Tag: Academic writing

Identify 6 barriers to critical thinking listed in your text. You may use the barriers you already identified in your Week 1 assignment to get you started or choose new ones. Enter the barriers in the first column of the table below.
Provide an example from your personal, professional, or school life for each of the 6 barriers you choose. You may use the examples from your Week 1 assignment or choose new ones. Enter the examples from your life in the second column of the table below.
Explain sentences how you can overcome each barrier you identified. Think about what you might do to overcome that barrier in that situation. Consider if that strategy or method would be useful in another situation.

The possessive by Sharon olds
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4. Why is the poem’s title significant? O A. It suggests that both a parent and child can be possessive of one another. O B. It describes how parents become jealous of their children’s independence. O C. It evokes a sense of irony because the speaker encourages her daughter’s independence. O D. It alludes to the possessive language the speaker uses to express her feelings about her daughter.
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passage name from gifts by ralph waldo emerson
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80 Reading Test Bank 12 Reading Test Bank 12 Florida Test Prep Workbook Name Florida Test Prep Workbook Name Now answer Numbers 1 through 5. Base your answers on the passage “from ‘Gifts.”” Part A This question has two parts. First , answer Part A. Then, answer Part B. Which textual evidence from the passage gives the strongest support for the idea that the author thinks it is hard to find the right gift ? what to give? Which quotation from the passage states the author’s view of how people should decide “But the impediment lies in the choosing.” (paragraph 1) A “Flowers and fruits are always fit presents; flowers, because they are a proud assertion “If, at any time, it comes into my head that a present is due from me to somebody, I am that a ray of beauty outvalues all the utilities of the world.” (paragraph 1) puzzled what to give until the opportunity is gone.” (paragraph 1) “But our tokens of compliment and love are for the most part barbarous.” (paragraph 2) “Necessity does everything well.” (paragraph 2) “Rings and other jewels are not gifts, but apologies for gifts.” (paragraph 2) ” it seems heroic to let the petitioner be the judge of his necessity, and to give all that is asked , though at great inconvenience.” (paragraph 2) Which sentence expresses a central idea of the passage? D “I can think of many parts I should prefer playing to that of the Furies.” (paragraph 2) Part B “Fruits are acceptable gifts because they are the flower of commodities, and admit of fantastic values being attached to them.” (paragraph 1) How does the quotation support the answer in Part A? “If it be a fantastic desire, it is better to leave to others the office of punishing him.” A It shows that the receiver of a gift should play a role in deciding the gift. (paragraph 2) B It implies that social conditions keep people from knowing what to give. “The only gift is a portion of thyself.” (paragraph 2) (It states that gift givers should be more certain about what they want to give. “Thou must bleed for me.” (paragraph 2) ohnegeb lignevinu It suggests that gift givers are influenced by how the world will think of them. it of havestol janed 4. How does the author of the passage develop his point of view? cept He contrasts concrete words with abstract ones to give his ideas real-life relevance. ngle arts a will B He uses first-person pronouns such as I to emphasize that the topic is important to him. He repeats key words, such as fruit and flowers, to help express his philosophy. He asks questions, then answers them, to show that he has gained insight into gift ming Company LLC. All Rights R giving.
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5:09 oaklandcc.desire2learn.com Q 2 of 3 – + 12 pt. Times New P Page numbers in uj View as Text Download > > Before/After Spacing BACKGROUND INFORMATION: You will read three essays that try to explain the CAUSES behind three different effects. In “The Story of Carol and Karen: Two Experimental Facebook Accounts Show How the Company Helped Divide America,” USA Today reporters Jessica Guynn and Kevin Mccoy try to explain how Facebook and its algorithms and lack of posting “guardrails” CAUSE extremist views and misinformation to spread more easily on Facebook and CAUSE larger political polarization in our country In “Why We Keep Stuff: If You Want to Understand People, Take a Look at What They Hang on To,” essayist Caroline Knapp argues the several psychological fears that CAUSE her to hold on to objects that have little to no value. In “Why We Flirt,” TIME magazine writer Belinda Luscombe (and Kate Stinchfield) argues how certain psychological and social benefits CAUSE even people who are involved in happy relationships and marriages to “flirt with intent.” ESSAY TOPIC: Based on what you have read in my lecture and in the three assigned essays, you must create an inductive cause and effect argument on a topic of your choosing. Your intro paragraph should clearly introduce the effect that you are exploring, and your thesis should argue one or more of the CAUSES OF THE EFFECT. You can cover several causes, but you do not have to cover all of the causes behind the effect. You should focus on the causes that you believe are the most responsible for the effect. For instance, Guynn and Kevin Mccoy argue the role that Facebook plays in the spread of misinformation and an increase in political polarization, but that is not to say that Facebook is the only cause of these complex problems. Can you think of additional causes that have led to misinformation and political polarization in our culture? If so, that could be the focus of your essay. An inductive cause and effect essay requires your thesis to answer a question. Answering a question can lead you to a topic and a thesis. Some possible questions and topics are listed at the bottom of this rubric. WARNINGS: I want to remind everyone one last time that I know cause and effect essays can be found online, and I will be using TurnItIn and other resources to search for plagiarism. Make sure the language AND the ideas in your essay are entirely your own. I ask that you DO NOT focus your essay on vaccines or any political views on COVID-19. This virus has had too negative of an effect on myself and too many people whom I care about, and I do not want to read anymore arguments on this issue at the current time. I appreciate your understanding. ASSIGNMENT REQUIREMENTS: 1) You must quote TWO secondary sources (NO MORE AND NO LESS) from reputable online sources. These sources must be introduced in-text with proper lead-ins. A quote can be used as a support or as a counterargument. Do not take any other language or ideas from the secondary sources without giving the author credit, or you will be guilty of plagiarism. Please DO NOT use print sources or academic articles from online databases. I should be able to access and check your sources by using the URL that you provide in your Works Cited page 2) Using my sample web citation on D2L, you must create a formal Works Cited page for your sources. 3) AT LEAST 2 pre-writing exercises are to be turned in with your final paper (one should be an outline) 4) You can use first-person only if you are sharing personal experiences that support your claims. 5) Second-person “you” and contraction should NOT be used in this essay at any point. Download Print >
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4* w ..u 2: c9 2) 3) 4) 5) 6) 7) 8) 9) ? oaklandcc.desire2|earn.com able to access and check your sources by using the URL that you provide in your Works Cited page. Using my sample web citation on D2L. you must create a formal Works Cited page for your sources. AT LEAST 2 pre—writing exercises are to be turned in with your ?nal paper (one should he an outline). You can use ?rst-person only if you are sharing personal experiences that support your claims. Second-person “you” and contraction should NOT be used in this essay at any point. You must submit your rough draft to one of the above listed tutoring services. You will turn in the feedback that you receive from the tutor with your ?nal draft. Your essay must have an introductory paragraph with a clearly de?ned thesis statement. Your thesis statement should be precise, and its scope should re?ect the length ot’this assignment. Your thesis CANNOT be in the form of I question. Your essay must have a conclusion paragraph that recalls your thesis statement and sums up your claims. Your body paragraphs should feature clear topic sentences. Make sure each paragraph is constructed around a single central idea and transition smoothly between one another. You CANNOT have only 3 body paragraphs. IO) Proofread for sentence structure. grammar. and—most importantly—content! You are expected to print out a hard copy and to read your paper aloud during your proofreading process. Red pens can o?en be more helpful than computers. QUESTIONS T0 LEAD YOU TO A POSSIBLE TOPIC 0R THESIS What causes divorce or causes romantic relationships and friendships to end? What causes someone to pick a certain college major or career? What causes someone to develop a certain hobby or interest? What causes different behaviors and reactions during the pandemic? What causes prejudice (racisn’i/sexisn’i/antiaLGBTQ+ views) to still exist in our culture? What causes people to use social media. even when they say it makes them angry or unhappy? What societal factors have caused many people to struggle with mental health issues? What causes people to eat unhealthily and to have negative effects on their weight? What causes someone to do well in school or to pursue a higher degree? What causes someone to want to own a gun? Several guns? Military grade guns? What causes someone to commit gun violence or a mass shooting? What causes a young person to bully others? What causes adults to bully others? This are just a few of the innumerable questions and topics that I thought of off the top of head, You can use one ofthese topics or brainstorm and think of one ofyour own. Download a Print
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What impression is the narrator trying to make with her outfit?
Love in a Headscarf INFORMATIONAL TEXT Shelina Zahra Janmohamed 2012 Introduction studysync@ 2012 memoir, Love in a Headscarf, author Shelina Zahra Janmohamed describes her search for love, faith, and matrimony. Torn between Hollywood rom-coms and her parents’ expectation that she participates in an arranged marriage, Janmohamed hilariously recalls her life growing up as a young British Muslim. In this witty debut, she disrupts many Western conceptions of what it means to be Muslim, female, and romantic. Here, she anxiously awaits the arrival of a young man whom her parents have invited to their home… as her suitor.
“This is the first time that my family and I are to be formally introduced to a suitor.” Samosas are frying in the kitchen, teetering between perfect bronze and cinder black. My mother is concentrating on the huge pan of bubbling oil, her hair wrapped up in an old towel, her mind focused on those who are about to arrive. They are important guests, perhaps the most important ones yet. The doorbell rings. I am flicked upstairs with a tea towel. There is panicked scuttling around the house. Cushions are plumped. Curtains are adjusted. The kitchen door slams shut and my father is assailed by a cacophony of shrieking voices: “They’re here! They’re here! Open the door!” The house becomes acutely still. The lilies in the living room stand poised. My father, unflustered, strolls toward the front door and swings it open to face the man who might be his future son-in-law. Choosing what to wear has been a struggle. I have to be attractive enough for the man in question, yet modest and demure enough for his family. The contents of my headscarf drawer are strewn colorfully across my bedroom floor in molehills of pink, purple, blue, and green. Each scarf has been carefully draped and pinned in turn, and then analyzed for aesthetics and impact. I choose one in dusky pink silk. The color is soft and welcoming, feminine but not girly. I fold the square silk in half and place the triangle over my hair, pinning it invisibly under my chin and throwing the ends loosely in opposite directions. The fabric delicately swathes itself over my hair and shoulders. Fortunately, I am having a Good Headscarf Day. My blouse, in the same shade of pink, long-sleeved with ruffles on the cuffs, contrasts with my sweeping cream skirt with frills that trails gently on the floor. The whole family is fussing about what to wear. The first meeting is a compulsory rite of passage. It might be my only meeting. I listen in vain for a deep booming voice to announce: “Now you are a woman.” Nobody says: “Good luck.” Nor does anyone glance proudly and parentally at me, recording my transition from child to adult. I am no different from thousands, millions of young women on the threshold of marriage around the world. Samosa baked or fried dish of small pastries with a savory filling Please note that excerpts and passages in the StudySync library and this workbook are intended as touchstones to generate interest in an author’s work. The excerpts and passages do not substitute for the reading of entire texts, and StudySync recommends that students seek out and purchase the whole literary or informational work in order to experience available in our digital library. In addition, complete works may be ordered.
I stand in front of the mirror, staring nervously into my own eyes, trying hard to control my torrential pulse. I inhale then exhale. Breathe in, breathe out. What will he be like? What will I say to him? I am nineteen and about to step into a world that I have been prepared for since I was a young girl. The weight of tradition, which has rested so pleasantly on my South Asian Muslim shoulders since my birth, has been no less powerful than the innocent delicious wait for Love. Hollywood rom-coms, children’s fairy tales, and Islamic teachings too talk of passion, partnership, and completion, all of them with love at the very center. The fact that I am meeting my suitor to see if we like each other is considered by some to be unspeakably modern. I always knew that I would meet my husband-to-be this way. Why, then, does my heart pound so violently? The man and his chaperones are coming to Check Me Out, and I, of course, am going to Check Him Out. The balance of Checking Out does nothing to ease my nerves. This is not just Blind Date, but Family Blind Date. Cilla Black, the longstanding host of the popular show Blind Date, which sets up dates for hundreds of hapless singles, smirks back at me from my bedroom mirror. “Will you go for Family Number One, the accountants from London? Or Family Number Two, the clan of doctors from Gloucester? Or will it be Family Number Three, the import-exporters from Birmingham?” He might be the only Prince Charming I will ever meet, will ever need to meet. And what is wrong with that? I long for my own prince and dream of being part of a loving, “in love” couple. In reality I will most likely meet him through the formal introduction process. On his visit to our home, he will be accompanied by at least one, if not more, “grown-ups.” Getting to know his family and understanding his background is just as critical as assessing his ratings on the tall, dark, and handsome scales. He and his family will be evaluating me in the same way: a communal date hinging on communal decision-making, and he and I will be the focus of attention. I look at myself again in the mirror and practice my smile. Mona Lisa or Julia Roberts? I squirt myself with perfume and then collapse in a nervous puff on the floor. I recite some verses from the Qur’an, which will help to steel my nerves and restore me to normal working order. The rhythmic melody and the wisdom of the words make me feel calm. I put a few coins in a special charity box we keep at home, called sadaqa, and then straighten my clothes. Putting money toward those who need it is like chaos theory: a small flutter grows and magnifies until the positive energy comes back around to you. I need the good karma at this moment.
The front door opens; my breathing stops. Mr. Right has arrived. I scamper to the front bedroom to watch the entourage from the window as they park their car. I kneel down so I can peer through the gap between the curtain and the windowsill. I note a grayish-brown Toyota. Or is it a Honda? Does the exact badge on a typical, reliable Asian family car matter? My eyes scan to the couple clip-clopping up our path. The Boy, Ali, walks quietly behind them. The guests trip merrily through our front door, pretending there is nothing unusual about their visit. Even in the introduction meeting itself, the purpose of the visit remains discreet and unspoken. The house tinkles with small talk. The guests look too innocent, too nice to be coming to turn my life upside down. Are they here to extract me from the bosom of my family? I like my family, I am happy here. Why do I have to leave? Their arrival has made me apprehensive. I flap my hands, panic-stricken, abandoned alone upstairs to pace soundlessly while I wait until the appropriate moment to descend into the lair. A girl on a date has to make an entrance. Everyone knows that. I stop abruptly and berate myself. Don’t I want to fall in love and live happily ever after? This man might be my Prince Charming. He might sweep me into a world of roses and Cinderella ball gowns. Will I feel tingles and fall in love with him at first sight? I know four facts, which I have categorized into “important” and “uninteresting.” That he is an accountant and twenty-three years old is important to know. That he is a “nice” boy and from a “good” family I find uninteresting. At nineteen these facts are irrelevant to my simple desire to fall in love. I hear scuffling in the living room as everyone settles in. I creep quietly down the stairs and sit hidden so I can hear what is being said. They spend a few minutes discussing family ties and origins and assessing if we have any relatives in common. Asians talking about families is like English people talking about the weather: a safe preamble that can be pursued endlessly. Beneath the pleasantries it also provides critical clues about your conversation partner. What is their background, their history, their reputation? The two parties converse until they find a mutual relative. Asian languages are well-suited for this purpose, having specific names for complex relations, making it quick to identify an obscure relative. I can identify my mother’s sister’s husband’s sister in two moves rather than the four required in English, or my father’s brother’s wife’s mother’s sister’s mother-in-law’s sister’s husband in three moves. Both sides are earnest in their desire to find a relative or friend that links them. A buzzer then sounds and a voice calls out, “Bingo! You have a match.” from Love in a Headscarf by Shelina Zahra Janmohamed.

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Question o When evaluating your structure and content, you might consider eliminating contractions, conversational
language, and technical jargon commas, hyphens, and semi-colons. visuals, graphs, and charts common language,
descriptive words, and jargon

First Alzheimer’s Sonnet – Marilyn Nelson.© A wave enters the membrane labyrinth, and something mushrooms from nothing to now. Unacted on, thought disappears from sense like the vapor trail of a skeptic’s awe: Look up, no trace remains. The road to hell is paved with good intentions, once conceived of, twice forgotten in a micromill- isecond, cumulus lost on a breeze. What if for a brief moment the flame burns higher, as a thought forms of you, my dear, then passes back into oblivion? Each cloud is a face of the atmosphere, as each wave is an aspect of the sea. Forget you? Never. Not while I am me. I am supposed to read the poem above and answer the questions below. But I know nothing about sonnet poems and I need help. Could you please help/explain?
How many lines does this poem need to be considered a sonnet? Does it meet that requirement?
How many syllables are needed for iambic pentameter? Quote one line of the poem that illustrates it.
Is there a rhyme pattern? If so, what is it? Quote parts of the poem to show this rhyming pattern in action.
What do you think is the message of this sonnet, and what within the poem itself causes you to think that?

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Why does President Johnson believe that the Highway Beautification Act will help restore national greatness”?
How will it achieve this goal? Cite specific examples from the text to support your answer.

1. In the story, the Woken in the Experiment believe that they get to choose their fate: either to die or to reconnect with the rest of the Woken. Can we really control our fate? Describe a time when you thought you had complete control over a choice you were making, but things didn’t go as planned.
2. In the story, the Woken were already waiting for humankind to destroy itself due to the poor choices humans were making. What should the future look like? Was there any truth to the Woken’s observations of humankind? Is there anything we can do to prevent a similar outcome to the one in the story from happening?
3. In the story, some of the Woken participate in an experiment to understand the human experience. Why should we value experience? What part of the human experience do you take for granted?
4. How do the Woken describe the human experience? What did we learn — both good and bad — about humanity from the Woken’s experience in artificial bodies?

A PPP lesson for the PAST CONTINUOUS INTERRUPTED. The students haven’t used The Past Continuous. Use the pre-planning as a guide.
Maximum 600 words Lesson guide PRE-PLANNING Level: Pre-Intermediate Aim: Students to understand when and how to use this tense to describe two past events, one interrupting the other. Target Language: Past continuous for two past events, one interrupting the other i.e. I was having a shower, when the phone rang. Time: 60 minutes Assumptions: Students will be familiar with the past simple (I answered, she went etc.). Possible Problems: Students may confuse the past continuous with the past simple and struggle to understand how to combine the 2 tenses in one sentence. To encourage students to discover the meaning, think about asking students to compare this tense with one they already know and could confuse the meaning with this one. You can also use a timeline here. Lesson structure