2. Biography: Select a student from the web resources provided below, whose cultural background is different from yourself (from the resource links provided). If the resource is about an adult. you may need to do further research to find out about their childhood (at least 2 pages). -Make sure you describe the student’s family background, community he/she lives in, key life events in his/her previous experiences, and his/her attitude toward language learning. Study the person and write a biography on him or her. Add as much detailed information as you can from listening, watching, and observing the person. Include important information such as: memories of friends, family, school, fun, religion, good times, difficult times from baby days to the “present”. -Identify the sources of your information Family background Family history Parental educational background Parents/ cultural experiences Community Living community School community Previous experiences Cultural experiences School experiences Potential sources for information Parent interview School interview Student interview Classroom observation Assignment analysis 3. Cross-Cultural Comparison (at least 2 pages). Compare the aspects of the student/s biography with your own experiences. Discuss any similarities and/or differences you find Discuss the intersection or role(s) of gender, language, and inter-group relations in the comparison of yourself and the “student” you chose. 4. Create a Lesson Plan for your “student’s” “classroom” that includes multicultural approaches that you have learned in this course. Include an APA reference page (2 -3 pages) Gender, Language, intergroup Relations, WEB RESOURCES: https://youtu.be/abQG3zBT0fY (Links to an external site.) https://youtu.be/HHHBqP6_oVo (Links to an external site.) Kailey – Student Autobiography: https://youtu.be/xrGFHu7VqnA (Links to an external site.) Nick Vujicic: https://youtu.be/a-DJNSxusWU (Links to an external site.) Minimize Video Jason Reynolds: https://www.cbsnews.com/news/young-adult-author-jason-reynolds-on-coming-late-to-reading/ (Links to an external site.) PBS Documentary: https://www.pbs.org/wgbh/frontline/film/poor-kids/ (Links to an external site.) Ruby Bridges: https://www.womenshistory.org/education-resources/biographies/ruby-bridges (Links to an external site.) ABC Cultural Analysis Project RUBRIC.pdf * I would like for the biography to be done on Ruby Ridges * I would like for you to check my autobiography make changes
I have attached the essay assignment instructions under “TextCritiqueEssayAssignment” but I will paste it below. I put 3 sources but only 1 source should be needed which is the essay itself. The essay is at this link https://www.anderson.k12.ky.us/Downloads/Vowell%20-%20Shooting%20Dad.pdf I have included a sample critique essay under “CritiqueSampleEssay” so you know what it should look like. You will find one (1) academic essay related to the health profession, preferably in your chosen area of study. In the first section of your paper you will build rapport with the audience, identify the article under review, and state the author’s thesis as well as your own. From there, you will summarize the text, then analyze the author’s inspiration, purpose, and methods. Finally, you will critique the text and judge whether the author has achieved her purpose. Your critique essay must be 4 to 5 pages long, neatly typed, double-spaced, and clearly printed using a standard 12-point font (such as Times New Roman). In other words, use APA format.
Introduction Remember – your actual journal entry should be somewhat brief; most of your time should be spent thinking about the questions asked and the issues raised. Your thoughts should then be distilled into a mini-argument that will respond affirmatively to the four tests for evaluating arguments: truthfulness of premises, logical strength, relevance, and non-circularity. Instructions For this journal assignment, briefly answer each of the following prompts: Inference: The differing meanings of “valid inference” and “warranted inference” are closely related to the differing purposes of deductive and inductive arguments – the purpose of deductive being to prove; the purpose of inductive to make the conclusion most probable. Look up the words “valid” and “warranted.” Each of these words, you will find, has what is known as a lexical definition – that is just the dictionary definition of the word. Words also have a certain connotations – meanings that go beyond their lexical definitions; associated ideas and concepts – think of terms such a “fur baby” as the name for a pet. Briefly discuss how the lexical definitions and connotations of “valid” and “warranted” can help us understand the differing purposes of deductive and inductive arguments. Fallacies: In Section 8.2, the text states that there are “fallacious argument templates” (Facione & Gittens, p. 167) and then gives a number of examples. The authors further state: “Analysis of the meanings of the terms used and the grammatical rules of the language reveal the source of error” (p.167). Choose one of the fallacies in this section, such as Denying the Antecedent or False Classification and pair it with the valid argument template. For example, if you choose Denying the Antecedent, the valid argument template will be Denying the Consequent. False Classification would pair with one of the fallacies in Reasoning About Classes of Objects. Explain, in your own words, how the fallacy is revealed through analysis of the valid argument template. Think of it this way – if you know how the heart works, you will know that certain malfunctions will prevent it from working. For example, if you know that the coronary arteries supply the heart with blood, then you can reason that a blockage will stop that vital flow. So this journal prompt asks you to explain, in your own words, how one of the valid argument templates works – and how that exposes the fallacy connected with that type of argument. Civic Responsibility: At the end of Chapter 9 there is a Bonus Exercise that asks you to research and analyze the 2009 debate over the public healthcare option. If you were actually to complete that exercise, it would take quite a bit of time and effort. Do you think that completing such an exercise would be time well spent or time wasted? If well-spent, why? If time is wasted, why? Is there any issue on which you think a comparable amount of time and effort would be worthwhile? As a critical thinker, do you believe that citizens have an obligation to be informed on topics of current interest? If yes, why, if no, why not? If you include references to outside sources (beyond the textbook), make sure you cite them properly. Writing Requirements (APA format) Length: 1 ½ -2 pages (not including prompts, title page or references page) 1-inch margins Double spaced 12-point Times New Roman font Title page References page (as needed) References: Facione, P. A., & Gittens, C. A. (2016). Think critically (3rd ed.). Pearson.
A persuasive essay on why period products should be free to all women with proof to back it up. (Please add a personal opinion, a solution, and facts from different media)
PURPOSE: Introduces students to college-level argumentative (secondary) sources, active reading strategies, and skills for summarizing a source using a database resource. Introduces basic rhetorical ideas of audience, context, purpose. Introduces essay-writing strategies, including basic structure, transitional phrases, and chronological organization. GOALS: Students will identify the main claims, supporting evidence, and rhetorical situation (audience, purpose, context) of an argument, put that information in their own words, and produce a descriptive summary for a specified audience. Students will compose unified paragraphs with clear and specific topic sentences.
I have to write a paper from Russell Baker The art of eating spaghetti. And Narration by N. Scott Momaday. It’s a Narrative Reponse and also Chapter 11 from the book Essencen of Writing.
Continuation of previous assignment, the proposal for the music store. I attacted P1A which you previously did for referrence.
Paper 1 – Issue Proposal English 1302: Rhetoric and Composition II The Rhetorical Situation Any academic or public policy research project begins by identifying an issue, which is simply an unsettled question that matters to a community. In the proposal stage of a project, a writer takes stock of their current knowledge of and position on an issue and develops a research plan. A well-constructed issue proposal serves as a blueprint for the project as a whole and helps define a feasible scope for the project. Your audience for this paper will be your classmates and I. The content will consist of a proposal for a research project that will span the entire semester. Brainstorming and publishing You first need to choose an issue that will hold your interest for a full semester and will sustain semester-long research. To come up with such an issue, do some brainstorming on the following questions: What do I enjoy reading about most? What do I know the most about? What am I most curious about? What do I enjoy arguing about most? What issues in my community do I care about most? Once you choose an issue, you will not be able to change your mind later because all the writing assignments in this course build on one another. In other words, choose wisely! Before you start publishing, apply the “Twelve Tests of an Arguable Issue.” If you cannot answer “yes” to all twelve questions, change or modify your issue until you can. Now you are ready to start publishing. Start by constructing a comprehensive overview of what you know about the issue already. As you go, explain how you acquired the knowledge you possess by tracing it back to its sources in as much detail as possible. If you conduct a thorough inventory of your current knowledge, you should generate at least one or two pages of content in this section. Your most important goal in this paper is to construct a specific research plan that will guide your activities throughout the semester. To begin, publish the specific research questions you hope to answer in your final project. (Obviously your research questions might change as you learn more about your issue, but your current questions will get you started.) Next, publish answers to your current research questions. Your answers will be highly speculative at this point, but they will help build the framework for your research. You should produce at least a page of content in this section. Next, describe where you will look to find answers to your research questions. Be specific! Name specific authors, books, periodicals, websites, databases, etc. You should produce at least a half page of content in this section. Describe specific audiences that you hope to target with your final project, and identify potential publication venues through which you will reach those audiences. Also, describe the sorts of people you expect to position as allies and those you expect to position as opponents. You should produce at least a half page of content in this section. Putting It All Together As you prepare a publish that you’ll share with readers, begin with an introduction (which need not be limited to a single paragraph) that accomplishes three goals: acknowledges what “they say” (see Ch. 1) provides an “I say” (see Ch. 4) answers the “so what?” and “who cares?” questions (see Ch. 7) For this paper, the “they say” is not a view you’re agreeing with or disagreeing with. Rather, it’s simply the conversation surrounding the issue you have selected. Begin by summarizing that conversation. Your “I say” will not be a conventional thesis statement because you’re not ready to support a firm position. Instead, your “I say” will simply be a preview of the different parts of this initial proposal. The answer to the “who cares?” question is you, your classmates, and I. To answer the “so what?” question, explain to us why your issue is important to the stakeholders it concerns and why it is complex enough to sustain semester-long research. Once you have an introduction in place, feel free to arrange the content you have published in whatever way is most effective. In most cases it will make sense simply to organize the proposal in the sequence laid out in the “Brainstorming and publishing” section. Choosing an Appropriate Style You style should be informal yet clear, retaining your own voice but making accommodations for the rest of us (see Ch. 9). I do insist that you use paragraphs, simply because they make things easier on readers. A strong paragraph usually includes a clear topic sentence that is supported by sentences that cluster around it without going off on tangents. You don’t need to adhere strictly to Standard English, but do not be sloppy. Proofread carefully to ensure that your paper reads the way you want it to and that you’ve corrected unintentional errors. The Purdue OWL website (https://owl.english.purdue.edu/owl/) is a terrific resource for information on standard writing conventions. Specs Your paper must adhere to MLA guidelines as outlined in the Unit 5 video and Purdue OWL. In other words, your paper must be double-spaced, in 12-point Times New Roman font, with one-inch margins all the way around, and a proper heading and title. Length requirement: 1200-1500 Words excluding Works Cited in needed.
Format and length Three to four complete paragraphs (7-10 sentences each): one introductory paragraph, one or two body paragraphs, one concluding paragraph Your complete name and student number at the top left of the first page Essay title centered at the top of the first page !”500 words, 1 1/2 to 2 pages !”Font type Calibri, size 12, double-spaced; indent paragraphs and use standard page margins; do not leave blank lines between paragraphs. Topic and content Use one of the following suggested topics: The Implications of the Growth Mindset in Education The Implications of the Growth Mindset in the Workplace Write an expository essay to develop one or two main aspects of the selected topic Use an adequate expository essay pattern (descriptive, cause and effect, problem and solution, or compare and contrast) Follow the writing process: #”brainstorm ideas and select useful information from the given resources #”select and organize main ideas and supporting details –> create an essay outline #”use the outline to write the first essay publish #”revise (check and make any necessary changes to content/ideas) and edit (correct grammar, sentence structure, spelling, capitalization, and punctuation errors) #”write and submit the final publish !”Use formal register and adequate academic vocabulary; do not use informal language or first person writing. Resources and APA style !”You do not need to do research for this assignment. Use the 4 readings provided in the Week 2 and Week 3 Content sections: #”Reading 1: Believing in the brain #”Reading 2: Brain plasticity #”Reading 3: The growth mindset #”Reading 4: Growth mindset and grit !”In case you choose to use extra resources, add them after the end of your essay. !”Cite all your sources (ONLY IN TEXT CITATION – NO REFR. NEEDED) #”do not use direct quotations #”use paraphrasing for cited information
Start with a strong introduction that leads to an argument statement. Was the essay credible? Why or why not? In the body of your essay, be sure each topic sentence supports your thesis. Point to specific areas of the essay to support your points. Don’t forget to remind the reader of your thesis statement before moving to the next paragraph. Finally, be sure to end with a concluding paragraph. Here, you could talk about any holes you found in the essay. What could the author have left out or added to the essay to make it more persuasive? This essay should be in MLA format. You should have a Works Cited page. Be sure to include in-text citations in your body paragraphs.