...Today's younger generation are arguably the most overworked generation America has seen in many generations. Frank Bruni tells describes of this in great detail in his reading “Today’s Exhausted Superkids”. Frank Bruni shares a well written article about today's overworked teens and the amount of sleep that seems to be lacking in the majority of their lives, and he provides evidence and other supporting writers but lacks in statistical evidence and disadvantages of lacking sleep. Bruni provides many statistical evidence and facts that help persuade the reader to see the topic from his perspective. He tells that “55 percent of american teenagers from ages 14 to 17 reported that they were getting less than seven hours of sleep a night”. Also...
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...section Vi essay forms Many people use the term “essay” to mean any paper written for a class. In actuality, there are many different types of essays, each of which has a unique purpose, form, and style. We call these different types of essays “modes of discourse,” and they include expository, persuasive, and comparecontrast essays to name just a few. This section of the Guide has a dual purpose. First, various types of essays are described and suggestions are included about how to approach each particular type of writing. Second, the sample essays are good tools for you to see how these different essays look in their final form. These are not templates (no essay can be a carbon copy of another even in form), but they will give you a good idea of what a final piece of writing for each mode of discourse looks like. It would be advantageous to critically analyze the form and content of each sample against the instruction for how to write each type of essay. chapter 21 expository essays Jennifer propp An expository essay explains something using facts rather than opinions. The purpose of this type of essay is to inform an audience about a subject. It is not intended to persuade or present an argument of any kind. Writing this type of essay is a good way to learn about all the different perspectives on a topic. Many students use the expository essay to explore a variety of topics, and do so in a wide range of formats, including “process” and “definition”...
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...Rhetorical Terms/Devices Figurative language is the generic term for any artful deviation from the ordinary mode of speaking or writing. It is what makes up a writer’s style – how he or she uses language. The general thinking is that we are more likely to be persuaded by rhetoric that is interesting, even artful, rather than mundane. When John F. Kennedy said, “Ask not what your country can do for you, ask what you can do for your country” (an example of anastrophe), it was more interesting – and more persuasive – than the simpler, “Don’t be selfish.” Indeed, politicians and pundits use these devices to achieve their desired effect on the reader or listener nearly every time they speak. The stylistic elements in a piece of writing work to produce a desired effect related to the text’s (and author’s) purpose, and thus reveals the rhetorical situation. In classical rhetoric, figures of speech are divided into two main groups: Schemes — Deviation from the ordinary pattern or arrangement of words (transference of order). Tropes — Deviation from the ordinary and principal meaning of a word (transference of meaning). *Important Note: Words marked with an asterisk* are words for which it would be impossible for you to write 3 examples for your weekly vocabulary assignment. In those cases, please write only the definition, in your own words, and the rhetorical uses/effect of that device, or do what you are instructed to do under those words. Please mark these words that deviate...
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...[pic] JPPSS ELA COURSE GUIDE 2011-2012 ENGLISH I The JPPSS Instructional Sequence Guides are aligned with the LA Comprehensive Curriculum. JPPSS Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations...
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...Nova Southeastern University Wayne Huizenga Graduate School of Business & Entrepreneurship Assignment for Course: MGT 5015 – Legal, Ethical, & Social Values In Business Submitted to: Stephen Muffler Submitted by: Juan Cochesa N01566041 350 NE 24th St APT 509 Miami, FL 33137 305 799 0736 Date of Submission: 03 / 16 / 2014 Title of Assignment: Legal, Ethical & Social Values on Having Animals In Captivity CERTIFICATION OF AUTHORSHIP: I certify that I am the author of this paper and that any assistance I received in its preparation is fully acknowledge and disclosed in the paper. I have also cited any sources from which I used data, ideas of words, whether quoted directly or paraphrased. I also certify that this paper was prepared by me specifically for this course. Student Signature: ___________________________ ******************************************* Instructor’s Grade on Assignment: Instructor’s Comments: I. Introduction II. Legal Section A. Licensing Requirements B. Accommodation C. Nutrition D. Sanitation and Disease Control E. Veterinary Care F. General Welfare G. Safety and Security H. Operations III. Ethics Section A. Utilitarian Ethical Analysis B. Kantian Ethical Analysis C. Aristotelian Ethical Analysis IV. Social Responsibility Section V. Conclusion VI. References ABSTRACT Animals are one of the most important...
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...UNIT 1 Special Note: The argumentative essay is a very useful test of a student’s ability to think logically. Argue: v. 1. to persuade someone to do or not do something. 2. to give the reasons for your opinion, idea, belief, etc. Argumentative: adj. someone who is argumentative often argues or like arguing. Argument: n. a set of reasons that show that something is true or untrue, right or wrong etc. When you have an opinion and try to convince your listener or reader to accept your opinion, you are agreeing with or disagreeing with something. For example: In an everyday situation, you may try to convince a friend to go somewhere or in a composition or speech class, the instructor may make an assignment in which you must support or oppose the use of nuclear energy to produce electricity. If you agree or disagree on an issue, you will want your reader or listener to accept your point of view. There are a few types of argumentative compositions such as: 1. Advantages and disadvantages 2. Expressing opinions/providing solutions to problems 3. Expressing arguments for and against a topic 4. Compare and contrast something or somebody PURPOSE of ARGUMENTATIVE ESSAYS * An argument follows when two groups disagree about something. * People can have different opinions and can offer reasons in support...
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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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...involves forced simulated drowning. Less remarkable, perhaps, but possibly more relevant for most of us, we’ve heard the term “downsized” used when someone is fired or laid off. “Ethnic cleansing” covers everything from deportation to genocide. What we have to say may be important, but the words we choose to say it with can be equally important. The examples just given are cases of a certain type of linguistic coercion—an attempt to get us to adopt a particular attitude toward a subject that, if described differently, would seem less attractive to us. Words have tremendous persuasive power, or what we have called their rhetorical force or emotive meaning—their power to express and elicit images, feelings, and emotional associations. In the next few chapters, we examine some of the most common rhetorical techniques used to affect people’s attitudes, opinions, and behavior. Rhetoric refers to the study of persuasive writing. As we use the term, it denotes a broad category of linguistic techniques people use Moore−Parker: Critical Thinking, Ninth Edition 5. Persuasion Through Rhetoric: Common Devices and...
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...translocality, culture, development n Abstract A broad reflection on some of the major surprises to anthropological theory occasioned by the history, and in a number of instances the tenacity, of indigenous cultures in the twentieth century. We are not leaving the century with the same ideas that got us there. Contrary to the inherited notions of progressive development, whether of the political left or right, the surviving victims of imperial capitalism neither became all alike nor just like us. Contrary to the “despondency theory” of mid-century, the logical and historical precursor of dependency theory, surviving indigenous peoples aim to take cultural responsibility for what has been done to them. Across large parts of northern North America, even hunters and gatherers live, largely by hunting and gathering. The Eskimo are still there, and they are still Eskimo. Around the world the peoples give the lie to received theoretical oppositions between tradition and change, indigenous culture and modernity, townsmen and tribesmen, and other clichés of the received anthropological wisdom. Reports of the death of indigenous cultures—as of the demise of anthropology—have been exaggerated. CONTENTS Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii What Is Not Too Enlightening . . . . . . . . . . . . . . . . . . . . . . . . . . . ....
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...说明 1. 本资料来源于英文版《How to get into the top MBA programs》,作者为Don Martin. 2. 第一部分为115份真实的ESSAY, 分别来自于17个不同背景的申请人. 3. 第二部分为对21个常见ESSAY问题的分析，包括问题的关键，常见错误，正确的回答方式. 个人认为这一部分比真实的ESSAY更重要. 4. 由于文件采用扫描和文字识别方法输入, 可能存在一些错误. 5. 此文件仅供CHASEDREAM网友参考使用, 请尊重原书版权, 切勿用于商业用途. Xiearmyxiearmy 零四岁末于美国穷乡僻壤 Chapter I Application Essay Examples INTRODUCTION This appendix contains 115 actual essays written, by 17 different applicants, for leading MBA programs. They address dozens of different essay topics. The applicants and their essays have been selected to give you the widest possible range of materials from which to profit. The first four applicants all applied to the University of Chicago. They were chosen by Chicago’s admissions director, Don Martin, according to my desire that they be from four very different people and of average quality for those admitted. In other words, these essays will show you exactly what you are competing against. They are of perfectly acceptable quality, but they should not discourage you. If you follow the lessons of this book you should be able to surpass each of these efforts. The second set of three applicants—Melissa, Doreen, and Carol—is taken from Columbia University’s files. Columbia’s admissions director, Linda Meehan, was asked to supply several applications, again from people of widely differing backgrounds, but this time of superior quality. I think that this group’s applications...
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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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...San Francisco Boston London Toronto Sydney Tokyo Singapore Madrid Mexico City Munich Paris Cape Town Hong Kong Montreal NOTE REGARDING WEBSITES AND PASSWORDS: If you need a password to access instructor supplements on a Longman book-specific website, please use the following information: Username: Password: awlbook adopt Senior Acquisitions Editor: Joseph Opiela Senior Supplements Editor: Donna Campion Electronic Page Makeup: Big Color Systems, Inc. Instructor’s Manual to accompany The Longman Writer: Rhetoric, Reader, Handbook, 5e and The Longman Writer: Rhetoric and Reader, Brief Edition, 5e, by Nadell/McMeniman/Langan and Comodromos Copyright ©2003 Pearson Education, Inc. All rights reserved. Printed in the United States of America. Instructors may reproduce portions of this book for classroom use only. All other reproductions are strictly prohibited without prior permission of the publisher, except in the case of brief quotations embodied in critical articles and reviews. Please visit our website at: http://www.ablongman.com ISBN: 0-321-13157-6 1 2 3 4 5 6 7 8 9 10 - D O H - 05 04 03 02 CONTENTS THEMATIC CONTENTS vi COLLABORATIVE AND/OR PROBLEM-SOLVING ACTIVITIES TEACHING COMPOSITION WITH THE LONGMAN WRITER A SUGGESTED SYLLABUS ANSWER KEY 19 PART 1: THE READING PROCESS Ellen Goodman, “Family Counterculture” PART 2: THE WRITING PROCESS Chapter 2: Getting Started Through Prewriting 20 Chapter 3: Identifying a Thesis 22 Chapter 4: Supporting the Thesis With Evidence...
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...Sammy’s Journey As a “Professional Sidekick” ENG 99B: Senior Honors Essay Aaron Mitchell Finegold Professor Caron Irr Spring 2009 Chapter 1: Introduction, What Is a Sidekick? Something about The Amazing Adventures of Kavalier & Clay’s syntax sounds like a comic book itself, not unlike the two characters of Detective Comics who are always billed as Batman & Robin. “Robin & Batman” makes no sense, since Batman (Bruce Wayne) is the protagonist of the story and Robin (Dick Grayson) is his ward. The ordering of names is indicative of both their working style as superheroes as well as their living arrangement, which caused a great deal of controversy both in the context of the novel and some of the historical events it references. For Sammy Clay, the sidekick role apparent in the ordering of his and Josef’s names provides him a creative and continual outlet for his sexual desires, until the final crisis of the novel in which his learning of this very trend allows him to break free of his role and live his life in fulfillment and contentment. The connection between Kavalier & Clay and Batman becomes apparent not only through linguistic observation, but also through several references Chabon makes in the novel comparing one or both characters. Arguably, the interrogation Sammy faces at the trial about Wayne and Grayson’s relationship is the most explicit in that they both live together and they work as a team to achieve a common...
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...1/22/07 3:37 PM Page i RP OS T ElletFM.qxp THE DO N OT C OP YO CASE STUDY HANDBOOK 1/22/07 3:37 PM Page ii DO N OT C OP YO RP OS T ElletFM.qxp 1/22/07 3:37 PM Page iii RP OS T ElletFM.qxp YO THE OP CASE STUDY HANDBOOK How to Read, Discuss, and OT C Write Persuasively About Cases DO N William Ellet Harvard Business School Press Boston, Massachusetts 1/22/07 3:37 PM Page iv RP OS T ElletFM.qxp Copyright 2007 William Ellet YO All rights reserved Printed in the United States of America 11 10 09 08 07 5 4 3 2 1 OP No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of the publisher. Requests for permission should be directed to permissions@hbsp.harvard.edu, or mailed to Permissions, Harvard Business School Publishing, 60 Harvard Way, Boston, Massachusetts 02163. The copyright on each case in this book unless otherwise noted is held by the President and Fellows of Harvard College and they are published herein by express permission. Permission requests to use individual Harvard copyrighted cases should be directed to permissions@hbsp.harvard.edu, or mailed to the Permissions Editor, Harvard Business School Publishing, 60 Harvard Way, Boston, MA 02163. OT C Case material of the Harvard Graduate School of Business Administration is made possible by the...
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...THE ON OT C OP YO CASE STUDY HANDBOOK RP OS T ON OP YO RP OT C OS T THE ON OT C Write Persuasively About Cases OP CASE STUDY HANDBOOK How to Read, Discuss, and William Ellet Harvard Business School Press Boston, Massachusetts YO RP OS T Copyright 2007 William Ellet All rights reserved Printed in the United States of America 11 10 09 08 07 5 4 3 2 1 No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of the publisher. Requests for permission should be directed to permissions@hbsp.harvard.edu, or mailed to Permissions, Harvard Business School Publishing, 60 Harvard Way, Boston, Massachusetts 02163. The copyright on each case in this book unless otherwise noted is held by the President and Fellows of Harvard College and they are published herein by express permission. Permission requests to use individual Harvard copyrighted cases should be directed to permissions@hbsp.harvard.edu, or mailed to the Permissions Editor, Harvard Business School Publishing, 60 Harvard Way, Boston, MA 02163. ON OT C Case material of the Harvard Graduate School of Business Administration is made possible by the cooperation of business firms and other organizations which may wish to remain anonymous by having names, quantities, and other...
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