...Persuasive Essay: OutlineWorksheet Review “How Do I Organize My Brainstorm into an Outline?” in “The Writing Process” Media piece. Assignment Directions: Use the Persuasive Essay Outline on the next page to outline your persuasive essay by completing the following: 1) Use the feedback you received from your instructor to revise your thesis statement. a) Write your thesis as a complete sentence (as you would in your essay) in the “Thesis Sentence” section under the Introductory Paragraph heading in the outline below. 2) Create a topic sentence for each of the three paragraphs that comprise the body of your essay. b) Record the topic sentences in each of the “Topic Sentence” sections under the “Support for Thesis” headings in the outline below. c) Your topic sentences should support your thesis and provide transitions between the paragraphs. 3) Write at least three details for each topic sentence. d) These details should provide support for the topic sentence. (Review the example outline below) 4) Write a concluding sentence under the “Conclusion” heading in the outline below. e) Your concluding sentence should be your thesis restated in different words. Example Introductory Paragraph Thesis Sentence: Earning a degree online is great for working adults because it is convenient, economical, and allows them to learn with other working adults around the world. Support for Thesis 1 Topic Sentence:Online learning...
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...Reflection The components of a successful persuasive piece are: clear, concise points, key ideas, a well-developed thesis statement, and an understanding that the essay is comprised of an introduction, body, and summary. I made sure that I started with a strong thesis statement, then built the body of work around that statement. Also, solid research is crucial to a strong essay, so I was careful to research the subject matter thoroughly, setting out to correlate the material with their citations. I took my strongest overall point (message) from the essay, and built the presentation upon those four key points. I learned from researching the (audience) Food and Drug Administration (FDA) that generally, the FDA has not approved the regulation, sales, or use of medical marijuana for any person or group of people. They do approve of certain medical marijuana studies, but only that. Also, there seems to be a good bit of red tape that goes along with getting permission for those studies and levels of permissions that one must be granted relating to them. It does not appear that the FDA will approve marijuana to be used medically, despite the many health benefits that it offers chronic pain sufferers and cancer patients. One source that I would like to discuss that I used for the persuasive essay is the treatment of cancer using medical marijuana (Gummow, 2013, para. 2). Rick Simpson is a cancer survivor who was suffering greatly from its effects. He began experimenting with cannabis...
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...Should Marijuana be Legalized? BCOM/275 November 26, 2012 Should marijuana be legalized? Throughout the years, the topic should marijuana be legalized is often heavily debated. For many years the use of marijuana was forbidden and outlawed in the United States, but in more recent years marijuana seems to be becoming accepted. Scientist has found many useful applications for marijuana. Recently, here in the United States, many states have approved legislation for marijuana for medical purposes. Most recently, two states Colorado and Washington have passed referendums that will allow people over the age of 21 recreational use of marijuana without the penalty of a criminal offense. These two states will oversee the use of marijuana for its constituents similar to how alcohol is controlled. Whereas, the government at the state level in Colorado and Washington is in favor for the legalization and passed legislation for the legalization of marijuana, the federal government has not. This causes legal, moral, and ethical issues and begs that questions; should marijuana be legalized? Pros of Legalization One benefit of the legalization of marijuana would be the ability for state and local governments to tax the legal production and sale of it. Currently, because marijuana is illegal the sale of it is not taxed so the local, state, and federal governments do not reap any of the benefits of this “$10.5 billion dollar industry” (Miron, 2005, p.4). In a report written by Jeffrey A....
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...Kevin Oliveira Professor Madritch Expository Writing 30 November 2011 Leslie Marmon Silko: A Closer Look Into Racist Struggles The controversial dilemma of illegal immigration is a prominent part of politics today more than ever. Leslie Marmon Silko’s persuasive essay, “Fences Against Freedom,” exemplifies the constant battle on racism and immigration our nation faces today. Through her own experiences, she has concluded that the government evokes racism among the population in a negative manner. Silko’s essay explains that the government is a body that is not to be trusted and that their mischievous ways trickle down the ladder to us. She speaks for all persons with mixed ancestry on the point that their lives are daily struggles as a result of our nation’s leaders and their misperceived views on race. Racism is one of the leading social problems that Americans can associate themselves with because it is seen everywhere and it is spreading the wrong message. The ineffectiveness of Silko’s argument, that the government and media is to blame for the apparent racism in the country today, is exemplified through her constant contradiction of statements and child-like motives. Silko blames the government for their actions that have affected her life as well as many other people of different race. Leslie Marmon Silko grew up in Native American home in Albuquerque, New Mexico. She is well known for her English and writing skills and she was raised as a Laguna Pueblo...
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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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...PHIL 252 UNIT 1- Exercise 1 Write out answers to the questions in Exercises 1.1 and 1.2 in the Cederblom and Paulsen textbook as you come to them. • You may omit #5 of Exercise 1.2 on page 14. • For Question C on page 15, you may work with one of the accompanying editorials. • After completing the exercises in the textbook, as outlined above, it will be useful for you to produce a short piece of writing. This is a starting point in developing your reasoning skills, and it will be used later to help you improve your writing. In a paragraph or two, express an opinion on one of the following issues and support it: • a. censorship • b. capital punishment • c. abortion • d. use of alcohol or other drugs • e. marriage • f. single parenting • g. gun laws • h. building new prisons • i. the prospects for your generation[1] UNIT 2- Exercise 2 When you have completed the reading, answer the questions in Exercise 2.3, on pages 36–38 of Critical Reasoning. UNIT 3 -Exercise 1 Please answer the questions in Exercise 4.3, pages 98 to 99 of Critical Reasoning. Also do mini quiz on moodle. UNIT 4 - Miniquiz 1 Translate the following statements into standard-form categorical propositions. 1. Violets are blue. 2. There are glasses in the dining room. 3. Only faculty members may use the lounge. 4. Insults make her angry. 5. Every dog has his day. 6. A rare warbler was sighted in this area last week. 7. Any one will do. 8. Shakespeare...
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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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...HIER Harvard Institute of Economic Research Discussion Paper Number 2097 Paternalism and Psychology by Edward L. Glaeser December 2005 HARVARD UNIVERSITY Cambridge, Massachusetts This paper can be downloaded without charge from: http://post.economics.harvard.edu/hier/2005papers/2005list.html The Social Science Research Network Electronic Paper Collection: http://ssrn.com/abstract=860865 Paternalism and Psychology Edward L. Glaeser† Does bounded rationality make paternalism more attractive? This Essay argues that errors will be larger when suppliers have stronger incentives or lower costs of persuasion and when consumers have weaker incentives to learn the truth. These comparative statics suggest that bounded rationality will often increase the costs of government decisionmaking relative to private decisionmaking, because consumers have better incentives to overcome errors than government decisionmakers, consumers have stronger incentives to choose well when they are purchasing than when they are voting and it is more costly to change the beliefs of millions of consumers than a handful of bureaucrats. As such, recognizing the limits of human cognition may strengthen the case for limited government. INTRODUCTION An increasingly large body of evidence documenting bounded rationality and non-standard preferences has led many scholars to question eco1 nomics’ traditional hostility towards paternalism. After all, if individuals have so many cognitive difficulties then...
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...examples and exercises, and the text involves students in the learning process through reading, problem solving, practicing, listening, and experiencing the writing process. Each chapter also has integrated examples that unify the discussion and form a common, easy-tounderstand basis for discussion and exploration. This will put students at ease and allow for greater absorption of the material. Tips for effective writing are included in every chapter, as well. Thought-provoking scenarios provide challenges and opportunities for collaboration and interaction. These exercises are especially helpful for working with groups of students. Clear exercises teach sentence and paragraph writing skills that lead to common English composition and research essays....
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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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...animal Books by Elliot Aronson Theories of Cognitive Consistency (with R. Abelson et al.), 1968 Voices of Modern Psychology, 1969 The Social Animal, 1972, 1976, 1980, 1984, 1988, 1992, 1995, 1999, 2004; (with J. Aronson), 2008 Readings About the Social Animal, 1973, 1977, 1981, 1984, 1988, 1992, 1995, 1999, 2004; (with J. Aronson), 2008 Social Psychology (with R. Helmreich), 1973 Research Methods in Social Psychology (with J. M. Carlsmith & P. Ellsworth), 1976 The Jigsaw Classroom (with C. Stephan et al.), 1978 Burnout: From Tedium to Personal Growth (with A. Pines & D. Kafry), 1981 Energy Use: The Human Dimension (with P. C. Stern), 1984 The Handbook of Social Psychology (with G. Lindzey), 3rd ed., 1985 Career Burnout (with A. Pines), 1988 Methods of Research in Social Psychology (with P. Ellsworth, J. M. Carlsmith, & M. H. Gonzales), 1990 Age of Propaganda (with A. R. Pratkanis), 1992, 2000 Social Psychology, Vols. 1–3 (with A. R. Pratkanis), 1992 Social Psychology: The Heart and the Mind (with T. D. Wilson & R. M. Akert), 1994 Cooperation in the Classroom: The Jigsaw Method (with S. Patnoe), 1997 Nobody Left to Hate: Teaching Compassion After Columbine, 2000 Social Psychology: An Introduction (with T. D. Wilson & R. M. Akert), 2002, 2005, 2007 The Adventures of Ruthie and a Little Boy Named Grandpa (with R. Aronson), 2006 Mistakes Were Made (But Not By Me) (with C. Tavris), 2007 Books by Joshua Aronson Improving Academic Achievement, 2002 The Social Animal To...
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...fourth EDItION fourth EDItION This clear, learner-friendly text helps today’s students bridge the gap between Its comprehensiveness allows instructors to tailor the material to their individual teaching styles, resulting in an exceptionally versatile text. Highlights of the Fourth Edition: Additional readings and essays in a new Appendix as well as in Chapters 7 and 8 nearly double the number of readings available for critical analysis and classroom discussion. An online chapter, available on the instructor portion of the book’s Web site, addresses critical reading, a vital skill for success in college and beyond. Visit www.mhhe.com/bassham4e for a wealth of additional student and instructor resources. Bassham I Irwin Nardone I Wallace New and updated exercises and examples throughout the text allow students to practice and apply what they learn. MD DALIM #1062017 12/13/09 CYAN MAG YELO BLK Chapter 12 features an expanded and reorganized discussion of evaluating Internet sources. Critical Thinking thinking, using real-world examples and a proven step-by-step approach. A student ' s Introduction A student's Introduction everyday culture and critical thinking. It covers all the basics of critical Critical Thinking Ba ssha m I Irwin I Nardone I Wall ace CRITICAL THINKING A STUDENT’S INTRODUCTION FOURTH EDITION Gregory Bassham William Irwin Henry Nardone James M. Wallace King’s College TM bas07437_fm_i-xvi.indd i 11/24/09 9:53:56 AM TM Published by McGraw-Hill...
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...fourth EDItION Critical Thinking A student ' s Introduction Ba ssha m I I rwi n I N ardon e I Wal l ac e CRITICAL THINKING A STUDENT’S INTRODUCTION FOURTH EDITION Gregory Bassham William Irwin Henry Nardone James M. Wallace King’s College TM TM Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2011, 2008, 2005, 2002. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 0 ISBN: 978-0-07-340743-2 MHID: 0-07-340743-7 Vice President, Editorial: Michael Ryan Director, Editorial: Beth Mejia Sponsoring Editor: Mark Georgiev Marketing Manager: Pam Cooper Managing Editor: Nicole Bridge Developmental Editor: Phil Butcher Project Manager: Lindsay Burt Manuscript Editor: Maura P. Brown Design Manager: Margarite Reynolds Cover Designer: Laurie Entringer Production Supervisor: Louis Swaim Composition: 11/12.5 Bembo by MPS Limited, A Macmillan Company Printing: 45# New Era Matte, R. R. Donnelley & Sons Cover Image: © Brand X/JupiterImages Credits: The credits section for this book begins on page C-1 and is considered...
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...Beyond Feelings A Guide to Critical Thinking NINTH EDITION Vincent Ryan Ruggiero Professor Emeritus of Humanities State University of New York, Delhi BEYOND FEELINGS: A GUIDE TO CRITICAL THINKING, NINTH EDITION Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved. Previous editions © 2009, 2007 and 2004. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 1 0 9 8 7 6 5 4 3 2 1 ISBN: MHID: 978-0-07-803818-1 0-07-803818-9 Vice President & Editor-in-Chief: Michael Ryan Vice President EDP/Central Publishing Services: Kimberly Meriwether David Editorial Director: Beth Mejia Senior Managing Editor: Meghan Campbell Executive Marketing Manager: Pamela S. Cooper Senior Project Manager: Joyce Watters Buyer: Nicole Baumgartner Design Coordinator: Margarite Reynolds Media Project Manager: Sridevi Palani Compositor: Glyph International Typeface: 10/13 Palatino Printer: R...
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...Study Guide Essentials of Psychology By Robert G. Turner Jr., Ph.D. About the Author Robert G. Turner Jr., Ph.D. has more than 20 years of teaching and education-related experience. He has taught seventh-grade science, worked as a curriculum developer for the Upward Bound Program, and taught sociology, social psychology, anthropology, and honors seminars at the university level. As a professional writer, he has written nonfiction books, journal and magazine articles, novels, and stage plays. Contents Contents INSTRUCTIONS TO STUDENTS LESSON ASSIGNMENTS LESSON 1: PSYCHOLOGY: THE SCIENCE OF THE MIND LESSON 2: THE MIND AT WORK LESSON 3: MOTIVATION, EMOTION, DEVELOPMENT, AND PERSONALITY RESEARCH PROJECT LESSON 4: PSYCHOLOGICAL DISORDERS LESSON 5: PSYCHOLOGY FOR TWO OR MORE CASE STUDIES SELF-CHECK ANSWERS 1 7 9 43 75 117 127 147 167 171 iii YOUR COURSE Instructions Instructions Welcome to your course, Essentials of Psychology. You’re entering a course of study designed to help you better understand yourself and others. For that reason, you can think of this course as practical. It should be of use to you in living your life and reaching the goals you set for yourself. You’ll use two main resources for your course work: this study guide and your textbook, Psychology and Your Life, by Robert S. Feldman. OBJECTIVES When you complete this course, you’ll be able to ■ Describe the science and methodologies of psychology in the context of its...
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