credit, be sure to carefully and thoughtfully follow the directions on the sheet.
Outline: 40 points DUE: _________________________.
Years 8-13 English Oct 2010
The document summarizes the Years 8-13 English curriculum at an international school. The curriculum is informed by five areas of interaction: approaches to learning, community and service, health and social education, environments, and human ingenuity. Each year focuses on a central literary idea or genre. Students develop skills in reading, writing, speaking, listening, and viewing through activities like discussions, presentations, and creative writing assignments. Assessment is based on three criteria and provides written feedback and an overall grade. The program aims to prepare students for the IB Diploma English courses.
Assignments1.Read the following worksa.The Br.docx
Assignments
1.
Read the following works:
a.
The Bridge of San Luis Rey
by Thornton Wilder
b.
Our Town
by Thornton Wilder
c.
“A Rose for Emily” by William Faulkner
d.
“Hills Like White Elephants” by Ernest Hemmingway
e.
Short Story of your choice by F. Scott Fitzgerald
f.
Five poems of your choice written by Langston Hughes
2.
The last lines of
The Bridge of San Luis Rey
are:
a.
“But soon we shall die and all memory of those five will have left the earth, and we ourselves shall be loved for a while and forgotten. But the love will have been enough; all those impulses of love return to the love that made them. Even memory is not necessary for love. There is a land of the living and a land of the dead and the bridge is love, the only survival, the only meaning.”
b.
In a 1-2 page essay, explain how this theme is developed in the novel.
3.
Pick one of the following essay prompts to write a 1-2-page essay for each prompt about
The Bridge of San Luis Rey.
a.
Thornton Wilder said that he wrote the novel to ask the follow question, "Is there a direction and meaning in lives beyond the individual's own will?" According to the novel, what conclusion if any does Wilder reach? If he does not reach a conclusion, then why not?
b.
Choose a character from the novel and discuss the nuances that contribute to the character’s development.
c.
Was Brother Juniper an objective researcher? Explain your answer.
d.
Consider the following quote:
i.
Now he discovered that secret from which one never quite recovers, that even in the most perfect love one person loves less profoundly than the other. There may be two equally good, equally gifted, equally beautiful, but there may never be two that love one another equally well.
ii.
Use examples from the book to defend, qualify or challenge this assertion.
4.
Write one 4-5-page essay on the following topic: These works deal with the issues of disillusionment with old ideas and ideals. How do we see this disillusionment in these works?
5.
Watch the movie
The Crucible
(I have a copy that you can borrow – please note this movie is PG-13, and it does have some very brief nudity in it). Then write a 2-3 page essay comparing and contrasting the movies with the play. This essay should address some of the following questions:
a.
How are the themes of the book represented in the movies? How does this enhance, change, or diminish the meaning of the book?
b.
How does the director interpret the book? How do these interpretations enhance, change, or diminish the meaning of the book?
c.
What stylistic choices (lighting, cinematography, music and sound effects, and/or other special effects) did the director make? How do these choices enhance, change, or diminish the meaning of the book?
d.
How were the characters similar to/different from how you interpreted them in the book? How does this enhance, change, or diminish the meaning of the book?
e.
What was added to the movie that was not in the book? What w ...
OCR AS Englsh Language Paper 2 2018: things to remember
This document provides guidance for students taking the A-Level English Language Paper 2 exam on May 16th. The exam consists of two sections: Section A involves writing a 500-word piece about a language issue in 40 minutes. Section B involves analyzing how power or gender is represented in a given text in 50 minutes, choosing one topic. The document outlines what examiners look for in each section and provides tips on techniques to employ, such as annotating texts and planning responses around language features, evidence, and relevant concepts. Students are wished the best of luck on the exam.
CJUS 702Activity RubricCriteriaLevels of AchievementCo
CJUS 702
Activity Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not present
Total
Question Content
18.5 to 20 points:
· Major points are stated clearly and are supported by valid evidence and logical reasoning.
· Objective, reasoned analysis is employed.
· An authoritative and persuasive voice is used.
· Resonates Christian world view supporting your themes throughout your writing.
· Four fully developed pages of content excluding the title-page, abstract, and reference page (s).
· Use of 2 peer-reviewed scholarly references along with course materials/texts.
16.75 to 18.25 points:
· Most major points are stated clearly and supported by valid evidence and logical reasoning, but some points may require clarification or greater support.
· Some improvements to objective tone/perspective may be required.
· Further interpretation and/or support for Christian world view needed.
· Less than 4 fully developed pages of content excluding the title-page, abstract, and reference page (s).
· Use of 1 peer-reviewed scholarly references along with course materials/texts.
1 to 16.5 points:
· Major points require significant clarification and scholarly or Christian world view support.
· Significant improvements to objective tone/perspective are required.
· Less than 3 fully developed pages of content excluding the title-page, abstract, and reference page (s).
· No external peer-reviewed scholarly references other than course materials/texts.
0 points
Not present
Opposing Viewpoints
18.5 to 20 points:
Opposing viewpoints are sufficiently acknowledged and critically evaluated.
16.75 to 18.25 points:
Opposing viewpoints are acknowledged but may require greater evaluation.
1 to 16.5 points:
Opposing viewpoints are not adequately acknowledged and/or addressed.
0 points
Not present
Conclusion
11.5 to 12.5 points:
The conclusion logically derives from the paper’s ideas.
10.5 to 11.25 points:
The conclusion does not fully derive from the paper’s ideas.
1 to 10.25 points:
Conclusion does not derive logically from the paper’s main ideas.
0 points
Not present
Structure (30%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not present
Total
Grammar, Spelling, & Format
13.75 to 15 points:
Minimal to no errors in grammar or spelling. Formatted in current APA format.
12.5 to 13.5 points:
Minor errors in spelling and grammar. Minor adjustments needed in APA format.
1 to 12.25 points:
Numerous errors in spelling or grammar. Not formatted in current APA format.
0 points
Not present
Page Length
7 to 7.5 points:
Required page length of 4 pages is met. This does not include title-page, abstract, nor reference page(s).
6.25 to 6.75 points:
Required page length was not met or exceeded required page length of 1 page. This does not include title-page, abstract, nor reference page(s).
1 to 6 points:
Page length may be significantly shorter or longer than the requirement by 2 or more pages.
0 points
No ...
ENGL 102Poetry Essay InstructionsYou must complete the require.docx
ENGL 102
Poetry Essay Instructions
You must complete the required textbook readings in preparation for the Poetry Essay. This will equip you to objectively respond to the readings by compiling information from a variety of sources in order to compose a persuasive analysis of a literary work. You will also learn to follow standard usage in English grammar and sentence structure; identify the theme and structure of each literary selection and the significant characteristics or elements of each genre studied; and evaluate the literary merit of a work (Syllabus MLOs: A, B, C, D, F, G and Module/Week 5 LOs: 1, 2, 3, 4, 5, 6, 7).
In Module/Week 5, you will write a 750-word (approximately 3 pages) essay that analyzes 1 poem from the Poetry Unit. Before you begin writing the essay, carefully read the below guidelines for developing your paper topic and review the Poetry Essay Grading Rubric to see how your submission will be graded. Gather all of your information, plan the direction of your essay, and organize your ideas by developing a 1-page thesis statement and outline for your essay as you did for your Fiction Essay. Format the thesis statement and the outline in a single Microsoft Word document using current MLA, APA, or Turabian style, whichever corresponds to your degree program; check your Perrine’s Literature textbook, the Harbrace Essentials Handbook, and/or its companion website, MindTap, to ensure the correct citation format is used.
The final essay must include, a title page (see the General Writing Requirements), a thesis/outline page, and the essay itself followed by a works cited/references/bibliography page of any primary and/or secondary texts cited in the essay.
You must submit the thesis and outline by 11:59 p.m. (ET) on Monday of Module/Week 4 for instructor feedback.
You must submit the Poetry Essay by 11:59 p.m. (ET) on Monday of Module/Week 5.
Guidelines for Developing Your Paper Topic
The “Writing about Literature” section of your Perrine’s Literature textbook (pp. 1–54) and the “Writing” section of Harbrace Essentials (pp. 1–12, 18–21, 22–28) provide pointers which will be helpful for academic writing in general, and more specifically for your literary essay. Be sure that you read this section before doing any further work for this assignment. Take particular notice of the examples of poetry essays on pp. 43–48 of Perrine’s Literature.
Choose 1 of the poems from the list below to address in your essay:
· “The Lamb,” “The Tiger,” and “The Chimney Sweeper” by William Blake
· “Batter my heart, three-personed God” and “Death Be Not Proud” by John Donne
· “Journey of the Magi” by T. S. Eliot
· “God’s Grandeur” and “Spring” by Gerard Manley Hopkins
· “Ode to a Nightingale” by John Keats
· “Ozymandias” by Percy Bysshe Shelley
· “My Last Duchess” by Robert Browning
· “Sailing to Byzantium” by William Butler Yeats
· “The Road Not Taken” and “Stopping by Woods on a Snowy Evening” by Robert Frost
· “It Sifts from Leaden Sieves” and ...
Group6 writing presenttation (2)
The document discusses various methods for testing writing skills through composition tasks. It presents 7 types of composition tasks that can be used to test writing at different levels. These include tasks based on diaries, notes, letters, dialogues, graphs/diagrams, pictures, and shapes/forms. It also discusses approaches to scoring compositions, such as impression marking, analytical marking, and error counting. It emphasizes the importance of reliability in scoring and providing clear guidance and examples for test tasks.
Centre based child misses out parent child interactionHudach 1C.docx
Centre based child misses out parent child interaction Hudach 1
CENTRE BASED CHILD MISSES OUT PARENT CHILD INTERACTION. Comment by Natascha Gast: APA formatting is required since the paper comes closest to APA style. Follow the formatting requirements here: http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch09_s1-0008.html
My feedback is in the margins of the essay. If I note an issue once, remember that it applies throughout the essay (and I may not have noted every example of the issue). For instance, if I mark once that passive voice should be avoided or that a more persuasive rather than informative tone should be used, then that comment applies throughout the paper and not just in the specific place(s) that I indicated.
Despite my personal views on issues, I always assume the opposite perspective to your argument if some in your audience might have that perspective. Thinking about audience, and their potential objections, is the foundation of developing an effective persuasive argument for that audience!
As always, email me if you can’t see the feedback, but first try one of the methods previously mentioned in feedback and announcements for viewing margin comments.
For a higher grade, you may revise ONE of the three essays and message it to me as an attached file before Saturday, March 7, midnight. This is a completely OPTIONAL revision opportunity. Final grades will be posted the evening of March 8.
Natascha
ENGL102 AssignmentRubric
EXEMPLARYLEVEL
ACCOMPLISHED
LEVEL
DEVELOPING
LEVEL
BEGINNINGLEVEL
Points Earned
Purpose and Audience
(20 Points)
18-20: The writing engages the reader with an original approach to the subject. It may encompass conflicting ideas and inspires the reader to contemplate the relationship of complex ideas. The cover letter provides a thoughtful reflection on the writing process used in the assignment.
16-17: The writing clearly goes beyond the minimum requirements of the assignment. It attempts to engage the reader through originality and presentation of complex ideas. The cover letter is present.
14-15: The writing meets the minimum requirements of the assignment. It offers insight into the subject through basic logic and the presentation of ideas based on some evidence. The cover letter is present but with some incomplete or inadequate responses.
13 or below: The writing fails to meet the minimum requirements of the assignment. It offers little insight into the subject and has serious flaws in logic and omissions in evidence. The cover letter is absent or substantially incomplete.
15/20
Thesis and Support
(20 Points)
18-20: The writing has a clearly articulated original thesis and subordinate ideas supported by reliable and relevant evidence based on original research. Main ideas are not lost in surrounding supporting evidence.
16-17: The writing has a clearly articulated thesis supported by appropriate evidence and sound logic. Minor gaps in logic and argument may appear. Main ideas can be di ...
Tues march 17
This document contains notes from an English class discussing the submission of a reflective essay and final portfolio. It includes the agenda for the class which focuses on revising, editing, and discussing the final portfolio submission. The calendar lists important upcoming due dates. Guidelines are provided for what the grading committee looks for in the portfolio essays. Tips are given for writing the introduction paragraph, thesis, body paragraphs, and ensuring essay cohesiveness. Formatting requirements are covered, and students are instructed to identify different sentence structures in their writing. Homework includes revising essay #4 and bringing materials to the next class.
Module B - Critical Study of Texts
This document provides guidance on responding to essay questions about Shakespeare's Hamlet and Orwell's essays. It emphasizes directly engaging with the ideas in the essay question, such as loss, alienation, power and obedience, through a conceptual discussion with references to the texts. Strong responses develop an argument in response to the question in 5-6 pages with 6-8 well-chosen quotes, without simply repeating given ideas or presenting a prepared response.
Constructing a paper 2
This document provides guidance on constructing a successful Paper 2 for the IB Literature exam. It recommends using a 5-paragraph essay structure with an introductory paragraph stating the works and thesis, followed by body paragraphs on each of three stylistic features from the works. The introductory paragraph should frame the question, name the works, and state the three stylistic features. Each body paragraph should focus on one stylistic feature from each work and provide examples to support the thesis. The conclusion should revisit the thesis and discuss the wider significance. Following this structure can help earn full marks for organization but the essay must also provide equal coverage of both works to succeed.
Constructing a paper 2
This document provides guidance on constructing a successful Paper 2 for Literature. It recommends using a 5-paragraph essay structure with an introductory paragraph stating the works and thesis, followed by body paragraphs on each of three stylistic features from the works. The introductory paragraph should frame the question, name the works, and state the three stylistic features. Each body paragraph should focus on one stylistic feature from each work and provide examples to support the thesis. The conclusion should revisit the thesis and discuss the wider significance. Following this structure can help earn full marks for organization but the works must receive equal coverage and quality of analysis is also important to achieve high marks across other criteria.
TKT - Module 1.pdf
The document provides instructions for candidates taking the Teaching Knowledge Test Module 1 exam. It states that the exam is 1 hour and 20 minutes long and contains 80 questions. Candidates are instructed to write their identifying information on the answer sheet if not already included. They are to read the instructions for each section carefully and mark their answers on the answer sheet using a pencil within the time limit. At the end, candidates must hand in both the question paper and answer sheet.
PADM 620Discussion Board Forum Grading RubricCriteriaLevels .docx
The document outlines a grading rubric for discussion board posts in a PADM 620 course. It provides criteria and levels of achievement in four areas: content, structure, grammar/spelling, and assignment requirements. Points are awarded based on how well the post meets the criteria. Guidelines are also provided on internet etiquette, discussion board post structure, and completing storytelling assignments.
Essential Questions and Enduring Understandings
This document summarizes an agenda and activities for a workshop on Understanding by Design (UbD). The agenda includes a review of UbD, identifying essential questions and understandings, and designing assessments. Examples of essential questions and understandings are provided. Essential questions are meant to be open-ended, investigated from multiple perspectives, and encourage meaning making. Understandings are meaningful big ideas that cannot be directly taught but must be inferred, connect different ideas, and transfer to new contexts. Participants engage in self-tests and activities to identify essential questions and understandings. The workshop leaders offer to meet with participants to help evaluate essential questions and understandings or participate in peer reviews of instructional units.
review of literature_jahedul_karim_iiuc_cse_C171070_
The document provides guidance on how to structure and write an effective literature review for a research paper. It recommends beginning with an introduction to the main topic and then reviewing major seminal works and the progress made since in a logical order. When referring to other authors, the clearest styles depend on the journal but may mention the author and year or focus on the findings. Limitations of previous work should be discussed constructively without negative language. Tenses should be used appropriately with the past for specific years and present perfect for general timeframes. The amount of writing when reporting literature can be reduced by focusing on the most essential details in concise sentences. The quality of the review can be assessed by ensuring familiarity with the state of the art
Last Name 4Title of AssignmentCOURSE # and TITLE___.docx
Last Name 4
Title of Assignment
COURSE # and TITLE_________________________________________
(e.g. ENGL 102: Literature and Composition)
SEMESTER OF ENROLLMENT_______________________
(e.g. Fall D 2009)
NAME_________________________________________ID #____________
WRITING STYLE USED________MLA____________________________________________
(e.g. MLA)
Name
Prof name
Course and section (ENGL 102-B16)
Date (1 September 2011)
Title of Paper Comment by Stephanie Abigail Taylor: Title should be original and specific to the topic. Try to be creative.
Not original: Poetry Essay, name of poem
Thesis: complete sentence that tells what poem you will be analyzing, what the theme of that poem is, and the methods the author uses to communicate that theme (concrete diction, symbols, simile, imagery, rhyme, etc)
I. First method used by author to communicate theme. This should be a complete sentence and tell what aspect you will be focusing on—mention how it communicates the theme.
a. Line from poem/example (2+ examples if applicable)
b. Line from poem/example
II. Second method
a. Line from poem (2+ examples if applicable)
b. Line from poem
III. Third point Comment by Stephanie Abigail Taylor: Your paper should have 2-4 methods used by the author. Please do not try to cover all of the areas listed on the instructions page. Depth of insight is the goal not breadth! Also do not format your outline as an answer to all of the brainstorming questions.
a. Line from poem
b. Line from poem
BEGIN ESSAY ON A NEW PAGE
Name
Prof
Class
Date
Title
Begin essay. Type 750-900 words.
Works Cited Comment by Stephanie Abigail Taylor: Poem should be listed here. A Work in an Anthology, Reference, or Collection
Works may include an essay in an edited collection or anthology, or a chapter of a book. The basic form is for this sort of citation is as follows:
Lastname, First name. "Title of Essay." Title of Collection. Ed. Editor's Name(s). Place of Publication: Publisher, Year. Page range of entry. Medium of Publication.
Some examples:
Harris, Muriel. "Talk to Me: Engaging Reluctant Writers." A Tutor's Guide: Helping Writers One to One. Ed. Ben Rafoth. Portsmouth, NH: Heinemann, 2000. 24-34. Print.
Swanson, Gunnar. "Graphic Design Education as a Liberal Art: Design and Knowledge in the University and The 'Real World.'" The Education of a Graphic Designer. Ed. Steven Heller. New York: Allworth Press, 1998. 13-24. Print.
Poem or Short Story Examples:
Burns, Robert. "Red, Red Rose." 100 Best-Loved Poems. Ed. Philip Smith. New York: Dover, 1995. 26. Print.
Kincaid, Jamaica. "Girl." The Vintage Book of Contemporary American Short Stories. Ed. Tobias Wolff. New York: Vintage, 1994. 306-07. Print.
ENGL 102
Poetry Essay Grading Rubric
Criteria
Levels of Achievement
Excellent/Good
Fair/Competent
Deficient
Points Earned
Development
(CCLO #2)
39 to 45 points
· Major points are stated clearly and are ...
Feb21 presentation
The document provides a class schedule and announcements for College Forward students. It notes an upcoming mandatory ACT practice test on February 27th from 4:30-7:45pm in an room to be determined. The schedule also highlights English as the major of the day, describing what the major involves and providing examples of related university programs and course offerings.
June 2008 ms
This document contains the mark scheme for an International General Certificate of Secondary Education (IGCSE) exam on First Language English. It provides guidance to examiners on how to assess students' answers, including what content to look for and how to award marks. The mark scheme emphasizes that examiners should give credit for alternative answers and unexpected approaches as long as they demonstrate the relevant knowledge and skills. It also notes that examiners must read the mark scheme in conjunction with the exam questions and report.
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This document provides grading rubrics for two assignments: a poetry essay for an English course and a philosophy of education paper. The poetry essay rubric evaluates students on development of ideas, organization and structure, grammar and diction, and proper formatting. The philosophy paper rubric assesses completion of the paper, use of first person to articulate beliefs, formatting, grammar, addressing various aspects of education like the role of school and society, views of students and teachers, and inclusion of families.
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Most patients with mental health disorders are not aggressive. However, it is important for nurses to be able to know the signs and symptoms associated with the five phases of aggression, and to appropriately apply nursing interventions to assist in treating aggressive patients. Please read the case study below and answer the four questions related to it.
Aggression Case Study
Christopher, who is 14 years of age, was recently admitted to the hospital for schizophrenia. He has a history of aggressive behavior and states that the devil is telling him to kill all adults because they want to hurt him. Christopher has a history of recidivism and noncompliance with his medications. One day on the unit, the nurse observes Christopher displaying hypervigilant behaviors, pacing back and forth down the hallway, and speaking to himself under his breath. As the nurse runs over to Christopher to talk, he sees that his bedroom door is open and runs into his room and shuts the door. The nurse responds by attempting to open the door, but Christopher keeps pulling the door shut and tells the nurse that if the nurse comes in the room he will choke the nurse. The nurse responds by calling other staff to assist with the situation.
1. What phase of the aggression cycle is Christopher in at the beginning of this scenario? What phase is he in at the end the scenario? (State the evidence that supports your answers).
2. What interventions could have been implemented to prevent Christopher from escalating at the beginning of the scenario?
3. What interventions should the nurse take to deescalate the situation when Christopher is refusing to open his door?
4. If a restrictive intervention (restraint/seclusion) is used, what are some important steps for the nurse to remember?
.
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Motivation:
Explain your motivation for applying to this program. How does the content of this study abroad program relate to your future academic and professional goals?
Goals(REQUIRED)
List and explain three concrete goals related to living and studying abroad that you will set for yourself to get the most out of this opportunity.
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Assignments1.Read the following worksa.The Br.docx
Assignments
1.
Read the following works:
a.
The Bridge of San Luis Rey
by Thornton Wilder
b.
Our Town
by Thornton Wilder
c.
“A Rose for Emily” by William Faulkner
d.
“Hills Like White Elephants” by Ernest Hemmingway
e.
Short Story of your choice by F. Scott Fitzgerald
f.
Five poems of your choice written by Langston Hughes
2.
The last lines of
The Bridge of San Luis Rey
are:
a.
“But soon we shall die and all memory of those five will have left the earth, and we ourselves shall be loved for a while and forgotten. But the love will have been enough; all those impulses of love return to the love that made them. Even memory is not necessary for love. There is a land of the living and a land of the dead and the bridge is love, the only survival, the only meaning.”
b.
In a 1-2 page essay, explain how this theme is developed in the novel.
3.
Pick one of the following essay prompts to write a 1-2-page essay for each prompt about
The Bridge of San Luis Rey.
a.
Thornton Wilder said that he wrote the novel to ask the follow question, "Is there a direction and meaning in lives beyond the individual's own will?" According to the novel, what conclusion if any does Wilder reach? If he does not reach a conclusion, then why not?
b.
Choose a character from the novel and discuss the nuances that contribute to the character’s development.
c.
Was Brother Juniper an objective researcher? Explain your answer.
d.
Consider the following quote:
i.
Now he discovered that secret from which one never quite recovers, that even in the most perfect love one person loves less profoundly than the other. There may be two equally good, equally gifted, equally beautiful, but there may never be two that love one another equally well.
ii.
Use examples from the book to defend, qualify or challenge this assertion.
4.
Write one 4-5-page essay on the following topic: These works deal with the issues of disillusionment with old ideas and ideals. How do we see this disillusionment in these works?
5.
Watch the movie
The Crucible
(I have a copy that you can borrow – please note this movie is PG-13, and it does have some very brief nudity in it). Then write a 2-3 page essay comparing and contrasting the movies with the play. This essay should address some of the following questions:
a.
How are the themes of the book represented in the movies? How does this enhance, change, or diminish the meaning of the book?
b.
How does the director interpret the book? How do these interpretations enhance, change, or diminish the meaning of the book?
c.
What stylistic choices (lighting, cinematography, music and sound effects, and/or other special effects) did the director make? How do these choices enhance, change, or diminish the meaning of the book?
d.
How were the characters similar to/different from how you interpreted them in the book? How does this enhance, change, or diminish the meaning of the book?
e.
What was added to the movie that was not in the book? What w ...
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CJUS 702Activity RubricCriteriaLevels of AchievementCo
CJUS 702
Activity Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not present
Total
Question Content
18.5 to 20 points:
· Major points are stated clearly and are supported by valid evidence and logical reasoning.
· Objective, reasoned analysis is employed.
· An authoritative and persuasive voice is used.
· Resonates Christian world view supporting your themes throughout your writing.
· Four fully developed pages of content excluding the title-page, abstract, and reference page (s).
· Use of 2 peer-reviewed scholarly references along with course materials/texts.
16.75 to 18.25 points:
· Most major points are stated clearly and supported by valid evidence and logical reasoning, but some points may require clarification or greater support.
· Some improvements to objective tone/perspective may be required.
· Further interpretation and/or support for Christian world view needed.
· Less than 4 fully developed pages of content excluding the title-page, abstract, and reference page (s).
· Use of 1 peer-reviewed scholarly references along with course materials/texts.
1 to 16.5 points:
· Major points require significant clarification and scholarly or Christian world view support.
· Significant improvements to objective tone/perspective are required.
· Less than 3 fully developed pages of content excluding the title-page, abstract, and reference page (s).
· No external peer-reviewed scholarly references other than course materials/texts.
0 points
Not present
Opposing Viewpoints
18.5 to 20 points:
Opposing viewpoints are sufficiently acknowledged and critically evaluated.
16.75 to 18.25 points:
Opposing viewpoints are acknowledged but may require greater evaluation.
1 to 16.5 points:
Opposing viewpoints are not adequately acknowledged and/or addressed.
0 points
Not present
Conclusion
11.5 to 12.5 points:
The conclusion logically derives from the paper’s ideas.
10.5 to 11.25 points:
The conclusion does not fully derive from the paper’s ideas.
1 to 10.25 points:
Conclusion does not derive logically from the paper’s main ideas.
0 points
Not present
Structure (30%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not present
Total
Grammar, Spelling, & Format
13.75 to 15 points:
Minimal to no errors in grammar or spelling. Formatted in current APA format.
12.5 to 13.5 points:
Minor errors in spelling and grammar. Minor adjustments needed in APA format.
1 to 12.25 points:
Numerous errors in spelling or grammar. Not formatted in current APA format.
0 points
Not present
Page Length
7 to 7.5 points:
Required page length of 4 pages is met. This does not include title-page, abstract, nor reference page(s).
6.25 to 6.75 points:
Required page length was not met or exceeded required page length of 1 page. This does not include title-page, abstract, nor reference page(s).
1 to 6 points:
Page length may be significantly shorter or longer than the requirement by 2 or more pages.
0 points
No ...
ENGL 102Poetry Essay InstructionsYou must complete the require.docx
ENGL 102
Poetry Essay Instructions
You must complete the required textbook readings in preparation for the Poetry Essay. This will equip you to objectively respond to the readings by compiling information from a variety of sources in order to compose a persuasive analysis of a literary work. You will also learn to follow standard usage in English grammar and sentence structure; identify the theme and structure of each literary selection and the significant characteristics or elements of each genre studied; and evaluate the literary merit of a work (Syllabus MLOs: A, B, C, D, F, G and Module/Week 5 LOs: 1, 2, 3, 4, 5, 6, 7).
In Module/Week 5, you will write a 750-word (approximately 3 pages) essay that analyzes 1 poem from the Poetry Unit. Before you begin writing the essay, carefully read the below guidelines for developing your paper topic and review the Poetry Essay Grading Rubric to see how your submission will be graded. Gather all of your information, plan the direction of your essay, and organize your ideas by developing a 1-page thesis statement and outline for your essay as you did for your Fiction Essay. Format the thesis statement and the outline in a single Microsoft Word document using current MLA, APA, or Turabian style, whichever corresponds to your degree program; check your Perrine’s Literature textbook, the Harbrace Essentials Handbook, and/or its companion website, MindTap, to ensure the correct citation format is used.
The final essay must include, a title page (see the General Writing Requirements), a thesis/outline page, and the essay itself followed by a works cited/references/bibliography page of any primary and/or secondary texts cited in the essay.
You must submit the thesis and outline by 11:59 p.m. (ET) on Monday of Module/Week 4 for instructor feedback.
You must submit the Poetry Essay by 11:59 p.m. (ET) on Monday of Module/Week 5.
Guidelines for Developing Your Paper Topic
The “Writing about Literature” section of your Perrine’s Literature textbook (pp. 1–54) and the “Writing” section of Harbrace Essentials (pp. 1–12, 18–21, 22–28) provide pointers which will be helpful for academic writing in general, and more specifically for your literary essay. Be sure that you read this section before doing any further work for this assignment. Take particular notice of the examples of poetry essays on pp. 43–48 of Perrine’s Literature.
Choose 1 of the poems from the list below to address in your essay:
· “The Lamb,” “The Tiger,” and “The Chimney Sweeper” by William Blake
· “Batter my heart, three-personed God” and “Death Be Not Proud” by John Donne
· “Journey of the Magi” by T. S. Eliot
· “God’s Grandeur” and “Spring” by Gerard Manley Hopkins
· “Ode to a Nightingale” by John Keats
· “Ozymandias” by Percy Bysshe Shelley
· “My Last Duchess” by Robert Browning
· “Sailing to Byzantium” by William Butler Yeats
· “The Road Not Taken” and “Stopping by Woods on a Snowy Evening” by Robert Frost
· “It Sifts from Leaden Sieves” and ...
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Centre based child misses out parent child interaction Hudach 1
CENTRE BASED CHILD MISSES OUT PARENT CHILD INTERACTION. Comment by Natascha Gast: APA formatting is required since the paper comes closest to APA style. Follow the formatting requirements here: http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch09_s1-0008.html
My feedback is in the margins of the essay. If I note an issue once, remember that it applies throughout the essay (and I may not have noted every example of the issue). For instance, if I mark once that passive voice should be avoided or that a more persuasive rather than informative tone should be used, then that comment applies throughout the paper and not just in the specific place(s) that I indicated.
Despite my personal views on issues, I always assume the opposite perspective to your argument if some in your audience might have that perspective. Thinking about audience, and their potential objections, is the foundation of developing an effective persuasive argument for that audience!
As always, email me if you can’t see the feedback, but first try one of the methods previously mentioned in feedback and announcements for viewing margin comments.
For a higher grade, you may revise ONE of the three essays and message it to me as an attached file before Saturday, March 7, midnight. This is a completely OPTIONAL revision opportunity. Final grades will be posted the evening of March 8.
Natascha
ENGL102 AssignmentRubric
EXEMPLARYLEVEL
ACCOMPLISHED
LEVEL
DEVELOPING
LEVEL
BEGINNINGLEVEL
Points Earned
Purpose and Audience
(20 Points)
18-20: The writing engages the reader with an original approach to the subject. It may encompass conflicting ideas and inspires the reader to contemplate the relationship of complex ideas. The cover letter provides a thoughtful reflection on the writing process used in the assignment.
16-17: The writing clearly goes beyond the minimum requirements of the assignment. It attempts to engage the reader through originality and presentation of complex ideas. The cover letter is present.
14-15: The writing meets the minimum requirements of the assignment. It offers insight into the subject through basic logic and the presentation of ideas based on some evidence. The cover letter is present but with some incomplete or inadequate responses.
13 or below: The writing fails to meet the minimum requirements of the assignment. It offers little insight into the subject and has serious flaws in logic and omissions in evidence. The cover letter is absent or substantially incomplete.
15/20
Thesis and Support
(20 Points)
18-20: The writing has a clearly articulated original thesis and subordinate ideas supported by reliable and relevant evidence based on original research. Main ideas are not lost in surrounding supporting evidence.
16-17: The writing has a clearly articulated thesis supported by appropriate evidence and sound logic. Minor gaps in logic and argument may appear. Main ideas can be di ...
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This document provides guidance on constructing a successful Paper 2 for the IB Literature exam. It recommends using a 5-paragraph essay structure with an introductory paragraph stating the works and thesis, followed by body paragraphs on each of three stylistic features from the works. The introductory paragraph should frame the question, name the works, and state the three stylistic features. Each body paragraph should focus on one stylistic feature from each work and provide examples to support the thesis. The conclusion should revisit the thesis and discuss the wider significance. Following this structure can help earn full marks for organization but the essay must also provide equal coverage of both works to succeed.
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review of literature_jahedul_karim_iiuc_cse_C171070_
The document provides guidance on how to structure and write an effective literature review for a research paper. It recommends beginning with an introduction to the main topic and then reviewing major seminal works and the progress made since in a logical order. When referring to other authors, the clearest styles depend on the journal but may mention the author and year or focus on the findings. Limitations of previous work should be discussed constructively without negative language. Tenses should be used appropriately with the past for specific years and present perfect for general timeframes. The amount of writing when reporting literature can be reduced by focusing on the most essential details in concise sentences. The quality of the review can be assessed by ensuring familiarity with the state of the art
Last Name 4Title of AssignmentCOURSE # and TITLE___.docx
Last Name 4
Title of Assignment
COURSE # and TITLE_________________________________________
(e.g. ENGL 102: Literature and Composition)
SEMESTER OF ENROLLMENT_______________________
(e.g. Fall D 2009)
NAME_________________________________________ID #____________
WRITING STYLE USED________MLA____________________________________________
(e.g. MLA)
Name
Prof name
Course and section (ENGL 102-B16)
Date (1 September 2011)
Title of Paper Comment by Stephanie Abigail Taylor: Title should be original and specific to the topic. Try to be creative.
Not original: Poetry Essay, name of poem
Thesis: complete sentence that tells what poem you will be analyzing, what the theme of that poem is, and the methods the author uses to communicate that theme (concrete diction, symbols, simile, imagery, rhyme, etc)
I. First method used by author to communicate theme. This should be a complete sentence and tell what aspect you will be focusing on—mention how it communicates the theme.
a. Line from poem/example (2+ examples if applicable)
b. Line from poem/example
II. Second method
a. Line from poem (2+ examples if applicable)
b. Line from poem
III. Third point Comment by Stephanie Abigail Taylor: Your paper should have 2-4 methods used by the author. Please do not try to cover all of the areas listed on the instructions page. Depth of insight is the goal not breadth! Also do not format your outline as an answer to all of the brainstorming questions.
a. Line from poem
b. Line from poem
BEGIN ESSAY ON A NEW PAGE
Name
Prof
Class
Date
Title
Begin essay. Type 750-900 words.
Works Cited Comment by Stephanie Abigail Taylor: Poem should be listed here. A Work in an Anthology, Reference, or Collection
Works may include an essay in an edited collection or anthology, or a chapter of a book. The basic form is for this sort of citation is as follows:
Lastname, First name. "Title of Essay." Title of Collection. Ed. Editor's Name(s). Place of Publication: Publisher, Year. Page range of entry. Medium of Publication.
Some examples:
Harris, Muriel. "Talk to Me: Engaging Reluctant Writers." A Tutor's Guide: Helping Writers One to One. Ed. Ben Rafoth. Portsmouth, NH: Heinemann, 2000. 24-34. Print.
Swanson, Gunnar. "Graphic Design Education as a Liberal Art: Design and Knowledge in the University and The 'Real World.'" The Education of a Graphic Designer. Ed. Steven Heller. New York: Allworth Press, 1998. 13-24. Print.
Poem or Short Story Examples:
Burns, Robert. "Red, Red Rose." 100 Best-Loved Poems. Ed. Philip Smith. New York: Dover, 1995. 26. Print.
Kincaid, Jamaica. "Girl." The Vintage Book of Contemporary American Short Stories. Ed. Tobias Wolff. New York: Vintage, 1994. 306-07. Print.
ENGL 102
Poetry Essay Grading Rubric
Criteria
Levels of Achievement
Excellent/Good
Fair/Competent
Deficient
Points Earned
Development
(CCLO #2)
39 to 45 points
· Major points are stated clearly and are ...
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June 2008 ms
This document contains the mark scheme for an International General Certificate of Secondary Education (IGCSE) exam on First Language English. It provides guidance to examiners on how to assess students' answers, including what content to look for and how to award marks. The mark scheme emphasizes that examiners should give credit for alternative answers and unexpected approaches as long as they demonstrate the relevant knowledge and skills. It also notes that examiners must read the mark scheme in conjunction with the exam questions and report.
ENGL 102Poetry Essay Grading RubricCriteriaLevels of Achieve.docx
This document provides grading rubrics for two assignments: a poetry essay for an English course and a philosophy of education paper. The poetry essay rubric evaluates students on development of ideas, organization and structure, grammar and diction, and proper formatting. The philosophy paper rubric assesses completion of the paper, use of first person to articulate beliefs, formatting, grammar, addressing various aspects of education like the role of school and society, views of students and teachers, and inclusion of families.
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review of literature_jahedul_karim_iiuc_cse_C171070_
review of literature_jahedul_karim_iiuc_cse_C171070_
Last Name 4Title of AssignmentCOURSE # and TITLE___.docx
Last Name 4Title of AssignmentCOURSE # and TITLE___.docx
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Aggression Case Study
Christopher, who is 14 years of age, was recently admitted to the hospital for schizophrenia. He has a history of aggressive behavior and states that the devil is telling him to kill all adults because they want to hurt him. Christopher has a history of recidivism and noncompliance with his medications. One day on the unit, the nurse observes Christopher displaying hypervigilant behaviors, pacing back and forth down the hallway, and speaking to himself under his breath. As the nurse runs over to Christopher to talk, he sees that his bedroom door is open and runs into his room and shuts the door. The nurse responds by attempting to open the door, but Christopher keeps pulling the door shut and tells the nurse that if the nurse comes in the room he will choke the nurse. The nurse responds by calling other staff to assist with the situation.
1. What phase of the aggression cycle is Christopher in at the beginning of this scenario? What phase is he in at the end the scenario? (State the evidence that supports your answers).
2. What interventions could have been implemented to prevent Christopher from escalating at the beginning of the scenario?
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3) Then, click on “A-Z Index of U.S. Government Agencies.”
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The nurse became involved with this family while Mrs. Walsh was still in surgery, because family members were very anxious that the procedure was taking longer than it had the first time and made repeated calls to the critical care unit to ask about the patient. The nurse met with the family and offered to go into the operating room to talk with the cardiac surgeon to better inform the family of their mother’s status.
One of the helpful things the nurse did to assist this family was to establish a consistent group of nurses to work with Mrs. Walsh, so that family members could establish trust and feel more confident about the care their mother was receiving. This eventually enabled family members to leave the hospital for intervals to get some rest. The nurse related that this was a family whose members were affluent, educated, and well informed, and that they came in prepared with lists of questions. A consistent group of nurses who were familiar with Mrs. Walsh’s particular situation helped both family members and nurses to be more satisfied and less anxious. The family developed a close relationship with the three nurses who consistently cared for Mrs. Walsh and shared with them details about Mrs. Walsh and her life.
The nurse related that there was a tradition in this particular critical care unit not to involve family members in care. She broke that tradition when she responded to the son’s and the daughter’s helpless feelings by teaching them some simple things that they could do for their mother. They learned to give some basic care, such as bathing her. The nurse acknowledged that involving family members in direct patient care with a critically ill patient is complex and requires knowledge and sensitivity. She believes that a developmental process is involved when nurses learn to work with families.
She noted that after a nurse has lots of experience and feels very comfortable with highly technical skills, it becomes okay for family members to be in the room when care is provided. She pointed out that direct observation by anxious family members can be disconcerting to those who are insecure with their skills when family members ask things like, “Why are you doing this? Nurse ‘So and So’ does it differently.” She commented that nurses learn to be flexible and to reset priorities. They should be able to let some things wait that do not need to be done right away to give the family some.
Much has been made of the new Web 2.0 phenomenon, including social n.docx
Much has been made of the new Web 2.0 phenomenon, including social networking sites and user-created mash-ups. How does Web 2.0 change security for the Internet? Your submission should be between 500 words with references and following APA reference style. Please do not include a title page
.
MSN 5550 Health Promotion Prevention of Disease Case Study Module 2.docx
MSN 5550 Health Promotion: Prevention of Disease Case Study Module 2 Instructions: Read the following case study and answer the reflective questions.
Please provide rationales for your answers. Make sure to provide a citation for your answers. Deadline: CASE STUDY:
An Older Immigrant Couple: Mr. and Mrs. Arahan Mr. and Mrs. Arahan, an older couple in their seventies, have been living with their oldest daughter, her husband of 15 years, and their two children, ages 12 and 14. They all live in a middle-income neighborhood in a suburb of a metropolitan city. Mr. and Mrs. Arahan are both college educated and worked full-time while they were in their native country. In addition, Mr. Arahan, the only offspring of wealthy parents, inherited a substantial amount of money and real estate. Their daughter came to the United States as a registered nurse and met her husband, a drug company representative. The older couple moved to the United States when their daughter became a U.S. citizen and petitioned them as immigrants. Since the couple was facing retirement, they welcomed the opportunity to come to the United States. The Arahans found life in the United States different from that in their home country, but their adjustment was not as difficult because both were healthy and spoke English fluently. Most of their time was spent taking care of their two grandchildren and the house. As the grandchildren grew older, the older couple found that they had more spare time. The daughter and her husband advanced in their careers and spent a great deal more time at their jobs. There were few family dinners during the week. On weekends, the daughter, her husband, and their children socialized with their own friends. The couple began to feel isolated and longed for a more active life. Mr. and Mrs. Arahan began to think that perhaps they should return to the home country, where they still had relatives and friends. However, political and economic issues would have made it difficult for them to live there. Besides, they had become accustomed to the way of life in the United States with all the modern conveniences and abundance of goods that were difficult to obtain in their country. However, they also became concerned that they might not be able to tolerate the winter months and that minor health problems might worsen as they aged. They wondered who would take care of them if they became very frail and where they would live, knowing that their daughter had only saved money for their grandchildren’s college education. They expressed their sentiments to their daughter, who became very concerned about how her parents were feeling. This older couple had been attending church on a regular basis, but had never been active in other church-related activities. The church bulletin announced the establishment of parish nursing with two retired registered nurses as volunteers. The couple attended the first opening of the parish clinic. Here, they met one of the registered nur.
MSEL Strategy Mid-term Instructions Miguel Rivera-SantosFormat.docx
MSEL Strategy Mid-term Instructions Miguel Rivera-Santos
Format of the Mid-term
· You will find three recent newspaper articles describing a strategic move or a strategic decision in this document. Choose two out of these three articles and, for each of the two articles you have selected, answer the following two questions:
· Q1: What is (are) the issue(s) for the main company in the article? How do you assess the company’s strategic decision(s)? What additional information and what specific analyses would you conduct to fully understand the issue(s) and the decision(s)?
· Q2: What alternative recommendation would you consider in response to the issue(s)? What additional information/analyses would you need for this alternative recommendation? How could it be implemented?
· For each article, the combined answers to these two questions should be no longer than 2 single-spaced pages, in 12-point Times New Roman, with a 1-inch margin all around.
You can add as many appendices as you feel necessary, but remember that the page limitfor the mid-term (excluding exhibits) is 4 pages, i.e., 2 pages per newspaper article.
· You do not need to seek additional information beyond what is provided in the articles.
GOOD LUCK!
Geely to build satellites for self-driving cars - Financial Times (US), 3/4... https://digital.olivesoftware.com/Olive/ODN/FTUS/PrintArticle.aspx?d...
Automobiles
CHRISTIAN SHEPHERD — BEIJING
Geely is aiming to be the first China carmaker to design and build satellites to support its autonomous driving programme, the latest step by founder Li Shufu in his bid to build an industry leader.
Geely, which owns Swedish brand Volvo Cars, Malaysia’s Proton, and a stake in Mercedes-Benz owner Daimler, will invest Rmb2.27bn ($325m) in a new development centre and factory to manufacture satellites this year, the company said yesterday.
The announcement makes Geely the first known Chinese carmaker with plans to build its own satellites. Mr Li’s move sparked comparisons in China media with Elon Musk, founder of electric carmaker Tesla and private space exploration company SpaceX.
Last month Geely drew comparisons with Volkswagen when Mr Li’s holding group announced plans to merge Geely Automobile and Volvo Cars, moving the company towards becoming the first global Chinese carmaker.
Che Jun, Communist party boss of China’s eastern Zhejiang province, where Geely is based, said that the complex would be built in Taizhou city and that construction had begun.
The centre will design, test and manufacture low-orbit communication satellites, purpose-built to improve geolocation of vehicles and to support their connected functions, Geely said.
Geely has been pouring money into new technologies from self-driving cars to flying taxis, spending Rmb20bn on research and development in the past year.
The investments are part of the group’s spend on global expansion, such as buying a $9bn stake in Daimler.
The announcement comes as the coronavirus outbre.
Much of the focus in network security centers upon measures in preve.docx
Network security focuses on preventing intrusions and handling security events, but there is debate around proactive measures an organization should take. Practical proactive measures could include monitoring for suspicious activity and strengthening access controls. Biblical principles suggest taking reasonable precautions against probable threats, though excessive measures may violate ethics of non-aggression or forgiveness.
Mt. Baker Hazards Hazard Rating Score High silic.docx
Mt. Baker
Hazards
Hazard Rating Score
High silica content of eruptive products, >60% (andesite/dacite/rhyolite)
Major explosive activity within last 500 years
Major explosive activity within last 5000 years
Pyroclastic flows within last 500 years
Mudflows (lahars) within the last 500 years
Destructive tsunami within last 500 years
Occurrence of frequent volcano-seismic crises (volcanic earthquake swarms)
Occurrence of significant ground deformation within last 50 years
SCORE
Risk
Risk Rating Score
Population at risk >100
Population at risk >1,000
Population at risk >10,000
Population at risk >100,000
Population at risk >1,000,000
Historical fatalities
Evacuation as a result of historical eruption(s)
SCORE
TOTAL SCORE ___________
For each of the above queries to which the answer is yes, score 1. For an answer of no, score 0.
If no information is found, assume the answer is no and score 0.
Mt. Hood
Hazards
Hazard Rating Score
High silica content of eruptive products, >60% (andesite/dacite/rhyolite)
Major explosive activity within last 500 years
Major explosive activity within last 5000 years
Pyroclastic flows within last 500 years
Mudflows (lahars) within the last 500 years
Destructive tsunami within last 500 years
Occurrence of frequent volcano-seismic crises (volcanic earthquake swarms)
Occurrence of significant ground deformation within last 50 years
SCORE
Risk
Risk Rating Score
Population at risk >100
Population at risk >1,000
Population at risk >10,000
Population at risk >100,000
Population at risk >1,000,000
Historical fatalities
Evacuation as a result of historical eruption(s)
SCORE
TOTAL SCORE ___________
For each of the above queries to which the answer is yes, score 1. For an answer of no, score 0.
If no information is found, assume the answer is no and score 0.
Mt. Rainier
Hazards
Hazard Rating Score
High silica content of eruptive products, >60% (andesite/dacite/rhyolite)
Major explosive activity within last 500 years
Major explosive activity within last 5000 years
Pyroclastic flows within last 500 years
Mudflows (lahars) within the last 500 years
Destructive tsunami within last 500 years
Occurrence of frequent volcano-seismic crises (volcanic earthquake swarms)
Occurrence of significant ground deformation within last 50 years
SCORE
Risk
Risk Rating Score
Population at risk >100
Population at risk >1,000
Population at risk >10,000
Population at risk >100,000
Population at risk >1,000,000
Historical fatalities
Evacuation as a result of historical eruption(s)
SCORE
TOTAL SCORE ___________
For each of the above queries to which the answer is yes, score 1. For an answer of no, score 0.
If no information is found, assume the answer is no and score 0.
Mt. St. Helens
Hazards
Hazard Rating Score
High.
Motivation and Cognitive FactorsQuestion AAlfred Hit.docx
Motivation and Cognitive Factors
Question A
Alfred Hitchcock reputedly said, “When an actor comes to me and wants to discuss his character, I say, “It’s in the script.” If he says, “But what’s my motivation,” I say, “Your salary.” Discuss motivation based on extrinsic rewards in comparison to that motivated by intrinsic rewards. Are different types of motivations preferable for different tasks? Remember to explain and cite educational sources to support the ideas within the post.
Question B
Social cognitive theory suggests that our beliefs and feelings influence our behavior. What beliefs (cognitive factors) might be related to the specific behavior of going to college? Remember to explain and cite educational sources to support the ideas within the post.
OR
Select one of the personality tests from
Similar Minds
. Take the test, read your results and reproduce them in your journal. What parts of the results ring true to you? What do not? Remember to explain and cite educational sources to support the ideas within the post.
View your discussion
rubric
.
13
.
Motivation in OrganizationsMotivation i.docx
Motivation in Organizations
*
Motivation in Organizations
Chapter 7
Chapter 7 Preview:
Motivation in OrganizationsWhat do individuals need to do to meet a personal goal? What are the most important sources of work motivation (e.g., money? recognition? other?)What do you think makes for effective goal-setting? What happens when people feel that they are underpaid compared to their peers? What do people need to believe about a possible reward, in order for it to be motivating?
Components of motivation: What are the basic components of motivation? Page Ref: 214
Motivation: What motivates people to work? What are the most important sources of work motivation? Page Ref: 215
Guidelines for setting effective performance goals: What are they? Page Ref: 220-223
Equity Theory: What are some possible reactions to inequity? Page Ref: 226-227
Expectancy Theory: What are the three types of beliefs that people have, and what do they mean? Page Ref: 230
Copyright
Learning ObjectivesDefine motivation and explain its importance in the field of organizational behavior.Identify and explain the conditions through which goal setting can be used to improve job performance.
Learning ObjectivesDescribe equity theory and how it may be applied to motivating people in organizations.Describe expectancy theory and how it may be applied in organizations.
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
The set of processes thatarousedirect, and maintain
human behavior toward attaining some goal
Motivation
*
Motivation Components
*
Motivation
Key PointsMotivation and job performance are not synonymousMotivation is multifacetedPeople are motivated by more than just money
*
What Motivates You to Work?
*
What Motivates People to Work?
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
Goal Setting
*
Goal Setting
Do you have goals?Have you been successful in meeting them?What do you think are important characteristics of attainable goals?How does it make you feel to achieve goals?
*
Goal Setting Guidelines
For ManagersAssign specific goalsAssign difficult, but acceptable, performance goalsstretch goalsProvide feedback on goal attainment
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
Equity TheoryPeople strive to maintain ratios of their own outcomes (rewards) to their own inputs (contributions) that are equal to the outcome / input ratios of others with whom they compare themselves
*
Equity Theory
Possible Reactions to Inequity
*
Equity Theory
Managerial ImplicationsAvoid underpaymentAvoid overpaymentBe honest and open with employees
*
Equity Theory
Pay Practices in the NewsPay Practices at Reddit, Google and Gravity Payments
*
Equity Theory
Pay Practices in the NewsQuestions to co.
Motivations to Support Charity-Linked Events After Exposure to.docx
Motivations to Support Charity-Linked Events After Exposure to
Facebook Appeals: Emotional Cause Identification and Distinct
Self-Determined Regulations
Kaspar Schattke
Université du Québec à Montréal
Ronald Ferguson and Michèle Paulin
Concordia University
Nonprofit organizations are increasingly dependent on the involvement of Millennial
constituencies. Three studies investigated their motivations to support charity-linked
events: emotional identification with a cause, self-determination theory (SDT) regula-
tions, and context-related Facebook promotions. This article addresses the recent call to
expand SDT research from a simple analysis of autonomous versus controlled moti-
vation, to studying the effects of all the regulations in the SDT continuum, in particular,
the inclusion of the tripartite dimensions of intrinsic motivation and integrated moti-
vation. Results demonstrated that the greater the emotional identification with the
cause, the stronger was the tendency to support the charity-linked event. Also, the
results in these social media contexts revealed that specific intrinsic dimensions (e.g.,
experience stimulation) are motivators of online and offline support, as is the personal
value nature of integrated regulation. Whereas only autonomous motivational regula-
tions predicted support for the two events organized specifically a for charitable causes,
both autonomous and controlled regulations predicted support of a for-profit event
organized with a charitable cause as an adjunct. These findings can assist practitioners
in designing more effective social media communications in support of charity-linked
events.
Keywords: social media, self-determination theory, integrated regulation, tripartite
model of intrinsic motivation, charitable causes
Supplemental materials: http://dx.doi.org/10.1037/mot0000085.supp
Social media is a new domain offering excit-
ing opportunities to investigate research ques-
tions in social psychology (Greitemeyer, 2011;
Kende, Ujhelyi, Joinson, & Greitemeyer, 2015).
Our research examined motivation to support
charity-linked events of nonprofit organizations
that are currently faced with increased compe-
tition for resources and declining government
support (Paulin, Ferguson, Jost, & Fallu, 2014;
Reed, Aquino, & Levy, 2007; White & Peloza,
2009). Presently, they depend on an ageing set
of traditional supporters (Urbain, Gonzalez, &
Le Gall-Ely, 2013). However, their future suc-
cess lies in ensuring the sustainable involve-
ment of the Millennial generation (Fine, 2009),
distinguished from other generations by their
intense exposure at an early age to interactive
technology and social media (Bolton et al.,
2013).
Facebook, the most detailed social media, is
used primarily to maintain or solidify existing
offline relationships allowing people to develop
a public or semipublic profile and to emotion-
ally participate with those whom they can share
This article was published Online First December .
Mrs. Walsh, a woman in her 70s, was in critical condition after.docx
“Mrs. Walsh, a woman in her 70s, was in critical condition after repeat coronary artery bypass graft (CABG) surgery. Her family lived nearby when Mrs. Walsh had her first CABG surgery. They had moved out of town but returned to our institution, where the first surgery had been performed successfully. Mrs. Walsh remained critically ill and unstable for several weeks before her death. Her family was very anxious because of Mrs. Walsh’s unstable and deteriorating condition, and a family member was always with her 24 hours a day for the first few weeks.
The nurse became involved with this family while Mrs. Walsh was still in surgery, because family members were very anxious that the procedure was taking longer than it had the first time and made repeated calls to the critical care unit to ask about the patient. The nurse met with the family and offered to go into the operating room to talk with the cardiac surgeon to better inform the family of their mother’s status.
· One of the helpful things the nurse did to assist this family was to establish a consistent group of nurses to work with Mrs. Walsh, so that family members could establish trust and feel more confident about the care their mother was receiving. This eventually enabled family members to leave the hospital for intervals to get some rest. The nurse related that this was a family whose members were affluent, educated, and well informed, and that they came in prepared with lists of questions. A consistent group of nurses who were familiar with Mrs. Walsh’s particular situation helped both family members and nurses to be more satisfied and less anxious. The family developed a close relationship with the three nurses who consistently cared for Mrs. Walsh and shared with them details about Mrs. Walsh and her life.
· The nurse related that there was a tradition in this particular critical care unit not to involve family members in care. She broke that tradition when she responded to the son’s and the daughter’s helpless feelings by teaching them some simple things that they could do for their mother. They learned to give some basic care, such as bathing her. The nurse acknowledged that involving family members in direct patient care with a critically ill patient is complex and requires knowledge and sensitivity. She believes that a developmental process is involved when nurses learn to work with families.
· She noted that after a nurse has lots of experience and feels very comfortable with highly technical skills, it becomes okay for family members to be in the room when care is provided. She pointed out that direct observation by anxious family members can be disconcerting to those who are insecure with their skills when family members ask things like, “Why are you doing this? Nurse ‘So and So’ does it differently.” She commented that nurses learn to be flexible and to reset priorities. They should be able to let some things wait that do not need to be done right away to give the famil.
MOVIE TITLE IS LIAR LIAR starring JIM CARREYProvide the name o.docx
MOVIE TITLE IS LIAR LIAR starring JIM CARREY
Provide the name of the movie, television series, or streaming series you chose, including a summary of the content, and explain why you selected it.
What are your impressions of the environments (include graphic elements)?
Pay attention to the relationships and communication occurring in the movie. How are people greeting each other? How are people interacting? Do you think you can tell the relationships of the people based on their verbal and nonverbal behaviors? Why or why not?
What are the cultural verbal cues that you notice in the movie?
What are the cultural nonverbal cues that you notice in the movie?
Describe two of the characters' use of language including word arrangement, word choice, and intended meaning.
Summarize how your content choice provided sufficient detail allowing you to describe the roles of verbal and nonverbal elements in communication and how the two forms of communication work in conjunction.
.
mple selection, and assignment to groups (as applicable). Describe.docx
The document outlines the process and procedures for a research project. It discusses obtaining informed consent from participants, analyzing demographic and other collected data through descriptive statistics, and addressing each research question or PICOT question through specific inferential statistics. It also covers ensuring the data meets assumptions for the statistics used and setting an alpha level. Finally, it addresses considering and dealing with any ethical issues regarding methodology, design, data collection, anonymity, confidentiality, informed consent, and conflicts of interest in line with the Belmont Report.
More and more businesses have integrated social media into every asp.docx
More and more businesses have integrated social media into every aspect of their communication strategies and there are many recent examples of employees being fired from their jobs for personal social media postings. Discuss the benefits and pitfalls of using social media within businesses and if you think it is ethical for business to fire employees for personal use of social media. How can you monitor and control your own social media activities to prevent such a professional conflict?
.
Module Five Directions for the ComparisonContrast EssayWrite a.docx
The document provides directions for writing a five paragraph comparison/contrast essay on NASA's past Apollo missions to the Moon and planned future missions to Mars. Students are asked to use MLA style with sources cited and include photos/illustrations to document the similarities and differences between the two missions. NASA.gov is listed as a primary source for quotations and the works cited page, along with other sources from the library databases or Google. A sample outline is provided with an introduction, paragraphs on similarities/differences, and a conclusion.
Monica asked that we meet to see if I could help to reduce the d.docx
Monica asked that we meet to see if I could help to reduce the differences between them. When the time came, she started the conversation by saying that Richard wasn’t saving any money at all. They hadn’t started implementing. She said he spent a good deal of time buy- ing and selling stocks. He seemed to be influenced by the weekly ups and downs of the market. At least temporarily, however, he had raised the quality of the stocks he was buying.
Richard seemed a little annoyed and said that Monica never wanted to sell any securities. She almost always told him to wait. She said the shares would come back. When I asked what money meant to them, Richard said an opportunity to gamble and Monica replied a chance to lose what you’ve accumulated. As far as their long-term goals were concerned, Richard said he had no real long-term goals. The future was too fickle. He said who knew what fate had in store for them. Monica’s goal was to feel secure. I had the feeling that her remark was in response to Richard’s behavior. She wouldn’t allow herself to think of anything beyond security until Richard’s activities could be controlled.
Case Application Questions
1. What should be done about Richard’s spending?
2. What kind of investment behavior is Richard demonstrating?What can be done about it? 3. What is Monica’s investment behavior called? How can it be helped?
4. Contrast their two views of money. Do you have any recommendations?
5. How can Monica’s fears be dealt with?
.
Module 6 AssignmentPlease list and describe four types of Cy.docx
Module 6 Assignment
Please list and describe four types of Cyber crime.
Rubric for Assignment submission
Criterion
Description
Points possible
Content
Student posts and describes four types of Cyber crimes
40
Word count
500 words
10
Total Points possible
50
.
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- 1. Week 6 Assignment Exemplary 22.5-25 points Proficient 20-22.25 points Developing 17.5-19.75 points Beginning 15-17.25 points Inadequate 0-14.75 points Comprehension of Assignment (25% of grade) Drop-down menu: 25 – 22.5 pts. The persuasive essay presents a convincing and insightful argument. The writer takes a position and supports it with carefully chosen and compelling evidence that appeals to both logic and emotions. The writer explains important opposing arguments and offers strong rebuttals. Drop down menu: 22.25 – 20 pts. The persuasive essay presents a well-defined argument. The writer takes a position and supports it with sufficient evidence. The writer offers counter-arguments. Drop-down menu: 19.75 – 17.5 pts. The persuasive essay presents a minimally defined argument. The writer takes a position and attempt to support this position, but the evidence is underdeveloped and only partially elaborated. The writer may mention opposing arguments, but the rebuttal is weak or absent.
- 2. Drop-down menu: 17.25 – 15 pts. The persuasive essay presents a weakly developed argument. The writer takes a position but offers minimal and/or inappropriate evidence to support its claim. Drop-down menu: 14.75 – 0 pts. The persuasive essay presents an ineffective argument. The writer may fail to take a position or offer only poorly chosen evidence to support the claim. Application of Course Knowledge and Content (25% of grade) Drop-down menu: 25 – 22.5 pts. The essay is focused, demonstrates a clear sense of purpose and audience, and uses appropriate tone and style. Drop down menu: 22.25 – 20 pts. The essay generally maintains its focus and demonstrates a sense of purpose, tone, and audience. Drop-down menu: 19.75 – 17.5 pts. The essay generally maintains its focus but may occasionally stray off topic. Its sense of purpose, tone, and audience may be unclear. Drop-down menu: 17.25 – 15 pts. The writer’s ideas are difficult to follow because of significant problems in one or more the following areas: unclear focus, weak controlling idea, and redundancy. Style and tone may be inappropriate for the audience.
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- 5. “Nothing but the Clouds Unchanged: Artists in WWI Edited by Gordon Hughes and Philipp Blom” for question that related to class work. This is the book we discussed in class. It’s about artwork in WWI in Europe. Focus on European art and use this book as reference since it’s relevant. A. The cultural impact of World War One was profound and widespread. Many veterans of the war were artists whose experiences on the front influenced their artwork in the post war years. Using specific examples show how the First World War was portrayed in the works of the German artists we discussed. What techniques did they employ to capture the horrors of WWI and its aftermath? B. Two of the most significant literary works concerning WWI were Erich Maria Remarque’s All Quiet on the Western Front and Ernst Juenger’s Storm of Steel. Although both authors were German, their description of the war and their response to the war differed greatly. Compare and contrast these two works. C. Ernest Hemingway’s A Farewell to Arms is, perhaps, the best known American novel of WWI. How does Hemingway react to the war, how does he treat the theme of love in a time of war, the contrast between life affirming and death confirming imagery? D. Youngsters were very often exploited in the course of WWI. How were youth portrayed in the relevant stories and poems we read and discussed in class? E. The First World War in the Middle East is an aspect of the conflict that is sometimes overlooked, but with lasting consequences to this very day. Discuss the importance of T.E. Lawrence (“Lawrence of Arabia”), the Sykes- Picot Agreement and the Armenian Genocide in that regard.
- 6. F. Several poets that we read and discussed underwent a profound change in attitude toward the Great War from initial enthusiasm to disappointment and disillusionment having served on the Western Front. Using relevant examples discuss their reactions to trench warfare, loss of life and nationalism in specific poems. II. Briefly identify five of the following six concepts or personalities. Keep it short and simple, just 3-5 lines each. Focus on above section more. 1. Expressionism 2. dhimmitude 3. Gen. Allenby 4. Chaim Weitzman 5. “stab in the back” 6. David Lloyd George