...On Hertzberg and the Revamp of the U.S. Constitution Since its inception, the United States Constitution has been subjected to series of amendments over different time periods. Robert A. Dahl, in his book entitled How Democratic Is the American Constitution (2001), goes beyond discussing the relatively common pattern of constitutional amendment by arguing that major changes may be necessary to rescue the Constitution from its long-standing defects. Reviewing Dahl’s work through the essay “Framed Up: What the Constitution Gets Wrong,” author Hendrik Hertzberg traces the undesirable historical and political implications of the structure and content of the Constitution. Affirming Dahl’s position, Hertzberg suggests that the U.S. Constitution is a historically imperfect document with certain loopholes in its language, provisions, and direction, which allow undemocratic structures/processes and inefficiencies in government. While Hertzberg’s direct arguments are generally persuasive, the implicit suggestions of his views regarding the flaws and less favourable implications of the U.S. Constitution provide stronger support for introducing major changes into this document. As suggested earlier, it not difficult to agree with Hertzberg’s assumptions that the U.S. Constitution needs to be overhauled. Hertzberg identifies a historical ground for justifying substantial changes to the Constitution: individual Amendments were inadequate in defining the tasks and limitations of the judiciary...
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...School of Accountancy, QUT 2003 Produced by QUT Publications 232975 8437 ISBN: 1 74107 014 7 ii Contents Preface Accountancy writing and preparation of documents Writing and accountants Determining the Purpose (aim) Investigating Planning the document Writing the document Revising the document Style of professional documents Good and poor writing Audience Tone Language Overwriting (padding) Overgeneralisation Spelling, punctuation and grammar Abbreviations Expressing numbers Paragraphing Headings and sub-headings Quantitative information Recommendations Letter writing for accountants Claim letter Letter of advice Letter of engagement Letter of enquiry Letter of refusal Management letter Memos E-mails Research Essays, Reports and Resumés Research essays Reports Resumés References and Bibliographies iii v 1 1 2 2 7 8 8 9 9 10 10 10 11 11 11 12 12 12 12 12 13 14 16 17 19 21 22 23 24 26 27 27 31 40 41 iv Preface Writing for Accountants is a brief guide to the types of writing that accountancy students and practising accountants are most often called on to do. It is not intended as a definitive text, but rather as a general guide for students at the Queensland University of Technology. It is intended that the booklet be used in conjunction with the lectures and tutorials presented to students, and as a guide in the writing of their assignments. Topics cover: ! ! ! ! ! the types of writing that accountants and accountancy students are expected to undertake;...
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...HOW TO 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...
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...See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/241730557 Defining Strategic Communication ARTICLE in INTERNATIONAL JOURNAL OF STRATEGIC COMMUNICATION · MARCH 2007 DOI: 10.1080/15531180701285244 CITATIONS READS 112 457 5 AUTHORS, INCLUDING: Kirk Hallahan Betteke van Ruler Colorado State University University of Amsterdam 37 PUBLICATIONS 894 CITATIONS 36 PUBLICATIONS 513 CITATIONS SEE PROFILE SEE PROFILE Dejan Verčič Krishnamurthy Sriramesh University of Ljubljana Purdue University 102 PUBLICATIONS 742 CITATIONS 44 PUBLICATIONS 712 CITATIONS SEE PROFILE All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately. SEE PROFILE Available from: Betteke van Ruler Retrieved on: 10 April 2016 This article was downloaded by: On: 8 September 2010 Access details: Access Details: Free Access Publisher Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 3741 Mortimer Street, London W1T 3JH, UK International Journal of Strategic Communication Publication details, including instructions for authors and subscription information: http://www.informaworld.com/smpp/title~content=t775653701 Defining Strategic Communication Kirk Hallahana; Derina Holtzhausenb; Betteke van Rulerc; Dejan Verčičd;...
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...Example of Financial Illusion Introduction The emergence of an increasing number of ‘financial illusions’ in the current state of financial markets around the world casts doubts over the famous and widely accepted efficient market hypothesis. The efficient market hypothesis (EMH) indicates that, at any time, prices fully and instantaneously reflect all available relevant information on a particular stock or market (Fama, 1970). EMH also suggests that it is impossible to “beat the market” because stock market efficiency causes existing share prices to always incorporate and reflect all relevant information. Thus, according to the EMH, it is impossible for investors to either purchase undervalued stocks or sell stocks for inflated prices because stocks are always traded at their fair value on stock exchanges. Another reason is because no one has access to information that is not already available to everyone else. One important characteristic of the EMH is its assumption that agents are rational. Rational agents is agents which has a clear preferences, models uncertainty via expected values, and always chooses to perform the action that results in the optimal outcome from all the feasible actions. Their actions depend on their preferences, their information of the current situation; which may come from past experiences, the actions, duties and obligations available and the estimated or actual benefits that the agents can get after the actions. In reality, however, agents are...
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...International Relations: Contemporary Issues and Actors Elective, 2nd year BA ES, Period 3 (4.5 ECTs) 1. General overview 2. Organisational Issues 3. Participation 4. Attendance rules 5. Grading 6. Essay questions 7. Main rationale and acquired skills 8. Changes introduced to last year’s course 9. Lectures 10. Tutorials 11. Essay writing - Quality criteria 3 4 6 9 10 10 14 15 16 17 36 2 1. General Overview This course is about how we understand International Relations (IR) and what major international actors operate in a number of contemporary policy areas. As it serves as an introduction to the discipline of IR, it starts with some of the basic concepts in it: e.g. war and peace; the role of the state, etc. This is complemented by introducing the role of International (governmental) Organizations (IOs) such as the UN, WTO, NATO, the EU, OSCE, CoE; and International Non-Governmental Organizations (INGOs), such as Amnesty International; Greenpeace; Medicins Sans Frontieres; etc. The course also introduces the role of the individual and self-organized groups of individuals that claim actorness in IR (advocacy groups; epistemic communities, policy networks; guerrillas; pirates; terrorist groups, etc.). In covering these issues, students are acquainted with some of the main theoretical debates in IR (e.g. Neo-Realism; Neo-Liberal Institutionalism; Social Constructivism; etc.). The lectures provide the general framework for discussing the role of the abovementioned...
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...The 4P Classification of the Marketing Mix Revisited Author(s): Walter van Waterschoot and Christophe van den Bulte Source: Journal of Marketing, Vol. 56, No. 4 (Oct., 1992), pp. 83-93 Published by: American Marketing Association Stable URL: http://www.jstor.org/stable/1251988 . Accessed: 21/10/2013 10:06 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. . American Marketing Association is collaborating with JSTOR to digitize, preserve and extend access to Journal of Marketing. http://www.jstor.org This content downloaded from 130.88.179.25 on Mon, 21 Oct 2013 10:06:41 AM All use subject to JSTOR Terms and Conditions Walter van Waterschoot & Christophe Van den Bulte The Classificationthe of Revisited MarketingMix 4P McCarthy's 4P classification of the marketing mix instruments has received wide acceptance in past decades. In recent years, however, increasing criticism has been voiced, among other reasons because of its inherent negative definition of sales promotion and its lack of mutual exclusiveness...
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...Communication Skills for Social Care Practice Contextualised materials for Essential Skills Communication November 2012 Published by: Northern Ireland Social Care Council 7th Floor, Millennium House 19-25 Great Victoria Street Belfast BT2 7AQ Tel: 028 9041 7600 Website: www.niscc.info Email: info@niscc.hscni.net This resource is free to download as a PDF file from the NISCC website www.niscc.info Material within this resource may be reproduced for training and learning purposes only. Copies can be made available in a range of different formats by contacting the Communications Team at the above address. November 2012 1 Guidance for use of this Resource These vocationally contextualised materials are designed to support Essential Skills tutors and trainers who are delivering Essential Skills Communication to Health / Social Care workers and students. They are not intended to be used as a set programme, rather as a resource for tutors, to support the planning and delivery of programmes suited to the needs of their own particular groups of learners. This resource should not be the sole source of task materials, since part of the ethos of essential skills is that the learner should have some choice in their materials for reading, writing and speaking/listening. Tutors can adapt the materials to suit the specific needs of their groups. The resource is suitable for use up to Level 2 Essential Skills Communication. Appendix 1 contains some information...
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...Instructor’s Manual to Accompany The Longman Writer Rhetoric, Reader, Handbook Fifth Edition and The Longman Writer Rhetoric and Reader Fifth Edition Brief Edition Judith Nadell Linda McMeniman Rowan University John Langan Atlantic Cape Community College Prepared by: Eliza A. Comodromos Rutgers, The State University of New Jersey New York 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 ...
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...each channel, digital interactive technologies have simultaneously opened new routes to narrow cast to children, thereby creating a growing media space just for children and children’s products. Calvert explains that paid advertising to children primarily involves television spots that feature toys and food products, most of which are high in fat and sugar and low in nutritional value. Newer marketing approaches have led to online advertising and to so-called stealth marketing techniques, such as embedding products in the program content in films, online, and in video games. All these marketing strategies, says Calvert, make children younger than eight especially vulnerable because they lack the cognitive skills to understand the persuasive intent of television and online advertisements. The new stealth techniques can also undermine the consumer defenses even of older children and adolescents. Calvert explains that government regulations implemented by the Federal Communications Commission and the Federal Trade Commission provide some protection for children from advertising and marketing practices. Regulators exert more control over content on scarce television...
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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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...Saint Gabriel Academy Araneta Avenue Corner Road, Caloocan City Highschool Department “Fourth Year students’ performance in relation to their family issues” In partial fulfilment of the requirements in English IV Submitted to: Ms. Jhazmyn Reyes English Teacher Submitted by: VIRAY, Patricia Rose A. IV – Saint Augustine February 21, 2012 ACKNOWLEDGEMENT I would like to express my deepest gratitude for the fourth year students who serve as the respondent of my surveying to fulfil this study. Despite their busy schedule, they manage to answer my questionnaire properly and relevantly. Because of them, I can think of more realization with the help of their own personal opinion and experiences. Also with their help my study would be relevant because it is based on their real-life experiences. I would also like to thank Ms. Jhazmyn Reyes, my English teacher, for making me do this study because of this experience doing a thesis, it would be a big help for me when I get to college and do another thesis a my requirement. Thank you, for the time you spend to teach me how I will do this step-by-step and for the patience and effort you have exerted every time I will ask questions. To my family, for supporting me in everything I do as long it is in favour of the Almighty God, for being my strength and inspiration, and for teaching me what is wrong from right. God blessed me with a good family so I can be a good person and be a responsible steward of God. ABSTRACT ...
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...A VISUAL GUIDE TO ESSAY WRITING Dr Valli Rao, Associate Professor Kate Chanock, and Dr Lakshmi Krishnan use a visual approach to walk students through the most important processes in essay writing for university: formulating, refining, and expressing academic argument. ‘MetamorTHESIS‘ Your main argument or thesis is your position in answer to the essay question. It changes and develops as you undertake your reading and research towards the essay. how to develop & communicate academic argument “I love the way the authors explain what an argument is. I also love the way they justify holding opinions in an academic context … A Visual Guide to Essay Writing shows you excellently how to communicate with your marker by employing your ‘authorial voice’.” - Dr Alastair Greig Head, School of Social Sciences The Australian National University Valli Rao Kate Chanock Lakshmi Krishnan “This is a great book ... clear, useful, beautifully conceived and produced ... an intriguing approach, one that will make sense to students and really assist their essay writing skills.” - Brigid Ballard & John Clanchy authors of the international best-seller Essay writing for students: a practical guide How effective structure supports reasoned argument in essays1 Discipline/field Topic Underlying question Introduce discipline/field/context and topic Roughly, 10–15% of essay length Why is this topic interesting from the perspective of the discipline/field...
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...Current Research IN READING / LANGUAGE ARTS Understanding Assessment: Putting Together the Puzzle SHEILA W. VALENCIA UNIVERSITY OF WASHINGTON, SEATTLE “No one test or assessment should be asked to serve all the assessment purposes. We need, at this point, a system made up of articulated components, glued together by their adherence to content standards and serving explicit purposes for assessment.” —National Council for Education Standards and Testing, 1992 discussions, and more. Now, 10 years later, we are hearing the same reminder (Brennan, Kim, WenzGross, Siperstein, 2001; Herman, 2001; International Reading Association, 1999). In fact, in July 2001 members of the National Education Association, the nation’s largest teacher’s union, endorsed a policy calling for a combination of standardized tests and other assessment tools such as teacher designed assessments when making important educational decisions (Blair & Archer, 2001). Assessment has always been a part of the educational landscape. However, because assessment can serve so many different purposes and can come in so many different forms, it has been confusing and, sometimes, it has been the subject of contentious debate. Unfortunately, as a result, many of us have come to view assessment as a necessary evil, a requirement rather than a helpful part of instruction. But assessment IS a critical part of instruction and it CAN be useful if we understand the pieces of the puzzle. As far back as 1992, when...
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... Developing Supporting Material 9. Locating Supporting Material 10. Doing Effective Internet Research 1 Citing Sources in Your Speech 1. 36 37 49 57 64 73 83 PART 3 • ORGANIZATION 1 Organizing the Speech 2. 1 Selecting an Organizational Pattern 3. 1 Outlining the Speech 4. 92 93 103 1 10 PART 4 • STARTING, FINISHING, AND STYLING 15. Developing the Introduction and Conclusion 16. Using Language 1 22 1 23 1 31 PART 5 • DELIVERY 1 Choosing a Method of Delivery 7. 18. Controlling the Voice 19. Using the Body 1 39 1 40 1 44 1 48 PART 6 • PRESENTATION AIDS 20. Types of Presentation Aids 21. Designing Presentation Aids 22. A Brief Guide to Microsoft PowerPoint 154 155 161 164 PART 7 • TYPES OF SPEECHES 23. Informative Speaking 24. Persuasive Speaking 25. Speaking on Special Occasions 1 74 1 75 188 21 7 PART 8 • THE CLASSROOM AND BEYOND 230 26. Typical Classroom Presentation Formats 27. Science and Mathematics Courses 28. Technical Courses 29. Social Science Courses 30. Arts and Humanities Courses 31. Education Courses 32. Nursing and Allied Health Courses 33. Business Courses and Business Presentations 34. Presenting in Teams 35. Communicating in Groups 231 236 240 243 246 248 25 1 253 258 262 APPENDICES A. Citation Guidelines B. Question-and-Answer Sessions C. Preparing for Mediated Communication D. Tips for Non-Native Speakers of English Glossary Notes Index 267 268 282 284 286 290 309 323 This page intentionally left blank A Pocket Guide to Public Speaking THIRD...
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