...this semester, I have grown as a human being. I have learned you adjust too many things like new learning styles, as well as a new environment; however you have to take on a new workload, as well as having to perfect grammar for the most part. Throughout this semester at times I as a student was prepared for class with having the homework done as well as having all of my textbooks for class. But truthfully I was never has prepared as a proper student should have been. I would come in with my homework half done or not even started, I would never bring my textbooks. I came into English 111 thinking that I could do what I did in high school and be alright. Some classes I knew that I was not prepared and I would miss that class so I did not have to do that assignment. Attendance soon became an issue because some days I would just skip the class for no reason other than not feeling like not going to English that day. I though by skipping class I would be alright and I would not fall behind in class and could make up what I missed but as a student I did even try to make up the missed work. I missed class for other reasons other than not just wanting to go to class I missed class because of volleyball I would have to leave early and miss notes and well as class assignments and I would not even try and make them up for the most time. As for being active and engaged in class and participating I just played on my phone and computer most of the time. If I have to rate myself from one to...
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...TRYING TO BECOME A BETTER WRITER At the beginning of my English 111 class, I was unsure of my writing skills for college, thus English 111, which is a writing class, was intimidating to me. I had been out of school for over thirty years, and my memory of my writing in high school is not so clear. So at the beginning of the year, Dr. Kennedy asked us what we wanted to get of our class this semester. It was not hard for me to say I wanted to improve my writing skills. The skills I learned in English helped me improve my writing in other classes as well. Learning how to take notes with the double entry journal and Kia styles were a big help in my psychology and art history classes. Accordingly, the MEAL plan was a big help with getting...
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...ENG 111: Writing and Inquiry Instructor: Jeff Call Eng 111 Sec’s: D10, D11, D12, D15, & D31 Office: A 308-A Telephone: 362-7109 Email: jwcall@cfcc.edu Texts and Supplies: Prentice Hall Reference Guide Patterns for College Writing Stapler or paper clips Course Description: This course is designed to develop the ability to produce clear writing in a variety of genres and formats using a recursive process. Emphasis includes: inquiry, analysis, effective use of rhetorical strategies, thesis development, audience awareness, and revision. Upon completion, students should be able to produce unified, coherent, well-developed essays using standard written English. This course has been approved for transfer under the CAA as a general education course in English composition. This course has been approved for transfer under the ICAA as a general education course in English composition. Course Competencies: Demonstrate writing as a recursive process. Demonstrate writing and inquiry in context using different rhetorical strategies to reflect, analyze, explain, and persuade in a variety of genres and formats. Students will reflect upon and explain their writing strategies. Demonstrate the critical use and examination of printed, digital, and visual materials. Locate, evaluate, and incorporate relevant sources with proper documentation. Compose texts incorporating rhetorically effective and conventional use of language. Collaborate effectively in a writing community....
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...Essay #2: Critical Response of an Image 15% of final grade 3-4 pages, double-spaced Far from being a passive mirror of society, advertising is an effective and pervasive medium of influence and persuasion, and its influence is cumulative, often subtle, and primarily unconscious [….] It is both creator and perpetuator of the dominant attitudes, values, and ideology of the culture, the social norms and myths by which most people govern their behavior. At the very least, advertising helps to create a climate in which certain attitudes and values flourish and others are not reflected at all. (Kilbourne 120-21) As Jean Kilbourne notes in her article “’In Your Face . . . All Over the Place’: Advertising Is Our Environment,” advertising serves as a form of mediation that not only presents us with products and information, but also influences our behavior, our beliefs, and our choices. For this assignment, you will work to understand the messages advertisements send by analyzing an advertisement of your choice, keeping in mind the ploys that advertisers use to manipulate and exploit consumers. The important question here, as Kilbourne says, is not ‘Does this ad sell the product?,’ but rather ‘What else does this ad sell?’. For this assignment, you will select one advertisement from a newspaper, magazine, or website that contains graphics and written text and analyze it according to the criteria that follow. Your reading of the assigned essays for this unit, our class discussion...
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...An Approach to Corpus-based Discourse Analysis: The Move Analysis as Example THOMAS A . UPTON AND MARY ANN COHEN Abstract This article presents a seven-step corpus-based approach to discourse analysis that starts with a detailed analysis of each individual text in a corpus that can then be generalized across all texts of a corpus, providing a description of typical patterns of discourse organization that hold for the entire corpus. This approach is applied specifically to a methodology that is used to analyze texts in terms of the functional/communicative structures that typically make up texts in a genre: move analysis. The resulting corpus-based approach for conducting a move analysis significantly enhances the value of this often used (and misused) methodology, while at the same time providing badly needed guidelines for a methodology that lacks them. A corpus of ‘birthmother letters’ is used to illustrate the approach. Biber et al. (2007) explore how discourse structure and organization can be investigated using corpus analysis; they offer a structured, seven-step corpusbased approach to discourse analysis that results in generalizable descriptions of discourse structure. This article draws on the themes in this book, but focuses in particular on analyses that use theories on communicative or functional purposes of text as the starting point for understanding why texts in a corpus are structured the way they are, before moving to a closer examination and description of...
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...Kei’Anna Printup Andrea Hermann English 111 February 27 2016 Rhetorical Analysis “Stop sugarcoating It, Georgia” campaign was made to put into perspective the obesity problem of children in Georgia. While this particular advertisement was a billboard, that feature an overweight young girl with the words “Warning its hard to be a little girl if you are not”. Seeming a bit harsh and insensitive to many feelings of parents and children who have seen that advertisement, it was created to raise awareness of childhood obesity. By shocking those who see the advertisement into at least noticing that there is a problem with obesity in the state of Georgia. An Advertisement created to target parent, mainly to those of obese children. It was intended to wake parent in the state of Georgia up, and stop being in denial about the size of their children, and the real underlying health issue that are being created. The ad itself may have created an opposite appeal to was desired by the Children’s Health campaign. With such n controversial advertisement, many complaints about how insensitive the advertisement was. Many were just saying that basically there is a way to raise awareness and the particular rout that was chosen was not actually the right way. While others agreed with the way the chose to shock people into realizing that yes there really is a problem with obesity that could lead to many other problems with my child’s future. The image is uses color red on a black and white image...
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...------------------------------------------------- English 101: College Writing Dr. Tinberg Office Hours: Mondays, Tuesdays, Wednesdays 12:30-1:45PM (or by appointment) Office: B210 Phone: 678-2811 ext. 2317 Email: Howard.Tinberg@bristolcc.edu Course Blog: http://bcceng101.edublogs.org/ Course Description This college-level composition course provides students an opportunity to develop their writing through various stages of composing, revising, and editing. In addition, students learn how to formulate and support a thesis using a number of rhetorical strategies, to conduct research, and to integrate a variety of sources according to the Modern Language Association guidelines. Students write in Standard English with consideration given to audience, purpose, and context. Prerequisite: Satisfactory performance on the writing skills test or “C” or better in English 090. Passing score on the College's reading placement test or concurrent enrollment in/or prior completion of RDG 10. You may have some questions . . . . What will I learn in this course? I’m hoping that by taking this course you will be better prepared to handle the writing tasks that await you in college and beyond. Specifically, I expect you to be able to * respond appropriately to an assignment or writing situation; * state your purpose clearly and stick with it; * consider your reader’s needs; * understand the genre in which you are writing; * value and demonstrate...
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...Ivy Tech Community College Region 14—Bloomington Multilingual English Composition (Fall 2015) Syllabus Flag this Flag! All your college classes should have a syllabus—a schedule and list of course requirements, goals, and policies. Syllabi are like course contracts. By staying in the class, you agree to follow the “rules” of the syllabus. If you lose your syllabus, you can get another from Blackboard/Start Here. Flag this Flag! All your college classes should have a syllabus—a schedule and list of course requirements, goals, and policies. Syllabi are like course contracts. By staying in the class, you agree to follow the “rules” of the syllabus. If you lose your syllabus, you can get another from Blackboard/Start Here. Class & Section Number: ENGL 111-16N Tuesdays and Thursdays (T/R), 11:00-12:15, B209 Instructor Information NAME: Julie Kraft EMAIL: jkraft10@ivytech.edu OFFICE HOURS: By appointment SUPERVISOR INFORMATION: Annie Gray, English Department Chair, Room C118, Phone: 812-330-6038, agray@ivytech.edu Required Materials REQUIRED TEXTBOOKS: * Wilhoit, A Brief Guide to Writing from Readings, 6th edition, Pearson (Custom edition for Ivy Tech) * Hacker and Sommers, A Pocket Style Manual, 6th edition, Bedford/St. Martin’s * Ivy Tech Bloomington literary magazine, mê tis, Volume 8 ADDITIONAL MATERIALS & EXPENSES: * Printouts of Blackboard readings and items you research for essays * Electronic storage device * Folder...
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...Quarter 2 (7th)‐ “Melting Pot” and “How I Learned English” Stage 1 – Desired Results Standards LRA 3.2 (Fall EOC) Identify events that advance the plot, and determine how each event explains past or present actions or foreshadows future actions. ARG LRA 3.4 (Fall EOC) Identify and analyze recurring themes across works (e.g. the value of bravery, loyalty, and friendships; the effects of loneliness). ARG V1.1 (Fall EOC) Identify idioms, analogies, metaphors, and similes in prose and poetry. V 1.3 (Fall EOC) Clarify word meanings through the use of definition, example, restatement or contrast. WA 2.5‐ (STAR) Write summaries of reading materials. SUM WA 2.2 (On Demand/ STAR) Write Responses to Literature. ARG WS 1.2 (On Demand) Support all statements and claims with anecdotes, descriptions, facts and statistics, and give examples. REF WS 1.3 Use strategies of note‐taking, outlining and summarizing to impose structure on composition drafts. AN, SUM, REF WS 1.4 (Fall EOC) Identify topics and evaluate questions and develop ideas leading to inquiry, investigation, and research. AN, ARG WS 1.7 (On Demand, Fall EOC) Revise writing to improve organization and word choice after checking the logic of ideas and the precision of vocabulary. ALANG WOC 1.4 (On Demand) Demonstrate the mechanics of writing (e.g. quotation marks, commas at the end of dependent clauses) and appropriate English usage (e.g. pronoun reference). ALANG Big Ideas & Understanding(s): ...
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...A Short Memorandum on Law, Regulation, and Consumption Dr. Bronwen Morgan A. Standard Economic Approaches A highly simplified standard (neoclassical) economic account of the relationship between law, regulation and consumption would posit that, first, the arena for consumption is constituted at a background level by law. General legal rules of contract provide the framework within which consumption choices are made, while general legal rules of tort, or wrongful harm, provide a post-hoc means of remedying a range of the possible damage or harm that might flow from consumption choices. Regulation enters the picture in both specific and general ways, all of which aim essentially to pre-emptively correct market failures that might harm vulnerable consumers. General statutory consumer protection rules (for example prohibiting certain terms in standard contracts, or unfair pressure in situations of unequal bargaining power) are supplemented by sector-specific statutory attempts to mitigate or prevent particular harms and risks that might be suffered by consumers, whether through poor water quality, contaminated food, morally offensive publications for children or the like. In this picture, regulation is the skeleton that gives shape and structure to a well-functioning market society. Regulation, as Karl Polanyi argued so eloquently many decades ago, constitutes the market. Neoclassical perspectives have in recent years adopted the Polanyian appreciation of the importance...
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...3/25/2016 Online Course Syllabus WALSH ONLINE COURSE SYLLABUS COURSE: FIN 512 International Economics and Finance INSTRUCTOR: Michael A. Rinkus OFFICE HOURS: By appointment. PHONE (Cell): 3132680721call or text EMAIL ADDRESS: mrinkus@online.walshcollege.edu COURSE DESCRIPTION: This is an advanced course that focuses on the increased globalization of the world economy. Students examine how multinational corporations mitigate risk from foreign exchange movement, political and sovereign risk, cross border payment repatriation, balance sheet risk as well as, international trade policies such as trade blocs, protectionism, international debtors, cultural preferences, dumping, central banks, demographics. Students will learn to identify the impact of the N11 and BRIC countries on global business strategies in addition to the impact of foreign exchange rates, balance of payments, multinational enterprises, and direct foreign investment. Financing techniques of multinational companies will be introduced and applied; also the impact of new global regulations such as the Basel agreements and their impact on the cost of cross border financing and the challenges presented by international monetary arrangements are also analyzed to increase the ability to successfully interact in the world. PREREQUISITES: ECN 503 or MBA 503 COURSE MATERIALS: TEXTBOOK(S): Title: International Finance Author: Maurice D. Levi Publisher: Routledge Fifth Edition ...
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...Literary Theory: A Very Short Introduction ‘Jonathan Culler has always been about the best person around at explaining literary theory without oversimplifying it or treating it with polemical bias. Literary Theory: A Very Short Introduction is an exemplary work in this genre.’ J. Hillis Miller, University of California, Irvine ‘An impressive and engaging feat of condensation . . . the avoidance of the usual plod through schools and approaches allows the reader to get straight to the heart of the crucial issue for many students, which is: why are they studying literary theory in the first place? . . . an engaging and lively book.’ Patricia Waugh, University of Durham Very Short Introductions are for anyone wanting a stimulating and accessible way in to a new subject. They are written by experts, and have been published in 15 languages worldwide. Very Short Introductions available from Oxford Paperbacks: ANCIENT PHILOSOPHY Julia Annas THE ANGLO-SAXON AGE John Blair ARCHAEOLOGY Paul Bahn ARISTOTLE Jonathan Barnes Augustine Henry Chadwick THE BIBLE John Riches Buddha Michael Carrithers BUDDHISM Damien Keown CLASSICS Mary Beard and John Henderson Continental Philosophy Simon Critchley Darwin Jonathan Howard DESCARTES Tom Sorell EIGHTEENTH-CENTURY BRITAIN Paul Langford The European Union John Pinder Freud Anthony Storr Galileo Stillman Drake Gandhi Bhikhu Parekh HEIDEGGER Michael Inwood HINDUISM Kim Knott HISTORY John H. Arnold HUME A. J...
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...Lola Bunny Dr. Michael English 2301.01 10 December 2002 Negotiating Death Now and Later: Humanism, Eternity, and Milton's "Two-Handed Engine" Lines 108-131 of "Lycidas" have been disputed for over three centuries, and the debate over the meaning of Milton's "two-handed engine" is still far from over. 1 I join here the seemingly illimitable number of readers who propose a solution to lines 130-131, and I argue that we need go no further than the poem itself to discover that Milton has in mind the Pilot's keys. My aim will be, first, to foreground the combined Christian and humanistic feature which informs the unity of the work. Then I propose a clear identification of the speaker in the passage. A number of unsatisfactory interpretations begin with a misunderstanding of who the "dread voice" really is, and smoking him out will, I hope, enable us to derive from Milton's other poetry and prose the most likely meaning he would have attached, within the context of the poem, to a "two-handed engine." The Pilot of the Gallilean Lake passage is, after all, a series of lines whose context begs to be situated; it deliberately invites a close reading of its structure. Even so, we shall see that the passage does not at all cloak itself in mystery. The reason for the sudden appearance of the disruptive "dread voice," coming as it does about three-fourths of the way into a pastoral elegy, has occupied critics who struggle to account for the unity of the poem. Cleanth...
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...Literary Theory: A Very Short Introduction ‘Jonathan Culler has always been about the best person around at explaining literary theory without oversimplifying it or treating it with polemical bias. Literary Theory: A Very Short Introduction is an exemplary work in this genre.’ J. Hillis Miller, University of California, Irvine ‘An impressive and engaging feat of condensation . . . the avoidance of the usual plod through schools and approaches allows the reader to get straight to the heart of the crucial issue for many students, which is: why are they studying literary theory in the first place? . . . an engaging and lively book.’ Patricia Waugh, University of Durham Jonathan Culler LITERARY THEORY A Very Short Introduction 1 Great Clarendon Street, Oxford o x2 6 d p Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Athens Auckland Bangkok Bogotá Buenos Aires Calcutta Cape Town Chennai Dar es Salaam Delhi Florence Hong Kong Istanbul Karachi Kuala Lumpur Madrid Melbourne Mexico City Mumbai Nairobi Paris São Paulo Shanghai Singapore Taipei Tokyo Toronto Warsaw with associated companies in Berlin Ibadan Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries Published in the United States by Oxford University Press Inc., New York © Jonathan Culler 1997 The moral rights...
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...reconstructs communication theory as a dialogical-dialectical field according to two principles: the constitutive model of communication as a metamodel and theory as metadiscursive practice. The essay argues that all communication theories are mutually relevant when addressed to a practical lifeworld in which “communication” is already a richly meaningful term. Each tradition of communication theory derives from and appeals rhetorically to certain commonplace beliefs about communication while challenging other beliefs. The complementarities and tensions among traditions generate a theoretical metadiscourse that intersects with and potentially informs the ongoing practical metadiscourse in society. In a tentative scheme of the field, rhetorical, semiotic, phenomenological, cybernetic, sociopsychological, sociocultural, and critical traditions of communication theory are distinguished by characteristic ways of defining communication and problems of communication, metadiscursive vocabularies, and metadiscursive commonplaces that they appeal to and challenge. Topoi for argumentation across traditions are suggested and implications for theoretical work and disciplinary practice in the field are considered. Communication theory is enormously rich in the range of ideas that fall within its nominal scope, and new theoretical work on communication has recently been flourishing.’ Nevertheless, despite the ancient roots and growing profusion of theories about communication, I argue...
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