...Josh Brophy Personal Narrative The “It” Factor “I heard you got another A in one of your summer classes. Good job.” “Thanks. Everything is finally looking up. Mom said I’ve earned another shot up at University Park. Dad is still being stubborn, but he’ll come around eventually. I haven’t been this happy since high school.” “Seems like it. You better make the most of it.” “I will. I have to.” “If you don’t mind me asking…where were you the past year?” “Lost.” “What do you mean?” “I wish I knew.” “You know—I went to Penn State too—was there for 8 years and 3 degrees. I knew many of the most talented and brilliant people there. Professors, students, and—“ “You were one of them.” “—and you are too. You’re just as talented as any of them, including me.” “I know Mark, I agree with you.” “Then…can I ask you something?” “Is that rhetorical?” “How badly do you want to succeed?” “As badly as you did…as badly as you still do.” “Then why were you struggling so much? “Because I just wasn’t…me.” “For how long?” “—the past two years.” “So…help me understand what you’re talking about?” “You already know everything that’s happened with me...it’s all been in our conversations; little bits here—small pieces there. You’re smart enough to put it all together—and I know you already have. I’m done thinking about what’s happened in the past. I’ve already moved on.” “Fair enough.” August 22nd, 2012. I didn’t speak to anyone on the two hour ride to State College, but there...
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...1. Which sentence uses verbs correctly? Choose 1 answer - ANSWER D – A. Angry cats are wanting to be let outside. –WRONG TENSE should be “want” B. The hungry dogs have ate their breakfast. - WRONG TENSE should be “eaten” C. Yesterday, the teacher prepares the assignment. - WRONG TENSE should be “prepared” D. The children are ready to go to school. 2. Which sentence has the correct subject-verb agreement? Choose 1 answer ANSWER A – ignore the stuff between the commas A. The children, hushed by their teacher, try to keep quiet. B. The books, read by the student, is returned to their shelf. INCORRECT – plural “books” doesn’t match singular “is returned” C. The librarian, anxious to find the books, browse the stacks. Singular “librarian” does not match plural “browse” D. The student, bothered by the uproar, request less noise. Singular “student” does not match plural “request” 3. Which sentence has the underlined word spelled correctly? Choose 1 answer ANSWER A – B is spelled correctly but it’s the wrong use. A. The principal sent the student a letter of congratulations. B. The principle ate lunch with the students. INCORRECT – wrong version of word for sentence C. The prinsipal signs the final grade reports. INCORRECT – no ‘s’ D. The princepal earned minimal interest. INCORRECT – no ‘e’ 4. Classify each sentence according to whether it exhibits or does not exhibit parallelism. Select your...
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...N I N G O B J E C T I V E S 10 1. Identify the purpose and structure of narrative writing. 2. Recognize how to write a narrative essay. Rhetorical modes simply mean the ways in which we can effectively communicate through language. This chapter covers nine common rhetorical modes. As you read about these nine modes, keep in mind that the rhetorical mode a writer chooses depends on his or her purpose for writing. Sometimes writers incorporate a variety of modes in one essay. In covering the nine rhetorical modes, this chapter also emphasizes these as a set of tools that will allow you greater flexibility and effectiveness in communicating with your audience and expressing your ideas. rhetorical modes The ways in which we effectively communicate through language. 1.1 The Purpose of Narrative Writing Narration means the art of storytelling, and the purpose of narrative writing is to tell stories. Any time you tell a story to a friend or family member about an event or incident in your day, you engage in a form of narration. In addition, a narrative can be factual or fictional. A factual story is one that is based on, and tries to be faithful to, actual events as they unfolded in real life. A fictional story is a made-up, or imagined, story; the writer of a fictional story can create characters and events as he or she sees fit. However, the big distinction between factual and fictional narratives is based on a writer’s purpose. The writers of factual stories try to recount...
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...independent films are commonly distinguishable by their style and content as well as the way the personal artistic vision of the filmmaker is realized (O’Meara, 2014). Generally, independent films are produced with considerably lesser film budgets compared to major studio films. Also, the marketing of these films is usually marked by limited release, though they can also have major promoting campaigns as well as wide release. They are usually screened at international, national, or local film festivals before being distributed (O’Meara, 2014). This paper presents a biographical essay of three independent film producers; Woody Allen, Wes Anderson, and Noah Baumbach Woody Allen Woody Allen is an American writer, playwright, comedian, actor, and director. He was born in 1935 in the Bronx (Girgus, 2002). However, he was raised in Brooklyn, a town in New York. Allen was the son of Nettie, a book keeper, and Martin Konigsberg, a waiter and a jewelry engraver. He had a sister named Letty and was born in 1943. Allen’s family was Ashkenazi Jewish. .Allen’s childhood was not for the most part happy. Besides having a shaky relationship with his uncompromising and temperamental mother, Allen’s parents did not cope (Girgus, 2002). He spoke Germany rather bit in his early childhood. While going to Hebrew school for a period of eight years, Allen attended public school 99 and proceeded to Midwood High School. During this time, he stayed in an apartment in 968 east 14th street....
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...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 on this topic. I want to thank my minor professor, Dr. MunroHendry, for guiding me to understand the complex world of the “Curriculum Theory Project,”...
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...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, subtle and not always easy to analyze. But sportsmen who year by year have contact with the playing of amateur games do not need to be convinced by argument of the validity of . . . [sport’s contribution]. Kennedy, 19311 Sport studies scholars . . . [present sports as a] major source of . . . [social] problems . . . . [But most] athletes, coaches, parents, youth sports...
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...one important thing in common: sTUDy ABROAD By kim Fernandez two senior diplomats, a widely published journalist, a ceO, and a pair of renowned architects— successful people all. the common denominator in the five profiles here was a study abroad experience that opened these individuals up to a wider world and new perspectives. 44 rN3DArTS/ ShuTTerSToCk Destinations where are the other wheelchairs? susan sygall, Founder, Mobility International I n 1 975 , Susan Sygall was a student at the University of California, Berkeley, reading the school newspaper, with no idea her life was about to change. “I was reading the paper and saw an ad that said I could study abroad with all expenses paid, to be an ambassador of goodwill for the rotary club,” she says. “I thought that sounded exciting, so I applied and got the award, and studied for a year at the University of Queensland in Australia.” She came home after that year with all the typical stories of hitchhiking to other areas of the country and traveling across boarders aboard boats and planes to see the world, but also with a burning question. Why had she been one of only three students with wheelchairs at the entire university? “The other two wheelchair riders were Australian students,” she says today. “I asked myself the question—where are the other people with disabilities, and why aren’t more people with disabilities able to have this type of study experience?” Her time in Australia, she says, was life-changing...
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...Injustice in a Small Town (2006) is a nonfiction book written by John Grisham, and his first outside the legal fiction genre. The book tells the story of Ronald 'Ron' Keith Williamson of Ada, Oklahoma, a former minor league baseball player who was wrongly convicted in 1988 for the rape and murder of Debra Sue Carter in Ada and was sentenced to death. After serving 11 years on death row, he was exonerated by DNA evidence and other material introduced by the Innocence Project and was released in 1999. Contents * 1 Synopsis * 2 Book edition * 3 References * 4 External links | Synopsis Ron Williamson has returned to his hometown of Ada, Oklahoma after multiple failed attempts to play for various minor league baseball teams, including the Fort Lauderdale Yankees and two farm teams owned by the Oakland A's. An elbow injury inhibited his chances to progress. His big dreams were not enough to overcome the odds (less than 10 percent) of making it to a big league game. His failures lead to, or aggravate, his depression and problem drinking.[1] Early in the morning of December 8, 1982, the body of Debra Sue Carter, a 21-year-old cocktail waitress, was found in the bedroom of her garage apartment in Ada. She had been beaten, raped and suffocated. After five years of false starts and shoddy police work by the Ada police department, Williamson—along with his "drinking buddy", Dennis Fritz—were...
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...building near Place Vendôme – the grand Parisian square that is home to the Ritz. César Ritz opened his celebrated hotel on 1 June 1898, and its rich patrons attracted the attentions of Cartier, Boucheron, Van Cleef & Arpels, and the other jewellery and luxury goods boutiques that crowd the square. This particular building is the headquarters of a publishing firm, but its location is entirely appropriate. Over the past ten years, Assouline has published a series of glossy books, each minutely dissecting the history of a legendary designer label. With offices in Paris, London and New York, it has become a luxury brand in its own right. I reckon that here, at least, I should get my first insight into what makes a fashion icon. As so often on these occasions, the claustrophobic staircase and labyrinthine corridors of the old building lead to a large office, with a bright picture window overlooking the potted trees and shrubs in the courtyard. Martine Assouline, an elegant French woman, sits me down at a glossy slab-like table and considers her response to my question. ‘At the moment we are in a period where the brand has an exaggerated importance,’ she tells me. ‘Designers like Tom Ford, John Galliano and Marc Jacobs injected new life into fashion. They fused（柱身） it with the music and film industries in a manner that seemed very new, very attractive. This was not always the case – in the era of the supermodel, nobody really cared about brands. Naomi Campbell and Claudia Schiffer...
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...CHAP TER Separating Ideas and Shaping Content Writing Paragraphs 1. PURPOSE, AUDIENCE, TONE, AND CONTENT L E A R N I N G 1. 2. 3. 4. 6 O B J E C T I V E S Identify the differences between summary, analysis, synthesis, and evaluation paragraphs Identify the content in writing paragraphs Demonstrate how audience and tone influence content Apply purpose, audience, tone, and content to a specific assignment Imagine reading a poorly written review of a movie that you would like to see this weekend. You cannot follow the characters, action, or conflict because the author of the review rambles on and on. Without clear paragraphs, this review will likely lose your interest, and you may skip the movie altogether! When you are the writer, it is helpful to position yourself as a reader. Ask yourself whether you can focus easily on each point you make. Effective writers use a single paragraph for each new idea they introduce. Paragraphs separate ideas into logical, manageable, and distinct units. Each paragraph focuses on only one main idea and presents coherent sentences to support that single point. Because all the sentences in one paragraph support the same point, a paragraph may stand on its own. Each paragraph is shaped by Purpose: the reason why the writer composes the paragraph. < Tone: the attitude the writer conveys about the paragraph’s subject. < Audience: the individual or group whom the writer intends to address. < Content: the written material in the paragraph...
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...minorities within the juvenile justice system and the differential rates of adjudication and length of sentencing between the white majority and the black minority juvenile offenders. During the course of this research, additional insights were gained from an internship at a youth correctional center as well as drawing on my own personal experience as a refugee from Gabon. The findings of my research demonstrate that minority offenders do receive harsher sentences than the whites, and that there are several factors contributing to higher rates of juvenile delinquency among African Americans; primarily education and community. To consider the struggle of minorities is important because it creates awareness that the maltreatment of a minority group by the dominant majority often ends in violence and destruction. If we can understand what cause the inequality better, then mankind can live more peacefully and prosperously. ACKNOWLEDGEMENTS I am grateful to have a mentor and a RC like Mr. Doug Brown and an advisor Dr. Jackie Burns to help me write my capstone. Mr. Brown served as a facilitator helping to clarify the process and helping to keep me on track with my...
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...University of Tennessee, Knoxville Trace: Tennessee Research and Creative Exchange Masters Theses Graduate School 5-2010 Bharati Mukherjee and the American Immigrant: Reimaging the Nation in a Global Context Leah Rang University of Tennessee - Knoxville, lrang@utk.edu Recommended Citation Rang, Leah, "Bharati Mukherjee and the American Immigrant: Reimaging the Nation in a Global Context. " Master's Thesis, University of Tennessee, 2010. http://trace.tennessee.edu/utk_gradthes/655 This Thesis is brought to you for free and open access by the Graduate School at Trace: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of Trace: Tennessee Research and Creative Exchange. For more information, please contact trace@utk.edu. To the Graduate Council: I am submitting herewith a thesis written by Leah Rang entitled "Bharati Mukherjee and the American Immigrant: Reimaging the Nation in a Global Context." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Master of Arts, with a major in English. Urmila Seshagiri, Major Professor We have read this thesis and recommend its acceptance: Lisi Schoenbach, Bill Hardwig Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official student records.) To the Graduate Council: I am submitting...
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...Module 10 . LearningAcross Bord.ers: Disneyland. theMore on Ml0-25 DisneyGoesto Tokyo Crossingthe Pacific In the mid-I970s, the Oriental Land Company, a ]apanese development company that owned a large tract oflandfill east ofTokyo zoned for pubIic leisure activities, approached Disney with the idea of building a Disneyland in lapan. Six hundred acreswere set asidefor the project. But, in an era of conservative (caretaking) management at Walt Disney Productions, senior executivesat Disney were hesitant. After all, lapan was far away, quite distant in terms of culture, and Tokyo not only had much colder winters than California or Florida but endured a lengthy rainy seasonin lune and July. Yet, after exploring alternativeoptions at some length (including other sitesin Asia), Disney decided to go ahead. Nevertheless,it insisted on a deal that left Oriental Land with virtually all of the risk. Instead of taking an ownership position in Tokyo Disneyland, Disney demanded royalties of I0 percent of the revenues from admissions and rides, and 5 percent of the receiptsfiom food, beverages,and souvenirs. Disney also asked for and more or less received artistic control of the park. Its partner, with its experience in developmer-rt projects in Tokyo, looked after the complex relationships with local planning and regulatory authorities, financing, and adjacent development. At first glance,Tokyo Disneyland seemsto be a close physical and social copy of Disneyland...
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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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...place and wrong time to be Born a. Mother pain and desperation b. First field and incident and escape II. New land first encounter in Midian A. Somebody called him by his name III. The prayer of Moses A. Moses second and final departure from Egypt B. The sorrow and cried of Egypt IV. God at time does not answer our prayer in the pattern we want A. So the answer to the prayer of Moses answered through the Bible, we will only considered few of those answers such as the duties of men and women, the requirement of those who dwell under the sun. XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX It a beautiful story Standing for the weak Mother prayer and grace Somebody called my name The prayer of Moses So Teach us The heart of wisdom By : Peter S. Wiah 80 Deguire Boulevard Montreal, PQ H4N 1N4, Canada Started Nov 2008 – xx 2009 The Prayer of Moses the man of God Lord, You have been our dwelling place in all generations. 2 Before the mountains were brought forth, Or ever You had formed the earth and the world, Even from everlasting to everlasting, You are God. 3 You turn man to destruction, And say, “Return, O children of men.” 4 For a thousand years in Your sight Are like yesterday when it is past, And like a watch in the night. 5 You carry them away like a flood; They are like a sleep. In the morning they are like grass which grows up: 6 In the morning it flourishes and grows...
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