...One of the most traumatic, remembered, and life changing events happened in the month of September 2001. This event were terrorist attacks on New York, Virginia, and Pennsylvania. This event is called 9/11, and it will always be thought of an attack that should end all terrorism. This is said because the United States has tightened up all forms of security at every airport and became more vigilant of others around us. Articles in the, “The New York Times” president Bush was astonished and vowed to punish this “evil.” Bush believed that the United States should find who was behind this mass killing and punish them even if it’s the last thing he does. The United States halted after these attacks, the federal buildings were closed all around the United States, traveling by air was discontinued, and even Disney World was evacuated. Most of Manhattan was left with no power and the major stocks were closed. This causality effected tons of families but I’m going to give brief profiles on the ones interviewed. First, we have the Bailey Family. The family was baffled to know their son was killed. The mother explains her son as someone very helpful. The dad starts to tell his story, about how he got sick after his son died. He believes...
Words: 692 - Pages: 3
...On September 11, 2001, a day that will be forever in our minds, the United States was targeted. Where two towers once stood, there lay only rubble. Our nation’s defense building, the Pentagon was left in a state of destruction and mayhem. A field in Pennsylvania held the twisted metal corpse of the fourth and final plane, brought down by the brave passengers on board. 2,996 men, women and children died that day. Yet like a phoenix, we rose from the ashes of destruction and fought. Joining with country’s all around the world to show that we, the United States of America, will not be pushed around. Before 9/11, President Bush’s administration was focusing its foreign policy on China and Russia. Along with trying to determine if a Middle East peace agreement would work and contemplating how to deal with rogue...
Words: 1642 - Pages: 7
...Whenever a tragedy unfortunately happens, people always ponder about how to prevent another tragedy to happen again. September 11 2001, is one of the biggest catastrophic event to happen in America. On that day, nearly 3,000 people died from the hands of terrorism. Terrorist were getting onto planes and hi-jacking them. So many innocent lives were taken. This was not that is going to be forgotten, but also a day that has changed the world. The aftermath of 9/11 was arduous to recover from because it was unprecedented. Prior to 9/11, it was much easier to carry a variety of things onto plane than today. For instance, you were allowed to bring blades that were up to 4 inches long. Today, you are not only allowed to even bring liquids through security. Not only that, you were allowed to say good-bye to your loved ones right before the gate. But, as of today, airport security officials usually won't let anyone clear security without a boarding pass. It feels like you have to...
Words: 958 - Pages: 4
...Argumentative Paper Peer Review Rubric. Please have a peer (friend, family member, coworker- your choice) read your paper and complete this rubric. To make using the rubric easier to submit to me please have your coworker read your paper, and highlight the appropriate level they believe you have achieved using the highlighting tool in your word processing software. In addition, please have them identify and copy and paste your thesis statement and the topic sentences for each paragraph. | |Exemplary |Proficient |Emerging |Not Yet Demonstrated | | |100% |86% |73% |60% | |INTRODUCTION / THESIS |Well-developed introduction |Introduction creates interest |Introduction adequately |Background details are a | | |engages the reader and creates |and contains background |explains the background of the|random collection of | |Background/History |interest. Contains detailed |information. Thesis clearly |problem, but may lack |information, are unclear, and | |Defining the Problem |background information and a |states a problem and the |clarity. Thesis states a |may be loosely related to the | |Thesis Statement...
Words: 1013 - Pages: 5
...| 08:00 - 9:15 | LAN 116 | 10678 | 05 | Mon-Wed | 09:30 – 10:45 | LAN 116 | * Location subject to change | G | Faculty Information | Instructor | Office | Telephone | Email | Özgür Parlak | LAN 217 | 06 515 2684 | oparlak@aus.edu | Office Hours: * Office Hours will be posted on the office door as well as on iLearn. | H | Course Description from Catalog | Builds on the reading and writing skills acquired in WRI 101. Strengthens students’ reasoning skills and understanding of the various rhetorical strategies available to them in the writing process as they produce competently organized argumentative essays. Requires students to practice ethical, basic integration and documentation of sources. Hones students’ linguistic proficiency. | I | Course Learning Outcomes | Upon completion of WRI 102, the students will be able to 1. demonstrate the ability to write a structured and logical critical analysis of an academic text 2. demonstrate the ability to write lucid and cogent prose in a fully developed, audience conscious, academic argumentative essay (approximately 3-5 pages) that demonstrates logical development and arrangement of arguments, counterarguments and refutations 3. compose an audience conscious, academic argumentative essay (approximately 5-6 pages) that incorporates synthesis of multiple sources 4. demonstrate knowledge of library technology by using key words and data bases to find pertinent sources for integration into essays 5. locate...
Words: 2113 - Pages: 9
...Catalog Description: LIB 111 focuses on writing clear and coherent summaries, analyses, and essays. The course also stresses the ability to understand, use, and document college-level non-fiction readings as evidence for effectively formulating and accurately supporting a thesis. Course Description and Goals: No man is an island! To communicate effectively with colleagues and communities, we must first learn how to accurately interpret the conversation around us and articulate our own thoughts so we can join the dialogue and make contributions to the world both as professionals and active citizens. In LIB 111 you will learn to analyze writings and argue with authors of literary, journalistic, and academic non-fiction. Through assignments in summary, critique, synthesis, and persuasion, you will progress your ability to formulate and share ideas efficiently. Together we will write, revise, workshop, and revise again, learning as much from each other as from the authors we read in class. As part of our commitment to helping students reach their full potential in their academic, professional, and civic lives, Arts and Sciences faculty believe that learning in all disciplines is an integrative process, a synthesis of critical reading, thinking, and writing. For this reason, as we guide you in your studies in LIB 111, we will use a Writing Intensive approach that emphasizes mastery of information and concepts AND the application of what you have learned in a variety of forms: you will...
Words: 1815 - Pages: 8
...ENGLISH 60: SPRING 2015 COURSE ASSIGNMENT SCHEDULE This assignment schedule (due dates, etc.) may be modified to meet the needs of the class. CWS = College Writing Skills BT = Breaking Through E = Essay (E1, E2, etc.) | | | |Date |Discussions, Writing Workshops, and Other Activities | |Week 1 |In class: | |1/26 |Introductions, Student Information, Academic Integrity, | | |Course overview (syllabus) and handouts | | |Read “Oprah Winfrey: How Truth Changed her Life” handout | | |Writing Sample | | | | | |Assignment (due next class meeting): ...
Words: 1890 - Pages: 8
...!1 ENGLISH 1130 - 006: Academic Writing Douglas College (New Westminster Campus), South Building, Room 2690B Summer 2014 stephensonr@douglascollege.ca Phone: 604-527-5611 (Local 5611) Office: 2635, New Westminster Campus ! INSTRUCTOR: Dr. Ryan Stephenson Class Hours: Friday, 10:30 - 12:20 Office Hours: Friday, 9:30 - 10:20 Course Prerequisites: A minimum score on the Douglas College writing assessment, or equivalent, as listed in the College calendar. ! Courses for which this Course is a Prerequisite: In combination with another 1100-level English, with any CRWR course, or with English 1200, this course is a prerequisite for any 2300level English course. ! A Note on Hybrid Learning: ! ! You are enrolled in a hybrid section of ENGL 1130. Only 50% of your instructional time is delivered in class, with the remaining 50% delivered online. This means that you are expected to spend an average of 2 hours per week on the assigned Online Learning Modules. This time is over and above any time spent on readings and assignments. Hybrid learning is not for everyone. If you are not self-motivated and not able to keep yourself on track without a great deal of guidance, or if you do not feel comfortable using Blackboard or sending and receiving email attachments, then you should strongly consider taking a different section of this course. I will assume basic internet/online/computer competency. Technical difficulties should not prevent you from completing your work...
Words: 2484 - Pages: 10
...Instant. About 4,38,00,000 results (0.24 seconds) Search Results 1. Essay - Wikipedia, the free encyclopedia en.wikipedia.org/wiki/Essay Essays are generally scholarly pieces of writing written from an author's personal point of view, but the definition is vague, overlapping with those of an article, ... Essay (disambiguation) - Article - Five paragraph essay - List of essayists 2. News for ESSAY 1. Indian essay competition to be held in Australia IBNLive - 1 hour ago Over 5000 primary schools in Australia are set to hold a first of its kind essay competition this month on similarities and differences between ... 2. JICA launches national essay contest for HS students GMA News - 4 hours ago 3. Sentencing Put Off in NYC College Essay Rape Case TIME - 16 hours ago More news for ESSAY 3. Writing Tips: Essay Builder - WritingDEN www2.actden.com/writ_Den/Tips/essay/index.htm Explores the parts and provides step-by-step directions for writing essays. 4. Essays - Paul Graham www.paulgraham.com/articles.html Essays .... What the Bubble Got Right · The Age of the Essay · The Python Paradox · Great Hackers · Mind the Gap · How to Make Wealth · The Word "Hacker". 5. Essay Exam - Study Guides and Strategies www.studygs.net/tsttak4.htm Techniques and strategies for succeeding in essay exams. 6. Essay | Define Essay at Dictionary.com dictionary.reference.com/browse/essay Essay definition, a short literary composition on a particular theme or subject...
Words: 467 - Pages: 2
...identify types of ambiguity 3. Identify the problems generality causes in language 4. Use definitions to increase precision and clarity and to influence attitudes 5. Understand the types of definitions 6. Acquire skills for writing an effective argumentative essay rom August 1987 until January 2007, Alan Greenspan was chairman of the Federal Reserve Board (“the Fed”). Because any remark he made about U.S. monetary policy could cause markets all over the world to fluctuate wildly, he developed a complicated way of speaking that came to be known as “Fedspeak.” Here’s an example: It is a tricky problem to find the particular calibration in timing that would be appropriate to 2/9/2016 12:17 PM 3 of 56 stem the acceleration in risk premiums created by falling incomes without prematurely aborting the decline in the inflation-generated risk premiums.* Greenspan has admitted that such remarks were not really intended to be understood. Asked to give an example by commenting on the weather, Greenspan replied, I would generally expect that today in Washington, D.C., the probability of changes in the weather is highly uncertain. But we are monitoring the data in such a manner that we will be able to update people on changes that are important.* Page 70 2/9/2016 12:17 PM This tells us nothing about the weather, of course, and was not intended to. Many times, though, we run across similarly complicated examples of speech or writing that do seem to be intended to inform us. For example, Allan...
Words: 15340 - Pages: 62
...UNIVERSITY JACINTO STREET, DAVAO CITY ILLEGAL DOWNLOADING: WHERE THE SOCIETY STANDS AN ARGUMENTATIVE RESEARCH PAPER SUBMITTED BY: DAYLE TULANG EZEKIEL BITER SUBMITTED TO: VIVIEN GRACE AGBON-JUHAHIB, Ph.D. ACKNOWLEDGEMENT The researchers would want to thank everyone who has contributed in making this argumentative research paper possible. Firstly, to our Almighty Father, who has given us support in things no one could provide. We thank Him for the wisdom and knowledge He has bestowed upon us while making this argumentative research paper. We would also like to thank our fellow classmates, who have helped us in ways they did intend to, but have greatly influenced on how this research paper turned out. And to our parents, for their ever so unrelenting support in making this argumentative research paper. And lastly, we want to thank our English teacher Vivien Grace Agbon-Juhahib, Ph.D., for her guidance and imparting her knowledge towards us students. Table of Contents Acknowledgement ……………………………………….. 2 Table of Contents ……………………………………….. 3 Abstract ……………………………………….. 3 Introduction ……………………………………….. 5-6 Background ……………………………………….. 7-8 Thesis Statement ……………………………………….. 9 Argumentation ……………………………………….. 9 I. ……………………………………….. 9 II. ……………………………………….. 10 III. ……………………………………….. 11 IV. ……………………………………… 12 Conclusion ……………………………………….. 13 Summary...
Words: 2240 - Pages: 9
...Argument Essay Unit: Lesson Plan and Class Activities Global Learning Outcomes for this Unit *In the course of completing the assignment students will: • Learn to compose an argumentation-oriented thesis • Defend their thesis with academic-quality research that is properly sourced and cited as per the standard of university level writing • Anticipate and respond to counterarguments • Learn to critically engage the revision process through draft writing, instructor conferencing, and peer commentary • Respond the work of their peers as peer reviewers while providing relevant, productive feedback Class 1 – Introducing the Classical Argument Essay *Daily Learning Outcomes: • Reflect on Informative Essay • Introduce Classical Argument Essay • Break down the assignment sheet *Activity 1: Individual Reflection / Class Discussion (15 min) - Students open their portfolios and journals then reflect for ~10 minutes on their experiences during the Informative Essay Unit - Discuss reflections as a class *Activity 2: Introduce Classical Argument (20 min) - Have students bring a hard copy of the assignment to class with a highlighter: a. Get into groups of 4 b. Read the sheet aloud, highlighting all the action verbs c. Discuss the sheet as a group as instructor makes rounds *Activity 3: Mini-Lecture on Assignment /Questions (15 min) - Powerpoint slides “The Features of an Academic Argument” - Allow...
Words: 4392 - Pages: 18
...Argument Essay Unit: Lesson Plan and Class Activities Global Learning Outcomes for this Unit *In the course of completing the assignment students will: • Learn to compose an argumentation-oriented thesis • Defend their thesis with academic-quality research that is properly sourced and cited as per the standard of university level writing • Anticipate and respond to counterarguments • Learn to critically engage the revision process through draft writing, instructor conferencing, and peer commentary • Respond the work of their peers as peer reviewers while providing relevant, productive feedback Class 1 – Introducing the Classical Argument Essay *Daily Learning Outcomes: • Reflect on Informative Essay • Introduce Classical Argument Essay • Break down the assignment sheet *Activity 1: Individual Reflection / Class Discussion (15 min) - Students open their portfolios and journals then reflect for ~10 minutes on their experiences during the Informative Essay Unit - Discuss reflections as a class *Activity 2: Introduce Classical Argument (20 min) - Have students bring a hard copy of the assignment to class with a highlighter: a. Get into groups of 4 b. Read the sheet aloud, highlighting all the action verbs c. Discuss the sheet as a group as instructor makes rounds *Activity 3: Mini-Lecture on Assignment /Questions (15 min) - Powerpoint slides “The Features of an Academic Argument” - Allow time for student questions...
Words: 4393 - Pages: 18
...ACHIEVEMENT REQUIREMENTS GSW 1110 Section 146L Fall 2015 |Instructor: |Joseph Celizic | |E-mail: |cjoseph@bgsu.edu | |Office: |421 East Hall | |Office Hours: |Tuesday & Thursday: 4:00 – 5:30 | | |(and by appointment) | |Mailbox: |210 East Hall (my mailbox is above my name) | |Learning Commons: |140 Jerome Library | |Learning Commons Phone: |372-2823 (call ahead to make an appointment) | REQUIRED COURSE TEXTS AND MATERIALS • Kirszner & Mandell’s The Brief Wadsworth Handbook (BGSU Special Edition). 7th edition. Laurie Kirszner and Stephen Mandell. Wadsworth, Cengage Learning, 2013 • A laptop with a word processing program (Microsoft Word or Open Office) that you must bring to every class, fully...
Words: 5424 - Pages: 22
...PHIL 447N Final Exam MCQs Click Link Below To Buy: http://hwaid.com/shop/phil-447n-final-exam-mcqs/ Question 1.1. (TCO 1) "Thinking about thinking" is the definition of what? (Points : 4) Development of arguments Measure of good sense Development of critical skills Writing for clarity Critical thinking Question 2.2. (TCO 1, 2, 4) In Chapter 1, we learned the definition of the term issue. The principle concern when handling an issue is whether or not (Points : 4) a given claim is true or not. a claim attaches to the conclusion or not. the majority has a position on the debate. key experts have a position on the debate. Question 3.3. (TCOs 1, 2, 3) In Chapter 1, we learned the definition of the term argument. The purpose of an argument is to (Points : 4) explain complex ideas. win adherents to a position. refute the positions of other people. support or prove conclusions. Question 4.4. (TCOs 2, 3) In Chapter 2, we learned the meaning of inductive arguments. The support that the premises provide for the conclusion of an inductive argument is best described in terms of (Points : 4) valid or invalid. sound or unsound. provable or unprovable. strong or weak. Question 5.5. (TCO 1, 2) In Chapter 2, we learned the meaning of the three modes of persuasion, as defined by Aristotle. Logos refers to arguments based...
Words: 1458 - Pages: 6