ASSIGNMENT Go through the case study files there are two files regarding the company case study you should also research about the company in the internet… The company name- “Manning Drive Material Recovery facility(MRF)- City Of London , Canada.” ANSWER THE FOLLOWING REGARDING THE COMPANY: 1) How does the organization layout its operation and where are they located in London? 2) Draw a sketch of the organization's layout (Branch location: Manning Drive). 3) Mention at least 3 cited references. You will need to do some research by referring to the organization Assignment Description: Reading Response Papers The purpose of the reading response assignments is to give you the opportunity to take a crack at interpreting literature yourselves, thus to give you a better appreciation of the challenges involved and to get you thinking about what goes into analyzing the material we read. Three times over the course of the semester you will be expected to submit a short paper that responds to questions posted to iLearn. One should be completed on or before Oct. 18th, one between Oct. 19th and Nov. 15th, and one between Nov. 16th and Dec. 13th. Assignment Basics Length: 2-3 pages. The minimum is 2 full pages. Due Dates: Variable (see below) Subject – The papers should consist of responses to the interpretative questions posted for a given reading on iLearn Submission – Please submit the paper in iLearn, and also a paper copy in class. Three times over the course of the semester, you will submit a paper at least 2 full pages in length that offers your response to the discussion questions posted on iLearn about the reading assignment for a particular day. You have a great deal of choice as regards the readings to which you wish to respond. The only requirements are that you turn in one paper on or before Oct. 18th, a second on or before Nov. 15th, and a third on or before Dec 13th. Other than that, you are free to choose which papers you will write. Look at the schedule and the discussion questions and plan to write papers on topics that sound interesting to you, or on dates that fit well with your schedule. The papers should be written about the reading material for the day they are submitted. In other words if, for example, you are turning in a reading response paper on Oct. 2nd, that paper must be on Medea (see the reading schedule in the syllabus). By corollary, if you want to write about the Medea, you must submit your paper on Oct 2nd. Avoiding Pitfalls: Writing Mechanics Spelling, Grammar, Punctuation, etc. – Although this is not a composition class per se, it is important nonetheless that your papers conform to college standards in matters of grammar, syntax, etc., and will be marked down if they do not. If writing is not your strong suit, it would be a good idea to pay extra attention to this. One useful option is to bring your paper in to the Learning Assistance Center.

1. ASSIGNMENT
Go through the case study files there are two files regarding the
company case study you should also research about the
company in the internet… The company name- “Manning Drive
Material Recovery facility(MRF)- City Of London , Canada.”
ANSWER THE FOLLOWING REGARDING THE COMPANY:
1) How does the organization layout its operation and where are
they located in London?
2) Draw a sketch of the organization's layout (Branch location:
Manning Drive).
3) Mention at least 3 cited references. You will need to do some
research by referring to the organization
Assignment Description: Reading Response Papers
The purpose of the reading response assignments is to give you
the opportunity to take a
crack at interpreting literature yourselves, thus to give you a
better appreciation of the
challenges involved and to get you thinking about what goes
into analyzing the material
we read. Three times over the course of the semester you will
be expected to submit a
short paper that responds to questions posted to iLearn. One
should be completed on or
before Oct. 18th, one between Oct. 19th and Nov. 15th, and one
between Nov. 16th and
Dec. 13th.
Assignment Basics

2. Length: 2-3 pages. The minimum is 2 full pages.
Due Dates: Variable (see below)
Subject – The papers should consist of responses to the
interpretative questions posted for
a given reading on iLearn
Submission – Please submit the paper in iLearn, and also a
paper copy in class.
Three times over the course of the semester, you will submit a
paper at least 2 full pages
in length that offers your response to the discussion questions
posted on iLearn about the
reading assignment for a particular day. You have a great deal
of choice as regards the
readings to which you wish to respond. The only requirements
are that you turn in one
paper on or before Oct. 18th, a second on or before Nov. 15th,
and a third on or before Dec
13th. Other than that, you are free to choose which papers you
will write. Look at the
schedule and the discussion questions and plan to write papers
on topics that sound
interesting to you, or on dates that fit well with your schedule.
The papers should be
written about the reading material for the day they are
submitted. In other words if, for
example, you are turning in a reading response paper on Oct.
2nd, that paper must be on
Medea (see the reading schedule in the syllabus). By corollary,
if you want to write about
the Medea, you must submit your paper on Oct 2nd.
Avoiding Pitfalls: Writing Mechanics

3. Spelling, Grammar, Punctuation, etc. – Although this is not a
composition class per se,
it is important nonetheless that your papers conform to college
standards in matters of
grammar, syntax, etc., and will be marked down if they do not.
If writing is not your
strong suit, it would be a good idea to pay extra attention to
this. One useful option is to
bring your paper in to the Learning Assistance Center and ask to
talk to a writing tutor.
The LAC is located in HSS 348. Their number is (415) 338-
1993 and their web page can
be found at
http://www.sfsu.edu/~lac/index.html
If you would like a referral (not necessary, but it allows me to
communicate with the
center) I am more than happy to provide one. I am also happy
to talk to you directly
about your writing, although the people at the LAC are there
specifically to help you with
general advice on writing and are probably the best ones to
consult first. It can not be
stressed enough that writing is the most important skill you can
develop in college – more
important by far than knowledge of ancient literature. Fairly or
not people are going to
judge your talent, your potential, even your intelligence by how
well you can express
yourself. If writing is not your strong suit you owe it to
yourself to take the opportunity

4. you have now to improve in this absolutely vital area.
In reading my markings note that the following abbreviations
are used...
I.S. – Incomplete Sentence: the sentence lacks a fully formed
main clause
R.S. – Run-on Sentence: a sentence that should be broken down
into two or more shorter
sentences.
W.C. – Word Choice: the word you have chosen is inappropriate
in this context. Are you
sure that you know what it means?
Awk. – Awkward: a catchall for sentences which, although
grammatically correct, read
very poorly for one reason or another.
Informality of Style – This is typically more a problem of
expectations than of skills.
College essays (a category to which our reading responses
belong despite their short
length) should be written in a formal style. This does not mean
that they have to be
pompous or stilted, but they should be free of slang, colloquial
expressions and
contractions.
Problems with Quotations – You are welcome to quote the texts
that we are studying in
your papers. However, many students believe, wrongly, that
every paper, or even every
paragraph within a paper, must be structured around one or
more quotations. There is
absolutely no need to organize your writing this way. You
should instead quote only in
cases where the wording of a passage is important and therefore

5. needs to be made
available to the reader so that he/she can understand what you
have to say about it.
Otherwise paraphrase (with a reference) is almost always more
economical. When you
do quote, your quotation should be integrated into one of your
sentences rather than
inserted between two of them. Thus...
http://www.sfsu.edu/~lac/index.html
Hera’s rage is so all-consuming that, in Zeus’ words, she would
“devour Priam and
Priam’s sons and the Trojan armies raw” [Iliad 4.40-41] if only
she could. This is how
the gods hate; such anger, when indulged by mortals, leads to
calamity.
is better than...
Zeus says that Hera’s rage is all-consuming. “Only if you could
breach their gates and
their long walls and devour Priam and Priam’s sons and the
Trojan armies raw – then
you just might cure your rage at last” [Iliad 4.39-42]. This is
how the gods hate; such
anger, when indulged by mortals, leads to calamity.
[I will use the Iliad as an example throughout this document,
even though we did not read
much of it for this class.]
As far as the citations themselves are concerned, you are
welcome to use inline citations
(as above), or footnotes, or even endnotes if you like.

6. Paper Length – The reading response papers are intended to be
short assignments, but
when I said that two full pages was the minimum I meant that
literally. The challenge in
an assignment of this type should be to squeeze everything you
have to say into only two
pages (or a little more). If you find yourself instead trying to
stretch your paper out to fill
two pages by expanding the header on the first page to
ridiculous lengths (I have seen
some that took up more than a third of a page), by leaving a
substantial chunk of the
second page empty, or by fiddling with font sizes, margins, etc.,
the real problem is that
you need to go back to the material and find more to say.
Papers that are not a solid two
pages long will be marked down for it.
Summary – The idea in this paper is to show me that you have
been doing some
meaningful thinking about the reading assignments and about
literature. With only two
pages to work with you need to keep everything extraneous to
this purpose to a minimum
so as to fit as much of your own thinking into the paper as
possible. You definitely
should make reference to the text where appropriate (see
above), but you don’t need to
summarize the work; I already know it. Spend the little space
you have on making your
own views clear.
Lack of Coherency – Students sometimes try to pack a dozen or
more assertions into
these two page essays. Whether this comes from a desire to be

7. comprehensive or because
the writer has only a little to say about each of their many
points, a paper of this kind is
always unconvincing. It is far better to develop one or two
ideas fully than to jump to a
new idea every sentence or two. The assignment does not
demand that you mention
address every discussion question a day’s assignment. Instead I
want to see that you have
come up with something interesting to say about something in
the day’s reading. You are
more than welcome to focus the entire paper on a single
discussion question, provided
you have something insightful to offer about it. Indeed, the
narrower your focus the
better your paper is likely to be.
Inspirational Opening Paragraphs – Somewhere in their primary
or secondary
education many students get the impression that every essay
must begin with a paragraph
that either makes grandiose claims about the subject matter or
asserts the student’s love
for it. While the former might be appropriate if you were
writing a book, it is out of place
and a waste of valuable space in a short analytical essay; the
latter is just silly. Skip the
fluff and jump right into making your analysis. The only sort of
prologue that might be
useful is one that helps clarify the coming argument by giving
the reader an outline of
what is to follow or serves to put it in its proper context (i.e. a
thesis statement), and even

8. here you should try to keep it brief.
Avoiding Pitfalls: Conceptual Issues
Unsupported Arguments – Far too often students made claims
about a work of literature
without citing any textual support whatsoever. Bare assertions
of this kind do not
demonstrate of command of the material, nor do they
demonstrate that you know how to
interpret our texts. What you need to do in this assignment is to
show how you reason
from certain elements in a piece of literature that you have read
to a conclusion you have
drawn about that literature. Since the analysis connects the
literature (the “data” if you
will) to the conclusion you draw from it, you need to explicitly
discuss the evidence you
are using. If you leave out the evidence and give me only the
conclusion it is impossible
for me to evaluate whether you are learning how to interpret the
texts. If, upon reflection,
you find that you really don’t have any particular literary
evidence in mind when making
your claims you will often find that your assertions fall into one
of two categories:
impressionistic responses and emotional responses.
Impressionistic Responses – Although the term “Reading
Response” is a common one
for a short analytical essay it can lead to a certain amount of
confusion. Students
sometimes write something like this...
I somehow feel that Aphrodite was more a positive figure than a
destructive force in the
Iliad.

9. Apart from the fact that this sort of statement sets up a false
dichotomy (an either/or
proposition) its main flaw is that it makes no argument. Indeed,
it does not even really
make an assertion about the Iliad at all, but rather an assertion
about the writer’s response
to it. This is not what we are aiming for here. You need to
make a claim about what a
literary work is saying, and then support it with arguments
rooted in the texts themselves.
If you find that you have gotten a certain impression from the
reading, that can be a good
place to start, but rather than simply share the impression in the
paper you need to ask
yourself how you came by that impression. Once you have
found what it was in the texts
that gave you that impression you need to further ask yourself
whether your impression
was idiosyncratic (something only you would experience), or
whether the story could be
reasonably expected to have evoked a similar reaction from an
ancient audience. If the
latter, you have the basis for a good reading response argument.
Emotional Reponses – Similarly, the title is sometimes
interpreted as an invitation to
share an emotional response to a story or to one or more of its
characters. This is
emphatically not what I am looking for. I certainly hope that
you enjoyed the works and
responded to them – they were intended to evoke powerful
emotional responses and the

10. survival of these pieces for so many centuries is a function of
its ability to do so. That
said however, the essays are meant to be analytic exercises for
which the writer’s love (or
hate) for the subject of the analysis is irrelevant. The important
question is how the
people who told these works (i.e. the ancient Greeks), felt about
them, which leads to the
next point...
Treating Fictional Characters as Real People – It seems safe to
assume that none of us
in Classics 410/HUM 401 thinks that someone named Zeus
sitting on top of Mt. Olympus
makes the rain fall, or that any other the other figures or events
portrayed in these tales
are, or ever were, real. And yet it was surprisingly common to
find statements in reading
responses like the following...
“In my opinion the Greeks never really understood Aphrodite’s
true character” (not an
actual quote from anyone’s paper, but a paraphrase of many)
If you pause and think about it, statements like this make no
sense. The Greeks invented
Aphrodite (and the rest of the mythic system). There is no
genuine Aphrodite to which
the Greek conception of her can be compared. There are only
the stories that the ancient
Greeks chose to tell about her, and in consequence the Greek
view of Aphrodite cannot
be “wrong”. By the same logic, although some of these stories
may conflict with one
another in this or that respect, from our point of view all are
equally valid; we can’t say

11. that one is more accurate than another because there is no real
goddess against which the
relative merits of different depictions can be measured. Hence
saying that one version of
a story or one characterization of a fictional literary figure is
wrong is as nonsensical as
saying that all of them are.
In studying ancient Greek literature we are not studying the
Greek gods per se, or their
heroes, or their monsters. There are not, and never were, any
gods, heroes or monsters.
What we are studying is a group of real people and a certain
language that they developed
for talking about the world and about their lives. In literature
the ultimate objects of our
study are not the fictions they created as part of this language
but rather the people who
invented them. One feature of good storytelling is that we are
powerfully moved to
suspend our disbelief and think of the fictions we are offered as
being genuine. Much of
what we are reading in this class is not just good, but indeed
brilliant, storytelling, but
when it comes time to look at the works analytically the
temptation to think of the
fictional people and events as being real is one we have to
resist.
Judging Literature (or Historical Greek/Roman Cultural
Practice) by Modern
Standards of Morality, Justice, etc. – When we encounter a new
culture, either by

12. direct observation or through its literature and art there is a
strong tendency for most of us
to assess that culture by the ethical standards of our own
society. This kind of exercise is,
almost by definition, ethnocentric, and I would encourage you
to make the effort to step
outside your own ingrained cultural expectations and try to
understand ancient societies
on their own terms. That said, I will not tell you that you
should not ask yourself whether
you find this or that aspect of an ancient culture, as reflected in
literature, to be just,
moral, etc., but the reading response papers are the wrong place
to express your answers
to such questions, whatever they may be. What I want you to
show me that you
understand is the process of analysis by which we can gain an
understanding of what the
literature meant to the people who wrote it. What your own
views are on the moral
validity of ancient society, while interesting, should not be part
of the reading response
exercise.
Let us take one example. The feature of ancient Greek culture
that occasions more moral
outrage among modern students of the Classics than all others
combined is the way in
which sharply defined gender roles shaped the experiences of
women. The central thesis
of many reading responses runs something like this...
The Iliad shows that the ancient Greeks were really awful
people because of the way they
treated women.

13. The problem with structuring an analytic essay around an
argument of this kind is that it
places the emphasis on your ethical judgment of ancient Greeks,
rather than on
understanding how the piece of literature in question works,
which is the aim of the class.
You are more than welcome to discuss how literature shaped the
ways in which women
understood their lives (or for that matter how men understood
theirs), or how aspects of
people’s real-life experience found expression in literary form.
If you think that literature
can tell us something about the ethical viewpoints of the people
who created them you
are free to consider what those might be, but you should leave
your own ethical
judgments out.