...Ava Duckhorn Mrs. Ely AP Lang. 28 August 2017 Essay Summaries “You’ve Got Rapture” by Nora Ephron In Nora Ephron’s essay, “You’ve Got Rapture,” originally published by O, the Oprah Magazine in June 2002, Ephron reflects on her lifelong love of great books and their ability to capture a reader for days at a time and leave the reader speechless for days after, examining the details and considering the epiphanies found within dog-eared pages. According to Ephron, books have been the only constant throughout a life filled with years of love, sorrow, and new couches; she recalls times of personal upheaval and the specific books that first comforted her with their dazzling plots and dreamy characters, then prompted her discovery of unhappy or exhausted...
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...Document Assignment Goal Write a 750-1,000-word essay that analyzes the rhetorical situation of a public document. This public document is the Centers for Disease Control’s (CDC) website on Attention Deficit/Hyperactivity Disorder (ADHD) found at: http://www.cdc.gov/ncbddd/adhd/facts.html. Your analysis should include at least TWO scholarly sources outside of class texts. Directions Complete a close reading of the assigned public document. Then, write a cohesive essay that: 1. Introduces and summarizes the CDC website on ADHD. 2. Analyzes the rhetorical tools used on the site (here, you will want to incorporate ideas from your preanalysis below). For instance, your essay could analyze the CDC’s use of ethos, pathos, and logos. 3. Evaluates the site’s effectiveness (again, ideas from your preanalysis below will be helpful). This essay is NOT simply an expository or descriptive essay or an analysis of ADHD. It is an analysis of the site and how effectively the site uses rhetorical tools to get its point across. First Draft Grading * You will receive completion points for the first draft based upon the successful submission of your draft. * Because your first draft is a completion grade, do not assume that this grade reflects or predicts the final grade. If you do not consider your instructor’s comments, you may be deducted points on your final draft. Final Draft Grading The essay will be graded using a rubric. Please review the rubric...
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...Draft of a Rhetorical Analysis of a Public Document Assignment Goal Write a 750-1,000-word essay that analyzes the rhetorical situation of a public document. This public document is the Centers for Disease Control’s (CDC) website on Attention Deficit/Hyperactivity Disorder (ADHD) found at: http://www.cdc.gov/ncbddd/adhd/facts.html. Your analysis should include at least TWO scholarly sources outside of class texts. Directions Complete a close reading of the assigned public document. Then, write a cohesive essay that: 1. Introduces and summarizes the CDC website on ADHD. 2. Analyzes the rhetorical tools used on the site (here, you will want to incorporate ideas from your preanalysis below). For instance, your essay could analyze the CDC’s use of ethos, pathos, and logos. 3. Evaluates the site’s effectiveness (again, ideas from your preanalysis below will be helpful). This essay is NOT simply an expository or descriptive essay or an analysis of ADHD. It is an analysis of the site and how effectively the site uses rhetorical tools to get its point across. Use Chapter 2 in The Call to Write and the sample rhetorical analysis on pages 57-60 as a guide. First Draft Grading * You will receive completion points for the first draft based upon the successful submission of your draft. * Because your first draft is a completion grade, do not assume that this grade reflects or predicts the final grade. If you do not consider your instructor’s...
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...Assignment Breakdown Unit 1 – 5% Activity 1 – Grammar Review Grammar Quiz – Formative Activity 2 – Academic Citation Citation Review – Formative Activity 3 – Plagiarism Dropbox: Katrina Letter - Formative Discussion: Case Studies – Formative Activity 4 – Essay Structure Dropbox: Reorganizing the Essay - (2.5%) Activity 5 – Statement of Intent and Initial List of Works Cited Dropbox: Statement of Intent and Initial List of Works Cited - Formative Activity 6 – Editing the Essay Discussion: Shakespeare Essay – Formative Dropbox: Literature Essay Rewrite (2.5%) Unit 2 – 15% Activity 1 – Imagery and Symbolism Discussion: Symbols and Images - Formative Dropbox: Poetic Verbal-Visual Collage (5%) Activity 2 – Diction Dropbox: Event Poem/Reflection - Formative Activity 3 – Form Discussion: Forms - Formative Activity 4 – Sound and Sense Dropbox: Poetry Analysis – Formative (5%) Activity 5 – Theme and Understanding Discussion: Battle of the Critics - Formative Activity 6 – ISP Reflective Journal Dropbox: Reflective Journal - Formative Activity 7 – Culminating Activity Dropbox: Best Poem in the World (5%) Discussion: Best Poem - Formative Unit 3 – 25% Activity 1 – Culminating Assignment Essay Module Discussion: Integrated Quotations - Formative Discussion: Elaboration of Evidence - Formative Activity 2 – Worldviews and Interpretations Dropbox: “The Return” Response (Parts A, B, and C) - Formative Activity 3 – Text Attack Discussion: The 5 ‘W’’s...
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...Mr. Macomber English 3 AP Syllabus 1.5 English 3 AP Course Overview Students in this introductory college-level course read and carefully analyze a broad and challenging range of nonfiction prose selections, deepening their awareness of rhetoric and how language works. Through close reading and frequent writing, students develop their ability to work with language and texts in order to establish greater awareness of purpose and strategy, while strengthening their own composing abilities. C16 Students examine rhetoric in essays, images, movies, novels, and speeches. They frequently confer about their writing by conferencing in class. C 14 Feedback is given both before and after students revise their work to help them develop logical organization, enhanced by specific techniques to increase coherence. Rhetorical structures, graphic organizers, and work on repetition, transitions, and emphasis are addressed. I comment on individual drafts, and I write memos to the class in a blog about whole-class concerns such as specificity of quotations, parallelism, and transitions. C13 Simultaneously, students review the simple, compound, complex, and compound-complex sentence classifications. We examine word order, length, and surprising constructions. Loose and periodic sentences are introduced. We examine sample sentences and discuss how change affects tone, purpose, and credibility of the author/speaker. In addition, feedback on producing sentence structure variety...
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...There are a range of essay types, and each of these types requires you to do different things. An important first skill, then, in preparing your essay is to identify what sort of essay you are being asked to write, and what this requires you to do. In general essays fall along a continuum between those that ask you to describe a particular phenomenon, and those that ask to discuss, analyse, criticize and debate particular issues. At university essays increasingly tend to fall into the latter discussion type. These types of essay require you to go beyond simply repeating what you have been told towards thinking about the information you have found and knitting it into an argument. TIP: If you are not sure what the essay requires you to do, ask the person setting the question about what they want. Analysing the Question: Answering the Question A key point to remember as you prepare you essay is that no matter how well you write the essay, if you do not actually answer the question you will not do well. This seems an obvious point, but in the heat of the moment it is often neglected. To help you stay on track you can do two simple tasks: first, have a close look at the essay question; second, as you prepare and write your essay continue to look at the question and think if what you are doing matches what the question requires. Essay Writing and Format Guide 6 It is important to pay close attention to the essay question because the way in which the question is worded often...
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...exemption, appropriate placement scores or completion of developmental education reading and writing. AMH 1041 examines the historical experiences and events that have shaped America's social and economic development in order to foster a better understanding of America's culturally diverse society. Prerequisite(s): satisfactory completion of Developmental Writing II (ENC0025 ) and Developmental Reading II (REA0017 ), or appropriate placement scores. Examines the historical experiences and events that shaped America’s social and economic development, in order to foster a better understanding of America’s culturally diverse society. Lecture: 3 hours. Close Close Prerequisite(s): satisfactory completion of Developmental Writing II (ENC0025 ) and Developmental Reading II (REA0017 ), or appropriate placement scores. Examines the historical experiences and events that shaped America’s social and economic development, in order to foster a better understanding of America’s culturally diverse society. Lecture: 3 hours. Close Close Prerequisite(s): satisfactory completion of Developmental Writing II (ENC0025 ) and Developmental Reading II (REA0017 ), or appropriate placement scores. Examines the historical experiences and events that shaped America’s social and economic development, in order to foster a better understanding of America’s culturally diverse society. Lecture: 3 hours. Close Close Lecture. Note:...
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...main focus is to determine how literary film adaptations are useful for educational texts. This essay relies on multiple pieces of evidence. As the essay states there are three major reasons for adaptation which are, the bestseller argument, which means it is a good profit to make a movie off of an already bestselling book. Also, the prestige involved in the film’s close relationship to literature. Last, is that the best story is often found between the covers of a novel. These three major reasons for adaptation are facts. Other pieces of evidence include, the four steps after you have read the novel and then seen the film adaptation of it. The first step is to compare the two discourses on a strictly narrative level. Second, is to study the results from verbal to visual representation. Third, to figure out if the film tried to developed similarities to the novel that we not transferable, and finally to collect all of the film’s main theme or themes compared to the novel. These four steps are an example of experimental data. The reason why you should study film adaptation in class is because it offers an insight into the nature of expression through words and pictures, as well as, to stimulate the interest for reading. The author states this evidence as a personal testimony of why he/she teaches film adaptation in education texts. There are also factual theories stated in the essay for adaptation studies. One is Narratology, which describes the nature and the elements of a narrative...
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...problem and solution, and persuasion and argument. ▪ Students review annotation acronyms, how to do a close reading, literary elements and rhetorical devices. Students also review the SOAPSTONE (subject, occasion, audience, purpose, speaker, tone, organization, narrative style and evidence) strategy for use in analyzing prose and visual texts along with three of the five cannons of rhetoric: invention, arrangement and style. ▪ Students learn the format of the AP test, essay rubric and essay structure. ▪ Students take a full-length AP test for comparison purposes in the spring. Reading: The Scarlet Letter – Nathaniel Hawthorne Writing: Answer the following question in one paragraph. Use quotes from the novel as evidence. Some readers believe that the elaborate decoration that Hester embroiders on the scarlet letter indicates her rejection of the community’s view of her act. Do you agree or disagree? Explain your position using evidence from the text. (test grade) Writing: Write a well-developed essay addressing the following prompt. Document all sources using MLA citation. Compare Hester to a modern day person who has been shunned. Provide at least two research sources for the other person. (project grade) Reading: “Sinners in the Hands of an Angry God” Jonathan Edwards Analyzing: SOAPSTONE and cannons of rhetoric Reading: Teacher Introduction Essay Writing: Students and teacher evaluate where each student’s writing is and where it needs to be by analyzing...
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...Argument Essay #1 Overview For this assignment, you will be preparing your argument by: * Reviewing your graded Exercise 2.8 submission * Highlighting and annotating Gerald Jones’s essay * Reading John Leo’s essay and other essays in Chapter 2 of Practical Argument on violence in the media * Reading the essays in They Say/I Say in the section, “Is pop culture actually good for you” * Researching this topic using Opposing Viewpoints and Issues and Controversies After these invention strategies, you will begin writing your essay demonstrating: * A thesis * Other voices * Evidence * Refutation * Conclusion The Assignment Review your graded Exercise 2.8 that you submitted last week. Transform that one paragraph into a more fully developed critical response to Gerald Jones’s essay on pages 58-61. Critically review the highlighting and annotations for “When Life Imitates Video” on pages 65-67 and create your own highlighting and annotating for Gerald Jones’s essay using this strategy to support you in engaging more fully with the content. This type of review provides a close read of the essay. Furthermore, bring in the voices of others to refute and to support your position. Consider using John Leo’s essay, “When Life Imitates Video” as well as the other articles in Chapter 2 pertaining to violence in videos. Also bring in the voices from They Say/I Say “Is pop culture actually good for you?” on pages 275-388. You may also use other...
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...would have to say I went through a lot of stages of writing and reading because some years I liked to read and write but other years I didn’t like it. I liked reading short stories, poems, and nonfiction books but I didn’t like historical stories, research, or long books. I’ve never a finished a book until high school because I never found a book I liked considering I never tried since I didn’t have an interest in reading. Although, now I can say I like to read if I find the right book when i use to say that i hated reading. The youngest I remember writing was in 6th grade when I would write letters to my dad. I wrote letters to my dad after my parents got divorced since I didn’t get to see my dad from it. My letters would be about how much I missed him, how school was going, and how things were different. I wrote...
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...Dec 2014 03:14 GMT) The Pedagogical Possibilities of Covering Gilman’s Wallpaper Karla J. Murphy In his introduction to The Pedagogical Wallpaper, Jeffrey Andrew Weinstock notes how the pedagogical diversity of Charlotte Perkins Gilman’s “The Yellow Wall-Paper” prompted him to collect essays for this book. He goes on to explain that “given the ubiquity of the text within various academic settings, I was also struck by the absence of attention to the text within pedagogical contexts. Despite the large (and steadily growing) body of criticism to the story, very little of it explicitly addresses its importance as a tool to facilitate learning or various ways in which to make use of the text in the classroom” (3). As a collection, Weinstock’s The Pedagogical Wallpaper contains informed, detailed, and diverse analysis that attempts to shore up the absence of “pedagogical possibilities” concerning Gilman’s transgressive short story (9). Among the contributors are a MOO space specialist, a Gilman scholar, a queer theorist, an existentialist, a formalist, and several reader/student-response theorists. Because each essayist presents a distinct critical perspective on Gilman’s text, each essay is likewise concerned with “how the narrative teaches and how to teach the narrative” (5). Thus, it seems to me that Weinstock’s The Pedagogical Wallpaper resonates with Pedagogy’s conviction that teaching is central to our work as scholars and educators, no matter what our particular perspective...
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...first, I was a bit skeptical about taking English 1301 this summer in an unknown university, but upon entering Ms. Sanchez’s English 1301 class, it opened my eyes. I had a whole new perspective in not only reading, but also on everyday life situations. The first two times I took English 1301, I was not fully understanding the concept of the text I was reading. When walking into class on the first day of school this summer,...
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...COLUMBUS STATE COMMUNITY COLLEGE English Department Summer Quarter 2012 COURSE AND NUMBER: ENGL 102–Essay and Research CREDITS: 3 CLASS HOURS PER WEEK: 3 LAB HOURS: 0 PREREQUISITES: A grade of "C" or higher in ENGL 101, Transfer Credit for 101, or Proficiency Credit CONTACT INFORMATION: English Department Phone: 614-287-2531 English Department Fax: 614-287-5375 Instructor: Bo Clary Office: Nestor Hall 325 Mailbox: Nestor Hall 420 Email:rclary@cscc.edu Office Hours: by appointment ** Students must use Columbus State email addresses when contacting their instructors. I will reply, whenever possible, within two business days to any emails that require a response. Assignments should not be submitted via email unless special permission is given by the instructor on a given assignment. All assignments are provided on your course schedules. DESCRIPTION OF THE COURSE: ENGL 102 is a continuation of ENGL 101 expanded to include more critical reading, reasoned analyses, research techniques, and research paper writing using documentation format appropriate to the essay’s content. GOALS OF COURSE: By the end of the course, students will: 1. 1. Be able to investigate and analyze multiple perspectives on a variety of subjects. 2. 2. Practice a variety of research methods which includes locating and evaluating valid evidence from reliable sources. 3. 3. Produce and refine through process, audience-appropriate texts that responsibly and effectively...
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...AREA | NUMBER OF QUESTION | DIFFICULTY LEVEL | Reading Comprehension | 10+10 | Moderate to Difficult | Faulty Construction | 15 | Easy to Moderate | Jumbled Sentences | 5 | Easy to Moderate | Close Passages | 10 | Easy | Note: After previous year analysis there were two Reading Comprehensions. B). REASONING (High Level) NAME | NUMBER OF QUESTION | DIFFICULTY LEVEL | Input - output | 5 | Difficult | Sentence coding | 5 | Easy | Logical Reasoning | 15 | Easy to Moderate | Syllogism | 5 | Moderate | Puzzle / Seating Arrangement | 10 | Moderate | Data Sufficiency | 5 | Moderate | Direction &other problem | 5 | Easy to Moderate | C) GENERAL AWARENESS SYLLABUS OF SBI PO 2014 Area | NUMBER OF QUESTION | DIFFICULTY LEVEL | Banking Awareness | 14 | Moderate to Difficult | Current Affairs | 16 | Easy to Moderate | Computer Awareness | 10 | Easy to Moderate | Marketing | 10 | Easy | D) DATA ANALYSIS & INTERPRETATION AREA | NUMBER OF QUESTION | DIFFICULTY LEVEL | Probability | 5 | Easy to Moderate | Line Graph | 5 | Moderate | Pie Charts | 10 | Moderate to Difficult | Bar Charts | 15 | Easy | Tables | 15 | Moderate to Difficult | DESCRIPTIVE SECTION SYLLABUS OF SBI PO – 50 Marks Letter Writing 1. Paragraph Writing 2. Essay Writing 3. Precise Writing 4. Reading Comprehension AREA | NUMBER OF QUESTION | TOPICS | Letter Writing | 10 | To a branch to close the saving account, To friend to attend a seminar...
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