Tag: Paper Writing

Do you think nature or nurture had a larger impact on belle gunness life? What do you think led her to commit those crimes? Why? Do you think these crimes could have been prevented? How?

What does “post-truth” mean, according to the speaker? Explain . Then Google the phrase. Summarize what the phrase means and why it might impact our society.
?      Explain, the study that the speaker discusses regarding people’s willingness to conform, despite objective truth. What did the study find? What does this suggest about humans’ ability to identify the truth, when they may be surrounded by people who do not recognize that truth?
?      Maoret gives an example to illustrate how the news media helped “broadcast” information from the east coast to the west coast. Explain how the media used to work, in theory. How did social media complicate that relationship?
?      According to Maoret, what is the solution to isolating the truth from the “noise”? And why is this hard?
?      After discussing some “red flags” that might indicate an article is not factually accurate, Maoret discusses the things we can do to figure out where the truth lies. What are these? (Hint: there are 3 things we can do.)
VIDEO https://youtu.be/7tHbSasnvno

The following words from Chamorro, spoken in Guam and the Mariana Islands, all involve derivation. (Data are presented in Chamorro orthography.) I. Root Derived word a) adda ‘mimic’ b) kanno ‘eat’ c) tuge ‘write’ aadda ‘mimicker’ kakanno ‘eater’ tutuge ‘writer’ II. Root Derived word d) atan ‘look at’ e) sangan ‘tell’ f) guaiya ‘love’ g) tulaika ‘exchange’ h) chalek ‘laugh’ i) ngangas ‘chew’ atanon ‘nice to look at’ sanganon ‘tellable’ guaiyayon ‘lovable’ tulaikayon ‘exchangeable’ chalekon ‘laughable’ ngangason ‘chewable’ III. Root Derived word j) nalang ‘hungry’ k) dankolo ‘big’ l) metgot ‘strong’ m) bunita ‘pretty’ nalalang ‘very hungry’ dankololo ‘very big’ metgogot ‘very strong’ bunitata ‘very pretty’ Like inflection, derivation can be expressed in a variety of ways—including by affixation of various types (prefixation, suffixation, infixation) and by reduplication.
i) What morphological process is manifested in I? in II? in III? ii) Formulate a general statement that describes how the derived words in I are formed. Do the same for II and III. iii) One of these derivational processes consists of affixation involving allomorphs. What is the distribution of the allomorphs?

Discussion Task: Respond to the questions listed below.
Why do you think the active voice is called the voice of business?
Why should most writing be done using active-voice verbs?
When would passive voice, or the voice of tact, be more appropriate?
Think of two workplace examples in which the passive voice would be preferred, and share these examples with your classmates.

Rubrics for the Color-coded Map Criteria 4 3 2 1 Used different Used different Used limited Used no colour and appropriate | and appropriate | colours for for all the Style colours for all colours for some of the branches. branches. some of the branches. branches. The map The map The map The map didn’t included all the included most included some Content include any of concepts in the of the concepts of the concepts the concepts in lesson. in the lesson. in the lesson. the lesson. All the ideas Most of the Some of the All the ideas presented are Organization ideas presented ideas presented presented are clear and are clear and are clear and not clear and readable. readable. readable. not readable. Included Included some Included few Didn’t include various relevant relevant relevant relevant Illustration illustrations to illustrations to illustrations to illustrations to make the map make the map make the map make the map significant. significant. significant. significant.

I need some sentences integrating a quote from any of the articles, also to connect the picked quote to the rest of your sentences. Via signal phrases (“Smith argues” OR “According to Smith,” etc) or by integrating your quote as it grammatically fits into your sentence.
John:          Hi everyone,
Here is my paragraph with the quotes I integrated into it:
On Sula’s deathbed, she expresses to Nel her thoughts about the lifestyles and conditions of the women in Medallion. “You think I don’t know what your life is like just because I am not living it? I know what every colored woman in this country is doing.” Even though Nel wants Sula to settle down and have children, Sula takes pride in her choice not to conform. “Dying just like me. But the difference is they dying like a stump and I’m going down like one of those redwoods. I sure did live in this world.” Sula says everybody’s life is a journey to death, yet she believes her course to be nobler than that of her peers. She knows she is living her authentic self, and she does not live for appearances.
Emily:         Hello, John. I think you did a great job on your paragraph. I think the quote can be put into the sentence by using commas and introductory phrases. This can help tie together your argument and the quote so that it flows. Also cite the author and let the reader know what page you are talking about. Your essay seems like it is going to be very good!
Professor:    John, this is a good point about Sula and her desire to live authentically. Emily makes a good observation. You haven’t integrated your quote into your discussion, and you haven’t cited the page numbers from the novel. To integrate the quote, you need punctuation and signal phrases. Here is an example of how to integrate and cite from the novel:
On Sula’s deathbed, she expresses to Nel her thoughts about the lifestyles and conditions of the women in Medallion: “You think I don’t know what your life is like just because I am not living it? I know what every colored woman in this country is doing” (Morrison 93).  Even though Nel wants Sula to settle down and have children, Sula takes pride in her choice not to conform. She continues by telling Nel that the women of Medallion are “[d]ying just like me. But the difference is they dying like a stump and I’m going down like one of those redwoods. I sure did live in this world” (Morrison 93). Sula says everybody’s life is a journey to death, yet she believes her course to be nobler than that of her peers. She knows she is living her authentic self, and she does not live for appearances.

Transcribe the General American English pronunciation for each of the following words using appropriate IPA symbols
chest
sweet
lake
through
bush
club
shout
ridge
light
rolled
youth

Hello, Can you help me with this?
Figures of Speech Worksheet
Identify and clearly label as many poetic/figurative language techniques as you can for each phrase.
Through the whistling wind and snow, like a sheeted ghost, the vessel swept.
We have a Jonah among us; our luck has changed.
The trees whispered in the night.
Roll on, thou deep blue ocean.
The thunder boomed and cracked around us.
Betty Botter bought a batch of bitter butter.
The more you learn, the less you know.
The huge rock sat contentedly on the mountain top.
He watches from his mountain wall, and like a thunderbolt he falls.
He is the most honest lawyer since Atticus Finch.
He is a dancer of no little ability.
I wouldn’t marry you if you were the last man on earth!
He had Herculean strength.
The clanging of the bell awakened us all.
The diminutive Eastern European fugitive from the law pleaded with the farmer, “Please sir, can you cache a small Czech?”
She resembled a small giant.
If I don’t get home by nine o’clock, my mom will kill me!
The buzzing of the bees was a pleasant sound.
Our parting was bittersweet.
The stars danced through the sky.
Our boating expedition was not unlike the maiden voyage of the Titanic.
In June the clouds are cushions in the noon day heat.
Life is like licking honey from a thorn.
These words are razors to my wounded heart.
Time has fallen asleep in the afternoon sunshine.

Discussion Topic Consider the changes in literary style during the modern era. Modernist writers explored new literary techniques, such as free verse, and broke from traditional literary customs. Research a writer from the modern era and describe the writer’s literary style and technique Why do you think American writers of subsequent literary periods often choose to break from traditions and seek more freedom in their artistic expression? Are writers justified in challenging the artistic status quo? Why or why not?

Writer’s Notebook 3.6
For this Writer’s Notebook, you will use information from Glass’s essay “In Praise of Classroom Cell Phone Bans” to write two paragraphs–a counterargument and a refutation. Such paragraphs are challenging to write, so before you begin be sure that you have carefully read through the previous Lesson on counterarguments and refutations.
For this task to work, you have to first imagine that you are writing a different argumentative essay, one about the debate over electronic devices in college classrooms. In this imaginary essay, you have provided and are defending the following thesis statement:
“Educational institutions should not ban students from using electronic devices in the classroom.”
Glass clearly takes a different view, so from his essay you can get a counterargument (a claim that is in opposition to your thesis). So, for your two paragraphs, do the following:
Write a counterargument paragraph showing the viewpoint of the opposition. This paragraph must include specific information, a claim, and a direct quote from “In Praise of Classroom Cell Phone Bans.”
Write a refutation paragraph in response to the counterargument. In this paragraph, you are refuting the opposing view, clarifying your position, and offering reasons why students should be allowed to use electronic devices.
In the end you will have two paragraphs: a counterargument that uses Glass’s ideas and quotes from his article and a refutation paragraph that has your own ideas about why electronic devices should not be banned.
Article to be used:
Glass, Arnold. “In Praise of Classroom Cell Phone Bans.”
The Hill
, 5 Sept., 2019, https://thehill.com/opinion/education/460143-in-praise-of-classroom-cell-phone-bans
Always a science-fiction technophile, in the last century I dreamed of future technologies that would turn my lecture classes into interactive exchanges between student and instructor. In this century the technologies arrived in the form of online course platforms and personal response systems for the classroom.
In 2005 I adopted both technologies and replaced broadcast lecturing with a more Socratic method, called distributed questioning, as my principal instructional methodology. It was known from laboratory experiments that when someone answers a question about study materials, they are likely to remember the question and their answer a long time. They are even likely to remember the correct answer if told it later as feedback.
For six years, as I became more skilled at using distributed questioning as an instructional methodology, exam performance in my class improved. Performance on the final exam increased from 73 percent correct in 2005 to 90 percent correct in 2010.
I was close to attaining my goal that 90 percent of my class would attain 90 percent correct on the final exam and they would all get As. But then exam performance declined dramatically. In 2012 the average score on the final exam was 80 percent, and it remained there through 2014. What had impaired the academic performance of my students? I only had to look out at them to see the likely answer.
I am old enough that when I grew up there was a universal social convention that you looked someone in the eyes when you spoke to them or they spoke to you. This convention extended to audiences in classrooms and theaters. Of course there was an occasional transgression. I can remember a high school math teacher removing an open newspaper from my lap during math class that I had been looking at while he spoke. But I knew that I had done something wrong and I rarely did it again. The opportunities for divided attention in the classroom were limited and of limited appeal.
Technology does not create new behaviors, but it can unexpectedly exacerbate a bad one. When I looked out at my students in 2014 it was obvious that most of them were no longer in class, except for their physical presence. Their attention was primarily on the laptop/tablet/cell phone on their desk. They acknowledged my presence with a clicker press when asked, but they were no longer engaged.
I have the advantage of teaching two large lecture sections back-to-back, twice a week. I performed an experiment in which a proctor insured that no electronic devices were opened for one section on Tuesday and for the other section on Thursday. For the alternate classes the students could do what they pleased but I collected self-report data on device use.
The result was that divided attention during class impaired subsequent exam performance. For material presented when students were not allowed to divide attention, final exam correct performance was 87 percent versus 80 percent when they were allowed to do as they pleased.
Furthermore, students took review quizzes and unit exams before the final exam that gave them multiple opportunities to learn the material taught in class. In most classes, in which there is not systematic repeated re-instruction and re-testing of study materials, the decline in final exam performance would be greater.
Since then I have not permitted students to divide attention in my class because of its substantial effect on academic performance. I think that such a policy should be revived as a universal social norm. There are some efforts in this direction. Other researchers, educators and health professionals have noticed the unintended, sometimes deleterious effects of cell phones and social media on child development. There is an organization, Children and Screens, that promotes research into new technologies and awareness of its effects. Edward Markey (D-Mass.) has taken an interest in its findings.
In some parts of the world, classroom cellphone bans are in effect. In September 2018, the French government banned mobile phones from schools for students from preschool through age 15.
A British study published in 2015 compared secondary students’ standardized test scores before and after the adoption of cell phone bans. Ninety-one schools participated, from four of the country’s largest cities. None of the schools had phone bans in place when the study started in 2012. By the end, all but one did. The authors found that if a school banned cell phones and got its students to comply, then student test scores improved. The biggest driver of this effect was improvement by the schools’ most underachieving students.
But there are strong countervailing forces against the re-establishment of a norm of a student giving undivided attention to a teacher in the United States. It is not known how many school districts have instituted cell phone policies because a thorough national survey has not been done and announcing a policy is different from enforcing it. In 2010, Pew reported that almost 80 percent of kids were texting in the classroom — even 58 percent in classrooms where phones were banned.
No government or private agency offers funds for experimental investigations of the effects of technology on human cognition or social behavior so there is only anecdotal evidence of what may be epochal changes in child development, learning and knowledge. Rather, the largely unacknowledged effect of cell phone use on live instruction allows policymakers to move in an attractive direction: replacing costly live instruction with much less expensive online instruction.
Beginning at the collegiate level and now increasingly at the high school level, there is an effort to entice students away from live to online instruction. Laboratory research has consistently shown that any kind of recorded, hence non-interactive and non-social, instruction is inferior to live instruction.
Until now, it has been easy to ignore this fact because there is no funding available for experiments that compare the effects of online versus live instruction on exam performance. In the future, as funding for live instruction dwindles and the shift to online instruction becomes more coercive, there may be pushback.
To justify the shift to online instruction, there may finally be an incentive to fund a well-controlled experimental study comparing online versus live instruction. But by this time classroom instruction may be so degraded by the unchecked divided attention of the students that it no longer produces better exam performance. Thus the degradation of classroom instruction through unchecked divided attention will be the first step in (and justification for) eliminating live instruction altogether for non-wealthy students.
Arnold Glass is a professor of psychology at Rutgers University. He is the author of
Cognition: A Neuroscience Approach
published by Cambridge University Press