Tag: Paper Writing

The New Fundamentalism
Gregg Easterbrook
Wall Street Journal
August 8, 2000
If John Scopes were alive today, he might be arrested for speaking against evolution in a public school, rather than in favor of it.
Scopes stood trial in Dayton, Tenn., 75 years ago this summer for using “Hunter’s Civic Biology,” a textbook containing a paragraph on Charles Darwin, in violation of a state law prohibiting the teaching of natural selection. The Tennessee law was embarrassingly wrong-headed. Evolution unquestionably occurs and is essential to understanding biology.
But today the pendulum has swung in the opposite direction, with everyone from the Supreme Court to establishment media holding that students should hear only Darwin’s side of the debate. This situation is just as preposterous as the situation in Tennessee in 1925 — and just as bad for freedom of thought. Once you weren’t supposed to question God. Now you’re not supposed to question the head of the biology department.
Dogmatic Science
Consider the reporting on the actions of the Kansas Board of Education. Last year, when the board voted to delete some requirements for the teaching of evolution from the state’s nonbinding guidelines, the reaction was as if Galileo had been hauled back before the Inquisition. Headlines proclaimed Kansas had “banned” the teaching of Darwin, when the board’s action was strictly advisory. Local school districts were free to ignore the guidelines, and almost all did.
Last week, when the board members who had voted for the new guidelines were defeated in the state primary, assuring that pro-evolution guidelines will be restored, news accounts treated this as a last-second victory over the forces of darkness. They didn’t add that because of a copyright snafu, the 1999 guidelines were never actually promulgated. Not only had darkness not fallen over Kansas, from the standpoint of the classroom nothing had happened at all.
The 1999 guidelines did not endorse or even mention creationism. In 1986, the Supreme Court correctly ruled that public schools must not teach creationism because it is
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eectively a religious doctrine. The version of creationism that supposes that Earth was formed a relatively short time ago, and that man has no evolutionary antecedent, is a Biblical contention without any scientic support.
What Kansas’s board did do was suggest schools teach only part of natural selection theory. It advised that children be taught that living things evolve in response to changes in their environments. The evidence on this point, as Harvard’s Stephen Jay Gould has noted, is as strong as the evidence that Earth orbits the sun. But the board advised against teaching that life began through a totally natural, undirected process. The board was wrong to try to edit contemporary biology in this way. Even if a wholly spontaneous origin of life turns out to be incorrect, it is today’s mainstream science and children need to learn it.
More objectionable, perhaps, was the board’s advice against teaching Big Bang theory. Big Bang theory enjoys almost unanimous support among cosmologists and even has moderate theological backing, for instance from the Vatican Observatory. This theory may or may not stand the test of time — all previous theories of the origin of the cosmos are now thought wrong, so don’t hold your breath for the Big Bang — but kids cannot understand astronomy without knowing the ideas behind it.
Yet though the Kansas board was wrong on some points, those who denounced it skipped the valid substance behind its thinking. There is a lively scientic debate these days on the absence of explanations for the origin of life. Evolutionary theory is commonly misunderstood to explain the origin of life; actually, it applies only to how organisms that already exist respond to their environments. All theories on origins, most recently the “RNA world” hypothesis (that life began with a chemical relative of DNA), are extremely conjectural. Darwin himself said he had no clue how life began, and considered creation an impenetrable mystery.
Inability to explain how life began hardly disproves natural selection. The question is simply outside the theory’s perimeter. But because today’s dogma assumes science can already explain everything, most of those who denounced the Kansas board didn’t seem to know that the origin of life and how life evolves are two entirely separate issues. The Kansas board was right to suggest that the origin of life is a huge unknown, and to be skeptical of applying what Mr. Gould has called evolutionary “fundamentalism.”
One small bit of editing by the Kansas board has been overlooked. The board changed the denition of science from “the search for natural explanations” — the wording preferred by the National Academy of Sciences — to the search for logical explanations. When it comes to intellectual rigidity, there’s little dierence between the national
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academy declaring that only natural forces may be considered, and the church declaring that only divine explanations may be considered. The quest for logical explanations for the world is a much richer and more engaging goal.
These concerns intersect at the evolving new theory of “intelligent design.” Unlike creationism, intelligent-design theory acknowledges that the universe is immensely old and that all living things are descended from earlier forms. But the theory goes on to contend that organic biology is so phenomenally complex that it is illogical to assume that life created itself. There must have been some force providing guidance.
Intelligent design is a sophisticated theory now being argued out in the nation’s top universities. And though this idea assumes existence must have some higher component, it is not religious doctrine under the 1986 Supreme Court denition. Intelligent-design thinking does not propound any specic faith or even say that the higher power is divine. It simply holds that there must be an unseen intellect imbedded in the cosmos.
The intelligent design theory may or may not be correct, but it’s a rich, absorbing hypothesis — the sort of thing that is fascinating to debate, and might get students excited about biology class to boot. But most kids won’t know the idea unless they are taught it, and in the aftermath of the Kansas votes, pro-evolution dogma continues to suggest that any alternative to natural selection must be kept quiet.
But then, just as in 1925 opposition to natural selection was not really about the theory but about sustaining a status quo in which people were not supposed to question clergy, so today’s evolutionary fundamentalism is not so much about the theory but about sustaining a new status quo in which people are not supposed to question scientists. Yet this discourages students from engaging in one of the most fascinating — if not the most fascinating — of questions: Why are we here?
Teach the Controversy
The obvious solution is to teach the controversy. Present students with the arguments for and against natural and supernatural explanations of life, and then let them enter into this engaging, fertile debate. Yet many school systems are steering away from teaching intelligent design, believing it to be an impermissible idea under the Supreme Court ruling. Editorials and columnists prefer not to mention the new theory, hoping to tar all non-Darwinian ideas as mere creationism. This isn’t freedom of thought — it’s the reverse. Where is the new Scopes who will expose the new dogma as being just as bad as the old?
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Mr. Easterbrook is a senior editor of the New Republic and BeliefNet.com. His latest book is “Beside Still Waters” (Quill, 1999).
QUESTIONS:
1) Why is the new fundamentalism of which Easterbrook speaks in his article, “The New Fundamentalism,” in conflict with diversity of ideas that schools are to encourage?
?
2) In the case of the new fundamentalism, according to Easterbrook, who need protection concerning their first amendment rights to freedom of conscience (the freedom to choose and express openly what you believe?)
3) What is his suggestion for the classrooms in terms of expressing these rights? Do you agree or disagree with his suggestion? Explain your reasoning, being fair minded to all parties.

?      Identify your greatest strength and your greatest weakness in regard to professional or academic written communication. Provide an example for each.
?      What actions can you take to improve upon your writing weaknesses? Why do you believe these actions will help?
?      explain the importance of academic integrity and explain what actions you can take as a student to demonstrate your academic integrity.

PARAPHRASING. QUOTING. AND SUMMARIZING Opening Excerpt From Barrack Obomo’s First Inaugural Address Tuesday, January 20, 2009 My fellow citizens: I stand here today humbled by the task before us, grateful for the trust you have bestowed, mindful of the sacrifices borne by our ancestors. I thank President Bush for his service to our nation as well as the generosity and cooperation he has shown throughout this transition. Forty-four Americans have now taken the presidential oath. The words have been spoken during rising tides of prosperity and the still waters of peace. Yet, every so often the oath is taken amidst gathering clouds and raging storms. At these moments, America has carried on not simply because of the skill or vision of those in high office, but because We the People have remained faithful to the ideals of our forbearers, and true to our founding documents. So it has been. So it must be with this generation of Americans. That we are in the midst of crisis is now well understood. Our nation is at war, against a far-reaching network of violence and hatred. Our economy is badly weakened, a consequence of greed and irresponsibility on the part of some, but also our collective failure to make hard choices and prepare the nation for a new age. Homes have been lost; jobs shed; businesses shuttered. Our health care is too costly; our schools fail too many; and each day brings further evidence that the ways we use energy strengthen our adversaries and threaten our planet. These are the indicators of crisis, subject to data and statistics. Less measurable but no less profound is a sapping of confidence across our land—a nagging fear that America’s decline is inevitable, that the next generation must lower its sights. Today I say to you that the challenges we face are real. They are serious and they are many. They will not be met easily or in a short span of time. But know this, America—they will be met. On this day, we gather because we have chosen hope over fear, unity of purpose over conflict and discord. On this day, we come to proclaim an end to the petty grievances and false promises, the recriminations and worn-out dogmas that for far too long have strangled our politics.

Choose a heroic figure you have read about. Examples might be: Theseus, Oedipus, Calaf in
Turandot
, King Arthur, Siddhartha, Moses, Mohammed, a cowboy hero, or Frodo from The Lord of the Rings.
Other examples may include people who are/were known for their humanitarian efforts, or who have led a movement (such as Mother Teresa or Dr. Martin Luther King Jr.).
Or, choose a heroic figure from a book, a film, or a comic/cartoon series with which you are familiar.
Introduce your chosen hero at the beginning of your response, and apply at least two of Campbell’s characteristics as you elaborate on the person’s life.

Q1 Analyze the following sentence from “The Cask of Amontillado” : “Within the wall thus exposed by the displacing of the bones, we perceived a still interior crypt or recess, in depth about four feet, in width three, in height six or seven” Which option best describes the words “thus exposed by the displacing of bones”? O This is an independent clause because it can stand on its own. O This includes an internal rhyme. O This is a phrase modifying “the wall.” O This is a dependent clause because “thus” is a subordinating conjunction.
Q2 what is the meaning of the word “surcease” in “The Raven”? O
Continuation O Ending O Mournful O Happy
Q3 what is the meaning of the word “mien” in “The Raven”? O The
definition of a thing O Appearance O Cowardice O A gesture of respect
Q4 Which excerpt from “The Raven” makes use of repetition? O Not the least obeisance made he; not a minute stopped or stayed he;/ But, with mien of lord or lady, perched above my chamber door – O Fancy unto fancy, thinking what this ominous bird of yore -/ What this grim, ungainly, ghastly, gaunt, and ominous bird of yore O Then, methought, the air grew denser, perfumed from an unseen censer/ Swung by Seraphim whose foot-falls tinkled on the tufted floor. ()And my soul from out that shadow that lies floating on the floor/ Shall be lifted – nevermore!
Q5 what line does the bird repeatedly say in “The Raven”? O Never comes she O
Never dear sir O Nigh she comes O Nevermore
What clue in “What Troubled Poe’s Flatten” led Poe to say the world was upside down? 0 The clocks stmck; at the wrong times 0 He was lying about the bird saying “Nevermore” O Lenore returned from the grave O The casting of the bird’s shadow was wrong
In “The Raven” what is the name uf the Speaker’s lust lave?
Q8 Analyze this sentence from “The Tell-Tale Heart”: “And every night, about midnight, I turned the latch of his door and opened it-oh, so gently!” Which best describes this sentence? O This is a simple sentence with multiple phrases. O This is a complex sentence with one dependent clause. O This is a compound sentence because it begins with “and.” O This has two independent clause, so it is a complex sentence.
Q9 Which line from “The Raven” uses the poetic device of internal rhyme? O Presently my soul grew stronger; hesitating then no longer, / ‘Sir,’ said I, “or Madam, truly your forgiveness I implore; O This I whispered, and an echo murmured back the word, `Lenore / Merely this and nothing more. () Let my heart be still a moment and this mystery explore; / ‘Tis the wind and nothing more!’ Tell me what thy lordly name is on the Night’s Plutonian shore!’ / Quoth the raven, ‘Nevermore.’
Q10 Which two poetic devices does Poe use in the following line from “The Raven”? “While I nodded, nearly napping, suddenly there came a tapping” O Metaphor and Simile O Imagery and personification O Alliteration and rhyming O Simile and rhyming

In the first paragraph, the article mentions the ‘Ponte Vecchio’. From the description given, what would you infer that the ‘Ponte Vecchio’ was?
The river that flows through Florence
An old bridge
A sculpture by Michelangelo
An airport
A port
For works of art and the finest treasures of the Renaissance period, look no further than the beautiful city of Florence. This is the home of the famous Michelangelo statue of David, amazing paintings by da Vinci and Botticelli in the Uffizi Gallery, and the magnificent Duomo. Enjoy an evening stroll on the medieval Ponte Vecchio, a photographer’s paradise, or climb Giotto’s bell tower for a wonderful panoramic view of Florence.
If you want a change from its cultural history, then visit the many shops and markets for stunning leather goods, gold jewellery and, of course, clothes. Florence, after all, is also a city of fashion, choice and taste. After a full day of touring the sites or scooping up all those bargains, what could be better than a traditional plate of pasta in one of the many welcoming restaurants in the piazzas?
Back at your 4* hotel in a quiet suburb of Florence, yet only 10 minutes from the centre, you can indulge in the luxuries of the indoor pool and health club, sip drinks on the terrace while admiring the magnificent views over the rooftops or enjoy live entertainment in the cafe before retiring to your spacious, air-conditioned room.
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DIRECTIONS: In these sentences based on
Gulliver’s Travels
, underline each participial phrase and identify the noun or pronoun it modifies. Underline each gerund phrase and identify its function in the sentence.
1.       Filled with spectators, the streets soon emptied as we passed by.
2.       Are there other kingdoms inhabited by human creatures as large as yourself?
3.       It is allowed that the primitive way of breaking eggs was upon the larger end.
4.       His imperial majesty, placing great confidence in your valor and strength, has commanded me to lay this account of his affairs before you.
5.       I found avoiding accidents to be extremely difficult.

1. PART A: Which statement best describes the Kid’s influence on Lizzie? [RL.3] A. The Kid, though not a particularly devoted fiance, nevertheless provides Lizzie with more love and support than she experienced at home. B. The Kid loves Lizzie and intends to marry her, although he is extremely jealous and willing to take drastic measures to ensure she is faithful to him. C. Though he intends to marry Lizzie, the Kid has introduced her to a rough, unrefined life. D. The Kid is an abusive fiance who has forced Lizzie into a life of alcoholism and crime.

A key theme in Dr. King’s speech is that America has not lived up to its ideals. Reread paragraphs 4-5, and explain how King develops this theme in these paragraphs.
Explain what the text says explicitly. Reread paragraph 6 of Dr. King’s “I Have a Dream” speech. What vision does King have for change? Use evidence from the text to support your answer.
Identify Dr. King’s purpose in writing his “I Have a Dream” speech. Then explain how he uses charged language, parallelism, repetition, and analogy to help achieve that purpose.
Use these guidelines in your writing or discussion.
Identify Dr. King’s specific purpose in writing his “I Have a Dream” speech. What does he want his audience to believe or do?
Identify examples of charged language, or language that appeals to emotions, and explain how they advance Dr. King’s purpose. What emotions might they stir up in his audience?
Identify examples of parallelism, or repeated grammatical structures, and explain how they advance Dr. King’s purpose. What ideas do they emphasize? How do they affect the rhythm of the speech?
Identify examples of repetition, and explain how they advance Dr. King’s purpose. What ideas do they emphasize?
Identify examples of analogy, or comparisons, and explain how they advance Dr. King’s purpose. What similarities or differences do they develop? What ideas do they emphasize?
TIP FOR WRITTEN RESPONSE
Use transitions to guide your reader through your essay and help them focus on your main ideas.
TIP FOR DISCUSSION
Connect your ideas to the ideas of other discussion participants.

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A)  if you’re aspirations are to become famous and get rich quick that dream is sometimes easier to accomplish these days by appearing on Reality Shows
B)  we live in a society that rewards people for knowing how to party, like the cast of Jersey Shore or even get pregnant in high school, like the now tabloid famous reality stars of MTVS 16 and Pregnant and Teen Mom PROOFREAD
C) reality stars influence is not always the best, as proven by MTVS group of teen mothers that generate publicity that often glamorizes teenage pregnancy
D) sadly these teens in the limelight has more money fame and influence on audiences over teens than doctors educators and businesspeople
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m) Directions: Add commas where necessary. Then draw a circle around any commas you add. Some sentences may have more than one correction to be made. If it is correct, write correct in the blank. 1. According to the Centers for Disease Control and Prevention the United States has the highest teenage birth rate among fully-industrialized countries at 3.9 percent for 15-19 year olds. 2. This number is high compared to other industrialized nations such as Canada and France. 3. It’s alarming too considering the health risks to the mother and the baby in a teen pregnancy. 4. The National Institute of Health reports that teenage mothers are at a greater risk of experiencing medical complications than mothers in older age groups. 5. This is easy to forget with the stories portrayed on MTV” s so-called reality shows. 6. It’s hard to see past the glamorized magazine covers a good paycheck and fame. 7″. Even though MTV hints at the harsh realities of raising a child in high school most teens’ perceptions are clouded by the constant publicity and interest that these girls receive. 8. While some girls decide not to have babies as teenagers some might see having a baby as less of a mistake and more of an opportunity to be on TV. 9. With questions stirring as to reasons why teen pregnancy numbers are still high teens need to think about the media and its in?uence on such actions. 10. As modern media consumers we can’t just accept any information we see on TV and read in magazines as valid and credible information.