Category: Writing

Select a group of people you believe meets John Swales’ six defining characteristics and answer this question:
How does the group you chose exhibit the characteristics of a discourse community?
Present your conclusions in a document showing that you understand the six characteristics of discourse communities and know how to apply them to groups as defining criteria.
Show how the group, such as a club or a community, possesses each of the six defining characteristics from Swales’ definition by illustrating, one by one, how those characteristics function in your group. Please, include your own definitions/explanations of the six characteristics first and then continue to showing how they function in your chosen community.
Consider what you learned about the group that you did not realize before completing this analysis. What do you now understand that you did not prior to the brainstorming and the writing you have now completed? Add this brief concluding reflection to your writing, explaining the value of performing this kind of analysis. Title this portion of the assignment “Mini Reflection” and include it at the end of your written document.

In 3-5 complete sentences, thoroughly explain the conflict in your Module One short story. Identify the conflict as internal or external and classify it as man vs. nature, man vs. man, man vs. self, or man vs. society. Provide at least two specific details from the text to describe the conflict. My story is Hamadi

1. Topic- Chrys Ingraham explains two concepts:
thinking straight
and the
heterosexual imaginary
. Write a take indicating your understanding of these two concepts. How are they related? How are they different? Provide at least three examples of ways, when you were a ‘tween’ and/or adolescent, you began to ‘think straight’ or realized that you didn’t.  Note: this question is asking you to think about how social practices influenced your developing sense of your own sexuality. How difficult is it, do you think, to imagine a culture in which an institutionalized heterosexuality does not inform so many of the choices that we make and take for granted?
The heterosexual imaginary is the only natural and usual way to be, and everyone is heterosexual unless they prove otherwise. Thinking straight is the belief that heterosexuality is the only correct way to think and that anyone who isn’t heterosexual is confused, misguided, or abnormal. The two concepts are related because they both uphold the idea that heterosexuality is the only natural and usual way to be. The two concepts are different because thinking straight supports the idea that heterosexuality is the only correct way to think, while the heterosexual imaginary only upholds the idea that heterosexuality is the only natural and normal way to be. The heterosexual imaginary is based on the belief that heterosexuality is the only natural and normal way to be, in contrast to thinking straight. The difference between the two ideas is that thinking straight is based on the belief that heterosexuality is the only correct way to think. The heterosexual imaginary is dangerous because it reinforces the idea that heterosexuality is the only natural and normal way to be. This can lead to people feeling like they have to prove their heterosexuality, which can be harmful and stressful. Thinking straight is dangerous because it reinforces the idea that heterosexuality is the only correct way to think. This can lead to people feeling like they have to suppress their true thoughts and feelings, which can be harmful and stressful. Both of these concepts are harmful because they reinforce the idea that there is only one correct way to be, and that anyone who isn’t heterosexual is abnormal. This can lead to discrimination, exclusion, and violence against people who aren’t heterosexual.
Examples of ways you might begin to think straight could include:
– internalizing the belief that only heterosexuality is normal and natural
– thinking that anyone who isn’t heterosexual is confused, misguided, or abnormal
– believing that heterosexuality is the only correct way to think
2. Topic- Choose an example from the comic,
Persepolis
, that you think illustrates issues of intersectionality. Using the theoretical perspectives from the first half of the module and the module commentaries, analyze your example and explain how it demonstrates the intersections of identity.
“The key” and dividing boys and girls during the war. Marjane Satrapi (2003) states “girls had to make winter hoods for the soldiers, but boys had to prepare to become soldiers”. Issues of intersectionality in this example are three-fold; class, gender, and religion.
Class- The lower social class boys are given these ‘keys’ and told to wear them to war. Satrapi’s cousin, Shahab, is in the military service and comes to visit amid these children are being taken to war. Shahab described seeing these children, coming from poor areas, arriving at the base ready to fight. It is assumed that Satrapi’s cousin Peyman is of a higher social class. This is because when she calls Peyman to ask if he received one of these keys, she is met with just a question of what she means, and an invite to his party. This intersection relating to class within a gender is a vital dichotomy to understand. It is often only thought of that adults are affected by class, however, children are just as under effect and it then influences everyone. A child being taken from a home to fight and die is not something that every class has had to deal with and understand.
Gender- the armies only target the boys. Girls are meant to stay at the school and make hoods for these boys in their war. Gender is one of the most thought of intersections when understanding intersectionality. A person’s gender is a primary way of understanding identity, however, it is also how many are discriminated against. Women are perceived as weaker and less than men, and
Persepolis
displayed this by describing that girls were not even thought of as an option to fight in the war.
Religion- The boys are told that with the key, “if they went to war and were lucky enough to die, this key would get them to heaven”. The boys are told that there is paradise after death. This is how they can get through to the poor boys because they do not view the life they have now as something with as pleasant a future as a paradise with “plenty of food, women, and houses made of gold and diamonds” (Satrapi, 100). A person’s religion is a major proponent of their identity as it is a way for the person to always relate to something, as well as find people with similar identities. In the case of
Persepolis,
this identity is created by telling young boys that there is a paradise and they must wear some keys. The keys then become the identity of these boys as it is essentially a placeholder for their god. It becomes the thing they identify with and constantly remember and think of.
Reply: The heterosexual imagination may affect our development in a variety of ways. For instance, we could learn at school that only heterosexual unions are legitimate or might see only heterosexual couples in the media. This could make us think that there is something wrong with us or that we won’t be accepted by society if we are not straight. The way we see ourselves and our bodies may also be influenced by the heterosexual imagination. For instance, if we do not feel sexual attraction toward the other sex, we can think that we are not normal. Similarly, if our bodies do not fit conventional notions of femininity or masculinity, we might think that we are not good enough.
Reply: The idea that heterosexuality is the sole inherent and acceptable sexual orientation is known as thinking straight or the heterosexual imagination. Social institutions that foster the notion that everyone is or should be heterosexual, such as the media, education, and religion, contribute to the perpetuation of this view. The heterosexual imagination perpetuates the notion that heterosexuality is the only acceptable sexual orientation, which is damaging to both heterosexuals and LGBTQIA+ people. This may result in discrimination and violence against LGBTQIA+ people as well as feelings of shame, isolation, and invisibility for those who identify as LGBTQIA+.
Above are the references attached, the topic of the posts and the posts themselves. i just need them to be assessed, below are guides to be assessed( posts and the two replies)
Section 1: Substantiveness of Discussion Posts (“Takes”) Using the criteria below, please re?ect on your learning achievements in this area. How well do you think your posts meet these criteria? Please explain and provide evidence. What do you think your posts do well? What would you do differently in your posts now, if anything? Exceptional discussion posts (“takes”): . Thoroughly address issues raised by the prompt. Stays on topic. Represent the student’s own original thinking on this topic Persuasively demonstrate student’s comprehension of the topic. Make connections between modules, takes, and/or other coursework. Generate discussion. Are well supported by discussion of speci?c examples, either from the course or from the student’s own experience. Section 2: Substa ntiveness of Reply Posts Using the criteria below, please re?ect on your learning achievements in this area. How well do you think your posts meet these criteria? Please explain and provide evidence. What do you think your posts do well? What would you do differently in your posts now, if anything? Exceptional reply posts: . Are written in a professional, collegial tone. . Demonstrate thoughtful or insightful consideration of the original poster’s ideas. . Make connections to other posts, course materials, or examples. . Ask open-ended questions with the goal of generating discussion. Section 3: Learning Impact of Participation in Discussions Think back to the learning goals you set for yourself in your introductory post. What goals did you set for yourself? How did participating in the discussions enable you to meet your learning goals for this course? What are your most important contributions to our learning community? Why? Alternatively, did you ?nd yourself setting new learning goals throughout the course? If so, what goals did you set, and how did this activity help you meet those new goals? What are your most important contributions to our learning community?

Name – 20.1 Date – 31- 27 Infinitives and Infinitive Phrases (Infinitives, Prepositional Phrase or Infinitive?) . Practice 2 caminat Exercise 1 Identifying Infinitives. Underline the infinitive in each sentence. Then, label each as a subject, direct object, predicate nominative, object of a prepo to walk EXAMPLE: Her goal is to sing. predicate nominative a preposition, appositive, adjective, or adverb. 1. To fantasize was his only way out of a dreary life. 2. We were reluctant to leave. adver subject 3. Worried by my decision, I decided to reconsider. 4. Seth had only one alternative-to flee. direct object 5. The teacher assigned us too many pages to read appositive 6. Our best tactic is to watch. 7. To build was the architect’s fondest dream. subject 8. To escape, the cat clawed at the top of the box. Subject 9. Hated by the people, the king was about to abdicate. 10. They produced one of the first airplanes to fly. 11. To teach was Alicia’s goal in life. Subject 12. Nobody wanted to participate. 13. Hoping for first prize, Donald began to paint. 14. Laura had one great ambition, to dance. 15. Before graduating, Emma has three more classes to take. Exercise 2 Distinguishing Between Prepositional Phrases and Infinitives. Underline the infinitive or the prepositional phrase beginning with to in each sentence. Then label each as a prepositional phrase or infinitive. verb noun EXAMPLE: When I am in New York, I like to shop. infinitive Inf 1. At the outdoor market, my grandmother likes to bargain. 2. Would you try to explain? inf 3. Give an explanation to Glenn. prep 4. To believe took considerable faith. 5. Lindsey wrote letters to friends. 6. After working so hard, he wanted to rest. 7. Our trip to China was filled with surprises. 8. Baxter’s gift to me was too extravagant. 9. When do you plan to graduate? 10. On Vicky’s way to town, she had a flat tire. 11. Although he may fail, James wants to try. 12. Jessie went to the mountains this weekend. . 13. To understand, you must read the book. 14. While Margie was writing to her sister, the computer crashed. 15. It is not easy to learn this difficult song

In Chapter 13 of
Perspectives on Argument
, you reviewed information concerning argument and literature. When you apply argument theory to the reading of literature, you will be “inside the text” so to speak. For one of your last assignments, you will be analyzing a portion of biblical scripture and within the context of the verses, you will need to practice this method of being inside the text.
Read through the short poem, “To the Virgins, to Make Much of Time” on page 375, Section 13.1 at least twice, trying to identify issues, perspectives, claims, and explicit or implicit arguments.  Read it twice without interpretive help and then look at this analysis:  https://poemanalysis.com/robert-herrick/to-the-virgins-to-make-much-of-time/
What does being inside the text mean? What does getting inside the text accomplish in terms of interpretation? Apply being “inside the text” to the short poem, “To the Virgins, to Make Much of Time” and analyze this poem from an inside the text perspective. Discuss this poem among your peers. Your discussion should exemplify critical thinking skills and promote robust engagement among your peers.

Virtually all of Stanford’s undergraduates live on campus. Write a note to your future roommate that reveals something about you or that will help your roommate – and us – get to know you better.
Ahem…May I make a toast?
First off, I am so eager to live with you. I have a sibling, so living with you will be very interesting! Also, I want to get to know you…
I am inquisitive about how things work, and I love fixing things, so if something breaks while we live together, you will not have to worry about high repair bills. I love going outdoors and socializing, so we will get along very well. If ever you are tired or cannot cook, do not worry because I love trying new food and learning how to cook it to save the same money because college is expensive.
I love playing video games and watching movies or shows in my free time. So if you ever have some good recommendations for movies or shows, I would love to watch some new and exciting movies with you. I have a habit that is very demanded as a roommate, and that would be to keep things clean so you will not have to worry about a messy roommate. As your future roommate, I would love to know more about you, like your hobbies, things you like to do in your free time, what makes you yourself.
Well, I could not be happier to be home with you.
Cheers,

I need help writing an analysis of Peter Singer’s “Down on the Factory Farm” and E.B White’s “Death of a Pig” on Ethical and Unethical Animal Husbandry
The topic is an analysis on the suffering of animals that are raised for profit in industrial environments
These are the required components:
?      a leading statement that introduces either or both “Down on the Factory Farm” and “Death of a Pig” and that brings to focus the major focus of these two texts;
?      At the end of paragraph 1, write your thesis or statement of purpose to shape readers’ expectations of the focus of your analysis (readers should know what you will analyze);
?      two to four “regular quotes” (direct quotes) from White’s and Singer’s essays;
?      a quote from Singer’s “All Animals Are Equal” to employ and define “sentience” in a sentence that argues that animals have capacity for “sentience” (“All Animals” 42);
?      the term “good husbandry” and Rollin’s definition (6);
?      a “‘quote within quote’” (indirect quote) from Singer’s “Down on the Factory Farm”;
?      quotes from at least two of the following prescribed secondary sources: Rollin’s chapter on swine; and/or Robert Kenner’s film
Food, Inc
. See the important information that broiler farmer Carole Morison offers. Identify speakers by name IN THE SENTENCES, use the “‘quotes within quotes’” (indirect quote) form to quote speakers in the film, and note the time in the citation: (qtd. in Kenner 00:00:00.)
?      several transitions throughout the assignment to connect pieces of your argument, including the relationship between quotations from each text.
The essay is to write the first few pages of an essay, but don’t need a conclusion

1. Feel free to number your list or double-space between.
This feature refers to:
A. Listing technique
B. Clustering technique
C. Categorizing technique
D. Free writing technique
2. A paragraph discusses one and only one main idea from beginning to end.
These features refer to:
A. Coherence
B. Unity
C. Transition signal
D. Well developed
3. The dependent clause begins with a subordinating conjunction.
This statement refers to a _______________________
A. complex sentence
B. simple sentence
C. compound sentence
D. compound complex sentence
4. The baby slept and dreamed, and the mother watched while the rain fell.
This statement refers to a _________________________
A. compound sentence
B. complex sentence
C. simple sentence
D. compound complex sentence
5. After a long walk, she was tired.
The bolded word refers to a _________________________
A. adverb
B. preposition
C. coordinating conjunction
D. subordinating conjunction
6. Even though Micheal Jordan was a great player, he still practiced his skills daily.
The bolded phrase in the sentence above refers to a ________________________
A. verb
B. topic
C. coordinating conjunction
D. subordinating conjunction
7. The package arrived in the morning, but the courier left before I could check the content.
This bolded word in the sentence above refers to a / an __________________
A. verb
B. adverb
C. noun
D. preposition
8. The present, wrapped in silver paper, was under the Christmas tree.
The bolded word in the sentence above refers to a/ an ______________
A. preposition
B. pronoun
C. article
D. adjective
9. Has one SV pair and expresses a complete thought.
This feature refers to a/ an _______________________
A. dependent clause
B. independent clause
C. compound sentence
D. complex sentence
10. You are quite intelligent, but you don’t think before you act.
The bolded phrase in the sentence above refers to a/ an ________________________
A. auxiliary verb
B. topic
C. object
D. subject

Explain in your own words why patient confidentiality is important in healthcare.
Reflect on your research. Share one example of a breach in patient confidentiality.
Describe the steps you would take to prevent the breach you described above.

what is the difference between express powers and implied powers? Does this apply to education standards? Give an example. Isn’t the finding of implied powers for the Department of Education a slippery slope?