...Marcellus Bowie English 102 Reflective Essay Reflection English 102 has brought a really great point to me in life that no matter what class you are in you have to think creative. In the entire course there was nothing but writing. I can honestly say English 102 has taught me to be a better researcher and a better writer. The writing for me was super hard in the beginning of the course. I have never seen myself as a writer I suffer from an extreme case of writer’s block which causes me to give up without giving a shot at the work. The extra help has made me feel as writing will never shy away from you in life so just write. The annotated references played a big role throughout the course this semester. The role annotated references had been the whole outline of this course without the annotated I had nothing to write about. First I struggled with the concept of the references I realized that there wasn’t a research paper without the references. The references were one of the most time consuming aspect of the paper. The research question had to have a connection towards the refernces The difficulty I encountered in English 102 came about from the grasping of the material, the details in the rubric, and the guide lines. The biggest thing I had a problem with was staying on topic, and giving too much of my personal opinion in my writing. The structure of the class is made to stay on top of your independence of the reading and writing. During the course of the class there were...
Words: 523 - Pages: 3
...Quintae Dorsey July 24th, 2013 English 101 Joshua Thusat Reflection Essay When I enrolled into my English 101 class I thought passing the class would be very easy. Previously, I had taken an English 101 class at my old University and received an “A”, so I was highly confident that I would excel in all of my assignments without concerns; I was very mistaken. Every essay that I have done, (except learning logs) I had to re-do because of flaws in my writing. I didn’t believe I had any flaws in my writing when first starting the course, which made me oblivious to my errors. I am so relieved that I didn’t proceed to English 102 without taking this course. Enrolling in this class has helped me grow as a writer. By understanding my strong areas and what areas I need to work on, I feel more confident writing my essays. Not only did I grow as a writer, I really enjoyed the environment of the classroom. I always felt positive energy from not only my teacher, but my peers as well. It made my learning experience enjoyable yet very informal. I absolutely loved that the classroom is very diverse; full of people from various countries with different outlooks on life. I appreciated hearing everyone’s opinions about certain topics, and the respect everyone showed one another when speaking about sensitive subjects such as racism. Having a respectable teacher and classmates really made the tone of our class worth being a part of. At my previous university I had classes with at least two hundred...
Words: 653 - Pages: 3
...Abel Castillo English 102 Professor Butera Descriptive Paper Mundane Delicate whispers seep into the still, compact door. Suddenly, an alarm viciously roars filling the room with its intense growl. In an attempt to tame it, I grab hold of my calm comforter and barricade myself within it. The violent rumbling grows much louder. Falling out of bed, I slam the digital clock with such impeccable force that it completely becomes inaudible. Lazily, I explore for my soft, brown reindeer socks to accommodate my cold, little toes. Twisted, erect hair, as if a night-cow licked my head, takes control of my head from a distant, glass reflection. I finally make my way toward the cold, bare bathroom. Recovered, I find myself looking into the lifeless reflection to prepare for another unstable day. To start, I set my hands to find the light switch which seems to avoid me. Light glaring into my poor, unaware pupils, I set my hands in warm-filled water. I bring my face alongside the running, sincere water. After hydration, I attempt to clear out the cow-licked hair-do; I reach for my sturdy, black comb and combat the cow’s drool! With no avail, I soon give up. I place my index finger on the power button of the high-powered, blue electric-shaver and trim the fur that guards my face from fierce colds. Next, I prime my toothbrush with invigorating, peppermint toothpaste and smoothly graze each special tooth. I then enrich my essence with refined, colorful fragrances. Widely awake, I dash...
Words: 474 - Pages: 2
...Academic Advisor. You have missed one of your ENGL 101 class. You were very distracted during your ENGL 101 class last Friday; you have talked with your instructor about you failing it. I know that you are trying to solve your problems by yourself; however, I think that at this point you need help from our tutors to keep you focused on completing your assignments. You need to come to Achieve and work for at least 20 hours a week to make up all the points you have missed so far. When you come, do not work by yourself, ask a tutor to be with you, the number of hours you have spent at Achieve over the past weeks is in discordance with the number of hours you have worked with tutors....
Words: 554 - Pages: 3
...English 103 section 20 Spring 2013 Mrs. Mary Clark-Flynn Office RB 2115, office phone 5-8371 Email: mcupchurch@bsu.edu Office hours 11:00-12:oo, MWF, and on Thursdays by appointment Home phone 286-4895: Do not call after 9:00 p.m. General Information BOOKS Read, Reason, Write: an argument text and reader; ed. Dorothy U. Seyler The Purdue OWL Ball Point online URL http://goo.gl/nMnnb MATERIALS Two Pocket Folders Flash drives or what ever you need to save your work Course description: English 103: Rhetoric and Writing (3) Introduces and develops understanding of principles of rhetoric; basic research methods; elements, strategies, and conventions of persuasion used in constructing written and multi-modal texts. Prerequisite: appropriate placement. Not open to students who have credit in ENG 101 or 102. Course Goals * Understand that persuasion—both visual and verbal—is integral to reading and composing * Understand how persuasive visual and verbal texts are composed for different audiences and different purposes * Develop effective strategies of invention, drafting, and revision for different rhetorical situations and individual composing styles * Compose texts in various media using solid logic, claims, evidence, creativity, and audience awareness * Integrate primary and secondary research as appropriate to the rhetorical situation * Develop strategies for becoming more critical and careful readers of both their...
Words: 1738 - Pages: 7
...Renaissance Time Capsule Rodney A. Mathis HUM/102 June 2, 2014 Dr. Julie Kares Renaissance Time Capsule As part of my introduction to humanities class, I was required to probe for a concealed time capsule from both the Renaissance and the Baroque ages. Thereafter, I was required to identify at least two examples of art, music, architecture, philosophy, and literature depicted during the periods. By doing so, I expected to identify how these examples reflected world events and cultural blueprints of their periods. The Renaissance refers to the cultural transformations witnessed in Europe between the fourteen-century and the sixteen-century (Cheremeteff, 2000). The transformations originated in Italy before spreading to the other parts of Europe. Owing to the transformations, Europe came out of the economic crisis experienced during the middle ages. As such, the period was marked by robust financial growth. Similarly, the period saw changes in art, music, architecture, philosophy, and literature. On the other hand, the Baroque refers to the cultural style witnessed in Europe between the 17th century and the mid 18th century (Cheremeteff, 2000). The style was depicted by the use of overstated motion and interpreted features to create stage shows, tension, enthusiasm, and sumptuousness from monuments, work of arts, literature, and songs. Detailed below is what I expect to unravel from the two time capsules. Art From the Renaissance period, I expect to find the Last supper...
Words: 1199 - Pages: 5
...Time Capsule Assignment Stephanie Sorrell Humanities 102 March 7, 2016 Joan Canby Time Capsule Assignment As part of my very first humanities class, I was asked to dig up a time capsule that had been buried with items from the Renaissance and the Baroque periods of time. I did indeed find this time capsule, but there were way too many things in there to tell you about it all. With that being said, I will pick two from a few different categories and discuss those. This means I will be writing on two pieces art, music, architecture, philosophy, and literature. After telling you all about these findings, I am required to tell you how these items reflect world events and cultural patterns of time. The Renaissance refers to the cultural transformations witnessed in Europe between the fourteen-century and the sixteen-century (Cheremeteff, 2000). The transformations originated in Italy before spreading to the other parts of Europe. Owing to the transformations, Europe came out of the economic crisis experienced during the middle ages. As such, the period was marked by robust financial growth. Similarly, the period saw changes in art, music, architecture, philosophy, and literature. On the other hand, the Baroque refers to the cultural style witnessed in Europe between the 17th century and the mid 18th century (Cheremeteff, 2000). The style was depicted by the use of overstated motion and interpreted features to create stage shows, tension, enthusiasm, and sumptuousness from...
Words: 1222 - Pages: 5
...Community Survey Project Tiffany Pabon & Zobaida Hossain March 7, 2016 P.S. 064 Joseph P. Addabbo Elementary School Address: | 82-01 101 AVENUEQUEENS, NY 11416 | Phone: | 718-845-8290 | Student Enrollment: | 671 | Grades Served: | 01, 02, 03, 04, 05, 0K, SE | I.A. PRINCIPAL | ELIZABETH MITCHELL | Parent Coordinator: | Ines Gronda | PA President: | Homawattie Habib | Police Precinct: | 102 | Guiding Questions: 1. Brief description of the community from documents researched. What is the cultural and linguistic representation of the community? If this information is not found on the Internet, from your observations, what culture/language do you think is represented? Ozone queens is a working class residential community with a lot of commercial real estate that will appeal well to the public. Asian and Hispanic are the cultural and linguistic representation of the community. 2. What are the distinguishing physical features of the school? Surrounding area? What year was the school built? Include a picture of the front of the school in this area of your paper. The school has an attached playground floor, a one way school zone designated street and a local city playground. -> Front of school 3. Does the school have a playground? What are its distinguishing features (if so, include a photo of it in this section of your survey)? Yes the school has a playground both in front of the school and behind the school. The...
Words: 1306 - Pages: 6
...ENGLISH 101: Composition Fall 2015 M/W/F 19 (9:00-9:50/EHFA 169) 31 (2:00-2:50/SCI 120) 75 (3:00-3:50/EHFA 169) 98 (10:00 - 10:50/EHFA 170) This syllabus is not a contract and is subject to change as the instructor deems appropriate. Instructor: Dr. Shannon C. Stewart sstewart@coastal.edu 349-2475 Office Hours: SAND 121 M/W 11:00-1:00 FRI 11:00-12:00 Graduate Teaching Assistant: Ronda Taylor Place Kimbel Library 201 rataylor@g.coastal.edu Time Tue & Thur 10:00-12:00 Course Information COURSE DESCRIPTION, INSTRUCTIONAL OBJECTIVES and STUDENT LEARNING OUTCOMES: In ENGL 101, students focus on the writing process, paying special attention to prewriting, writing, and revising strategies. The course also introduces elements of academic writing as well as the research process. This class prompts students to hone their critical reading and writing skills as they consider the rhetorical situations that shape all writing tasks. As a hybrid course, ENGL 101 includes a parallel online component, Coastal Composition Commons, which provides uniform and digitally delivered content reinforcing a common set of student learning outcomes. This course also follows the description, objectives, and outcomes, and provides the requisites explained in the Coastal Writers’ Reference (CWR), pages 2-6. GRADING: Your grade for the course is broken down as follows: Literacy Narrative: 15% Profile: 15% Analysis: 15% Position Paper: 15% Digital Badges (6...
Words: 2055 - Pages: 9
...REGENT UNIVERSITY COLLEGE OF ARTS & SCIENCES UNDERGRADUATE CATALOG 2013-2014 (Fall 2013-Summer 2014) Regent University 1000 Regent University Drive Virginia Beach, VA 23464-9800 800.373.5504 admissions@regent.edu www.regent.edu PREFACE Regional Accreditation Regent University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associates, baccalaureate, masters, and doctorate degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Regent University. National and State Accreditation Regent University’s undergraduate school is accredited or certified by the following bodies: Council for Higher Education Accreditation (CHEA) (www.chea.org/) The Teacher Education Accreditation Council (TEAC) The Regent University School of Education's educational leadership and teacher preparation programs and the College of Arts & Sciences interdisciplinary studies program, which are designed to prepare competent, caring, and qualified professional educators are accredited by the Teacher Education Accreditation Council for a period of seven years, from January 9, 2009 to January 9, 2016. This accreditation certifies that the educational leadership, teacher preparation and interdisciplinary studies programs have provided evidence that they adhere to TEAC's quality principles. Teacher Educational Accreditation Council, One Dupont Circle, Suite...
Words: 74326 - Pages: 298
...Jennifer Mills Professor Usha Wahwani English 102 1, April 2013 A Detailed Look at Death of a Salesman Death of a Salesman has been accepted worldwide as one of the greatest American dramas to premier in theatre. The story behind the play is based on Miller’s interactions with his Uncle, a salesman whose efforts to obtain the “American Dream” and pass his success on to his two sons becomes his main focus. Miller’s life during the preparation of Death of a Salesman provides the spark and inspiration needed to pen a literary classic. Almost five decades later, Death of a Salesman’s themes is still relevant in today’s society. Arthur Asher Miller was born October 17, 1915 in Harlem, New York City. Miller was the son of Isadora and Augustus Miller, Polish Jewish immigrants who settled in Harlem in the early 1900’s. Arthur’s father owned a successful women’s clothing manufacturing company that employed hundreds of people. Although he was a figure of wealth and prominence in the community the Wall Street Crash of 1929 left the successful family in a financial struggle. They relocated to a section in Brooklyn known as Gravesend. There Miller delivered bread to help the family maintain. In 1932 he graduated Abraham Lincoln High School. After high school miller enrolled at the University of Michigan. He worked several small jobs to pay for his college tuition. He first majored in journalism, taking up freelance writing for the Michigan Daily. While he served as a reporter and night...
Words: 1210 - Pages: 5
...The Evolution of the Actress: From the 16th Century to Sarah Bernhardt Maria Abbe History 102 March 17, 2010 Outline Thesis: Sarah Bernhardt’s fame and notoriety in film and on the French stage during the late 19th and early 20th centuries made being an actress a respectable job for women in European society. I. Introduction: Sarah Bernhardt strongly influenced the respectability of being an actress. A. Brief outline of how actresses were perceived in society in each century. II. Views on female actresses prior to Bernhardt’s time. A. Women in theatre during the 16th Century 1. Women in Shakespearean theatre a. Women’s roles were played by young boys. 2. Commedia dell’Arte – Italian improvised drama a. A type of masked theatre that usually had a family for its cast, with a husband and wife. b. Despite opposition, this type of theatre gave women a place on the stage. B. Women in theatre during the 17th Century 1. Women first appeared on the English and Parisian stages. 2. Actresses of this time were considered unwomanly and improper as they had to put themselves on public display in order to work. C. Women in theatre during the 18th and early 19th Centuries. 1. Women during the 18th and 19th centuries often led boring lives as they weren’t allowed to do what men took part in. 2. Aristocratic libertinism- the activity in the high society of France of pursuing the pleasures of the flesh. a. Seduction was a game; when actresses came along...
Words: 3264 - Pages: 14
...ORGANIZATIONAL ANALYSIS AND SKILLS – MGT 650 INDIVIDUAL ASSIGNMENTS AND INFORMATION This detailed syllabus describes the two individual papers that you write for the class. It also expands on what is involved in class participation, for which you get an individual grade. Detailed instructions for what to prepare as you do the readings for each week appear in the Course Schedule. Also note that the Course Schedule shows additional individual deliverables that you may need to bring to class each week (such as the cognitive style self-assessment that you bring to class early in the semester). Since much of the class involves reflection on your own and others actions in the team and individual behaviors, students find it helpful to keep a weekly journal for notes on your own learning, your self-assessment of your role in the team, and key incidents in the team. These journals are private and for your use only but cab provide well-grounded and concrete “data” for your team assessment and improvement paper and are therefore encouraged. INDIVIDUAL DELIVERABLES: |Assignment |Percentage of |Goal/Focus/Issue | | |TOTAL Grade | | |Written Analysis of Dynacorp Case |15% |5-7 page analysis of Dynacorp case using the Political...
Words: 5590 - Pages: 23
...Learning with Technology: A Customized Learning Theory Dallas Ventre Liberty University Throughout history, all learning was achieved by reading books and making observations about the world. However, recent technologies have changed the way people think, act, and even learn. Since the beginning of the 21st century, technology has gone beyond word processing, spreadsheets, and presentations. Technology now seems to be the dominating factor in everyone’s life, especially students. It is impossible to visit a shopping mall, restaurant, or even school, without seeing someone with their hands and face glued to a smartphone, but we rarely associate technology with learning. However, there are actually a variety of educational apps that can help students practice their skills in areas such as math and reading. Many changes have occurred in the classroom due to technology, including instruction delivery, submission of assignments, and collaboration between students. Teachers and students alike are now members of online communities that allow them to share information via blogs, wikis, social media posts, and more. Google Drive, Facebook, Twitter, and Glogster are just a few examples of hundreds of interactive websites available on the internet. This paper focuses on recent technological advances and how these developments are helping teachers achieve their goal of leading an effective classroom. Learning Theory and Theory Importance Every successful classroom begins with an...
Words: 2991 - Pages: 12
...Making Use of English Subtitled K-Pop MV in Exploring Students’ Extensive Reading Comprehension YUNINGSIH Telkom University, Indonesia yuningsihlegiman@gmail.com ABSTRACT Studies on captions and subtitles in EFL learning gave positive effects on comprehension and vocabulary acquisition (Chung, 1996, Neurnan & Koskinen, 1992; Price, 1983; Vanderplank, 1988, 1993). Using song in ELT was highly impressive and motivating (Murphey, 1992; Lied, 2000). This study was designed to investigate the use of English-subtitled K-Pop MV in exploring students’ extensive reading ability. In this case study, five students, four girls and one boy, were selected. To collect the data, document analysis and an in-depth interview were conducted. The findings showed in comprehending the song, the students’ interpretations were still shallow and relying heavily on summary of narrative with very low-level inference. Meanwhile in vocabulary acquisition, it helped their better understanding wider range vocabulary, either in English or Korean. In addition, using K-Pop for learning English was more interesting and enjoyable, it is also motivating. Overall, using English-subtitle on K-Pop can be used as an alternative way to enliven extensive reading. Keywords: Subtitle, comprehension, extensive reading, interpretation, inference. INTRODUCTION The Korean wave—”hallyu” in Korean—refers to a surge in the international visibility of Korean culture, beginning in East Asia in the 1990s and continuing...
Words: 3460 - Pages: 14
