WOODBURY UNIVERSITY
WRIT 100 Bridge to Academic Writing
Prof. Laurel DiGangi
[email protected] (best way to contact)
Formal Essay #2– College Pressures
Combining your own ideas with those from an outside source.
PLEASE SEE SYLLABUS FOR DUE DATES
MINIMUM of THREE full double-spaced typed pages (not 2-1/2, 2-3/4, etc.). The third page must be a full
page. Your APA formatted cover page is not included in the page count (so it would be a fourth page).
Short papers will be downgraded.
Learning objectives:
• How to summarize and paraphrase another writer’s work.
• How to avoid a specific type of plagiarism (using another’s words as your own).
• How to express ideas clearly and choose words carefully.
• How to successfully combine first and third person writing.
• How to clearly differentiate between an author's ideas and your own.
• How to use transitions between sentences, paragraphs, and ideas
• How to properly integrate quotes.
Readings: To write this formal essay, you must first read the following:
“College Pressures” by William Zinsser and
“The Social Network” by Adam Liebendorfer.
If you have been keeping up with your syllabus, you will already be familiar with these readings.
Your assignment
Your thesis will answer this prompt (also called a “research question”): What are the predominant college
pressures among Woodbury students in general, OR within a specific group (for example, international students,
those from a specific culture or major, etc.)? The body of your essay will support (prove) your thesis with
supporting evidence provided from your own personal experiences and observations, as well as the ideas of
Zinsser and/or Liebendorfer.
Your essay should be 5 - 8 paragraphs in length and contain an introduction, a thesis statement, a well-developed
of body of supporting evidence, and a conclusion. Your imagined “audience” will include students both inside
and outside this class, as well as instructors. You must write your essay in such a way that people unfamiliar with
Zissner’s and/or Liebendorfer’s writing will understand both their ideas and your own.
You must paraphrase and quote either Zissner, Liebendorfer, or both in your essay.
You should include your own personal experiences OR the experiences of others. You should change the names
of the other students you interview to ensure their privacy.
You should have between 3 to 5 quotes in your essay; no quote can be longer than three lines. These quotes can
be from Zissner, Leibendorfer, or other Woodbury students.
Your essay should use APA formatting, but you do not need APA citations.
Purpose: This essay is basically a persuasive essay, in that you will be persuading your audience to believe your
point-of-view. Your paragraphs may use patterns of definition (you will need to define certain pressures),
examples (your own, Zinsser’s, and your friends), cause and effect (you will be proving how certain s.
Zinsser 1 COLLEGE PRESSURES by William Zinsser Dear.docxdanielfoster65629
Zinsser 1
COLLEGE PRESSURES by William Zinsser
Dear Carlos: I desperately need a dean's excuse for my chem midterm which will begin in about
1 hour. All I can say is that I totally blew it this week. I've fallen incredibly, inconceivably
behind.
Carlos: Help! I'm anxious to hear from you. I'll be in my room and won't leave it until I hear
from you. Tomorrow is the last day for .......
Carlos: I left town because I started bugging out again. I stayed up all night to finish a take-
home make-up exam and am typing it to hand in on the 10th. It was due on the 5th. P.S. I'm
going to the dentist. Pain is pretty bad.
Carlos: Probably by Friday I'll be able to get back to my studies. Right now I'm going to take a
long walk. This whole thing has taken a lot out of me.
Carlos: I'm really up the proverbial creek. The problem is I really bombed the history final.
Since I need that course for my major I ....
Carlos: Here follows a tale of woe. I went home this weekend, had to help my Mom, and caught
a fever so didn't have much time to study. My professor .....
Carlos: Aargh!! Trouble. Nothing original but everything's piling up at once. To be brief, my job
interview .....
Hey Carlos, good news! I've got mononucleosis.
Who are these wretched supplicants, scribbling notes so laden with anxiety, seeking such
miracles of postponement and balm? They are men and women who belong to Branford College,
one of the twelve residential colleges at Yale University, and the messages are just a few of the
hundreds that they left for their dean, Carlos Hortas -- often slipped under his door at 4 a.m. --
last year.
But students like the ones who wrote those notes can also be found on campuses from coast to
coast -- especially in New England, and at many other private colleges across the country that
have high academic standards and highly motivated students. Nobody could doubt that the notes
are real. In their urgency and their gallows humor they are authentic voices of a generation that is
panicky to succeed.
My own connection with the message writers is that I am master of Branford College. I live in its
Gothic quadrangle and know the students well. (We have 485 of them.) I am privy to their hopes
and fears -- and also to their stereo music and their piercing cries in the dead of night ("Does
anybody ca-a-are?"). If they went to Carlos to ask how to get through tomorrow, they come to
me to ask how to get through the rest of their lives.
Zinsser 2
Mainly I try to remind them that the road ahead is a long one and that it will have more
unexpected turns than they think. There will be plenty of time to change jobs, change careers,
change whole attitudes and approaches. They don't want to hear such liberating news. They want
a map -- right now -- that they can follow unswervingly to career security, financial security,
social security and, presumably, a prepaid grave.
What I wish for all students is some .
Personal Reflection End-of-Semester Letter 60 points DUE Sub.docxkarlhennesey
This document summarizes several court cases where plaintiffs faced discrimination for refusing to cover or downplay aspects of their identities, even though outright exclusion of their broader social groups was no longer legally permitted. It discusses how the pressure to conform and assimilate to dominant norms has become a new form of subtle discrimination, as exemplified by cases where workers were punished for behaviors like speaking Spanish at work or wearing natural hairstyles. While early civil rights laws addressed exclusions of entire groups, this new discrimination aims at those unwilling to cover or tone down differences, and existing laws often do not protect against such demands to assimilate.
COLLEGE PRESSURES -- William ZinsserAn Article from The Norton R.docxclarebernice
This document summarizes the pressures faced by college students today. It describes students leaving anxious notes for their dean seeking excuses for missed exams or extensions on assignments due to feeling overwhelmed by their workload. The document discusses the economic pressures of rising tuition costs and student loan debt, as well as parental and peer pressures to pursue high-paying career paths. It also describes self-induced pressure as students take on more work and extracurricular activities than required to gain an advantage over their peers. The combination of these pressures leaves students feeling anxious and unable to explore diverse interests or take risks in their education or career choices.
The document provides guidance on writing effective college application essays. It discusses the importance colleges place on the essay as a factor in the admissions decision. When student profiles are otherwise similar, a strong essay can tip the balance. The essay allows applicants to share something beyond grades and test scores like their personality or contributions they could make. The document then analyzes different types of essay prompts and provides tips on how to effectively address each type of prompt in the essay. It stresses focusing narrowly, using specific examples or details, and avoiding common pitfalls like being overly broad or insincere.
The document provides guidance on writing an effective college application essay. It advises that the essay should convey to the admissions board who the applicant is as a person, whether they would be a good representative and fit for the college, and benefit the college community. It offers specific tips, such as using concrete examples and details rather than generalizations, proper grammar and spelling, and an honest portrayal of oneself. The essay should answer any questions or prompts directly and focus on the intended topic.
Most students and parents believe that once a student .docxjoyjonna282
Most students and parents believe that once a student is admitted into the Ivy League college or institution they are guaranteed a path to success. The most important thing that they forget is that an individual’s future is determined by how best they are able to play their own cards and find their own rainbow. On the question of whether it is worth attending elite universities, I believe it is worth attending but it does not guarantee an individual’s success in life. This is just a means through one gets the best knowledge and resources to face life.
Elite universities are being compared to huge ponds, which take up bright students and end up cutting down their ego thus killing their great potential. “It is worth being a small fish in a small pond rather than being a big fish in a big pond. It is evident that big fish will eventually move to a bigger pond rather than a small fish that is being overshadowed by big fishes” (Malcolm, 24). Caroline Sacks choose went to Brown university. Brown university is compared to the elite university. However, Caroline Sacks didn’t be a success in Brown university, Because she compare with her classmate,and she cannot accept she is not the best student in this university. Finally she give up her major. Caroline choose went to elite university, but she could not withstand the pressure. Although they have a lot of things is same with Caroline Sacks. Some student went to elite university, but finally they cannot graduated from university. However some student graduated from non elite university,but they get a success on society. This is an indication that prestigious institutions can act as a means to success just like any other institution that is available for higher learning. There are different people who have dropped out of the prestigious institutions and have grown to be better people in the society.
Go Philip think elite university can bring the more chance in the future. Guo Philip said “Having a diploma from one of the prestigious universities will provide one with an opportunity to get job offers from big companies and gain initial formal respect from the superiors” (Guo, 1). Guo Philip understand that when one gets admission into an Ivy League university for the their undergraduate, they have placed themselves in the best possible position to get further admission into another Ivy League institution for their post graduate degree. Guo Philip use his own story to explain. Guo is MIT bachelor degree, after he get master and doctor degree in Stanford. Guo use his own example to explain “Branded institutions are expensive but have resources that provide a bright student with an effective environment to come up with the best solution to the problems that face the society” (Guo, 2).
Even though Guo believes that elite universities have a leverage when it comes to being successful in life, he contends that “as one grows older they should realize that relationship with p ...
“Telling Your Story: Ten Tips For Writing Powerful College EssaysRebecca Joseph
This is my powerpoint from my College Greenlight presentation about college application essays. It's short and sweet. You need to tell stories that show your leadership and initiative. Jump off the page.
The document provides an analysis of two influential American figures from history, Jonathan Edwards and Benjamin Franklin. While both men spent their lives striving for moral perfection, they differed in their approaches - Edwards sought perfection through God, while Franklin improved himself through his own efforts. The document discusses how Edwards and Franklin influenced generations through their writings, despite never knowing each other during their lifetimes. It explores their journeys from hardworking young men to respected authors and leaders in colonial America.
Zinsser 1 COLLEGE PRESSURES by William Zinsser Dear.docxdanielfoster65629
Zinsser 1
COLLEGE PRESSURES by William Zinsser
Dear Carlos: I desperately need a dean's excuse for my chem midterm which will begin in about
1 hour. All I can say is that I totally blew it this week. I've fallen incredibly, inconceivably
behind.
Carlos: Help! I'm anxious to hear from you. I'll be in my room and won't leave it until I hear
from you. Tomorrow is the last day for .......
Carlos: I left town because I started bugging out again. I stayed up all night to finish a take-
home make-up exam and am typing it to hand in on the 10th. It was due on the 5th. P.S. I'm
going to the dentist. Pain is pretty bad.
Carlos: Probably by Friday I'll be able to get back to my studies. Right now I'm going to take a
long walk. This whole thing has taken a lot out of me.
Carlos: I'm really up the proverbial creek. The problem is I really bombed the history final.
Since I need that course for my major I ....
Carlos: Here follows a tale of woe. I went home this weekend, had to help my Mom, and caught
a fever so didn't have much time to study. My professor .....
Carlos: Aargh!! Trouble. Nothing original but everything's piling up at once. To be brief, my job
interview .....
Hey Carlos, good news! I've got mononucleosis.
Who are these wretched supplicants, scribbling notes so laden with anxiety, seeking such
miracles of postponement and balm? They are men and women who belong to Branford College,
one of the twelve residential colleges at Yale University, and the messages are just a few of the
hundreds that they left for their dean, Carlos Hortas -- often slipped under his door at 4 a.m. --
last year.
But students like the ones who wrote those notes can also be found on campuses from coast to
coast -- especially in New England, and at many other private colleges across the country that
have high academic standards and highly motivated students. Nobody could doubt that the notes
are real. In their urgency and their gallows humor they are authentic voices of a generation that is
panicky to succeed.
My own connection with the message writers is that I am master of Branford College. I live in its
Gothic quadrangle and know the students well. (We have 485 of them.) I am privy to their hopes
and fears -- and also to their stereo music and their piercing cries in the dead of night ("Does
anybody ca-a-are?"). If they went to Carlos to ask how to get through tomorrow, they come to
me to ask how to get through the rest of their lives.
Zinsser 2
Mainly I try to remind them that the road ahead is a long one and that it will have more
unexpected turns than they think. There will be plenty of time to change jobs, change careers,
change whole attitudes and approaches. They don't want to hear such liberating news. They want
a map -- right now -- that they can follow unswervingly to career security, financial security,
social security and, presumably, a prepaid grave.
What I wish for all students is some .
Personal Reflection End-of-Semester Letter 60 points DUE Sub.docxkarlhennesey
This document summarizes several court cases where plaintiffs faced discrimination for refusing to cover or downplay aspects of their identities, even though outright exclusion of their broader social groups was no longer legally permitted. It discusses how the pressure to conform and assimilate to dominant norms has become a new form of subtle discrimination, as exemplified by cases where workers were punished for behaviors like speaking Spanish at work or wearing natural hairstyles. While early civil rights laws addressed exclusions of entire groups, this new discrimination aims at those unwilling to cover or tone down differences, and existing laws often do not protect against such demands to assimilate.
COLLEGE PRESSURES -- William ZinsserAn Article from The Norton R.docxclarebernice
This document summarizes the pressures faced by college students today. It describes students leaving anxious notes for their dean seeking excuses for missed exams or extensions on assignments due to feeling overwhelmed by their workload. The document discusses the economic pressures of rising tuition costs and student loan debt, as well as parental and peer pressures to pursue high-paying career paths. It also describes self-induced pressure as students take on more work and extracurricular activities than required to gain an advantage over their peers. The combination of these pressures leaves students feeling anxious and unable to explore diverse interests or take risks in their education or career choices.
The document provides guidance on writing effective college application essays. It discusses the importance colleges place on the essay as a factor in the admissions decision. When student profiles are otherwise similar, a strong essay can tip the balance. The essay allows applicants to share something beyond grades and test scores like their personality or contributions they could make. The document then analyzes different types of essay prompts and provides tips on how to effectively address each type of prompt in the essay. It stresses focusing narrowly, using specific examples or details, and avoiding common pitfalls like being overly broad or insincere.
The document provides guidance on writing an effective college application essay. It advises that the essay should convey to the admissions board who the applicant is as a person, whether they would be a good representative and fit for the college, and benefit the college community. It offers specific tips, such as using concrete examples and details rather than generalizations, proper grammar and spelling, and an honest portrayal of oneself. The essay should answer any questions or prompts directly and focus on the intended topic.
Most students and parents believe that once a student .docxjoyjonna282
Most students and parents believe that once a student is admitted into the Ivy League college or institution they are guaranteed a path to success. The most important thing that they forget is that an individual’s future is determined by how best they are able to play their own cards and find their own rainbow. On the question of whether it is worth attending elite universities, I believe it is worth attending but it does not guarantee an individual’s success in life. This is just a means through one gets the best knowledge and resources to face life.
Elite universities are being compared to huge ponds, which take up bright students and end up cutting down their ego thus killing their great potential. “It is worth being a small fish in a small pond rather than being a big fish in a big pond. It is evident that big fish will eventually move to a bigger pond rather than a small fish that is being overshadowed by big fishes” (Malcolm, 24). Caroline Sacks choose went to Brown university. Brown university is compared to the elite university. However, Caroline Sacks didn’t be a success in Brown university, Because she compare with her classmate,and she cannot accept she is not the best student in this university. Finally she give up her major. Caroline choose went to elite university, but she could not withstand the pressure. Although they have a lot of things is same with Caroline Sacks. Some student went to elite university, but finally they cannot graduated from university. However some student graduated from non elite university,but they get a success on society. This is an indication that prestigious institutions can act as a means to success just like any other institution that is available for higher learning. There are different people who have dropped out of the prestigious institutions and have grown to be better people in the society.
Go Philip think elite university can bring the more chance in the future. Guo Philip said “Having a diploma from one of the prestigious universities will provide one with an opportunity to get job offers from big companies and gain initial formal respect from the superiors” (Guo, 1). Guo Philip understand that when one gets admission into an Ivy League university for the their undergraduate, they have placed themselves in the best possible position to get further admission into another Ivy League institution for their post graduate degree. Guo Philip use his own story to explain. Guo is MIT bachelor degree, after he get master and doctor degree in Stanford. Guo use his own example to explain “Branded institutions are expensive but have resources that provide a bright student with an effective environment to come up with the best solution to the problems that face the society” (Guo, 2).
Even though Guo believes that elite universities have a leverage when it comes to being successful in life, he contends that “as one grows older they should realize that relationship with p ...
“Telling Your Story: Ten Tips For Writing Powerful College EssaysRebecca Joseph
This is my powerpoint from my College Greenlight presentation about college application essays. It's short and sweet. You need to tell stories that show your leadership and initiative. Jump off the page.
The document provides an analysis of two influential American figures from history, Jonathan Edwards and Benjamin Franklin. While both men spent their lives striving for moral perfection, they differed in their approaches - Edwards sought perfection through God, while Franklin improved himself through his own efforts. The document discusses how Edwards and Franklin influenced generations through their writings, despite never knowing each other during their lifetimes. It explores their journeys from hardworking young men to respected authors and leaders in colonial America.
This document summarizes an expert's advice on writing effective college application essays. The expert discusses different types of essays: "McEssays" that are generic and do not stand out, essays that focus too much on what the college wants to hear rather than the applicant's authentic voice, and essays that try to impress with big words but end up sounding pretentious. The expert advocates for essays that show rather than tell, provide vivid details, take risks, and convey the applicant's authentic voice. Excerpts of both weak and strong essays are provided as examples.
Part 1 and 2: The Common Application and the college essay questionJennifer Colby
As a result of this lesson, students should understand the purpose, requirements, and review process of the college application essay as work of creative nonfiction in order to draft an original, creative, and authentic 250-word essay on a college essay prompt chosen from a list of provided prompts. In panels, students will then peer edit the 250-word college essay drafts in consideration of the appropriate audience, thought organization, personal expression, and writing skills. Panels will present their findings to the class and the class will reflect on the success of selected essays based on understanding of the lesson.
University English Essay. 24 Greatest College Essay Examples RedlineSPLisa Cartagena
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The document discusses different types of college essay prompts and provides tips for writing effective essays in response. It covers "you" prompts that ask about contributions to campus life, "why us" prompts about interest in a specific school, and creative prompts about intellectual interests. The document advises focusing essays narrowly, using specific examples, and avoiding pretentiousness. It also lists some essay topics and styles to avoid, such as exaggerated metaphors, confessional essays, essays focused on death, and gimmicky styles.
Recognizing Written ArgumentFor this weeks discussion, Id like.docxdanas19
Recognizing Written Argument
For this week's discussion, I'd like you to respond to ONE of the short articles that appear at the end of Chapter 3: Marybeth Gasman's "To Educate a Diverse Nation, Topple the Ivory Tower," (92-93), Randy Cohen's "When Texting is Wrong" (96-97), or "Flag Protection: A Brief History of Recent Supreme Court Decisions" (101-102) . After reading the articles, select one to analyze, focusing on a few (not all) of the following questions:
1) What is the main issue in the article? 2) What are the author's attitudes toward the subject at issue? 3) What supporting material favors the author's point of view? 4) What is the author's intention in this article? To explain? To convince? 5) What does the author hope you will conclude when you finish reading? 6) How does the author establish his or her authority? 7) What qualities make the article effective or ineffective as an argument? 8) What are your personal reactions to the essay? 9) How much common ground do you have with the author? 10) What do you like or dislike about it? Justify your answer with evidence from the article.
(page 92-93) ESSAY #2 TO EDUCATE A DIVERSE NATION, TOPPLE THE IVORY TOWER*
*“To Educate a Diverse Nation, Topple the Ivory Tower,” by Marybeth Gasman, from The Huffington Post, November 2, 2015. Reproduced by permission.
Marybeth Gasman
The author is a professor of education at the University of Pennsylvania’s Graduate School of Education and is also a regular contributor to The Huffington Post.
Visit a U.S. college campus today and you’ll see a more diverse student body than ever before. Over the last 30 years, the number of Hispanic students has risen five-fold, Asian and Pacific Islander enrollment has tripled, black enrollment has risen 150 percent and Native American enrollment has doubled.
But the graduation rate for minority students falls far below the nationwide average. Our colleges and universities are not succeeding at educating students with diverse backgrounds. In an increasingly competitive global economy, our country cannot afford this waste of time, money and talent.
There are solutions to this problem, but they’re found outside the ivory tower. Over the past three years, we visited a dozen minority-serving institutions or MSIs—from Paul Quinn, a historically black college in Dallas, to Salish Kootenai, a tribal college in Montana, and San Diego City College. We learned a number of lessons—all of which run counter to mainstream higher education thinking.
First and most important, these colleges acknowledge that traditionally underrepresented students face challenges that go far beyond paying tuition. These range from family obligations to fear and uncertainty about the meaning of college to “math shame” and speaking English as a second language. In response, the colleges have toppled the traditional hierarchies and responsibilities of faculty, staff, and students. Everyone is expected to understand the challenges.
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Self-Management Tools· This week you learned about self-manage.docxbagotjesusa
Self-Management Tools
· This week you learned about self-management. You were introduced to techniques that will help you grow as a graduate student. Reflect upon your learning this term to define where you feel you will be successful as a graduate student. What obstacles do you feel you might face as a graduate student? What methods will you use to help overcome the obstacles? What self-management tools will you use to promote success as a graduate student?
Minimum of 150 words. Your work should be in your own words and should include research to support your response. Be sure to avoid Wikipedia as a resource as this is not a reliable source. Include your resources at the end of your response.
Please utilize article below:
The 5 Virtues of Successful Graduate Students
By Thomas H. Benton SEPTEMBER 05, 2003
"It doesn't matter where you earn your degree, how much you publish, or how well you teach," I tell my students who are going to graduate school. "Nothing you do is enough to guarantee a tenure-track job in the humanities."
As I noted in the first two columns in this series, only about 50 percent of Ph.D.'s in English eventually land tenure-track jobs, and the same holds true for most other fields in the humanities. Some of the remaining 50 percent will have prestigious degrees, distinguished advisers, substantial publications, and luminous personalities. That's just the way the academy is today.
"So, point taken," an undeterred student might say, "there are no guarantees. I'm going anyway. But how can I maximize my chances for a tenure-track job?"
Besides raw intellectual ability, graduate students who eventually get tenure-track jobs seem to share five "virtues" (though in varying proportions):
Discipline: Work every day if possible. Do not believe in the myth of the romantic artist, who produces a masterpiece minutes before a deadline. If you work less than 20 hours a week on your writing (in addition to coursework, teaching, and other responsibilities), you'll probably never build up a respectable publishing record, much less finish your dissertation. I find that it is best to write for three or four hours every morning, when my energy level is high and my mind is relatively clear. Don't be a perfectionist, delaying publication until all interest in a topic has passed (including your own).
Publish as much as you can, and if some of your work is unsuccessful, move on, and dilute it with better publications. Sooner or later, you will attract positive attention. Ignore those who encourage younger scholars to produce less work because of the glut of scholarly publications and the shrinking of university presses. You can be sure that most hiring committees and your competition will also ignore that advice. There are new electronic publishing venues emerging even as the old paper ones decline; in some respects, there has never been a better time to be a writer.
Networking Ability: Contrary to the myth of professorial introversion, .
The document provides information about writing essays for college admissions and academic purposes. It discusses the importance of the college admissions essay in showcasing personality and experiences. It also provides tips on writing in third person, the typical length of a 250-word essay, and how commentary essays are structured with an introduction, body, and conclusion.
2013 Atwater Village Branch of Los Angeles Public LibrariesRebecca Joseph
This document provides 10 tips for writing powerful college application essays. It discusses the importance of essays in the admissions process and encourages students to view each essay as an opportunity to share their authentic selves. The tips include developing an overall essay writing plan, keeping a chart of all required essays, looking for ways to reuse essays, sharing one's core qualities and stories through an "into, through, and beyond" structure, and getting feedback on drafts. The document also provides examples of effective essay topics and structures to help students generate ideas for their own compelling application essays.
what they’re saying about “they say / i say”
“Many students say that it is the first book they’ve found that
actually helps them with writing in all disciplines.”
—Laura Sonderman, Marshall University
“A brilliant book. . . . It’s like a membership card in the aca-
demic club.” —Eileen Seifert, DePaul University
“This book demystifies rhetorical moves, tricks of the trade that
many students are unsure about. It’s reasonable, helpful, nicely
written . . . and hey, it’s true. I would have found it immensely
helpful myself in high school and college.”
—Mike Rose, University of California, Los Angeles
“The argument of this book is important—that there are
‘moves’ to academic writing . . . and that knowledge of them
can be generative. The template format is a good way to teach
and demystify the moves that matter. I like this book a lot.”
—David Bartholomae, University of Pittsburgh
“Students need to walk a fine line between their work and that
of others, and this book helps them walk that line, providing
specific methods and techniques for introducing, explaining,
and integrating other voices with their own ideas.”
—Libby Miles, University of Vermont
“A beautifully lucid way to approach argument—different from
any rhetoric I’ve ever seen.”
—Anne-Marie Thomas, Austin Community College, Riverside
“It offers students the formulas we, as academic writers, all carry
in our heads.” —Karen Gardiner, University of Alabama
“The best tribute to ‘They Say / I Say’ I’ve heard is this, from a
student: ‘This is one book I’m not selling back to the bookstore.’
Nods all around the room. The students love this book.”
—Christine Ross, Quinnipiac University
“What effect has ‘They Say’ had on my students’ writing? They
are finally entering the Burkian Parlor of the university. This
book uncovers the rhetorical conventions that transcend dis-
ciplinary boundaries, so that even freshmen, newcomers to the
academy, are immediately able to join in the conversation.”
—Margaret Weaver, Missouri State University
“It’s the anti-composition text: Fun, creative, humorous, bril-
liant, effective.”
—Perry Cumbie, Durham Technical Community College
“This book explains in clear detail what skilled writers take for
granted.” —John Hyman, American University
“The ability to engage with the thoughts of others is one of the
most important skills taught in any college-level writing course,
and this book does as good a job teaching that skill as any text I
have ever encountered.” —William Smith, Weatherford College
“Students find this book tremendously helpful—they report
that it has ‘demystified’ academic writing for them.”
—Karen Gocsik, University of California at San Diego
“I love ‘They Say / I Say,’ and more importantly, so do my students.”
—Catherine Hayter, Saddleback College
“ ‘They Say / I Say’ reveals the language of academic writing in a
way that students seem to understand and incorporate more easily
than they do with other .
This document provides guidance on how not to write a college admissions essay. It discusses that while transcripts are important, essays allow colleges to learn about the applicant as an individual. The document outlines what makes a strong essay, including focusing on a specific experience, showing rather than telling, and knowing the audience of admissions officers. It also lists essay dos and don'ts. Finally, it provides students an activity to help generate ideas for their own college admissions essay.
Fidm Essay Paper (600 Words) - PHDessay.com. Win one of two $4,500 scholarships to attend FIDM, sponsored by #Caché .... Write Esse: Sample essay for high school admission. Fidm Admissions Essay. 005 High School Application Essay Examples Example Sample Essays For .... Fidm Acceptance Rate Gpa - EducationScientists. Admissions | en | FIDM.edu. Admission essay fidm / write my essay for me cheap. 003 Sample Stanford Gsb Essays Mba Essay Accepted By Harvard Cv .... Imposing Private High School Admission Essay Examples ~ Thatsnotus. 024 Private High School Admission Essay Examples Example How To Write .... FIDM admission essay help?. Student essays: Fidm admissions essay. 014 Private High School Admission Essay Examples Example Essays About .... 015 Wharton Mba Essays 3318515903 Community Essay ~ Thatsnotus. 013 Essay Example Wharton Mba Essays Personal Statement Examples L .... College Admission Essay Sample - Popular College Application Essay .... Student essays: Fidm entrance essay. Fashion Institute of Design & Merchandising (FIDM) Reviews, Financial ....
The essay is about how author skillfully use logos, ethos and path.docxmehek4
The essay is about how author skillfully use logos, ethos and pathos to persuade readers. The analysis is very important for each example.
1 Intro
( each body paragraph need 2 example for each appeals)
2 Body 1 two examples of pathos appeals
3 Body 2 two examples of logos
4 Body 3 two examples of ethos
5 Conclusion
the second paragraph is a very good example of a good body including
1 topic sentence
2 context/ set up for example 1
3 example 1 paraphrase, quote or summary
4 explanation/ analysis of example 1
5 transition phrase
6 context/ set up for example 2
7 example 2
8 explanation/ analysis of example 2
9 paragraph conclusion that connects analysis from example 1 and 2, and overall thesis statement.
Should T.P.S Be Banded?
Along with economy globalization, immigrants flowing are irreversible. Today, immigration is a topic that has sparked a wide range of reactions in the United States. However, the Trump administration plans to end the Temporary Protected Status program. People respond differently to the issue of whether stopping to protect the Temporary Status for Salvadorans. Most Salvadorans immigrations advise against the decision. Among them, Rodman Serrano, a student of Sony Brook University, whose parents are Salvadorans immigrations, writes an article “ President Trump Is Breaking Up My Family”, published on New York Times in 2018, to argue that ending TPS program will separate his family who are as American as any others. The author targets President Trump and other politicians because he wants Congress and Trump to find a solution for TPS holders. From my perspective, Serrano’s claim is very effective and convincible because he uses all the three kinds of appeals, logos, ethos and pathos very skillfully and proficiency, which help readers to feel his situation and persuade them to step up and make congress change their decision.
In his article, Serrano uses many emotional examples and languages as appeal of pathos, which are very convincible. What’s more, these appeals examine readers that people need to defend Temporary Protected Status. At the beginning of the article, the author build a very happy situation that he was accepted to Stone Brook University and he mentions that he is close to his dream of being a teacher. After that, he says that his dreams are broken because of ending T.P.S. Contrasting these two parts, readers could be very emotional. Having been accepted by University already but his family will be separated. It gives readers a sense of dropping from the joy to sorrow. As we all know, Enrolling in university is a joyous event but being separated with family members is distressing. The author perfectly builds a very sadness environment that may make audience feel sympathy. Therefore, the readers could extend to support author’s opinion and defend T.P.S. program. On the other hand, the author talks about his younger sisters, who “he fears for”. Without their parents, they ha ...
How To Write A College Narrative Essay.pdfErica Turner
What is a Narrative Essay — Examples, Format & Techniques. Writing a Compelling Personal Narrative Essay: Tips and Examples .... Buy an essay online: Personal story essay. Helpful Narrative Essay Topics Ireland | College, Istruzione, Scuola. Narrative Essay Examples For College. 021 Narrative Essay Example College Sample ~ Th
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Fungi reproduce ___________________________ by fragmentation, buddin.docxericbrooks84875
Fungi reproduce ___________________________ by fragmentation, budding, or producing spores.
10. In ___________________________ , pieces of hyphae grow into new mycelia.
11. The process of a parent cell undergoing mitosis and producing a new individual that pinches off,
matures, and separates from the parent is called ___________________________ .
12. When environmental conditions are right, a ___________________________ may germinate and
produce a threadlike ___________________________ that will grow into a mycelium.
13. Some hyphae grow away from the mycelium to produce a spore-containing structure called a
___________________________ .
14. In most fungi, the structures that support ___________________________ are the only part of the
fungus that can be seen.
15. Fungi may produce spores by ___________________________ or ___________________________ .
16. Many adaptations of fungi for survival involve ___________________________ .
17. ___________________________ protect spores and keep them from from drying out until they
are released.
18. A single puffball may produce a cloud containing as many as ___________________________ spores.
19. Producing a large number of spores increases a species’ chances of ___________________________ .
20. Fungal spores can be dispersed by ___________________________ , ___________________________ ,
and ___________________________ .
.
Full-Circle LearningMyLab™ Learning Full Circle for Mar.docxericbrooks84875
Full-Circle Learning
MyLab™: Learning Full Circle for Marketing,
Management, Business Communication,
and Intro to Business
BEFORE
CLASS
AFTER
CLASS DURING
CLASS
Decision
Sims, Videos,
and Learning
Catalytics
DSMs,
pre-lecture
homework,
eText
Writing
Space, Video
Cases, Quizzes/
Tests
MyLab
Critical Thinking
MyManagementLab®: Improves Student
Engagement Before, During, and After Class
Decision Making
BREAKTHROUGH
Prep and
Engagement
BREAK
THRO
UGH
To better resultsTo better results
• NEW! VIDEO LIBRARY – Robust video library with over 100 new book-specific videos that include
easy-to-assign assessments, the ability for instructors to add YouTube or other sources, the ability for
students to upload video submissions, and the ability for polling and teamwork.
• Decision-making simulations – NEW and improved feedback for students. Place your students
in the role of a key decision-maker! Simulations branch based on the decisions students make, providing
a variation of scenario paths. Upon completion students receive a grade, as well as a detailed report of
the choices and the associated consequences of those decisions.
• Video exercises – UPDATED with new exercises. Engaging videos that bring business concepts to
life and explore business topics related to the theory students are learning in class. Quizzes then assess
students’ comprehension of the concepts covered in each video.
• Learning Catalytics – A “bring your own device”
student engagement, assessment, and classroom
intelligence system helps instructors analyze
students’ critical-thinking skills during lecture.
• Dynamic Study Modules (DSMs) – UPDATED
with additional questions. Through adaptive
learning, students get personalized guidance where
and when they need it most, creating greater
engagement, improving knowledge retention, and
supporting subject-matter mastery. Also available
on mobile devices.
• Writing Space – UPDATED with new commenting tabs, new prompts, and a new tool
for students called Pearson Writer. A single location to develop and assess concept mastery
and critical thinking, the Writing Space offers automatic graded, assisted graded, and create your own
writing assignments, allowing you to exchange personalized feedback with students quickly and easily.
Writing Space can also check students’ work for improper citation or plagiarism by comparing it
against the world’s most accurate text comparison database available from Turnitin.
• Additional Features – Included with the MyLab are a powerful homework and test manager, robust
gradebook tracking, Reporting Dashboard, comprehensive online course content, and easily scalable
and shareable content.
http://www.pearsonmylabandmastering.com
Strategic
ManageMent
concepts and cases
A Competitive AdvAntAge ApproACh
This page intentionally left blank
Fred r. David
Francis Marion University
Florence, South Carolina
Forest r. David
Strategic Planning C.
Functional Requirements Document
Template
Version
Description of Change
Author
Date
CONTENTS
41
INTRODUCTION
1.1
Purpose
4
1.2
Scope
4
1.3
Background
4
1.4
References
4
1.5
Assumptions and Constraints
4
1.6
Document Overview
5
2
METHODOLOGY
5
3
FUNCTIONAL REQUIREMENTS
5
4.1
Context
5
4.2
User Requirements
5
4.3
Data Flow Diagrams
6
4.4
Logical Data Model/Data Dictionary
6
4.5
Functional Requirements
6
5
OTHER REQUIREMENTS
6
5.1
Interface Requirements
6
5.2
Data Conversion Requirements
7
5.3
Hardware/Software Requirements
7
5.4
Operational Requirements
7
APPENDIX A - GLOSSARY
11
1 INTRODUCTION
[Provide an overview of the system and some additional information to place the system in context.]
1.1 Purpose
[Provide an overall description of the FRD, its purpose. Reference the system name and identifying information about the system to be implemented.]
1.2 Scope
[Discuss the scope of the document and how it accomplishes its purpose.]
1.3 Background
[Describe the organization and its overall responsibilities. Describe who is producing the document and why.]
1.4 References
[List references and controlling documents, including: meeting summaries, white papers, other deliverables, etc.]
1.5 Assumptions and Constraints
[Provide a list of contractual or task level assumptions and/or constraints that are preconditions to preparation of the FRD. Assumptions are future situations beyond the control of the project, whose outcomes influence the success of a project.]
1.5.1 Assumptions
Examples of assumptions include: availability of a technical platform, legal changes and policy decisions.
1.5.2 Constraints
Constraints are boundary conditions on how the system must be designed and constructed. Examples include: legal requirements, technical standards, strategic decisions.
· Constraints exist because of real business conditions. For example, a delivery date is a constraint only if there are real business consequences that will happen as a result of not meeting the date. If failing to have the subject application operational by the specified date places the organization in legal default, the date is a constraint.
· Preferences are arbitrary. For example, a date chosen arbitrarily is a preference. Preferences, if included in the FRD, should be noted as such.]
1.6 Document Overview
[Provide a description of the document organization.]
2 METHODOLOGY
[Describe the overall approach used in the determination of the FRD contents. Describe the modeling method(s) so non-technical readers can understand what they are conveying.]
3 FUNCTIONAL REQUIREMENTS
4.1 Context
[Provide a context diagram of the system, with explanations as applicable. The context of a system refers to the connections and relationships between the system and its environment.]Exhibit 2 - Generic Context Diagram
Data 6
Data 1
Data 3
Data 4
Data 7
Data 2
Data 8
System/
Application
Name
Interface
Name 2
Interface
Name 4
Interface
Name 1
(User)
Interface
Name 3
Da.
Fully answer any ONE of the following essay questions1. Is the.docxericbrooks84875
Fully answer any ONE of the following essay questions:
1. Is there an obligation to promote the common good? Contrast the views of Bentham, Kant, and Ross on that question. Whose view do you think is best? Why?
2. What does it mean to claim that ethics is an
a priori
discipline? Who agrees with that view? What is Bentham's view of the nature of ethics (hint: empirical science)? How does Ross combine those views?
3. Both Kant and Ross are nonconsequentialists, yet they disagree about the role of consequences in determining the morally right act. Compare and contrast their views regarding the role of consequences. which view is preferable? Why?
.
Fully answer any ONE of the following essay questions1. Is t.docxericbrooks84875
Fully answer any ONE of the following essay questions:
1. Is there an obligation to promote the common good? Contrast the views of Bentham, Kant, and Ross on that question. Whose view do you think is best? Why?
2. What does it mean to claim that ethics is an
a priori
discipline? Who agrees with that view? What is Bentham's view of the nature of ethics (hint: empirical science)? How does Ross combine those views?
3. Both Kant and Ross are nonconsequentialists, yet they disagree about the role of consequences in determining the morally right act. Compare and contrast their views regarding the role of consequences. which view is preferable? Why?
.
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This document summarizes an expert's advice on writing effective college application essays. The expert discusses different types of essays: "McEssays" that are generic and do not stand out, essays that focus too much on what the college wants to hear rather than the applicant's authentic voice, and essays that try to impress with big words but end up sounding pretentious. The expert advocates for essays that show rather than tell, provide vivid details, take risks, and convey the applicant's authentic voice. Excerpts of both weak and strong essays are provided as examples.
Part 1 and 2: The Common Application and the college essay questionJennifer Colby
As a result of this lesson, students should understand the purpose, requirements, and review process of the college application essay as work of creative nonfiction in order to draft an original, creative, and authentic 250-word essay on a college essay prompt chosen from a list of provided prompts. In panels, students will then peer edit the 250-word college essay drafts in consideration of the appropriate audience, thought organization, personal expression, and writing skills. Panels will present their findings to the class and the class will reflect on the success of selected essays based on understanding of the lesson.
University English Essay. 24 Greatest College Essay Examples RedlineSPLisa Cartagena
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The document discusses different types of college essay prompts and provides tips for writing effective essays in response. It covers "you" prompts that ask about contributions to campus life, "why us" prompts about interest in a specific school, and creative prompts about intellectual interests. The document advises focusing essays narrowly, using specific examples, and avoiding pretentiousness. It also lists some essay topics and styles to avoid, such as exaggerated metaphors, confessional essays, essays focused on death, and gimmicky styles.
Recognizing Written ArgumentFor this weeks discussion, Id like.docxdanas19
Recognizing Written Argument
For this week's discussion, I'd like you to respond to ONE of the short articles that appear at the end of Chapter 3: Marybeth Gasman's "To Educate a Diverse Nation, Topple the Ivory Tower," (92-93), Randy Cohen's "When Texting is Wrong" (96-97), or "Flag Protection: A Brief History of Recent Supreme Court Decisions" (101-102) . After reading the articles, select one to analyze, focusing on a few (not all) of the following questions:
1) What is the main issue in the article? 2) What are the author's attitudes toward the subject at issue? 3) What supporting material favors the author's point of view? 4) What is the author's intention in this article? To explain? To convince? 5) What does the author hope you will conclude when you finish reading? 6) How does the author establish his or her authority? 7) What qualities make the article effective or ineffective as an argument? 8) What are your personal reactions to the essay? 9) How much common ground do you have with the author? 10) What do you like or dislike about it? Justify your answer with evidence from the article.
(page 92-93) ESSAY #2 TO EDUCATE A DIVERSE NATION, TOPPLE THE IVORY TOWER*
*“To Educate a Diverse Nation, Topple the Ivory Tower,” by Marybeth Gasman, from The Huffington Post, November 2, 2015. Reproduced by permission.
Marybeth Gasman
The author is a professor of education at the University of Pennsylvania’s Graduate School of Education and is also a regular contributor to The Huffington Post.
Visit a U.S. college campus today and you’ll see a more diverse student body than ever before. Over the last 30 years, the number of Hispanic students has risen five-fold, Asian and Pacific Islander enrollment has tripled, black enrollment has risen 150 percent and Native American enrollment has doubled.
But the graduation rate for minority students falls far below the nationwide average. Our colleges and universities are not succeeding at educating students with diverse backgrounds. In an increasingly competitive global economy, our country cannot afford this waste of time, money and talent.
There are solutions to this problem, but they’re found outside the ivory tower. Over the past three years, we visited a dozen minority-serving institutions or MSIs—from Paul Quinn, a historically black college in Dallas, to Salish Kootenai, a tribal college in Montana, and San Diego City College. We learned a number of lessons—all of which run counter to mainstream higher education thinking.
First and most important, these colleges acknowledge that traditionally underrepresented students face challenges that go far beyond paying tuition. These range from family obligations to fear and uncertainty about the meaning of college to “math shame” and speaking English as a second language. In response, the colleges have toppled the traditional hierarchies and responsibilities of faculty, staff, and students. Everyone is expected to understand the challenges.
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Self-Management Tools· This week you learned about self-manage.docxbagotjesusa
Self-Management Tools
· This week you learned about self-management. You were introduced to techniques that will help you grow as a graduate student. Reflect upon your learning this term to define where you feel you will be successful as a graduate student. What obstacles do you feel you might face as a graduate student? What methods will you use to help overcome the obstacles? What self-management tools will you use to promote success as a graduate student?
Minimum of 150 words. Your work should be in your own words and should include research to support your response. Be sure to avoid Wikipedia as a resource as this is not a reliable source. Include your resources at the end of your response.
Please utilize article below:
The 5 Virtues of Successful Graduate Students
By Thomas H. Benton SEPTEMBER 05, 2003
"It doesn't matter where you earn your degree, how much you publish, or how well you teach," I tell my students who are going to graduate school. "Nothing you do is enough to guarantee a tenure-track job in the humanities."
As I noted in the first two columns in this series, only about 50 percent of Ph.D.'s in English eventually land tenure-track jobs, and the same holds true for most other fields in the humanities. Some of the remaining 50 percent will have prestigious degrees, distinguished advisers, substantial publications, and luminous personalities. That's just the way the academy is today.
"So, point taken," an undeterred student might say, "there are no guarantees. I'm going anyway. But how can I maximize my chances for a tenure-track job?"
Besides raw intellectual ability, graduate students who eventually get tenure-track jobs seem to share five "virtues" (though in varying proportions):
Discipline: Work every day if possible. Do not believe in the myth of the romantic artist, who produces a masterpiece minutes before a deadline. If you work less than 20 hours a week on your writing (in addition to coursework, teaching, and other responsibilities), you'll probably never build up a respectable publishing record, much less finish your dissertation. I find that it is best to write for three or four hours every morning, when my energy level is high and my mind is relatively clear. Don't be a perfectionist, delaying publication until all interest in a topic has passed (including your own).
Publish as much as you can, and if some of your work is unsuccessful, move on, and dilute it with better publications. Sooner or later, you will attract positive attention. Ignore those who encourage younger scholars to produce less work because of the glut of scholarly publications and the shrinking of university presses. You can be sure that most hiring committees and your competition will also ignore that advice. There are new electronic publishing venues emerging even as the old paper ones decline; in some respects, there has never been a better time to be a writer.
Networking Ability: Contrary to the myth of professorial introversion, .
The document provides information about writing essays for college admissions and academic purposes. It discusses the importance of the college admissions essay in showcasing personality and experiences. It also provides tips on writing in third person, the typical length of a 250-word essay, and how commentary essays are structured with an introduction, body, and conclusion.
2013 Atwater Village Branch of Los Angeles Public LibrariesRebecca Joseph
This document provides 10 tips for writing powerful college application essays. It discusses the importance of essays in the admissions process and encourages students to view each essay as an opportunity to share their authentic selves. The tips include developing an overall essay writing plan, keeping a chart of all required essays, looking for ways to reuse essays, sharing one's core qualities and stories through an "into, through, and beyond" structure, and getting feedback on drafts. The document also provides examples of effective essay topics and structures to help students generate ideas for their own compelling application essays.
what they’re saying about “they say / i say”
“Many students say that it is the first book they’ve found that
actually helps them with writing in all disciplines.”
—Laura Sonderman, Marshall University
“A brilliant book. . . . It’s like a membership card in the aca-
demic club.” —Eileen Seifert, DePaul University
“This book demystifies rhetorical moves, tricks of the trade that
many students are unsure about. It’s reasonable, helpful, nicely
written . . . and hey, it’s true. I would have found it immensely
helpful myself in high school and college.”
—Mike Rose, University of California, Los Angeles
“The argument of this book is important—that there are
‘moves’ to academic writing . . . and that knowledge of them
can be generative. The template format is a good way to teach
and demystify the moves that matter. I like this book a lot.”
—David Bartholomae, University of Pittsburgh
“Students need to walk a fine line between their work and that
of others, and this book helps them walk that line, providing
specific methods and techniques for introducing, explaining,
and integrating other voices with their own ideas.”
—Libby Miles, University of Vermont
“A beautifully lucid way to approach argument—different from
any rhetoric I’ve ever seen.”
—Anne-Marie Thomas, Austin Community College, Riverside
“It offers students the formulas we, as academic writers, all carry
in our heads.” —Karen Gardiner, University of Alabama
“The best tribute to ‘They Say / I Say’ I’ve heard is this, from a
student: ‘This is one book I’m not selling back to the bookstore.’
Nods all around the room. The students love this book.”
—Christine Ross, Quinnipiac University
“What effect has ‘They Say’ had on my students’ writing? They
are finally entering the Burkian Parlor of the university. This
book uncovers the rhetorical conventions that transcend dis-
ciplinary boundaries, so that even freshmen, newcomers to the
academy, are immediately able to join in the conversation.”
—Margaret Weaver, Missouri State University
“It’s the anti-composition text: Fun, creative, humorous, bril-
liant, effective.”
—Perry Cumbie, Durham Technical Community College
“This book explains in clear detail what skilled writers take for
granted.” —John Hyman, American University
“The ability to engage with the thoughts of others is one of the
most important skills taught in any college-level writing course,
and this book does as good a job teaching that skill as any text I
have ever encountered.” —William Smith, Weatherford College
“Students find this book tremendously helpful—they report
that it has ‘demystified’ academic writing for them.”
—Karen Gocsik, University of California at San Diego
“I love ‘They Say / I Say,’ and more importantly, so do my students.”
—Catherine Hayter, Saddleback College
“ ‘They Say / I Say’ reveals the language of academic writing in a
way that students seem to understand and incorporate more easily
than they do with other .
This document provides guidance on how not to write a college admissions essay. It discusses that while transcripts are important, essays allow colleges to learn about the applicant as an individual. The document outlines what makes a strong essay, including focusing on a specific experience, showing rather than telling, and knowing the audience of admissions officers. It also lists essay dos and don'ts. Finally, it provides students an activity to help generate ideas for their own college admissions essay.
Fidm Essay Paper (600 Words) - PHDessay.com. Win one of two $4,500 scholarships to attend FIDM, sponsored by #Caché .... Write Esse: Sample essay for high school admission. Fidm Admissions Essay. 005 High School Application Essay Examples Example Sample Essays For .... Fidm Acceptance Rate Gpa - EducationScientists. Admissions | en | FIDM.edu. Admission essay fidm / write my essay for me cheap. 003 Sample Stanford Gsb Essays Mba Essay Accepted By Harvard Cv .... Imposing Private High School Admission Essay Examples ~ Thatsnotus. 024 Private High School Admission Essay Examples Example How To Write .... FIDM admission essay help?. Student essays: Fidm admissions essay. 014 Private High School Admission Essay Examples Example Essays About .... 015 Wharton Mba Essays 3318515903 Community Essay ~ Thatsnotus. 013 Essay Example Wharton Mba Essays Personal Statement Examples L .... College Admission Essay Sample - Popular College Application Essay .... Student essays: Fidm entrance essay. Fashion Institute of Design & Merchandising (FIDM) Reviews, Financial ....
The essay is about how author skillfully use logos, ethos and path.docxmehek4
The essay is about how author skillfully use logos, ethos and pathos to persuade readers. The analysis is very important for each example.
1 Intro
( each body paragraph need 2 example for each appeals)
2 Body 1 two examples of pathos appeals
3 Body 2 two examples of logos
4 Body 3 two examples of ethos
5 Conclusion
the second paragraph is a very good example of a good body including
1 topic sentence
2 context/ set up for example 1
3 example 1 paraphrase, quote or summary
4 explanation/ analysis of example 1
5 transition phrase
6 context/ set up for example 2
7 example 2
8 explanation/ analysis of example 2
9 paragraph conclusion that connects analysis from example 1 and 2, and overall thesis statement.
Should T.P.S Be Banded?
Along with economy globalization, immigrants flowing are irreversible. Today, immigration is a topic that has sparked a wide range of reactions in the United States. However, the Trump administration plans to end the Temporary Protected Status program. People respond differently to the issue of whether stopping to protect the Temporary Status for Salvadorans. Most Salvadorans immigrations advise against the decision. Among them, Rodman Serrano, a student of Sony Brook University, whose parents are Salvadorans immigrations, writes an article “ President Trump Is Breaking Up My Family”, published on New York Times in 2018, to argue that ending TPS program will separate his family who are as American as any others. The author targets President Trump and other politicians because he wants Congress and Trump to find a solution for TPS holders. From my perspective, Serrano’s claim is very effective and convincible because he uses all the three kinds of appeals, logos, ethos and pathos very skillfully and proficiency, which help readers to feel his situation and persuade them to step up and make congress change their decision.
In his article, Serrano uses many emotional examples and languages as appeal of pathos, which are very convincible. What’s more, these appeals examine readers that people need to defend Temporary Protected Status. At the beginning of the article, the author build a very happy situation that he was accepted to Stone Brook University and he mentions that he is close to his dream of being a teacher. After that, he says that his dreams are broken because of ending T.P.S. Contrasting these two parts, readers could be very emotional. Having been accepted by University already but his family will be separated. It gives readers a sense of dropping from the joy to sorrow. As we all know, Enrolling in university is a joyous event but being separated with family members is distressing. The author perfectly builds a very sadness environment that may make audience feel sympathy. Therefore, the readers could extend to support author’s opinion and defend T.P.S. program. On the other hand, the author talks about his younger sisters, who “he fears for”. Without their parents, they ha ...
How To Write A College Narrative Essay.pdfErica Turner
What is a Narrative Essay — Examples, Format & Techniques. Writing a Compelling Personal Narrative Essay: Tips and Examples .... Buy an essay online: Personal story essay. Helpful Narrative Essay Topics Ireland | College, Istruzione, Scuola. Narrative Essay Examples For College. 021 Narrative Essay Example College Sample ~ Th
What is a Narrative Essay — Examples, Format & Techniques. Writing a Compelling Personal Narrative Essay: Tips and Examples .... Buy an essay online: Personal story essay. Helpful Narrative Essay Topics Ireland | College, Istruzione, Scuola. Narrative Essay Examples For College. 021 Narrative Essay Example College Sample ~ Thatsnotus. How to Write a College Narrative Essay | Our Everyday Life. Narrative Writing Template. 017 Narrative Essay Example College Everything Numbers Text ~ Thatsnotus. Free Essay Sample Narrative Sample Essay Sample Why This College .... Free sample personal narrative essay - Custom Paper Catalog. 018 College Essay Topics Free Sample1cbu003d Personal Narratives High .... Step-by-Step Guide How to Write Narrative Essay (2023 Update). Narrative Essay: Narrative essays sample. How to Write a Narrative Essay.
Similar to WOODBURY UNIVERSITY WRIT 100 Bridge to Academic Writing .docx (15)
Fungi reproduce ___________________________ by fragmentation, buddin.docxericbrooks84875
Fungi reproduce ___________________________ by fragmentation, budding, or producing spores.
10. In ___________________________ , pieces of hyphae grow into new mycelia.
11. The process of a parent cell undergoing mitosis and producing a new individual that pinches off,
matures, and separates from the parent is called ___________________________ .
12. When environmental conditions are right, a ___________________________ may germinate and
produce a threadlike ___________________________ that will grow into a mycelium.
13. Some hyphae grow away from the mycelium to produce a spore-containing structure called a
___________________________ .
14. In most fungi, the structures that support ___________________________ are the only part of the
fungus that can be seen.
15. Fungi may produce spores by ___________________________ or ___________________________ .
16. Many adaptations of fungi for survival involve ___________________________ .
17. ___________________________ protect spores and keep them from from drying out until they
are released.
18. A single puffball may produce a cloud containing as many as ___________________________ spores.
19. Producing a large number of spores increases a species’ chances of ___________________________ .
20. Fungal spores can be dispersed by ___________________________ , ___________________________ ,
and ___________________________ .
.
Full-Circle LearningMyLab™ Learning Full Circle for Mar.docxericbrooks84875
Full-Circle Learning
MyLab™: Learning Full Circle for Marketing,
Management, Business Communication,
and Intro to Business
BEFORE
CLASS
AFTER
CLASS DURING
CLASS
Decision
Sims, Videos,
and Learning
Catalytics
DSMs,
pre-lecture
homework,
eText
Writing
Space, Video
Cases, Quizzes/
Tests
MyLab
Critical Thinking
MyManagementLab®: Improves Student
Engagement Before, During, and After Class
Decision Making
BREAKTHROUGH
Prep and
Engagement
BREAK
THRO
UGH
To better resultsTo better results
• NEW! VIDEO LIBRARY – Robust video library with over 100 new book-specific videos that include
easy-to-assign assessments, the ability for instructors to add YouTube or other sources, the ability for
students to upload video submissions, and the ability for polling and teamwork.
• Decision-making simulations – NEW and improved feedback for students. Place your students
in the role of a key decision-maker! Simulations branch based on the decisions students make, providing
a variation of scenario paths. Upon completion students receive a grade, as well as a detailed report of
the choices and the associated consequences of those decisions.
• Video exercises – UPDATED with new exercises. Engaging videos that bring business concepts to
life and explore business topics related to the theory students are learning in class. Quizzes then assess
students’ comprehension of the concepts covered in each video.
• Learning Catalytics – A “bring your own device”
student engagement, assessment, and classroom
intelligence system helps instructors analyze
students’ critical-thinking skills during lecture.
• Dynamic Study Modules (DSMs) – UPDATED
with additional questions. Through adaptive
learning, students get personalized guidance where
and when they need it most, creating greater
engagement, improving knowledge retention, and
supporting subject-matter mastery. Also available
on mobile devices.
• Writing Space – UPDATED with new commenting tabs, new prompts, and a new tool
for students called Pearson Writer. A single location to develop and assess concept mastery
and critical thinking, the Writing Space offers automatic graded, assisted graded, and create your own
writing assignments, allowing you to exchange personalized feedback with students quickly and easily.
Writing Space can also check students’ work for improper citation or plagiarism by comparing it
against the world’s most accurate text comparison database available from Turnitin.
• Additional Features – Included with the MyLab are a powerful homework and test manager, robust
gradebook tracking, Reporting Dashboard, comprehensive online course content, and easily scalable
and shareable content.
http://www.pearsonmylabandmastering.com
Strategic
ManageMent
concepts and cases
A Competitive AdvAntAge ApproACh
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Fred r. David
Francis Marion University
Florence, South Carolina
Forest r. David
Strategic Planning C.
Functional Requirements Document
Template
Version
Description of Change
Author
Date
CONTENTS
41
INTRODUCTION
1.1
Purpose
4
1.2
Scope
4
1.3
Background
4
1.4
References
4
1.5
Assumptions and Constraints
4
1.6
Document Overview
5
2
METHODOLOGY
5
3
FUNCTIONAL REQUIREMENTS
5
4.1
Context
5
4.2
User Requirements
5
4.3
Data Flow Diagrams
6
4.4
Logical Data Model/Data Dictionary
6
4.5
Functional Requirements
6
5
OTHER REQUIREMENTS
6
5.1
Interface Requirements
6
5.2
Data Conversion Requirements
7
5.3
Hardware/Software Requirements
7
5.4
Operational Requirements
7
APPENDIX A - GLOSSARY
11
1 INTRODUCTION
[Provide an overview of the system and some additional information to place the system in context.]
1.1 Purpose
[Provide an overall description of the FRD, its purpose. Reference the system name and identifying information about the system to be implemented.]
1.2 Scope
[Discuss the scope of the document and how it accomplishes its purpose.]
1.3 Background
[Describe the organization and its overall responsibilities. Describe who is producing the document and why.]
1.4 References
[List references and controlling documents, including: meeting summaries, white papers, other deliverables, etc.]
1.5 Assumptions and Constraints
[Provide a list of contractual or task level assumptions and/or constraints that are preconditions to preparation of the FRD. Assumptions are future situations beyond the control of the project, whose outcomes influence the success of a project.]
1.5.1 Assumptions
Examples of assumptions include: availability of a technical platform, legal changes and policy decisions.
1.5.2 Constraints
Constraints are boundary conditions on how the system must be designed and constructed. Examples include: legal requirements, technical standards, strategic decisions.
· Constraints exist because of real business conditions. For example, a delivery date is a constraint only if there are real business consequences that will happen as a result of not meeting the date. If failing to have the subject application operational by the specified date places the organization in legal default, the date is a constraint.
· Preferences are arbitrary. For example, a date chosen arbitrarily is a preference. Preferences, if included in the FRD, should be noted as such.]
1.6 Document Overview
[Provide a description of the document organization.]
2 METHODOLOGY
[Describe the overall approach used in the determination of the FRD contents. Describe the modeling method(s) so non-technical readers can understand what they are conveying.]
3 FUNCTIONAL REQUIREMENTS
4.1 Context
[Provide a context diagram of the system, with explanations as applicable. The context of a system refers to the connections and relationships between the system and its environment.]Exhibit 2 - Generic Context Diagram
Data 6
Data 1
Data 3
Data 4
Data 7
Data 2
Data 8
System/
Application
Name
Interface
Name 2
Interface
Name 4
Interface
Name 1
(User)
Interface
Name 3
Da.
Fully answer any ONE of the following essay questions1. Is the.docxericbrooks84875
Fully answer any ONE of the following essay questions:
1. Is there an obligation to promote the common good? Contrast the views of Bentham, Kant, and Ross on that question. Whose view do you think is best? Why?
2. What does it mean to claim that ethics is an
a priori
discipline? Who agrees with that view? What is Bentham's view of the nature of ethics (hint: empirical science)? How does Ross combine those views?
3. Both Kant and Ross are nonconsequentialists, yet they disagree about the role of consequences in determining the morally right act. Compare and contrast their views regarding the role of consequences. which view is preferable? Why?
.
Fully answer any ONE of the following essay questions1. Is t.docxericbrooks84875
Fully answer any ONE of the following essay questions:
1. Is there an obligation to promote the common good? Contrast the views of Bentham, Kant, and Ross on that question. Whose view do you think is best? Why?
2. What does it mean to claim that ethics is an
a priori
discipline? Who agrees with that view? What is Bentham's view of the nature of ethics (hint: empirical science)? How does Ross combine those views?
3. Both Kant and Ross are nonconsequentialists, yet they disagree about the role of consequences in determining the morally right act. Compare and contrast their views regarding the role of consequences. which view is preferable? Why?
.
From the weeks chapter reading, we learn from the authors that,.docxericbrooks84875
From the week's chapter reading, we learn from the authors that, the use of mobile devices in our society today has indeed become ubiquitous. In addition, CTIA asserted that over 326 million mobile devices were in use within The United States as of December 2012 – an estimated growth of more than 100 percent penetration rate with users carrying more than one device with notable continues growth. From this research, it’s evident that mobile computing has vastly accelerated in popularity over the last decade due to several factors noted by the authors in our chapter reading.
Q1: In consideration with this revelation, identify and name these factors, and provide a brief discussion about them?
.
FTER watching the videos and reviewing the other materials in this.docxericbrooks84875
FTER
watching the videos and reviewing the other materials in this Learning Unit, answer BOTH of the questions below.
1) Discuss the use of imagery in the poem "kitchenette building" by Gwendolyn Brooks. In your answer, make sure to identify specific images and explain how or why the poet uses them.
2) Discuss the use of diction in the poem "The Secretary Chant" by Marge Piercy. In your answer, make sure to identify specific word choices and explain how or why the poet uses them.
.
fter completing the reading this week, we reflect on a few key conce.docxericbrooks84875
fter completing the reading this week, we reflect on a few key concepts this week and answer question number
How does culture impact leadership? Can culture be seen as a constraint on leadership?
Please be sure to answer all the questions above in the initial post.
Please ensure the initial post and two response posts are substantive. Substantive posts will do at least TWO of the following:
Ask an interesting, thoughtful question pertaining to the topic
Expand on the topic, by adding additional thoughtful information
Answer a question posted by another student in detail
Share an applicable personal experience
Provide an outside source
Make an argument
At least one scholarly (peer-reviewed) resource should be used in the initial discussion thread. Please ensure to use information from your readings and other sources from the UC Library. Use APA references and in-text citations.
.
FS-3FORD MOTOR COMPANY AND SUBSIDIARIESCONSOLIDATED INCO.docxericbrooks84875
FS-3
FORD MOTOR COMPANY AND SUBSIDIARIES
CONSOLIDATED INCOME STATEMENT
(in millions, except per share amounts)
For the years ended December 31,
2016 2017 2018
Revenues
Automotive $ 141,546 $ 145,653 $ 148,294
Ford Credit 10,253 11,113 12,018
Mobility 1 10 26
Total revenues (Note 4) 151,800 156,776 160,338
Costs and expenses
Cost of sales 126,195 131,321 136,269
Selling, administrative, and other expenses 10,972 11,527 11,403
Ford Credit interest, operating, and other expenses 8,847 9,047 9,463
Total costs and expenses 146,014 151,895 157,135
Interest expense on Automotive debt 894 1,133 1,171
Interest expense on Other debt 57 57 57
Other income/(loss), net (Note 5) 169 3,267 2,247
Equity in net income of affiliated companies 1,780 1,201 123
Income before income taxes 6,784 8,159 4,345
Provision for/(Benefit from) income taxes (Note 7) 2,184 402 650
Net income 4,600 7,757 3,695
Less: Income/(Loss) attributable to noncontrolling interests 11 26 18
Net income attributable to Ford Motor Company $ 4,589 $ 7,731 $ 3,677
EARNINGS PER SHARE ATTRIBUTABLE TO FORD MOTOR COMPANY COMMON AND CLASS B STOCK (Note 8)
Basic income $ 1.16 $ 1.94 $ 0.93
Diluted income 1.15 1.93 0.92
CONSOLIDATED STATEMENT OF COMPREHENSIVE INCOME
(in millions)
For the years ended December 31,
2016 2017 2018
Net income $ 4,600 $ 7,757 $ 3,695
Other comprehensive income/(loss), net of tax (Note 21)
Foreign currency translation (1,024) 314 (523)
Marketable securities (8) (34) (11)
Derivative instruments 219 (265) 183
Pension and other postretirement benefits 56 37 (56)
Total other comprehensive income/(loss), net of tax (757) 52 (407)
Comprehensive income 3,843 7,809 3,288
Less: Comprehensive income/(loss) attributable to noncontrolling interests 10 24 18
Comprehensive income attributable to Ford Motor Company $ 3,833 $ 7,785 $ 3,270
The accompanying notes are part of the consolidated financial statements.
FS-4
FORD MOTOR COMPANY AND SUBSIDIARIES
CONSOLIDATED BALANCE SHEET
(in millions)
December 31,
2017
December 31,
2018
ASSETS
Cash and cash equivalents (Note 9) $ 18,492 $ 16,718
Marketable securities (Note 9) 20,435 17,233
Ford Credit finance receivables, net (Note 10) 52,210 54,353
Trade and other receivables, less allowances of $412 and $94 10,599 11,195
Inventories (Note 12) 11,176 11,220
Other assets 3,889 3,930
Total current assets 116,801 114,649
Ford Credit finance receivables, net (Note 10) 56,182 55,544
Net investment in operating leases (Note 13) 28,235 29,119
Net property (Note 14) 35,327 36,178
Equity in net assets of affiliated companies (Note 15) 3,085 2,709
Deferred income taxes (Note 7) 10,762 10,412
Other assets 8,104 7,929
Total assets $ 258,496 $ 256,540
LIABILITIES
Payables $ 23,282 $ 21,520
Other liabilities and deferred revenue (Note 16) 19,697 20,556
Automotive debt payable within one year (Note 18) 3,356 2,314
Ford Credit debt payable within one year (Note 18) 48,265 51,179
Total current liabilities 94,600 95,56.
Fromm’s concept of the syndrome of decay included three personality .docxericbrooks84875
Fromm’s concept of the syndrome of decay included three personality disorders: (1) necrophilia, or love of death; (2) malignant narcissism, or extreme self-interest; and (3) incestuous symbiosis, or a passionate devotion to one’s mother or a mother substitute. Fromm identified Adolf Hitler as the most conspicuous example of a person with the syndrome of decay. If Fromm’s conception is valid, one would see the syndrome of decay traits in contemporary personalities. Identify recent examples of well-known people with the syndrome of decay, including serial killers or heads of state who manifest the love of death. Pay special attention to malignant narcissism and incestuous symbiosis.
.
From your readings in Chapter 4, choose one of the organizational sy.docxericbrooks84875
From your readings in Chapter 4, choose one of the organizational systems such as social, ethical, religious, spiritual, educational, ecological/environmental, political, economic, technological, and legal systems. Discuss how this organizational system can prepare you to care for individuals from other cultures.
.
From your daily briefs, Kaiser Health News Morning Briefing or P.docxericbrooks84875
From your daily briefs, Kaiser Health News Morning Briefing or POLITICO Pulse.
List the interest groups that are mentioned in the brief and what their interest is in the piece.
Categorize the issues in the brief according to the following—politics and politicians, access to health care, health care insurance, health care legislation, money, drugs, or other.
.
From the perspective of the public safety field youre in, aspire to.docxericbrooks84875
From the perspective of the public safety field you're in, aspire to be in, or have researched, discuss what activity(s) performed by someone in that field are most likely to result in claims of civil liability against the individual, organization, or both. What, if any measures could be taken by the individual or organization to minimize those risks. What factors could leave an individual personally liable for damages related to the claim.
.
From the following terms Orthodox Judaism, Hassidic Judaism. Brief.docxericbrooks84875
From the following terms: Orthodox Judaism, Hassidic Judaism. Briefly define these two terms, then explain their relationship to one another. How are they similar, and how are they different? What lead to their development?
The destruction of the 2nd Temple in Jerusalem marks a major shift in the history and character of Judaism. What characterizes Jewish practice before the destruction of the 2nd Temple, and what characterizes Jewish practice after the Temple's destruction? How are these practices different? What was maintained?
APA format minimum 2 scholarly articles
.
From the end of Chapter 14, complete Discussion Question 3 What are.docxericbrooks84875
From the end of Chapter 14, complete Discussion Question 3: What are the main advantages of using a network-based approach to project management rather than a Gantt chart? Under what circumstances might a Gantt chart be preferable to a network-based approach?
Required Resources
Text
Bozarth, C. C., & Handfield, R. B. (2016).
Introduction to operations and supply chain management
(4th ed.). Upper Saddle River, NJ: Pearson.
Chapter 3: Process choice and layout decisions in manufacturing and services
Chapter 6: Managing capacity
Chapter 14: Managing projects
Chapter 15: Developing products and services
.
From the e-Activity, take a position on this statement People that .docxericbrooks84875
From the e-Activity, take a position on this statement: People that resist using online social networks such as Facebook and Twitter are an unusual minority in this country. Support your position with one or two examples.
Discuss the value of seeing an issue from different, and often opposing, points of view and the skills and knowledge you gained from taking this course.
.
From Chapter Seven How does horizontal growth differ from v.docxericbrooks84875
From Chapter Seven:
How does horizontal growth differ from vertical growth as a corporate strategy? From concentric diversification?
From Chapter Eight:
Are functional strategies interdependent, or can they be formulated independently of other functions?
.
From the e-Activity, determine the fundamental differences between t.docxericbrooks84875
From the e-Activity, determine the fundamental differences between the Reid, Kinesic, and Peace Methods of interviewing and interrogating a suspect that are used as part of a criminal investigation. Provide one example of a situation or scenario (real or fictional) when each of these has been or should have been used. Provide a rationale to support your response and respond to no less than one of your peers.
.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
WOODBURY UNIVERSITY WRIT 100 Bridge to Academic Writing .docx
1. WOODBURY UNIVERSITY
WRIT 100 Bridge to Academic Writing
Prof. Laurel DiGangi
[email protected] (best way to contact)
Formal Essay #2– College Pressures
Combining your own ideas with those from an outside source.
PLEASE SEE SYLLABUS FOR DUE DATES
MINIMUM of THREE full double-spaced typed pages (not 2-
1/2, 2-3/4, etc.). The third page must be a full
page. Your APA formatted cover page is not included in the
page count (so it would be a fourth page).
Short papers will be downgraded.
Learning objectives:
• How to summarize and paraphrase another writer’s work.
• How to avoid a specific type of plagiarism (using another’s
words as your own).
• How to express ideas clearly and choose words carefully.
• How to successfully combine first and third person writing.
• How to clearly differentiate between an author's ideas and
your own.
• How to use transitions between sentences, paragraphs, and
ideas
• How to properly integrate quotes.
Readings: To write this formal essay, you must first read the
following:
2. “College Pressures” by William Zinsser and
“The Social Network” by Adam Liebendorfer.
If you have been keeping up with your syllabus, you will
already be familiar with these readings.
Your assignment
Your thesis will answer this prompt (also called a “research
question”): What are the predominant college
pressures among Woodbury students in general, OR within a
specific group (for example, international students,
those from a specific culture or major, etc.)? The body of your
essay will support (prove) your thesis with
supporting evidence provided from your own personal
experiences and observations, as well as the ideas of
Zinsser and/or Liebendorfer.
Your essay should be 5 - 8 paragraphs in length and contain an
introduction, a thesis statement, a well-developed
of body of supporting evidence, and a conclusion. Your
imagined “audience” will include students both inside
and outside this class, as well as instructors. You must write
your essay in such a way that people unfamiliar with
Zissner’s and/or Liebendorfer’s writing will understand both
their ideas and your own.
You must paraphrase and quote either Zissner, Liebendorfer, or
both in your essay.
You should include your own personal experiences OR the
experiences of others. You should change the names
of the other students you interview to ensure their privacy.
You should have between 3 to 5 quotes in your essay; no quote
can be longer than three lines. These quotes can
be from Zissner, Leibendorfer, or other Woodbury students.
3. Your essay should use APA formatting, but you do not need
APA citations.
Purpose: This essay is basically a persuasive essay, in that you
will be persuading your audience to believe your
point-of-view. Your paragraphs may use patterns of definition
(you will need to define certain pressures),
examples (your own, Zinsser’s, and your friends), cause and
effect (you will be proving how certain situations
and events can lead to pressure), and compare/contrast (you will
be comparing and/or contrasting the pressures of
WU students with those that Zinsser describes).
YOU MUST TURN IN YOUR FINAL DRAFT TO
TURNITIN.COM.
See your syllabus for class ID and password.
This essay assignment is worth a total of 125 points
Prewrite 10 pts. maximum (graded on adherence to prewrite
requirements, including length,
sincere effort; minor grammar errors that don’t impede
comprehension are
acceptable; major grammar errors that impede understanding are
not.
In-class peer review 10 pts. maximum (student must be in class
with 3 copies; must have total required pages
to earn full
points.
Writing Center visit 5 pts. (make sure tutor sends report to
[email protected])
4. Final Essay 150 pts. maximum ) graded on syllabus
rubric)
Total 175 pts.
mailto:[email protected]WOODBURY UNIVERSITYYour essay
should be 5 - 8 paragraphs in length and contain an
introduction, a thesis statement, a well-developed of body of
supporting evidence, and a conclusion. Your imagined
“audience” will include students both inside and outside this
class, as w...
Zinsser 1
COLLEGE PRESSURES by William Zinsser
Dear Carlos: I desperately need a dean's excuse for my chem
midterm which will begin in about
1 hour. All I can say is that I totally blew it this week. I've
fallen incredibly, inconceivably
behind.
Carlos: Help! I'm anxious to hear from you. I'll be in my room
and won't leave it until I hear
from you. Tomorrow is the last day for .......
Carlos: I left town because I started bugging out again. I stayed
up all night to finish a take-
home make-up exam and am typing it to hand in on the 10th. It
was due on the 5th. P.S. I'm
going to the dentist. Pain is pretty bad.
Carlos: Probably by Friday I'll be able to get back to my
5. studies. Right now I'm going to take a
long walk. This whole thing has taken a lot out of me.
Carlos: I'm really up the proverbial creek. The problem is I
really bombed the history final.
Since I need that course for my major I ....
Carlos: Here follows a tale of woe. I went home this weekend,
had to help my Mom, and caught
a fever so didn't have much time to study. My professor .....
Carlos: Aargh!! Trouble. Nothing original but everything's
piling up at once. To be brief, my job
interview .....
Hey Carlos, good news! I've got mononucleosis.
Who are these wretched supplicants, scribbling notes so laden
with anxiety, seeking such
miracles of postponement and balm? They are men and women
who belong to Branford College,
one of the twelve residential colleges at Yale University, and
the messages are just a few of the
hundreds that they left for their dean, Carlos Hortas -- often
slipped under his door at 4 a.m. --
last year.
But students like the ones who wrote those notes can also be
found on campuses from coast to
coast -- especially in New England, and at many other private
colleges across the country that
have high academic standards and highly motivated students.
Nobody could doubt that the notes
are real. In their urgency and their gallows humor they are
authentic voices of a generation that is
panicky to succeed.
6. My own connection with the message writers is that I am master
of Branford College. I live in its
Gothic quadrangle and know the students well. (We have 485 of
them.) I am privy to their hopes
and fears -- and also to their stereo music and their piercing
cries in the dead of night ("Does
anybody ca-a-are?"). If they went to Carlos to ask how to get
through tomorrow, they come to
me to ask how to get through the rest of their lives.
Zinsser 2
Mainly I try to remind them that the road ahead is a long one
and that it will have more
unexpected turns than they think. There will be plenty of time
to change jobs, change careers,
change whole attitudes and approaches. They don't want to hear
such liberating news. They want
a map -- right now -- that they can follow unswervingly to
career security, financial security,
social security and, presumably, a prepaid grave.
What I wish for all students is some release from the clammy
grip of the future. I wish them a
chance to savor each segment of their education as an
experience in itself and not as a grim
preparation for the next step. I wish them the right to
experiment, to trip and fall, to learn that
defeat is as instructive as victory and is not the end of the
world.
My wish, of course, is naive. One of the few rights that America
7. does not proclaim is the right to
fail. Achievement is the national god, venerated in our media --
the million dollar athlete, the
wealthy executive -- and the glorified in our praise of
possessions. In the presence of such a
potent state religion, the young are growing up old.
I see four kinds of pressure working on college students today:
economic pressure, parental
pressure, peer pressure, and self-induced pressure. It is easy to
look around for villians -- to
blame the colleges for charging too much money, the professors
for assigning too much work,
the parents for pushing their children too far, the students for
driving themselves too hard. But
there are are no villians, only victims.
"In the late 1960's," one dean told me, "the typical question that
I got from students was, 'Why is
there so much suffering in the world?' or 'How can I make a
contribution?' Today it's, 'Do you
think it would look better for getting into law school if I did a
double major in history and
political science, or just majored in one of them?' Many other
deans confirmed this pattern. One
said, "They're trying to find an edge -- the intangible something
that will look better on paper if
two students are about equal." Note the emphasis on looking
better. The transcript has become a
sacred document, the passport to security. How one appears on
paper is more important than how
one appears in person. A is for Admirable and B is for
Borderline, even though, in Yale's official
system of grading, A means "excellent" and B means "very
8. good." Today, looking very good is
no longer enough, especially for students who hope to go on to
law school or medical school.
They know that entrance into the better schools will be an
entrance into the better law firms and
better medical practices where they will make a lot of money.
They also know that the odds are
harsh, Yale Law School, for instance, matriculates 170 students
from an applicant pool of 3,700;
Harvard enrolls 550 from a pool of 7,000.
It's all very well for those of us who write letters of
recommendation for our students to stress the
qualities of humanity that will make them good lawyers or
doctors. And it's nice to think that
admission officers are really reading our letters and looking for
the extra dimension of
commitment or concern. Still, it would be hard for a student not
to visualize these officers
shuffling so many transcripts studded with A's that they regard
a B as positively shameful.
Zinsser 3
The pressure is almost as heavy on students who just want to
graduate and get a job. Long gone
are the days of the "gentlemen's C," when students journeyed
through college with a certain
relaxation, sampling a wide variety of courses -- music, art,
philosophy, classics, anthropology,
poetry, religion -- that would send them out as liberally
educated men and women. If I were an
employer I would employ graduates who have this range and
9. curiousity rather than those who
narrowly purused safe subjects and high grades. I know
countless students whose inquiring
minds exhilarate me. I like to hear the play of their ideas. I
don't know if they are getting A's or
C's, and I don't care. I also like them as people. The country
needs them, and they will find
satisfying jobs. I tell them to relax. They can't.
Nor can I blame them. They live in a brutal economy. Tuition,
room, and board at most private
colleges now comes to at least $7,000, not counting books and
fees. This might seem to suggest
that the colleges are getting rich. But they are equally battered
by inflation. Tuition covers only
60% of what it costs to educate a student, and ordinarily the
remainder comes from what colleges
receive in endowments, grants, and gifts. Now the remainder
keeps being swallowed by the cruel
costs higher every year, of just opening the doors. Heating oil is
up. Insurance is up. Postage is
up. Health premium costs are up. Everything is up. Deficits are
up. We are witnessing in
America the creation of a brotherhood of paupers -- colleges,
parents and students, joined by the
common bond of debt.
Today it is not unusual for a student, even if he works part-time
at college and full-time during
the summer, to accrue $5,000 in loans after four years -- loans
that he must start to repay within
one year after graduation. Exhorted at commencement to go
forth into the world, he is already
behind as he goes forth. How could he not feel under pressure
throughout college to prepare for
this day of reckoning? I have used "he," incidentally, only for
10. brevity. Women at Yale are under
no less pressure to justify their expensive education to
themsleves, their parents, and society. In
fact, they are probably under more pressure. For although they
leave college superbly equipped
to bring fresh leadership to traditionally male jobs, society
hasn't yet caught up with that fact.
Along with economic pressure goes parental pressure.
Inevitably, the two are deeply intertwined.
I see many students taking pre-medical courses with joyless
tenacity. They go off to their labs as
if they were going to the dentist. It saddens me because I know
them in other corners of their life
as cheerful people.
"Do you want to go to medical school?" I ask them.
"I guess so," they say, without conviction, or "Not really."
"Then why are you going?"
"Well, my parents want me to be a doctor. They're paying all
this money and ..."
Poor students, poor parents. They are caught in one of the oldest
webs of love and duty and guilt.
The parents mean well; they are trying to steer their sons and
daughters toward a secure future.
But the sons and daughters want to major in history or classics
or philosophy -- subjects with no
Zinsser 4
11. "practical" value. Where's the payoff on the humanities? It's not
easy to persuade such loving
parents that the humanities do, indeed, pay off. The intellectual
faculties developed by studying
subjects like history and classics -- an ability to synthesize and
relate, to weigh cause and effect,
to see events in perspective -- are just the faculties that make
creative leaders in business or
almost any general field. Still, many thaters would rather put
their money on courses that point
toward a specific profession -- courses that are pre-law, pre-
medical, pre-business, or as I
sometimes put it, "pre-rich."
But the pressure on students is severe. They are truly torn. One
part of them feels obligated to
fulfill their parents' expectations; after all, their parents are
older and presumably wiser. Another
part tells them that the expectations that are right for their
parents are not right for them.
I know a student who wants to be an artist. She is very
obviously an artist and will be a good one
-- she has already had several modest local exhibits. Meanwhile
she is growing as a well-rounded
person and taking humanistic subjects that will enrich the inner
resources out of which her art
will grow. But her father is strongly opposed. He thinks that an
artist is a "dumb" thing to be.
The student vacillates and tries to please everybody. She keeps
up with her art somewhat
furtively and takes some of the "dumb" courses her father wants
her to take -- at least they are
dumb courses for her. She is a free spirit on a campus of tense
12. students -- no small achievement
in itself -- she deserves to follow her muse.
Peer pressure and self-induced pressure are also intertwined,
and they begin almost at the
beginning of freshman year.
"I had a freshman student I'll call Linda, " one dean told me,
"who came in and said she was
under terrible pressure because her roommate, Barbara, was
much brighter and studied all the
time. I couldn't tell her that Barabra had come in two hours
earlier to say the same thing about
Linda."
The story is almost funny -- except that it's not. It's
symptomatic of all the pressures put together.
When every student thinks every other student is working
harder and doing better, the only
solution is to study harder still. I see students going off to the
library every night after dinner and
coming back when it closes at midnight. I wish they would
sometimes forget about their peers
and go to a movie. I hear the clack of typewriters in the hours
before dawn. I see the tension in
their eyes when exams are approaching and papers are due :
"Will I get everything done?"
Probably they won't. They will get sick. They will get
"blocked". They will sleep. They will
oversleep. They will bug out. Hey Carlos, Help!
Part of the problem is that they do more than they are expected
to do. A professor will assign
five-page papers. Several students will start writing ten-page
papers, and a few will raise the ante
13. to fifteen. Pity the poor student who is still just doing the
assignment.
"Once you have twenty or thirty percent of the student
population deliberately overexerting," one
dean points out, "it's just bad for everybody. When a teacher
gets more and more effort from his
Zinsser 5
class, the student who is doing normal work can be perceived as
not doing well. The tactic
works, psychologically."
Why can't the professor just cut back and not accept longer
papers? He can and he probably will.
But by then the term will be half over and the damage done.
Grade fever is highly contagious
and not easily reversed. Besides, the professor's main concern is
with his course. He knows his
students only in relation to the course and doesn't know that
they are also overexerting in their
other courses. Nor is it really his business. He didn't sign up for
dealing with the student as a
whole person and with all the emotional baggage the student
brought from home. That's what
deans, masters, chaplains, and psychiatrists are for.
To some extent this is nothing new: a certain number of
professors have always been self-
contained islands of scholarship and shyness, more comfortable
with books than with people.
But the new pauperism has widened the gap still further, for
14. professors who actually like to
spend time with students don't have as much time to spend.
They also are overexerting. If they
are young, they are busy trying to publish in order not to perish,
hanging by their fingernails onto
a shrinking profession. If they are old and tenured, they are
buried under the duties of
administering departments -- as departmental chairmen or
members of committees -- that have
been thinned out by the budgetary axe.
Ultimately it will be the student's own business to break the
circles in which they are trapped.
They are too young to be prisoners of their parents' dreams and
their classmates' fears. They must
be jolted into believing in themselves as unique men and women
who have the power to shape
their own future.
"Violence is being done to the undergraduate experience," says
Carlos Horta. "College should be
open-ended; at the end it should open many, many roads.
Instead, students are choosing their
goal in advance, and their choices narrow as they go along, it's
almost as if they think that the
country has been codified in the type of jobs that exist -- that
they've got to fit into certain slots.
Therefore, fit into the best-paying slot."
"They ought to take chances. Not taking chances will lead to a
life of colorless mediocrity.
They'll be comfortable. But something in the spirit will be
missing."
I have painted too drab a portrait of today's students, making
them seem a solemn lot. That is
15. only half of their story: if they were so dreary I wouldn't so
thoroughly enjoy their company. The
other half is that they are easy to like. They are quick to laugh
and to offer friendship. They are
not introverts. They are unusually kind and are more
considerate of one another than any student
generation I have known.
Nor are they so obsessed with their studies that they avoid
sports and extra-curricular activities.
On the contrary, they juggle their crowded hours to play on a
variety of teams, peform with
musical and dramatic groups, and write for campus publications.
But this in turn is one more
cause of anxiety. There are too many choices. Academically,
they have 1,300 courses to select
from; outside class they have to decide how much spare time
they can spare and how to spend it.
Zinsser 6
This means that they engage in fewer extracurricular pursuits
than their predecessors did. If they
want to row on the crew and play in the symphony they will
eliminate one; in the '60's they
would have done both. They also tend to choose activities that
are self-limiting. Drama, for
instance, is flourishing in all twelve of Yale's residential
colleges as it never has before. Students
hurl themselves into these productions -- as actors, directors,
carpenters, and technicians -- with a
dedication to create the best possible play, knowing that the day
will come when the run will end
16. and they can get back to their studies.
They also can't afford to be the willing slave for organizations
like the Yale Daily News. Last
spring at the one hundredth anniversary banquet of that paper
whose past chairmen include such
once and future kings as Potter Stewart, Kingman Brewster, and
William F. Buckley, Jr. -- much
was made of the fact that the editorial staff used to be small and
totally committed and that
"newsies" routinely worked fifty hours a week. In effect they
belonged to a club; Newsies is how
they defined themselves at Yale. Today's student will write one
or two articles a week, when he
can, and he defines himself as a student. I've never heard the
word Newsie except at the banquet.
If I have described the modern undergraduate primarily as a
driven creature who is largely
ignoring the blithe spirit inside who keeps trying to come out
and play, it's because that's where
the crunch is, not only at Yale but throughout American
education. It's why I think we should all
be worried about the values that are nurturing a generation so
fearful of risk and so goal-obsessed
at such an early age.
I tell students that there is no one "right" way to get ahead --
that each of them is a different
person, starting from a different point and bound for a different
destination. I tell them that
change is a tonic and that all the slots are not codified nor the
frontiers closed. One of my ways
of telling them is to invite men and women who have achieved
success outside the academic
world to come and talk informally with my students during the
17. year. They are heads of
companies or ad agencies, editors of magazines, politicians,
public officials, television magnates,
labor leaders, business executives, Broadway producers, artists,
writers, economists,
photographers, scientists, historians -- a mixed bag of
achievers.
I ask them to say a few words about how they got started. The
students assume that they started
in their present profession and knew all along that it was what
they wanted to do. Luckily for me,
most of them got into their field by a circuitious route, to their
surprise, after many detours. The
students are startled. They can hardly conceive of a career that
was not pre-planned. They can
hardly imagine allowing the hand of God or chance to nudge
them down some unforeseen trail.