...11/13/12 Argumentative essay The speech by King Lear mentions that the wealthy don’t have to follow the common rules of justice for they are protected by their wealth which entitles them to be overlooked, while the poor have to fall to every hardship in justice and there wrongs are obviously seen and ridiculed. While some people may believe this others may not. Celebrities are put in the wealthy part of the society and believed they can do whatever they want. In the news you will hear about celebrities getting arrested for drinking and driving or even doing drugs. These people though they are not sent to jail they are sent to rehab. If someone that was poor was to be arrested for drinking and driving they will go to jail no thought about even possibly going to rehab. Now why is that, because they are able to afford going to rehab and they can hire lawyers that aim for it. They use their money to get what they want; celebrities don’t want to go to jail. Poor people though don’t want to go to jail also, but they don’t have a choice because they can’t afford to go to rehab. Celebrities use their money to get out of the rightful justice. It not only celebrities that use their money to get out of the correct justice, you never hear about lawyers or judges going to jail or even getting in trouble. Why is that? They can’t be perfect and never get in trouble, but lawyers and judges make money so is possible to just pay off individuals for your crimes and make people believe that...
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...English 1023 17 May 2013 Argumentative Research Essay: Teen Drinking Have you ever really considered the consequences of binge drinking regularly while in college or even high school? It may seem harmless and most people only think it is a one night affair. I believe that most people honestly do not know that these decisions can affect them for the rest of their lives. I have seen several of my friends of all different ages make bad decisions in their lives and a lot of can be traced back to decisions involved with the use of alcohol. Going out and binge drinking often can lead to a numerous of bad decisions. Alcohol use and teens can lead to developing bad habits, poor health, risky behaviors, criminal acts, unwanted injuries, and unwanted sexual contact. One of the main reason that younger people believe that is acceptable to drink under age is they believe that it will only affect them for one night. In all reality that is not true. As you will see laid out in this essay I will show my readers several viewpoints of why it is a bad long term decision. People drink early on to feel like they are a part of a group of being popular. Drinking does not make anyone popular. Young people just need to ask themselves what is the right thing to do. Popularity will come on its own. Starting to drink heavily can really have a bad effect on your health. When my father was around my age, he and his friends used to drink heavily a lot, all the time. I have met several of my father’s...
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...Argumentative Essay By: Bailey Tollefson Teens Driving There is a tremendous issue in America with teens driving. A big reason why is because car crashes are, “the number one killer of teens in the United States” (“Safe kids Worldwide,” 2014). Many parents realize the danger that their kids are in once they get their license, and get freaked out. This is because teens are inexperienced, they easily get distracted, and most do not realize the importance of safe driving, and how unsafe driving can affect their lives. Teenagers have little experience once they get their drivers licenses. This is a major problem, because when you are young you feel invincible. This certainly is not the case. In 2013, 2,163 teens in the United States ages 16–19 were killed, which means that six teenagers died each day (“Get the Facts,” 2013). These crashes were mainly from lack of experience. “The first 500 miles for teenage drivers are the most crucial. During this time, they are 10 times more likely to be in auto crashes than adult drivers” (“Teenage Car Accidents,” 2012). A big concern for driving at night is reduced road visibility. “In 2009, 61 percent of teen crash deaths occurred between 6 P.M, and 6 A.M… this is primarily due to a combination of the visibility challenges caused by dark conditions, and slower response time brought about by fatigue, and a lack of experience driving under such conditions” (Canfield, 2013). Also animals are more active at night, which would lead to...
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...Argumentative Essay Bailey Tollefson WR097/EL113W 11/26/15 There is a tremendous issue in America with teens driving. A big reason why is because car crashes are, “the number one killer of teens in the United States” (“Safe kids Worldwide,” 2014). Many parents realize the danger that their kids are in once they get their license, and get freaked out. This is because teens are inexperienced, they easily get distracted, and most do not realize the importance of safe driving, and how unsafe driving can affect their lives. Teenagers have little experience once they get their drivers licenses. This is a major problem, because when you are young you feel invincible. This certainly is not the case. In 2013, 2,163 teens in the United States ages 16–19 were killed, which means that six teenagers died each day (“Get the Facts,” 2013). These crashes were mainly from lack of experience. “The first 500 miles for teenage drivers are the most crucial. During this time, they are 10 times more likely to be in auto crashes than adult drivers” (“Teenage Car Accidents,” 2012). A big concern for driving at night is reduced road visibility. “In 2009, 61 percent of teen crash deaths occurred between 6 P.M, and 6 A.M… this is primarily due to a combination of the visibility challenges caused by dark conditions, and slower response time brought about by fatigue, and a lack of experience driving under such conditions” (Canfield, 2013). Also animals are more active at night, which would lead to...
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...memory, walk abnormally or not at all, and have the tendency to throw up! it can be easy to tell if someone is intoxicated when a person smells of alcohol, glazed or bloodshot eyes, the person is passive or argumentative, and a deterioration of the persons appearance. It is basically an obvious problem. This essay will try to prove that alcohol is poisonous substance that should be highly monitored and the drinking age being raised as a result. Have you ever been pressured into doing something you would rather not do? many people have been in many different ways. It seems that teens are being pressured more and more into drinking than anything else. if you choose to drink it is he or she's choice but are you doing it to fit in? or just because you want to? there are many different ways an adolescent might take a drink even if they know it is wrong. Some reasons are the risk taking, the expectancies, how sensitive and how they tolerate the alcohol, hereditary factors, personality characteristics, and psychological thoughts. Some people say that we should change our drinking ages to 16, like in Europe, where they do not have a problem with underage drinking. And because of this reason there has been many people thinking that the United States should change the drinking age to 16. Saleh...
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...what controversial (has more than one side / answer / opinion / etc) issues exist in your discipline / major and which are most interesting to you and/or relevant in your field today. To help you with that, you may want to move through the brainstorm / freewrite below to see if you can develop some of those ideas. You should use this to help you come up with ideas that you could discuss and develop on the DB. You may even want to post portions of what you came up with here on the DB. Thoughtful interaction could earn you some BONUS in the CE column and allow you to SPIN some ideas and nail down some solid topics. With that in mind, each student’s essay is to be unique with regards to its TOPIC / ISSUE / STANCE / ETC; therefore, the Board is meant to be a place to help shape ideas, not see one and “steal” it for your own essay. Topics will be reserved for those individuals who first bring them up and if similarities exist it will be the responsibility of the students to determine what different aspects of the issue will be explored by each (first poster gets first choice). I will NOT allow the “casual” student (one who is hanging around on the roster but not really submitting assignments and/or participating on the previous Boards) tell me at the last minute that “X” is his/her project when a conscientious student already articulated this on the Board. What you want to do is complicate the issue. Look at the issue from multiple perspectives and see what collaborations and...
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...2 of 56 Clear Thinking, Critical Thinking, and Clear Writing Students will learn to … 1. Determine acceptable and unacceptable degrees of vagueness in language 2. Understand and 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...
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...Revision for Final Examination Risks of stating the obvious! 1 Format Date of final examination: Thursday 22 September Time: 2 pm (2 hours) This is a closed book examination. Section A Answer True / False questions. (10 marks) Section B Multiple Choice questions (10 marks) Section C Answer short structured questions (15 marks) Short essay type responses (15 marks) 2 Section D How you should prepare Define terms you have learnt in this unit and think about examples of these concepts. Review the slides and refer to the respective pages in the textbook. The summary of each chapter is also a very useful reference. Practice the exercises in the textbook and handouts / slides to reinforce your learning Practice writing essays 3 Lesson 1a & 1b Critical Thinking What is What are critical the barriers thinking? to critical Why is it thinking? important? How to develop critical thinking skills? What is an argument? How to differentiate arguments from nonarguments? 4 Lesson 1a What is Critical Thinking? Complex process of deliberation involving a range of skills and attitudes Identifying arguments Reading between the lines Drawing conclusions Evaluating Evidence Recognising techniques Presenting viewpoints Weighing arguments Reflecting on issues Critical thinking focuses on: Arguments Evaluate messages conveyed through speech, writing, performance or other...
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...fourth EDItION fourth EDItION This clear, learner-friendly text helps today’s students bridge the gap between Its comprehensiveness allows instructors to tailor the material to their individual teaching styles, resulting in an exceptionally versatile text. Highlights of the Fourth Edition: Additional readings and essays in a new Appendix as well as in Chapters 7 and 8 nearly double the number of readings available for critical analysis and classroom discussion. An online chapter, available on the instructor portion of the book’s Web site, addresses critical reading, a vital skill for success in college and beyond. Visit www.mhhe.com/bassham4e for a wealth of additional student and instructor resources. Bassham I Irwin Nardone I Wallace New and updated exercises and examples throughout the text allow students to practice and apply what they learn. MD DALIM #1062017 12/13/09 CYAN MAG YELO BLK Chapter 12 features an expanded and reorganized discussion of evaluating Internet sources. Critical Thinking thinking, using real-world examples and a proven step-by-step approach. A student ' s Introduction A student's Introduction everyday culture and critical thinking. It covers all the basics of critical Critical Thinking Ba ssha m I Irwin I Nardone I Wall ace CRITICAL THINKING A STUDENT’S INTRODUCTION FOURTH EDITION Gregory Bassham William Irwin Henry Nardone James M. Wallace King’s College TM bas07437_fm_i-xvi.indd i 11/24/09 9:53:56 AM TM Published by McGraw-Hill...
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...fourth EDItION Critical Thinking A student ' s Introduction Ba ssha m I I rwi n I N ardon e I Wal l ac e CRITICAL THINKING A STUDENT’S INTRODUCTION FOURTH EDITION Gregory Bassham William Irwin Henry Nardone James M. Wallace King’s College TM TM Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2011, 2008, 2005, 2002. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 0 ISBN: 978-0-07-340743-2 MHID: 0-07-340743-7 Vice President, Editorial: Michael Ryan Director, Editorial: Beth Mejia Sponsoring Editor: Mark Georgiev Marketing Manager: Pam Cooper Managing Editor: Nicole Bridge Developmental Editor: Phil Butcher Project Manager: Lindsay Burt Manuscript Editor: Maura P. Brown Design Manager: Margarite Reynolds Cover Designer: Laurie Entringer Production Supervisor: Louis Swaim Composition: 11/12.5 Bembo by MPS Limited, A Macmillan Company Printing: 45# New Era Matte, R. R. Donnelley & Sons Cover Image: © Brand X/JupiterImages Credits: The credits section for this book begins on page C-1 and is considered...
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...this situation sounds familiar, you may find it reassuring to know that many professionals undergo these same strange compulsions before they begin writing. Jean Kerr, author of Please Don’t Eat the Daisies, admits that she often finds herself in the kitchen reading soup-can labels—or anything—in order to prolong the moments before taking pen in hand. John C. Calhoun, vice president under Andrew Jackson, insisted he had to plow his fields before he could write, and Joseph Conrad, author of Lord Jim and other novels, is said to have cried on occasion from the sheer dread of sitting down to compose his stories. To spare you as much hand-wringing as possible, this chapter presents some practical suggestions on how to begin writing your short essay. Although all writers must find the methods that work best for them, you may find some of the following ideas helpful. But no matter how you actually begin putting words on paper, it is absolutely essential to maintain two basic ideas concerning your writing task. Before you write a single sentence, you should always remind yourself that 1. You have some valuable ideas to tell your reader, and 2. More than anything, you want to communicate those ideas to your reader. These reminders may seem obvious to you, but without a solid commitment to your own opinions as well as to your reader, your prose will be lifeless and boring. If you don’t care about your subject, you can’t very well expect anyone else to. Have confidence that your ideas are...
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...updated: April 26, 2016 Logical Reasoning Bradley H. Dowden Philosophy Department California State University Sacramento Sacramento, CA 95819 USA ii iii Preface Copyright © 2011-14 by Bradley H. Dowden This book Logical Reasoning by Bradley H. Dowden is licensed under a Creative Commons AttributionNonCommercial-NoDerivs 3.0 Unported License. That is, you are free to share, copy, distribute, store, and transmit all or any part of the work under the following conditions: (1) Attribution You must attribute the work in the manner specified by the author, namely by citing his name, the book title, and the relevant page numbers (but not in any way that suggests that the book Logical Reasoning or its author endorse you or your use of the work). (2) Noncommercial You may not use this work for commercial purposes (for example, by inserting passages into a book that is sold to students). (3) No Derivative Works You may not alter, transform, or build upon this work. An earlier version of the book was published by Wadsworth Publishing Company, Belmont, California USA in 1993 with ISBN number 0-534-17688-7. When Wadsworth decided no longer to print the book, they returned their publishing rights to the original author, Bradley Dowden. The current version has been significantly revised. If you would like to suggest changes to the text, the author would appreciate your writing to him at dowden@csus.edu. iv Praise Comments on the earlier 1993 edition...
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...examples and exercises, and the text involves students in the learning process through reading, problem solving, practicing, listening, and experiencing the writing process. Each chapter also has integrated examples that unify the discussion and form a common, easy-tounderstand basis for discussion and exploration. This will put students at ease and allow for greater absorption of the material. Tips for effective writing are included in every chapter, as well. Thought-provoking scenarios provide challenges and opportunities for collaboration and interaction. These exercises are especially helpful for working with groups of students. Clear exercises teach sentence and paragraph writing skills that lead to common English composition and research essays....
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...Idioms and Expressions by David Holmes A method for learning and remembering idioms and expressions I wrote this model as a teaching device during the time I was working in Bangkok, Thailand, as a legal editor and language consultant, with one of the Big Four Legal and Tax companies, KPMG (during my afternoon job) after teaching at the university. When I had no legal documents to edit and no individual advising to do (which was quite frequently) I would sit at my desk, (like some old character out of a Charles Dickens’ novel) and prepare language materials to be used for helping professionals who had learned English as a second language—for even up to fifteen years in school—but who were still unable to follow a movie in English, understand the World News on TV, or converse in a colloquial style, because they’d never had a chance to hear and learn common, everyday expressions such as, “It’s a done deal!” or “Drop whatever you’re doing.” Because misunderstandings of such idioms and expressions frequently caused miscommunication between our management teams and foreign clients, I was asked to try to assist. I am happy to be able to share the materials that follow, such as they are, in the hope that they may be of some use and benefit to others. The simple teaching device I used was three-fold: 1. Make a note of an idiom/expression 2. Define and explain it in understandable words (including synonyms.) 3. Give at least three sample sentences to illustrate how the expression is used...
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...THE ART OF PERFORMANCE A CRITICAL ANTHOLOGY edited by GREGORY BATTCOCK AND ROBERT NICKAS /ubu editions 2010 The Art of Performance A Critical Anthology 1984 Edited By: Gregory Battcock and Robert Nickas /ubueditions ubu.com/ubu This UbuWeb Edition edited by Lucia della Paolera 2010 2 The original edition was published by E.P. DUTTON, INC. NEW YORK For G. B. Copyright @ 1984 by the Estate of Gregory Battcock and Robert Nickas All rights reserved. Printed in the U.S.A. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording or any information storage and retrieval system now known or to be invented, without permission in writing from the publisher, except by a reviewer who wishes to quote brief passages in connection with a review written for inclusion in a magazine, newspaper or broadcast. Published in the United States by E. P. Dutton, Inc., 2 Park Avenue, New York, N.Y. 10016 Library of Congress Catalog Card Number: 79-53323 ISBN: 0-525-48039-0 Published simultaneously in Canada by Fitzhenry & Whiteside Limited, Toronto 10 9 8 7 6 5 4 3 2 1 First Edition Vito Acconci: "Notebook: On Activity and Performance." Reprinted from Art and Artists 6, no. 2 (May l97l), pp. 68-69, by permission of Art and Artists and the author. Russell Baker: "Observer: Seated One Day At the Cello." Reprinted from The New York Times, May 14, 1967, p. lOE, by permission of The New York Times...
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