As this week’s readings emphasize, summarizing, paraphrasing, and quoting are es
As this week’s readings emphasize, summarizing, paraphrasing, and quoting are essential techniques for working with sources in academic writing. Mastering these techniques will not only help you avoid plagiarism but also generate stronger writing for research papers and many other kinds of writing.
Assignment Guidelines
Read The Interesting Life of Olaudah Equiano. Base your an
Assignment Guidelines
Read The Interesting Life of Olaudah Equiano. Base your analysis on the themes and concepts from the readings and lectures. Provide evidence for any arguments you make with quotes and paraphrases accompanied by in-text citations and a Works Cited page. Any outside sources must be properly cited.
Parameters
The assignment should be double-spaced, 12-point Times New Roman font, with one-inch margins
Use MLA for citing references and quotations
Due: Sunday at 11:59 p.m. ET
Review the assignment rubric by selecting first the three-dot menu at the top right and then the Show Rubric option.
Plagiarism
You are expected to write primarily in your own voice, using paraphrase, summary, and synthesis techniques when integrating information from class and outside sources. Use an author’s exact words only when the language is especially vivid, unique, or needed for technical accuracy. Failure to do so may result in charges of academic dishonesty.
Overusing an author’s exact words, such as including block quotations to meet word counts, may lead your readers to conclude that you lack appropriate comprehension of the subject matter or that you are neither an original thinker nor a skillful writer.
Description: You will choose one of the the short passages (3-6 sentences) below
Description: You will choose one of the the short passages (3-6 sentences) below and write a 1 page “passage-based analysis” on your selected excerpt. Choose an excerpt that you believe to be rich with meaning or significance.
Purpose: The PBP offers you the opportunity to experience the connections between the interpretive practices of reading and writing. These papers give you the opportunity to engage in close textual analysis (a dying art form!) and to grapple with difficult ideas that come up in the texts that we read. The PBP offers practice attending to textual evidence very carefully—a skill often required of many formal and research-based reading and writing contexts.
YOUR PAPER SHOULD BE 350-500 WORDS.
Format:
Transcribe (copy) the passage (A SINGLE PASSAGE, chosen from the options below) onto the top of the page, and include the page number/s from which the passage is taken.
The goal of your analysis is to “unpack” this passage. Focus on helping readers understand both what and how the writer is communicating his or her claim or idea, and how that point is being communicated to readers.
Pay close attention to things like language, word choice, tone, and rhetorical strategies or appeals (see the materials on rhetorical appeals in this week’s chapter). Please note that the point is the Passage-Based Paper is to focus closely on the text itself—which is different from your opinions, reactions to, or feeling about the text. Those are important, too—and we will discuss those elsewhere.
Finally connect the passage you’ve chosen to the rest of the chapter it comes from. In other words, once you have completed a close, textual analysis of the passage, contemplate and explain the meaning of the passage and its place in or contribution to the meaning(s) of the chapter as a whole.
Here are your choices for the excerpts to analyze, taken from the Craig Hulst’s chapter “Grammar, Rhetoric, and Style” (in this week’s module).
“We are born to love language and everything associated with it—rhythm, rhyme, word meanings, grammar. If you want to make a three-year-old child roll on the floor laughing, just tell her a riddle, or alliterative words, or read her Dr. Seuss’s lilting rhythms and rhymes about cats in hats or elephants who are ‘faithful, one hundred percent’ or Sam I Am eating green eggs and ham on a boat with a goat. Listen to a child in a crib entertaining himself by repeating sounds and syllables, playing with language. Think about the games you played in kindergarten by creating strange words like Mary Poppins’ supercalifragilisticexpialodotious. Keep a ten-year old entertained on a car trip by producing odd sentences in a ‘Mad Libs’ game. Then ask an eighth grader what subject she hates most. The answer invariably will be grammar. We’re born to love grammar. We’re taught to hate it. (vii-viii)” (87).
“Grammar doesn’t have to be this way. It shouldn’t be this way. We shouldn’t need someone to tell us that we are wrong, and then to make us memorize a bunch of rules in order to speak or write. What grammar should be is a tool to help us better communicate with our audience—a tool that we are controlling, rather than one that controls us. Grammar should be a tool that we use to fit our language to our purpose and our audience” (87-88).
“When we write, we are entering into a conversation with our reader, and the grammatical choices that we consciously make can show our readers that we understand what they want from us, and that we are giving them what they expect. In your academic writing, the rhetorical situation demands that you make grammar choices that are appropriate for college-level writers. Unfortunately, these grammar choices are not static; they will change—perhaps only slightly, perhaps greatly—as your writing situation changes, as you write for different teachers, courses, or disciplines. In your other writing, the rhetorical situation may call for an entirely different set of grammar choices” (90).
After reading all of Chapter 9, please select ONE of the following primary sourc
After reading all of Chapter 9, please select ONE of the following primary source readings: please wirte on: “On the Moral and Legal Status of Abortion” by Mary Anne Warren (starting on page 249)
“A Defense of Abortion” by Judith Jarvis Thomson (starting on page 239)
-or-
“On the Moral and Legal Status of Abortion” by Mary Anne Warren (starting on page 249)
-or-
“Why Abortion is Immoral” by Don Marquis (starting on page 258)
-or-
“Virtue Theory and Abortion” by Rosalind Hursthouse (starting on page 269)
Write a short, objective summary of 250-500 words which summarizes the main ideas being put forward by the author in this selection.
Please chat with me as I give you the reading. Thank you
This assignment serves as the first of two summative assessments in this unit.
T
This assignment serves as the first of two summative assessments in this unit.
Task:
This task has three components:
Write and submit a video performance of a two-minute spoken word poem that takes a stand on an issue you feel deeply about. Alternately, if you do not wish to be on film, you may choose to prepare an animation for your poem, where words, images, and graphics appear on the screen to enhance your voiceover. Note that your body language or animation are part of your communication grade!
Write a brief, informal introduction to your poem that you will also include in your discussion post. This should be approximately 150 words in length. Introduce the focus of your poem, the argument/message you were trying to convey, and explain why this topic is particularly important to you.
Identify 2-3 literacy devices that you have used throughout the poem. You can also think of this as 2-3 lines that you are particularly proud of. This can be done in a brief paragraph, or by copying and pasting the key line into the discussion post. For each device/line, explain the literary device used and its impact.
Make sure on the Timeline you put David lawson for aurthor
Hide Assignment Info
Make sure on the Timeline you put David lawson for aurthor
Hide Assignment Information
Instructions
Learning Objectives
CO1 Analyze major challenges to defining science
CO2 Describe methods and tools shared by philosophy and science
We will be using Dipity by Timetoast to create these timelines. Create an account and set the privacy so that your timeline is shared publicly, otherwise your instructor cannot see it. Also, make sure that after your timeline is completed the URL does not indicate that it is still in edit mode. Submit the URL to the assignment text box. Your timeline should be on one of the new philosophers listed below and you should have at least four entries. Time toast has a limit of 500k (characters) per entry. The total word count for all of the entries on your timeline should be 200 – 300 words. Include a link to a short educational YouTube video in one of the entries. If your entry descriptions are longer than 500k you may copy and paste them into the Assignment text box. See the detailed instructions and tips below.
Timetoast
Dipity Online Timeline made with Timetoast’s free interactive timeline making software.
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Timetoast Student Tutorial
This screencast demonstrates how students can create a timeline using the website timetoast.com.
Each entry should contain the following elements:
A title indicating the name of the scientist/philosopher who is being examined and his/her approximate birth/death dates.
An accurate date for the key event/moment in the philosopher’s work on which the entry focuses.
A summary of the philosopher’s contribution to the philosophy of science in 200-300 words total over the space of four or more entries. If you write more and are unable to fit it into the boxes of your timeline, you can copy and paste it into the Assignments text box here.
Dates and MLA citations for his or her major works.
Each week, a list of names from which you can choose your entries is provided.
For Timeline 2, select one of the following:
Paul Feyerabend
Thomas Kuhn
Imre Lakatos
Ernest Nagel
Hilary Putnam
W. V. Quine
David Bloor
Donna Haraway
Nancy Cartwright
Alan Chalmers
Daniel Dennett
John Dupré
Noam Chomsky
Bas van Fraassen
Ian Hacking
Sandra Heller
Larry Laudan
Helen Longino
John Polkinghorne
Due on Jun 9, 2024 11:55 PM
Attached are the requirements and a document explaining social panopticons. My r
Attached are the requirements and a document explaining social panopticons. My research question is: How does “eldest daughter syndrome” influence the career choices of eldest daughters that come from Latino immigrant families? You can broaden it to make it easier but overall I would like to keep the main focus on eldest daughter syndrome. Here is the link to an article: https://www.nytimes.com/2024/04/15/well/family/birth-order-siblings.html. But I would like for the rest of the 7 sources to be peer reviewed, scholarly articles, or books.
1. You will write a two-page (maximum) essay addressing a commandant-selected pr
1. You will write a two-page (maximum) essay addressing a commandant-selected professional military subject from the perspective of a Sergeant/team leader in the army.
The commandant-selected professional military subject is :”Equal Opportunity”
2..Your essay will be formatted as shown below:
I. Introduction (1-2 paragraphs)
1. Opening statement
2. Background information
3. Purpose statement
II. Body (2-4 paragraphs)
1. (Point A) what issues within the Army and/or your organization does this subject address, what needs does the subject get after, or why does this issue occur? Include supporting evidence.
2. (Point B) Does the Army’s current approach to training imporove (or not improve) the issue? (could be tied to point A)
3. (Point C) Expand topic and proved evidence to support your thesis.
4. (Point D) what solutions regarding this issue can improve the army and your organization?
III. Conclusion (1-2 paragraphs)
1. Summarize the main points.
2. Make a strong, memorable final statement.
6 articles cited with Google scholar 200 words for each full sentence and a refe
6 articles cited with Google scholar 200 words for each full sentence and a referral got to be double space as well .
For this essay, you are asked to rhetorically analyze an author’s argument. Usin
For this essay, you are asked to rhetorically analyze an author’s argument. Using the article below. You will need to identify specific rhetorical strategies the author is using and evaluate the effectiveness of these strategies and the text overall. Use examples from the text to clarify your explanation. This essay should be 4-5 pages long and in MLA format.
Examples:
Successful essays will identify and analyze specific rhetorical strategies/decisions/appeals within your text and put forth a supported evaluation of the text’s effectiveness. You may choose to examine the appeals to logos in the text. Or, you may choose to examine all three appeals (logos, pathos, ethos) in the essay. Or, you may choose to analyze logical fallacies presented in the essay. Or, you may analyze the author’s use of imagery as a strategy. These are just examples of what you might want to do in your own writing, but be sure all quotes serve as evidence for your argument (whether or not the text was successful). Feel free to choose and write on the rhetorical strategies that you are most comfortable discussing.
Article: https://www.nytimes.com/2024/06/30/opinion/food-warning-labels-ultra-processed-food.html
Outline:
Introduction
-Generally introduce your topic
-Introduce the text. Mention the title, author, publication, audience, and main claim.
-Focus your essay with a clear thesis indicating what you will be writing about. (Your thesis will be your determination of the text’s effectiveness.)
-Summarize the author’s argument (in a second paragraph)
Supporting Paragraphs
-Identify the rhetorical strategy/decision/appeal within the text by providing specific quotes—in MLA format—that serve as an example of this strategy. Clearly label quote as a particular strategy or appeal.
-Analyze the quote to prove your evaluation of the text. Is the example effective or ineffective? Why? How does the reader react to the quote? How does this help or hurt the author’s case? What is the impact of this passage? How would the text be more or less successful if this passage was changed? Etc.
Conclusion
-Add relevance to your writing by commenting on how this text has changed/influenced your overall views on the topic (or in another way you see fit).
Metacommentary
-In this final paragraph, please describe your writing process for Essay 1. Why did you select your text? How familiar were you with rhetorical analysis? What went well in your writing? What was challenging? What resources helped you complete the essay? (For example, a specific comment from the Discussion Board, a meeting with our tutor, an email/Zoom conversation with me, a helpful online resource, a conversation with a peer, etc.). Please take me behind the scenes of your writing process–the more details, the better! (Note: this paragraph counts toward the 4-5 page requirement.)