Category: English 101

Each of the submission should be in a separate page. Thanks
Comments from Custom

Each of the submission should be in a separate page. Thanks
Comments from Customer
Discipline: Technical and Business Writing

The Assignment
This paper requires that you write an essay that argues for the d

The Assignment
This paper requires that you write an essay that argues for the definition of a concept, term, or idea. The essay will include external research and must be 3 – 4 typed pages long (not including the Works Cited).
Purpose
Write to argue, since you’re redefining a term readers believe they know. Convince us that your claims about the definition are valid. Your readers have a familiarity with the word/phrase you have chosen. Do not retell them. Avoid the pitfall of writing an editorial or summarizing blandly. What does the word argue? How do you understand this word?
Focusing the Topic
Definition is a challenging rhetorical mode. Writing definitions, one might be asked to challenge a widely accepted definition, create a controversial definition, or try to figure out if something fits an existing definition. For this assignment, you must apply informal research. You may not use any cited definition in your introductory paragraph (e.g., Webster’s, specialized dictionary, etc.).
Using at least one library database article source other than reference works or dictionaries, write a 3-4-page essay supporting an arguable thesis that defines a term or phrase in the following topic:
Define ONE specific type of technology. Name the one specific type of technology; do not generalize. Define the function, purpose, aim, and cultural impact of the technology. The definition should create a clear understanding of the technology beyond it’s technical or basic description. Technology is a huge term so you must narrow it down to something specific and tangible (electric cars.)
Narrow your focus so your definition is more specific than “defining _____.” Include a thesis claim about the word being defined. It must be provable and arguable
Keep in mind that you can approach the argument of definition by the following:
-Formulating a definition (what is X)? Terrorism is any non-wartime act of violence undertaken for political gain.
-Challenging a definition (Y is not X). Violence is undertaken as a part of a revolt against an oppressive regime is not terrorism.
-Trying to determine if something fits an accepted definition (Y is/is not X). The Irish Republican Army is/ is not a terrorist organization.
Additional Information:
You may not use dictionary.com (or other) definitions in your introduction. Also, any cited definitions need quotes around used words—something many writers neglect. No wikis or websites are allowed. Only use published sources. Published sources may also appear online, but they must have a print counterpart. Check the bibliographic information.
Decide whether the essay will expand, reduce, or alter the meaning of a term. You can adopt a surprising number of strategies for an argument of definition. You will argue that your definition is the most valid one. This means you compete with other definitions. Some writers try and expand our accepted definition while others attempt to limit a definition’s applications.
Don’t Forget. . .
Avoid overuse of I or you. This is not a subjective writing piece.
Spell out contracted words (e.g., “don’t use don’t ” ) in formal essays.
Only papers in MLA format are accepted. Arial and Times are accepted fonts.
Anticipate problems when you narrow the topic. Sharpen your focus so that you can do a three-page paper on the topic—it’s not a book or a one-page essay, either. You cannot do much in such a short space. A paper that floats around in a topic much too big for it will receive a poor grade.
Focus on connotations (readers would bring) and denotations (dictionary definitions). These often clash or reveal boundaries of definitions.
Close non-examples are ways of bringing focus to an argument of definition.
Use well-placed examples. Relate the extent to which an example is typical or representative; we do not want to commit the fallacy of misleading vividness.

Module 3 Assignment: Using MS Project
For this assignment, you will build from y

Module 3 Assignment: Using MS Project
For this assignment, you will build from your previous MS Project submission to create a schedule with durations and dependencies with MS Project software.
1. READ the attached Appendix, pages 21-36: ADMG374_AppendixA_MSProject2016.pdf
2. CREATE: Open previously submitted MS Project file to add the project schedule following the instructions on page 21-36. Save your file using your last name as the beginning of the filename. For example: Harrington_myschedule.mpp (Your assignment starts on A.21 at “Developing a Schedule” and ends at A.36 “Gantt Charts, Network Diagrams, and Critical Path Analysis.”)
3. SUBMIT your file: (YOURNAME)_myschedule.mpp
NOTE: If you get stuck, search YouTube. There are many great resources available to you.

(Note to writer- CHOSE WALMART AS THE BIG COMPANY FOR THIS DISCUSSSION AND PLEAS

(Note to writer- CHOSE WALMART AS THE BIG COMPANY FOR THIS DISCUSSSION AND PLEASES WRITE IN YOUR OWN WORDS.)
After reading about the cultural dimensions in the week 8 lesson, select a large company that everyone is familiar with. Describe the culture of that company and then describe the dimension or dimensions that fit the style of that company’s leadership.
(Note to writer- CHOSE WALMART AS THE BIG COMPANY FOR THIS DISCUSSSION AND PLEASES WRITE IN YOUR OWN WORDS.)

I’ve provided the full draft of my essay, which I would like to be edited to fol

I’ve provided the full draft of my essay, which I would like to be edited to follow my thesis. Each body paragraph should have a clear topic sentence (related back to the thesis). Each piece of evidence should use an appropriate rhetorical device and emphasize how that device builds on that appeal. Make sure the evidence is cited well and reasoned well. Each body paragraph, end, and beginning should have a good transition. I want the conclusion to be less repetitive, more interesting, and not the same as the introduction.

Audiences: Identify Them then Communicate
Effectively, Professionally, and Respe

Audiences: Identify Them then Communicate
Effectively, Professionally, and Respectfully with Them
Hello Class,
Our focus this week is audiences. What does that mean? It means
–You should learn to identify audiences in what you read.
–You should learn how to target specific audiences in your own writing.
–You want to always be considerate of your audience. How? By making your writing clear so that it is easy for your audiences to understand. How? you might ask. Well, you make your writing easy to understand by, among other things, organizing the ideas and/or points in it, by keeping it focused, by using details to engage and help the audience understand, by making the language concise, and by using correct grammar and mechanics. Grammar is about sentences and all the parts of speech. Mechanics is about punctuation, capitalization, and spelling.
–Your audience for this course’s discussions is the class and me, the instructor. Make your posts organized and clear for your audience.
The idea of audiences also means we should understand specific audiences and communicate effectively (meaning, make sure those folks understand), professionally (meaning do not be forward or familiar) and respectfully (meaning do not be forward or familiar or rude or biased in any way) with and about them. We should be alert not to be biased about, among other things, someone’s race, nationality, ethnicity, gender, age, marital status, sexual orientation, class, and economic situation.
Any time we write, we should first identify to ourselves whom our audience is. We should also identify, among other things, what information that audience already has on the topic and what information we should provide on the topic. The reading “Identifying Audiences”, which is from the Purdue University Online Writing Lab (OWL), should help with those.
We also want to be respectful of our audience members, for example, in the way we discuss them, including with the gender pronouns we use to refer to them. In “Beyond the Binary: Practical Advice for Using Gender Pronouns,” Christy Hall and Conner Suddick say that “Using the correct pronouns is a sign of respect and affirmation. Though this requires a shift in language use, changing language can change culture for the better” (2019, p. 24). How you refer to an audience can affect how your own audience might perceive your message.
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Participation in Classroom Discussions: 3 posts. Send a Response post by the end of Thursday and 2 Reply posts by the end of Monday.
Your Response posts should
–be organized.
–be around 175-250 words.
–answer what is asked and not drift away
–answer with details, from the readings, other sources, or where applicable, your
experiences.
–use one or more of the following strategies to be specific, meaning to provide details:
· logic, meaning sound reasoning
· compare/contrast
· description of physical aspects
· examples
· your own definition of a term
· division and classification
· description of steps of a process
· cause and effect
Again, be specific, and use one of the strategies listed directly above.
–be academic among other things, by organizing your thoughts. Always think of your audience/readers and make your posts easy for them to understand.
–not be about yourself for no good reason. Do not talk about yourself when the prompt is not asking about you. Doing that will make other people talk about themselves too, and that is very distracting, as pretty soon, the discussion will veer away from the focus, from what you need to learn, and from thinking critically and academically.
–be in proper sentences, correct grammar, punctuation, and capitalization–in other words, in good writing.
–be in two paragraph if 6 sentences or more.
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When I feel that a prompt has been adequately covered, I will delete it so that students who have yet to respond can address one of the less covered prompts.
Response Post: Due Thursday
Readings
“Beyond the Binary: Practical Advice for Using Gender Pronouns” from the University Library

Please so not use outside sources. The source are in the files uploaded only. Re

Please so not use outside sources. The source are in the files uploaded only. Read. The instructions and write about the poem. Do not use academic terms. Write in simple and clear for delivery. Thank you

This essay will be divided into 4 sections based on periodicity theory (macro-th

This essay will be divided into 4 sections based on periodicity theory (macro-theme – hyper theme- micro new – hyper new) , which will be uploaded as a resources to be used.
you need to have a table (analysis – text)
analysis : you will chose on term from above ex. Hyper theme, then you will choose examples of students writing to be anaalysis.
i will uploaded students writing exercise from 1 to 10.
NOTE:
1-you have to have same students to be analysis to check their writing improvement in writing based the periodicity theory .
NO NEED to have all of the students, 4-5 will be enough for each exercise.
2- The analysis writing topic shoud be same for each table.
ex. first table will negotiate (hyper theme, i will choose 4 different students, but the topic of the writing should be same for all students. let say it is about the generations.
i will uploaded an examples of the dissection writing.
3- students writing will be numbers from 1 – 6 or 7.
wee should start from the first writing exercise till the last
to see their progress writing.
under the tables you need to discus their progress and improvement .
i will upload more of students writing in 4 days.
you could start with these now

My Draft
My goals right after I graduate is to apply & accept the position as a

My Draft
My goals right after I graduate is to apply & accept the position as a Medical Clinic Supervisor. My long-term goal is to be Director of outpatient clinics or Director of HR.

Using each of the following readings engage critically with Literary Theory in a

Using each of the following readings engage critically with Literary Theory in an in-depth analytical way, the focus is on PROCESS, not the “right answer” or whether you’ve learned the “content”; the point is to develop a literary thesis.
– Elizabeth Hill Boone: “Writing and Recording Knowledge”
– Walter Mingolo: afterword to Writing Without Words Andrew Newman:
-Chapter 2 of Colonial Mediascapes “Early Americanist Grammatology: Definitions of Writing and Literacy”
Found in MattCohenJeffreyGlov file
-Jordan Abel: from Place of Scraps
Write an essay no less than 3000 words and no more than 3500 words. Imagine you are writing a conference-style talk that introduces, situates, analyzes, and makes a clear critical argument about the literary text using critical essays for supporting or contrasting evidence.
Essays should NOT be personal responses or reading diaries (e.g. did you like the reading, was it difficult, do you think it’s good, is one character just like your uncle, etc); instead, they should be logical arguments built from an analysis of textual details.
Focus on the specific language of a given passage (or set of passages) you can quote.
Indeed, write about just one small aspect of one small part of the text. Start as small as you can: a mark of punctuation, a single word, a mood tense. It’s always easier to build up.
Focus on how the text works, rather than what it is about.
Keep in mind that COMPREHENSION is not the same as ANALYSIS (this is why re-reading is key to advanced literary study). Your paper is not a demonstration that you’ve read the assigned texts, or can give a synopsis. Your thesis should not be something that anyone could have come up with on a first reading.
Use textual evidence to shift your claims about a text from possible to probable.
Include in-text citations for all quoted or paraphrased material. Include a Works Cited page at the end of your paper using MLA citation format.
Grading Rubric:
The essay has a thesis: 25%
The essay uses specific language from the reading: 25%
The essay focuses on how the text works rather than what it’s about: 25%
The essay uses textual evidence to support the thesis: 25%