Write a paper that compares and contrasts one specific characteristi.docx

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Write a paper that compares and contrasts one specific characteristic or theme in two modern world religions. For example, one could compare/contrast ideas of the afterlife in Judaism and Hinduism. Examples of Religious Characteristics: Places of worship Moral instructions Uses of scripture in worship Dietary or fasting practices/rituals Rituals of atonement/purification Practice of prayer/spiritual meditation Nature of morality/life goals Nature of the Divine/Supreme Reality Examples of Modern Religious Faiths: Hinduism Judaism Buddhism Christianity Islam Daoism Confucianism Sikhism Key Requirements: Papers must be typed Papers should be three pages long Papers should be double-spaced Font should be 12 point, with one inch margins Papers should include page numbers Writing should use formal language and correct spelling and punctuation Papers should use proper APA citation format When writing, consider the following: What does each religion believe about your chosen theme or characteristic? Where do these beliefs come from? What practices result from this belief? What, if any, rituals are involved? Is there any tension or disagreement within the religion itself about this characteristic/theme? How do they compare across your two chosen religions? How are they different? .

Education

Where do these beliefs come from?
What practices result from this belief?
What, if any, rituals are involved?
Is there any tension or disagreement within the religion itself
about this characteristic/theme?
How do they compare across your two chosen religions?
How are they different?

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Write a short essay of at least 2 pages (typed, double-spaced, in ti.docx

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Write a summary. Describe the main points of the article and how it relates to the week's course and text readings. Evaluate the article on the basis of your own thoughts and perspectives on the topic covered. Article 1 KRISTEN HAWLEY TURNER Teachers who recognize that “digitalk” is different and not deficient can find ways to harness this language en route to improving students' academic writing. Lily: heyyyy (: Michael: waszgud B.I.G.? Lily: nm, chillennn; whatchu up too? Michael: Watchln da gam3 Lily: mm, y quien ta jugandoo? Michael: Yank33s nd naTi0naLs. Lily: WHAAAATT A JOKEEEEE, dime comoyankeeslosttagainstt them yesterdaii Michael: i n0e, th3y suCk. Lily: & the nationalsss won like only 16 games one of the worst teamshomieeegee. Michael: t31L m3 b0uT it, i b3T y0u fIv3 d01LaRs th3Y g00nA10s3. Lily: AHA, naw gee thats easy $ for youu ! =p Michael: loliwaSplAylnG wl y0u. =D Lily: lolimma talk to you later … i got pizzaa awaitingggmeeeee (; Michael: iight pe3cE As I copy this text conversation between two adolescents into Microsoft Word, the screen lights up with red. Every line in this exchange is marked. Microsoft Word, it seems, does not “get” the language of these speakers and attacks the black-and-white text with its red pen. For Microsoft Word, these writers are wrong. When I first encountered “computer-mediated language” (Crystal 2001 : 238), I was as confused as my word-processing program is today. An English teacher and one of our school's “grammar gurus,” I couldn't understand why students were substituting “2” for “too” or “u” for “you” in their school writing. I was completely stumped by the language they were using to talk to each other digitally. Today, when I look at the exchange between Lily and Michael, I am amazed by their ability to manipulate language and to communicate effectively across time and space. I have evolved from being a grammar guru who questioned this teen language as a degradation of Standard English to one who sees adolescent digitalk as a complex and fascinating combination of written and conversational languages in a digital setting. The Journey of a “Grammar Guru” I first ventured beyond e-mail into other forms of digital communication a decade ago when my brother installed an instant-messaging program on my personal computer. He taught me how to “see” him online and to exchange messages. A few years later, I used a similar instant-messaging program to “chat” with group members as we completed a class project for graduate school. Our inability to find a time for five adults to meet in person led us to use this technology, and our success in working together in a virtual space made me consider the pedagogical applications of instant messaging in my high school classroom. When I first assigned a book discussion to be conducted by instant message (IM), my high school students looked at me quizzically. They hadn't thought about using IM as a learning tool. For them, it was a social space outside of scho.

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