...Project-Reflective Essay As I look back at the writings I have created in these past few years, I realize that other than my junior year, I haven't written any narrative pieces, in any classes. The focus throughout my high school curriculum has been toward argumentative, analysis, and informative writings. Only in my junior year did I write my first creative writings in the form of a short story and a poem. The first creative writing I had to write a "Vomit" Draft. A vomit draft was the very first draft of a paper with little to no guidelines. "Bring two minutes to life" was the only instruction. We had to throw down 500 words without paying any real attention to punctuation or grammar. This kind of freedom associated with such creative writing was an alien concept to me. Getting used to writing without a structure that we had to follow, without a set of guidelines we had to abide by took a while. But, this kind of writing really helped me learn and improve, not just my writings, my organization and my time management skills as well. Knowing that I had to write such a demanding paper (it turned out to be fourteen pages longs), I had to improve my time management skills, which, up till junior year, hadn’t really been a challenge. Forcing myself then, to distribute time wisely has really helped me now, with the terrific pressures and burdens of college applications. This creative writing segment in my junior year helped my prepare, in a way, for these college essays. It gave me...
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...an autobiographical essay/personal narrative [Written by a student in the Labour Studies program, used with permission] My name is Carlo, and I was born in June, 1958, in Italy. Our family, made up of my mother, father, and a brother, emigrated to Noranda, Quebec, when I was five years old. I encountered my first, but not last, taste of racism when kids in the neighbourhood laughed at my poor command of English. As fast as I could I learned not only English, but French as well. I became trilingual, speaking fluent French and English, as well as Italian. In the process, I made new friends from a lot of different cultural backgrounds. We then moved to Toronto, Ontario, where my Dad got work in a rubber factory. From my earliest days, I knew our family had to struggle for every penny. My Mom baked pizza which my brother sold by the slice, door to door. I caddied at the local golf courses and brought home all the money that I made. I hated it when other kids made fun of working people, like garbage collectors, who cleaned up trash for a living. When I was in grade six, I was ill in hospital for two months with a kidney infection, and it changed my whole life. I seriously took up playing guitar. I began to do photography, and joined the audiovisual club. I discovered I was artistic with an interest in graphic art, although I didn’t always agree with the kind of art assignments the teacher gave us. However, I had no idea what to do after high school graduation. Thinking...
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...an autobiographical essay/personal narrative [Written by a student in the Labour Studies program, used with permission] My name is Carlo, and I was born in June, 1958, in Italy. Our family, made up of my mother, father, and a brother, emigrated to Noranda, Quebec, when I was five years old. I encountered my first, but not last, taste of racism when kids in the neighbourhood laughed at my poor command of English. As fast as I could I learned not only English, but French as well. I became trilingual, speaking fluent French and English, as well as Italian. In the process, I made new friends from a lot of different cultural backgrounds. We then moved to Toronto, Ontario, where my Dad got work in a rubber factory. From my earliest days, I knew our family had to struggle for every penny. My Mom baked pizza which my brother sold by the slice, door to door. I caddied at the local golf courses and brought home all the money that I made. I hated it when other kids made fun of working people, like garbage collectors, who cleaned up trash for a living. When I was in grade six, I was ill in hospital for two months with a kidney infection, and it changed my whole life. I seriously took up playing guitar. I began to do photography, and joined the audiovisual club. I discovered I was artistic with an interest in graphic art, although I didn’t always agree with the kind of art assignments the teacher gave us. However, I had no idea what to do after high school graduation. Thinking...
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...book, film, or television programme a child's secret hiding place a city bus or subway train a closet a favourite restaurant a fridge or washing machine a Halloween costume a hospital emergency room a laptop computer a locker a mobile phone a painting a particular friend or family member a pet a photograph a pizza a rest room in a service station a small town cemetery a storefront window a street that leads to your home or school a treasured belonging a vase of flowers a waiting room a work table an accident scene an art exhibit an ideal apartment an inspiring view an item left too long in your refrigerator an unusual room backstage during a play or a concert the inside of a spaceship the scene at a concert or athletic event your dream house your favourite food your ideal roommate your memory of a place that you visited as a child your old neighbourhood (2) Narration At least one of the topics below may remind you of a particular incident that you can relate in a clearly organised narrative essay. a brush with death a brush with greatness a dangerous experience a day when everything went right (or wrong) a disastrous date a frightening experience a historic event a memorable encounter with someone in authority a memorable journey a memorable wedding or funeral a moment of failure or success a rebellious act a significant misunderstanding a strange job interview a time that you took a...
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...Ms C r on H 3U w#s@ $a^let(on SS 2015-03-22 Essay Assignment: The Truth About Boys and Girls in School 2 Despite an equal education system, young males are trailing behind the separable and successful girls that are dominating the classroom. Boys lack of ability in school is causing them to struggle miserably, fail classes, influence negative behavioural decisions and even drop out. These setbacks are leading boys to disappointing futures that include them missing out on critical opportunities such as post secondary education and employment. This ongoing issue is turning heads and filling parents and educators with concerns. Well, why is that boys are not as good as girls? And is there anything that can be done? Boys are no less intelligent then girls in any way, just disadvantaged. The way they learn compared to girls and how are school system is structured leaves boys coughing up girls dust. There is an issue at hand and it must be addressed: Boys are second class citizens in today’s education system and it is not their fault! At the end of the day, its safe to say that generally speaking, girls are much better learners then boys in the classroom. The differences between what boys need and what girls need are often vast, by no means is any way wrong; however, the classroom only caters to one. Its not something we can be upset with or confused by, its just nature that boys and girls are different and one is benefiting from it. Kids generally look different...
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...Sports, Youth and Character: A Critical Survey Robert K. Fullinwider* Institute for Philosophy & Public Policy University of Maryland * rkf@umd.edu CIRCLE WORKING PAPER 44 FEBRUARY 2006 CIRCLE Working Paper 44: February 2006 Sports, Youth and Character: A Critical Survey TABLE OF CONTENTS I. INTRODUCTION....................................... 3 a. methodological limitations..................... 4 b. conceptual and theoretical infelicities...... 5 II. THE LESSONS OF SPORT......................... 5 III. BASICS................................................ 6 a. too much too early?.............................. 8 b. competition’s role understood ............... 11 c. competition, participation, and fun......... 12 d. not enough?........................................ 14 IV. WHAT CAN WE CONCLUDE?.................... 15 V. THE MICROWORLD OF PARTICIPATION...... 17 VI. APPENDIX A......................................... 19 a. Shields and Bredemeier...................... 19 a.1. moral maturity: what are psychologists looking for?............ 22 a.2. game thinking............................. 24 a.3. moral confusion........................... 25 b. Stoll, Lumpkin, Beller, and Hahm.............. 27 It has been recognized for centuries that sport can contribute to education values that make for the development of character and right social relations . . . . [Within this contribution] there are many intertwined and interwoven threads of influences...
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...WRITE GREAT ESSAYS HOW TO WRITE GREAT ESSAYS Lauren Starkey ® NEW YORK Copyright © 2004 LearningExpress All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by Learning Express, LLC, New York. Library of Congress Cataloging-in-Publication Data: Starkey, Lauren B., 1962– How to write great essays / Lauren Starkey. —1st ed. p. cm. ISBN 1-57685-521-X 1. English language—Rhetoric—Problems, exercises, etc. 2. Essay—Authorship—Problems, exercises, etc. 3. Report writing—Problems, exercises, etc. I. Title. PE1471.S83 2004 808'.042—dc22 2004003384 Printed in the United States of America 9 8 7 6 5 4 3 2 1 First Edition ISBN 1-57685-521-X For more information or to place an order, contact LearningExpress at: 55 Broadway 8th Floor New York, NY 10006 Or visit us at: www.learnatest.com Contents Introduction 1 2 3 4 5 6 7 8 vii Organization 1 Clarity 11 Word Choice 21 Mechanics 39 Revising, Editing, and Proofreading 55 Untimed Essay Writing Strategies 67 Timed Essay Writing Strategies 85 Sample Essay Prompts and Essays 97 Resources 111 CONTENTS HOW TO WRITE GREAT ESSAYS v Introduction n your preparations for college, you may find yourself facing a handful of high-stakes essays. Your college application requires at least one, and the SAT requires another. Depending upon the high school you attend...
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...Proceeding for the School of Visual Arts Eighteenth Annual National Conference on Liberal Arts and the Education of Artists: Art and Story CONTENTS SECTION ONE: Marcel’s Studio Visit with Elstir……………………………………………………….. David Carrier SECTION TWO: Film and Video Narrative Brief Narrative on Film-The Case of John Updike……………………………………. Thomas P. Adler With a Pen of Light …………………………………………………………………… Michael Fink Media and the Message: Does Media Shape or Serve the Story: Visual Storytelling and New Media ……………………………………………………. June Bisantz Evans Visual Literacy: The Language of Cultural Signifiers…………………………………. Tammy Knipp SECTION THREE: Narrative and Fine Art Beyond Illustration: Visual Narrative Strategies in Picasso’s Celestina Prints………… Susan J. Baker and William Novak Narrative, Allegory, and Commentary in Emil Nolde’s Legend: St. Mary of Egypt…… William B. Sieger A Narrative of Belonging: The Art of Beauford Delaney and Glenn Ligon…………… Catherine St. John Art and Narrative Under the Third Reich ……………………………………………… Ashley Labrie 28 15 1 22 25 27 36 43 51 Hopper Stories in an Imaginary Museum……………………………………………. Joseph Stanton SECTION FOUR: Photography and Narrative Black & White: Two Worlds/Two Distinct Stories……………………………………….. Elaine A. King Relinquishing His Own Story: Abandonment and Appropriation in the Edward Weston Narrative………………………………………………………………………….. David Peeler Narrative Stretegies in the Worlds of Jean Le Gac and Sophe Calle…………………….. Stefanie Rentsch...
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...BUSINESS SCHOOL HARVARD SUCCESSFUL 65 APPLICATION SECOND EDITION E S S AY S APPLICATION BUSINESS SCHOOL HARVARD SUCCESSFUL 65 ECSNS A IYI O N S SE O D ED T With Analysis by the Staff of The Harbus, the Harvard Business School Newspaper ST. MARTIN’S GRIFFIN NEW YORK 65 SUCCESSFUL HARVARD BUSINESS SCHOOL APPLICATION ESSAYS, SECOND EDITION. Copyright © 2009 byThe Harbus News Corporation. All rights reserved. Printed in the United States of America. For-information, address St. Martin's Press, 175 Fifth Avenue, New York, N.Y. 10010. www.stmartins.com Library of Congress Cataloging...in..Publication Data 65 successful Harvard Business -School application essays : with analysis by the staff of The Harbus, the Harvard Business School newspaper / Lauren Sullivan and the staff of The Harbus.-2nd ed. p.em. ISBN 978...0..312...55007...3 1. Business schools-United States-Admission. 2. Exposition (Rhetoric) 3. Essay-Authorship. 4. Business writing. 5. Harvard Business School. 1. Sullivan, Lauren. II. Harbus. III. Title: Sixty...five successful Harvard Business School application essays. HF1131.A1352009 808'.06665-dc22 2009012531 First Edition: August 2009 10 9 8 7 6 5 4 3 2 1 CONTENTS Acknowledgments Introduction ix xi I. Defining Moment Stacie Hogya Anonymous Anonymous David La Fiura Anonymous Avin Bansal Anonymous Brad Finkbeiner Anonymous 4 7 10 13 17 20 23 26 29 ii. UndergradUate experience John Coleman Maxwell Anderson...
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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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...can have more than four guests at his graduation. (B) His brother isn’t going to graduate this semester. (C) He didn’t know that Jane wanted to be invited. (D) He’s going to invite Jane. 2. (A) Listen to the traffic report on the radio (B) Take a later train. (C) Ron to catch the next train. (D) Check the weekend schedule. 3. (A) Deliver the notebook to Kathy. (B) Find out where Kathy put the notebook. (C) Ask Kathy to explain the chemistry notes. (D) Ask Kathy for the man’s notebook. 4. (A) The walk is shorter than the woman thinks it is. (B) The lecture has already started. (C) They won’t have a problem getting seats. (D) The lecture may be canceled. 5. (A) The woman should have studied French in Paris. (B) He didn’t study French in high school. (C) Living in Paris helped improve the woman’s language skills. (D) The woman must have had a good French teacher. 6. (A) Apologize to his roommate. (B) Give the notes to the woman. (C) Call the woman tonight. (D) Take the woman’s notes to his roommate. 7. (A) She doesn’t have time to talk to Dr. Foster. (B) She needs the additional time to finish her paper. (C) Dr. Foster hasn’t finished grading the papers. (D) She wants the man to help her with her paper. 8. (A) Phone the Cliffside Inn for a reservation. (B) Ask her parents to come a different weekend. (C) Call local hotels again in a few days. (D) Find a hotel again in a few days. 9. (A) Main her some information about the conference. (B) Drive her to the conference. (C) Attend the...
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...Doctor of Philosophy in The Department of Kinesiology by Laura Azzarito B.S., Universita’ di Scienze Motorie di Torino, Italy, 1994 M.S., University of Maryland, College Park, 2000 December 2004 ACKNOWLEDGEMENTS I’m very grateful to all the students and teachers who are the subjects of this work. I greatly appreciate their willingness to participate in this research and the time they dedicated to all of the interviews and member checks. I also thank the principals who gave me permission to conduct this study. I especially acknowledge and thank physical education teachers Celeste Alfred, for welcoming me to her school, and Vickie Braud for her great help in making contacts necessary to complete my data collection. Both Vickie and Celeste were wonderful throughout my research process, helping me to observe classes and arrange student interviews at the schools. I greatly appreciate all the suggestions, insights and comments of my committee members. Thank you to all of them: Dr. Kuttruff, my external committee member, for her interest in following the steps of my dissertation; Dr. Magill, for bringing a very challenging and valuable perspective to my research; Dr. Lee, for her deep knowledge and expertise in the field of physical education; and Dr. Harrison, for his mentoring and expertise on issues of race and physical activity. Dr. Harrison, I have greatly appreciated, valued, and enjoyed all of our conversations (and in four years there were many) and sharing experiences...
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...SPM ENGLISH LANGUAGE 1119 SMART MODULE 2 2011 [pic] SPM ENGLISH LANGUAGE 1119 SMART MODULE 2 2011 Patron En. Mansor bin Lat Director of Kedah Education Department Advisor Tn. Hj. Asmee bin Haji Tajuddin Head of the Academic Sector Coordinator Pn. Hjh. Zaliha bt Ahmad The Principal Assistant Director (English Language) Committee Members Pn. Wan Aisyah bt Haris (Assistant District Language Officer for Language, Kota Setar) Pn. Hjh. Fadzillah bt Selamat (Assistant District Language Officer for Languages, Kubang Pasu) En. Yong Kooi Hin (Assistant District Language Officer for Languages, Baling Sik) En. Nordin bin Mohd. Noor (Assistant District Language Officer for Languages, Padang Terap) En. Azmi bin Othman (Assistant District Language Officer for Languages, Kuala Muda Yan) En. Nagaiah Velu (Assistant District Language Officer for Languages, Langkawi) En. Md. Zahir bin Husin (Assistant District Language Officer for Languages, Kulim Bandar Baharu) Pn. Nadia Normala Vimala bt Abdullah (Assistant District Language Officer for Languages, Pendang) Cik Farha bt Sobry (Assistant District Language Officer for English (Secondary), Kuala Muda Yan En. Oslan bin Yum (Assistant District Language Officer for English (Secondary), Kubang Pasu Panel of Smart Module 2 2011 (SPM 1119) 1. Pn. Farah Ikhmar bt Jafri (SMK Sik) 2. En. Lim Swee Teong (SMK Simpang Kuala) ...
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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
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...contributes to the widening focus of research by presenting new data and explanations of football-related violence. Episodes of violence associated with football are relatively infrequent, but the occasional violent events which attract great media attention have their roots in the rituals of the matches, the loyalties and identities of players and crowds and the wider cultures and politics of the host societies. This book provides a unique cross-national examination of patterns of order and conflict surrounding football matches from this perspective with examples provided by expert contributors from Scotland, England, Norway, the Netherlands, Italy, Argentina and the USA. This book will be of interest to an international readership of informed soccer and sport enthusiasts and students of sport, leisure, society, deviance and culture. Richard Giulianotti, Norman Bonney and Mike Hepworth are respectively Research Assistant, Senior Lecturer and Reader in the Department of Sociology, Aberdeen University, Scotland. Football, Violence and Social Identity Edited by Downloaded by [University of Ottawa] at 14:44 24 March 2014 Richard Giulianotti, Norman Bonney and Mike Hepworth London and New York First published 1994 by Routledge 11 New...
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