...They Say/I Say Templates Why Templates? Academic writing requires presenting your sources and your ideas effectively to readers. According to Graff and Birkenstein, the first element in the process involves “entering a conversation about ideas” between you—the writer—and your sources to reflect your critical thinking (ix). The templates allow you, the writer, to organize your ideas in relationship to your thesis, supporting evidence, opposing evidence, and the conclusion of the argument. The Most Important Templates: On the one hand, __________. On the other hand, __________. Author X contradicts herself. At the same time that she argues __________, she also implies __________. I agree that __________. She argues __________, and I agree because __________. Her argument that __________ is supported by new research showing that __________. In recent discussions of __________, a controversial issue has been whether __________. On the one hand, some argue that __________. On the other hand, however, others argue that __________. Introducing Standard Views: Americans today tend to believe that __________. Conventional wisdom has it that __________. My whole life I have heard it said that __________. Making those Views Something You Say: I have always believed that __________. When I was a child, I used to think that __________. Writing a Summary: She demonstrates that __________. In fact, they celebrate the fact that __________. Introducing a Quote: ...
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...Julie Diaz Writ101 September 23, 2012 Analytical Essay “Is Pop Culture Actually Good For You?” Popular culture which has been shortened to pop culture is defined as “cultural activities or commercial products reflecting, suited to, or aimed at the tastes of the general masses of people.” (“pop culture”) Television, movies, music, art, the internet, famous people, sports, and politics are some of the major components that make up pop culture. As expected by the standards of society there is a profuse amount of controversy about pop culture being either good or bad for someone. In an email written to Schlessinger, the writer expresses that, “...teenager had been using very offensive swear words since the age of 5 when this person saw an R-rated movie” and “...teenager had started inhaling cocaine after seeing it done in a movie.” (Schlessinger) According to the writer, the above actions are a result of children being over exposed to pop culture. Yes, it is possible that the effect pop culture can have on children can be more profound since it influences their developing morals, but that does not rule out the possible effects it can have on adults as well. In his own experience Carr states that, “[He’s] not thinking the way [he] used to think...[he’d] spend hours strolling through long stretches of prose. That’s rarely the case anymore. Now [his] concentration often starts to drift after two or three pages...” (Carr) So it can be concluded that pop culture has a way...
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...The Bright Side of a Liberal Arts Education Now that I am in college, I have pondered upon whether a liberal arts education is better than a vocational education; a topic that did not cross my mind in high school. A liberal arts curriculum includes the studies intended to primarily provide general knowledge such as language, philosophy, literature, and abstract science and to develop general intellectual capacities, such as reason and judgment, as opposed to professional or vocational skills (merriam-webster.com). As students wanting to achieve a higher education, we have to think about what we want for ourselves. Either you want to grow as an individual and obtain a major in whichever field you chose, or just learn what best interests you. People have many misconceptions toward what the liberal arts are and how they can benefit you. We often hear things like, “A liberal arts degree will not get you a real job.” or “A liberal arts degree is a luxury not a necessity.” Although this is what the majority of the people who are not aware about the actual facts say, this is not true. An examination of, The New Liberal Arts by author Sanford J. Ungar, and Are Too Many People Going to College? by author Charles Murray, will reveal to us why one gains more knowledge at a liberal arts school. Murray argues that a liberal arts education is only for the elite, but I believe that they shouldn't be the only ones to attend because my vision of a liberal arts college is one where all students...
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...Matthew Andre ENC1101 Professor Neuman December 8, 2011 The Problem Even Congress Cannot Fix: Inequality in America The big story that has been all over the news in recent times is none other than the massive bear of a problem: inequality in America. This not so white elephant has dominated American news stations, but nonetheless has not been resolved. There is without a doubt financial inequality in America, and the main problems with this financial inequality are the flawed educational system where rich dumb kids have a much better chance to graduate college than a hard working poor kid, and the increasingly large gap between the rich and the poor. The cause for the problem of unequal opportunity in schooling is inherently the quality of instructors and schools across the nation, and the cause for the overwhelming rift between social classes is a flawed tax system which punishes success and benefits the poor. Furthermore, the solutions for these two massive problems would be to reform the American educational system to a performance based system and a reformed tax system that broadens the tax base and encourages success. Certainly, the level of financial inequality is an issue. But, why is it such an issue? One of the major underlying problems with financial inequality is the face that rich dumb kids that maybe be in the bottom twenty-five percent of their school but come from families that are in the top twenty-five percent of the socio-economic spectrum have a significantly...
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...always been my weakest just because I had always struggled with grammar, spelling, sentence structure, etc. I have always end up with bad grades in whatever writing classes I took. But as the semester is coming to an end I can honestly say I have learned and improved on a lot as both a writer and a student. One skill I believe I have improved on is the writing process: prewriting, drafting, revising, editing, and proofreading. Another skill I have improved on is sentence punctuation strategies: run-ons, comma splices, fragments and comma usage issues. Reading and study of professional essay was one of the skills I learned during the semester. Lastly I had learned how to demonstrate my abilities as a developing writer by: attending class regularly, prepared and on time, and participating actively. The first skill I learned and improved on a lot this semester was the writing process and what it came with such as prewriting, drafting, revising editing, and proofreading. I especially improved on this skill when I wrote my narrative essay. For example I had to write three drafts, first, second and then the finally draft. The first draft was me prewriting and getting all my ideals down. For my second draft I had to go for peer review and get outside help so I can know what to change and how to revise my paper. I had to go for private conference with the teacher where she would help me go over my second draft and point out my mistakes and I will then proofread it for my final...
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...Victoria Roberts Mr. Riggs Comp I 1013-107 10 September 2014 “The New Liberal Arts” Summary In his dissertation “The New Liberal Arts”, Sanford J. Ungar argues the necessity of a liberal arts education rather than a career based one through the economic downturn and the scrutiny it withstands, supporting his theme with seven claims of misconceptions and followed by his contrast to the collective beliefs. The first misinterpretation stems from the idea that “A liberal-arts degree is a luxury that most families can no longer afford. “Career education” is what we now must focus on” (190). Ungar trails the claim with a concession to why some may think that in regards to the current economic recession, but he puts that statement to rest. Ungar lays out the idea that a liberal arts education can actually be a wiser investment for a post-secondary student as far as the “understanding of the complex influences that shape the world we live in” (191). Careers can cultivate and extinguish throughout the years, therefore, a career based education would not properly prepare for the jobs of the future. A strong furtherance into the workforce concerns comes the second misunderstanding. It states “College graduates are finding it harder to get good jobs with liberal degrees” (192). Ungar proffers the truthfulness of the statement replying “Yes, recent graduates have had difficulty in the job market, but the recession has not differentiated among major fields of study in its impact” (192)...
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...Evaluative Summary: Does TV Make You Smarter? Steven Johnson, an author of seven books, wrote an article for the New York Times Magazine in 2005 called, “Watching TV Makes You Smarter.” In the article, Johnson explains that he believes watching television makes you smarter because it forces you to “pay attention, make inferences, [and] track shifting social relationships” (279). Johnson then takes it one step further by comparing television from the past and the present, and the amount of threading the shows contain. He goes on to explain that the multi-threading used in television today affects how our minds work and in the end make us smarter. Although, Johnson uses many excellent examples in this article to persuade the audience that television is not a bad thing such as 24 and Hill Street Blues. While I do believe that television might be affecting us mentally, I don’t believe that lounging on the couch watching any of the shows Johnson mentioned in this article will sincerely make me a smarter person. Which is why I must disagree with Johnson in thinking that television makes you stronger. In the article, Johnson talks about a concept called the, “Sleeper Curve” (279). Johnson goes on to describe this concept as “the most debased forms of mass diversion” (279). He even goes on to describe video games and violent television as nutritional, that these everyday activities we do work our cognitive faculties without us even realizing that it’s happening. Now Johnson might...
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...*Aspects of the topic are reviewed -the concept of writing -the nature and types of writing task -EFL student’s writing needs -The features of EFL writing tasks -EFL writing problem -the teaching of writing -a 3 unit writing course -the main problem areas in EFL writing -write notes and thesis *the link between researches -writing=>the nature, types and features of writing task=>the student’s problem in performing the task=>the main problem areas=>only a few of former studies have found actual problems=>this research is trying to point out the major difficulties. This is the "Transition words" page of the "Literature review" guide. Alternate Page for Screenreader Users Skip to Page Navigation Skip to Page Content Skip to main content * * Campus Homepage * Blackboard * Campus Directory * Campus Maps * Contact Us * Events Calendar * Email * Henry Madden Library * My Library Account * Jobs * My Fresno State * Tech Help Center * Research * Services * Collections * About * Ask Us! Admin Sign In Library » Research Guides » Literature review Literature review PowerPoint presentation Last Updated: Dec 21, 2012 URL: http://libguides.csufresno.edu/literaturereview Print Guide RSS Updates * Literature Review Clinic * Transition words * Sample paragraphs * Search and screen * Great overview Transition words Print...
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...Quarter 2 (7th)‐ “Melting Pot” and “How I Learned English” Stage 1 – Desired Results Standards LRA 3.2 (Fall EOC) Identify events that advance the plot, and determine how each event explains past or present actions or foreshadows future actions. ARG LRA 3.4 (Fall EOC) Identify and analyze recurring themes across works (e.g. the value of bravery, loyalty, and friendships; the effects of loneliness). ARG V1.1 (Fall EOC) Identify idioms, analogies, metaphors, and similes in prose and poetry. V 1.3 (Fall EOC) Clarify word meanings through the use of definition, example, restatement or contrast. WA 2.5‐ (STAR) Write summaries of reading materials. SUM WA 2.2 (On Demand/ STAR) Write Responses to Literature. ARG WS 1.2 (On Demand) Support all statements and claims with anecdotes, descriptions, facts and statistics, and give examples. REF WS 1.3 Use strategies of note‐taking, outlining and summarizing to impose structure on composition drafts. AN, SUM, REF WS 1.4 (Fall EOC) Identify topics and evaluate questions and develop ideas leading to inquiry, investigation, and research. AN, ARG WS 1.7 (On Demand, Fall EOC) Revise writing to improve organization and word choice after checking the logic of ideas and the precision of vocabulary. ALANG WOC 1.4 (On Demand) Demonstrate the mechanics of writing (e.g. quotation marks, commas at the end of dependent clauses) and appropriate English usage (e.g. pronoun reference). ALANG Big Ideas & Understanding(s): ...
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...American Political Science Review Vol. 106, No. 2 May 2012 doi:10.1017/S0003055412000093 The Missionary Roots of Liberal Democracy ROBERT D. WOODBERRY National University of Singapore T his article demonstrates historically and statistically that conversionary Protestants (CPs) heavily influenced the rise and spread of stable democracy around the world. It argues that CPs were a crucial catalyst initiating the development and spread of religious liberty, mass education, mass printing, newspapers, voluntary organizations, and colonial reforms, thereby creating the conditions that made stable democracy more likely. Statistically, the historic prevalence of Protestant missionaries explains about half the variation in democracy in Africa, Asia, Latin America and Oceania and removes the impact of most variables that dominate current statistical research about democracy. The association between Protestant missions and democracy is consistent in different continents and subsamples, and it is robust to more than 50 controls and to instrumental variable analyses. ocial scientists tend to ignore religion in the processes of post-Enlightenment modernization. In individual cases and events, the role of religious actors is clear—especially in the primary documents. Yet in broad histories and comparative analyses, religious groups are pushed to the periphery, only to pop out like a jack-in-the-box from time to time to surprise and scare people and then shrink...
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...staff a package to support the mission. Currently, The Tongue and Quill is widely used by Air Force military and civilian members, professional military school educators and students, and civilian corporations around the United States. As United States Air Force employees, it is important we communicate clearly and effectively to carry out our mission. This handbook together with AFMAN 33-326, Preparing Official Communications, will provide the necessary information to ensure clear communications— written or spoken. The use of the name or mark of any specific manufacturer, commercial product, commodity, or service in this publication does not imply endorsement by the Air Force To all you enthusiastic users worldwide, keep up the good fight! SUMMARY OF REVISIONS This revision improved organization; rearranged layout; updated quotes, art and word lists; and added material on preparing to write and speak, writing with focus, communicating to persuade, research, meetings, briefings and listening; updated information on electronic communication and e-mail, and added information on Air Force writing products such as awards, decorations and performance reports. Supersedes AFH 33-337, 30 June 1997. OPR: ACSC/DEOP (Mrs. Sharon McBride) Certified by: ACSC/DEO (Lt Col Bart Kessler) Pages: 378 /Distribution F Acknowledgements The Tongue and Quill has been a valued Air Force...
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...Beginning theory An introduction to literary and cultural theory Second edition Peter Barry © Peter Barry 1995, 2002 ISBN: 0719062683 Contents Acknowledgements - page x Preface to the second edition - xii Introduction - 1 About this book - 1 Approaching theory - 6 Slop and think: reviewing your study of literature to date - 8 My own 'stock-taking' - 9 1 Theory before 'theory' - liberal humanism - 11 The history of English studies - 11 Stop and think - 11 Ten tenets of liberal humanism - 16 Literary theorising from Aristotle to Leavis some key moments - 21 Liberal humanism in practice - 31 The transition to 'theory' - 32 Some recurrent ideas in critical theory - 34 Selected reading - 36 2 Structuralism - 39 Structuralist chickens and liberal humanist eggs Signs of the fathers - Saussure - 41 Stop and think - 45 The scope of structuralism - 46 What structuralist critics do - 49 Structuralist criticism: examples - 50 Stop and think - 53 Stop and think - 55 39 Stop and think - 57 Selected reading - 60 3 Post-structuralism and deconstruction - 61 Some theoretical differences between structuralism and post-structuralism - 61 Post-structuralism - life on a decentred planet - 65 Stop and think - 68 Structuralism and post-structuralism - some practical differences - 70 What post-structuralist critics do - 73 Deconstruction: an example - 73 Selected reading - 79 4 Postmodernism - 81 What is postmodernism? What was modernism? -...
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...Literary Theory: A Very Short Introduction ‘Jonathan Culler has always been about the best person around at explaining literary theory without oversimplifying it or treating it with polemical bias. Literary Theory: A Very Short Introduction is an exemplary work in this genre.’ J. Hillis Miller, University of California, Irvine ‘An impressive and engaging feat of condensation . . . the avoidance of the usual plod through schools and approaches allows the reader to get straight to the heart of the crucial issue for many students, which is: why are they studying literary theory in the first place? . . . an engaging and lively book.’ Patricia Waugh, University of Durham Very Short Introductions are for anyone wanting a stimulating and accessible way in to a new subject. They are written by experts, and have been published in 15 languages worldwide. Very Short Introductions available from Oxford Paperbacks: ANCIENT PHILOSOPHY Julia Annas THE ANGLO-SAXON AGE John Blair ARCHAEOLOGY Paul Bahn ARISTOTLE Jonathan Barnes Augustine Henry Chadwick THE BIBLE John Riches Buddha Michael Carrithers BUDDHISM Damien Keown CLASSICS Mary Beard and John Henderson Continental Philosophy Simon Critchley Darwin Jonathan Howard DESCARTES Tom Sorell EIGHTEENTH-CENTURY BRITAIN Paul Langford The European Union John Pinder Freud Anthony Storr Galileo Stillman Drake Gandhi Bhikhu Parekh HEIDEGGER Michael Inwood HINDUISM Kim Knott HISTORY John H. Arnold HUME A. J...
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...Literary Theory: A Very Short Introduction ‘Jonathan Culler has always been about the best person around at explaining literary theory without oversimplifying it or treating it with polemical bias. Literary Theory: A Very Short Introduction is an exemplary work in this genre.’ J. Hillis Miller, University of California, Irvine ‘An impressive and engaging feat of condensation . . . the avoidance of the usual plod through schools and approaches allows the reader to get straight to the heart of the crucial issue for many students, which is: why are they studying literary theory in the first place? . . . an engaging and lively book.’ Patricia Waugh, University of Durham Jonathan Culler LITERARY THEORY A Very Short Introduction 1 Great Clarendon Street, Oxford o x2 6 d p Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Athens Auckland Bangkok Bogotá Buenos Aires Calcutta Cape Town Chennai Dar es Salaam Delhi Florence Hong Kong Istanbul Karachi Kuala Lumpur Madrid Melbourne Mexico City Mumbai Nairobi Paris São Paulo Shanghai Singapore Taipei Tokyo Toronto Warsaw with associated companies in Berlin Ibadan Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries Published in the United States by Oxford University Press Inc., New York © Jonathan Culler 1997 The moral rights...
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...NBER WORKING PAPER SERIES HUMAN RESOURCE MANAGEMENT AND PRODUCTIVITY Nicholas Bloom John Van Reenen Working Paper 16019 http://www.nber.org/papers/w16019 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 May 2010 This paper has been prepared for a chapter in the Handbook of Labor Economics Volume IV edited by David Card and Orley Ashenfelter. We would like to thank the Economic and Social Research Council for their financial support through the Center for Economic Performance. This survey draws substantially on joint work with Daron Acemoglu, Philippe Aghion, Eve Caroli, Luis Garicano, Christos Genakos, Claire Lelarge, Ralf Martin, Raffaella Sadun and Fabrizio Zilibotti. We would like to thank Orley Ashenfelter, Oriana Bandiera, Alex Bryson, David Card, Edward Lazear, Paul Oyer, John Roberts, Kathy Shaw and participants in conferences in Berkeley and the LSE for helpful comments. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research. © 2010 by Nicholas Bloom and John Van Reenen. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source. Human Resource Management and Productivity Nicholas Bloom and John Van Reenen NBER Working Paper No. 16019 May 2010 JEL No. L2,M2,O32,O33 ABSTRACT In this handbook of labor economics chapter...
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