Impact of the Industrial Revolution

Impact of the Industrial Revolution Can you imagine life without these machines? Introduction At the dawn of the 18th century, technological and scientific advancements led to England being one of the most powerful and successful maritime power in the world. Foreign trade had scaled new heights and the demand for manufactured goods had increased. As a result of the use of machinery for agriculture, there was not much work in the rural areas. People migrated to towns looking for opportunities for work. Manufacturers attempted to find ways to increase production to meet the new demands. All these factors, among others, led to what was later termed as ‘The Industrial Revolution’ by historian Arnold Tonybee. Onset of the Industrial Revolution Life before the Industrial Revolution was tough. For centuries, man had relied on animals and himself, to do all the work and make objects of daily use. With new technological advancements, man started to rely on technology to perform similar tasks – quickly and efficiently. This change from an agrarian economy where hand tools were used, to one, where machines such as the seed drill, steam engine, etc. were invented, factories were established, resulting in complete change in the life of the people is termed as the Industrial Revolution. Features of the Industrial Revolution One of the most important features of the Industrial Revolution was the various inventions made during the time that went on to change the course of history forever. Eli Whitney’s invention of the cotton gin helped separate the cotton from its seed approximately fifty times faster than before. Jethro Hull, a farmer, invented a seed drill which planted grains very efficiently. Increase in the production of raw material meant that there was loads of raw material to be processed, especially in the case of textiles such as cotton. A weaver named James Hargreaves gave the much needed breakthrough by inventing the spinning jenny, a machine that spun many threads at once, though they were thick. Richard Awkright, invented the spinning frame, also known as the water frame. It spun thicker thread into thinner and stronger ones. It was Samuel Crompton’s spinning mule that made the large scale production of yarn possible. Edmund Cartwright invented the power loom that further incr eased the production of cloth and reduced labour costs as well. Inventions of machines led to the formation of factories for production of cloth. Mass production of cotton and cotton fabrics led to a great reduction in the prices. These inventions changed the socio-economic structure of England as weavers and workers were able to earn good wages and lead a better life.  Ã‚   Although the cotton mills marked the beginning of the Industrial revolution, it is the invention of James Watt’s steam engine that powered and continued it. The steam engine used the force of steam to power engines. Invention of this machine brought about many changes in England. Factory owners realised that they could now build factories where people lived and need not construct them it near a water source, as they did earlier. It was Abraham Darby’s ability to cast iron in a coke-fueled furnace that enabled inventors like Thomas Newcomen to have his steam engines cast by Darby[3]. Henry Bessemer’s invention of the Bessemer Converter enabled inexpensive manufacture of steel abundantly. The transportation system was completely overhauled when steam powered trains and other locomotives were built. The transformation of roads and railways made travel and shipping of goods fairly comfortable and cheap. [4] [5] [6] [7] [8] The invention of the steam engine, usage on iron and steel in ships was useful in manufacturing ships that were much faster. Ships started voyaging through oceans which in turn increased trade even further. This period of intense industrialisation witnessed a major change in architecture and infrastructure. New towns came up that boasted of town halls, libraries, gardens, concert halls, etc. [9] Another important feature of the Industrial Revolution was the change in the socio-economic life of the people. As factories were set up and towns formed, people moved to towns in search of employment which made urbanization, a common feature of the Industrial Revolution. Historians are of the opinion that although some women stayed at home to look after the children, many worked in factories with their husbands. Sometimes, children were made to work in factories as well. In general, the Industrial Revolution improved the standard of living of the people as they were able to afford the basic necessities of life and could indulge in leisure activities during their free time. People read books, went on vacation, enjoyed concerts or spent days on the beach, educated themselves, etc. to pass their time. People started to take an active part in politics as well. [10] Why did the Industrial Revolution originate in England? Having read about the different features of the Industrial Revolution, it now becomes imperative to read about certain conditions that came together to set the scene for its inception. Colonies like India were a good source of raw material such as cotton for their factories in England. The colonies were good markets too as they sold their manufactured goods there. Being a supreme maritime power with one of the largest ships in the world, it was easy for England to transport the raw material and the finished products. A stable government at the centre, with few restrictions on the economy, helped the industry and commerce to thrive. Laws made by the government favoured the companies that set up factories and businesses. Natural resources such as coal and iron were available in abundance to be used in factories. Streams and rivers in England were used to generate power and served as a medium of transportation of goods and raw materials. England, to begin with, was a prosperous country and people had extra money to spend on other things besides the basic needs of food, clothing and shelter.[11] Impact of the Industrial Revolution The Industrial Revolution became the most noteworthy ensemble of social, cultural and economic change that affected human history. Let us discuss some of them. There was a tremendous increase in population during the Industrial Revolution as the standard of living improved and fewer people died due to diseases. The Industrial Revolution led to capitalism, that is, the business was owned privately and operated primarily for profit. The industrial revolution divided the society into different classes the factory owners who owned the factory and the workers who worked for him. The owners of the factories exploited the workers to maximise their profit. New cities and towns came up as the factory owners established factories closer to where they lived. People who worked in factories had to leave their houses and shift to these places, often with their families. The Industrial Revolution completely changed the lives of the workers. From being a craftsperson who worked using hand tools, he was merely reduced to a machine operator. Weavers and other craftsmen who tried to make a living by making goods at home found it difficult to sell their products as their hand-made goods were more expensive than the machine-made ones. The Industrial Revolution gave rise to imperialism. England was faced with two problems during the Industrial revolution – Procuring of cheap raw materials and a market for their manufactured goods. They solved these problems by gaining political and economic control over weaker countries. [12] Though the Industrial Revolution began in England, it gradually spread to the other countries of the world as well. Imperialism Industrialisation stirred the aspirations of England. They wanted to maximise the profit of their industries. England wanted resources to fuel their production as well as a market to sell their goods. Weaker countries such as India were the perfect target. This policy of England to acquire political, economic and social control over a weaker country is known as imperialism. Imperialism was one of the worst impacts of industrialisation. England sourced the raw materials of their products from these countries and sold the manufactured products in these countries itself at exorbitant prices. Imperialism involves the use of power, military or otherwise to exercise control over the weaker country. [13] Imperialism destroyed the culture and the local industries of the colonies. Inexpensive foreign goods destroyed the markets of local indigenous products. No effort was made to modernize the colonies. Agriculture was also affected as the imperialists allowed the colonies to grow those crops that were beneficial to them, whether or not it was conducive to the locals. We shall study about the British policies and plans in India later in the book. Peep into the Past Iron Bridge The World’s first Iron Bridge built on River Severnin England is one of the most famous industrial monuments in Britain. Shropshire, the area in which it was built was famous for its coal deposits. The steep Severn gorge posed a problem for transportation of people and goods. Architect Thomas Pritchard suggested ironmaster John Wilenson make the iron bridge. Though Wilkenson started the project in 1777, the iron bridge was completed by Abraham Darby in 1779. It was opened to the public on January 1, 1781. The bridge was used for over 150 years before it was shut down for vehicles in 1934. The Iron Bridge was designated as an ancient monument. It is now a World Heritage Site. [1] http://www.britishmuseum.org/research/publications/online_research_catalogues/paper_money/paper_money_of_england__wales/the_industrial_revolution.aspx [2] World Socities – Mckay Hill – pg – 747, 748, 749 [3] http://www.britannica.com/EBchecked/topic/151458/Abraham-Darby#ref219821 [4] HOLT, Human Legacy, Page 634, 635, 636, 637 [5] World Socities – Mckay Hill – pg – 750-751-752 [6] http://www.britannica.com/EBchecked/topic/143809/Samuel-Crompton [7] http://www.britannica.com/EBchecked/topic/151458/Abraham-Darby [8] http://www.britannica.com/EBchecked/topic/642887/Eli-Whitney [9] http://www.britishmuseum.org/research/publications/online_research_catalogues/paper_money/paper_money_of_england__wales/the_industrial_revolution/the_industrial_revolution_2.aspx [10] HOLT, Human Legacy, page – 649, 650, 651, and http://www.britishmuseum.org/research/publications/online_research_catalogues/paper_money/paper_money_of_england__wales/the_industrial_revolution/the_industrial_revolution_3.aspx [11] HOLT, Human Legacy, pages – 633, 634, 635 [12] http://www.britannica.com/EBchecked/topic/287086/Industrial-Revolution [13] http://www.britannica.com/EBchecked/topic/283988/imperialism

Fashion Culture Essay

A person is being judged and labeled whether he or she belongs to the upper class, lower class or an ethnic group through his or her physical appearance. Any judgment that is made is anchored from his or her physical features such as skin color, clothes and personal adornments. The subsequent photos seek to respond on the theory of Entwistle, which states that: â€Å"How we perform our identity has something to do with our location in the social world as members of particular groups, classes and cultural communities. The clothes we choose to wear represent a compromise between the demands of the social world, the milieu in which we belong, and our own individual desires† (Entwistle, 114). The picture of the African herder gives an implication that he belongs to the lower class of the society, which is discerned through the worn out and ragged shirt that he wears. That reality abides with the theory of Entwistle which entails that the status of an individual does reflect in his clothes. The herder’s appearance entails, if he has to be considered as part of the group of African people, that Africans are poor. Figure 2. African People It will be a hasty generalization, however, the fact that Africa belongs to the third world countries. The idea that African’s fashion statement, considering the other pictures of African people (figure 2), mirrors their status in the society. Nevertheless, the clothes are not just mere reflections of one’s status in the society. It also reveals the culture and economic status of those particular groups. Figure 3. The Upper Class On the other hand, figure 3 represents the upper class in the society. They are Americans; definitely, they belong in the upper class of the developed country. Their fashion statement divulges those crafted verdicts. Their physical appearances support the judgments. The men are wearing coat and tie and the women possess jewelries, indications that they belong to the well-to-do class.   The featured pictures bestow the core idea of Entwistle’s theory that the way people act has something to do with their status in the social realm, that the way they wear and choose particular clothing illustrates the culture and class that they belong to. However, taken into consideration the era of the modern world, it is now hard to discern and to judge a person as to where status he or she belongs, whether he or she is from the upper, lower or working class in the society. Take a look at figure 4. Figure 4. â€Å"Poor People Modeling Obscenely Expensive Clothes† According to Jennifer Romolini, staff of Shine, â€Å"poor people [are] modeling obscenely expensive clothes!† That is the most recent Vogue India’s August issue controversy in 2008. The picture portrays a toothless, barefoot man, who is most likely living on about $1.25 a day, carrying an umbrella that is worth $200. The woman is carrying $10,000 Birkin bag and the children has $100 Fendi bibs (2008). The ordinary Indians who serve as paragons reveal â€Å"the power of fashion. It is no longer rich man’s privilege. Anyone can carry it off and make it look beautiful† (quoted Romolini, 2008). That very idea supports the second statement of Entwistle’s theory which states that, â€Å"The clothes we choose to wear represent a compromise between the demands of the social world, the milieu in which we belong, and our own individual desires.† Because nowadays, people, regardless if they are rich or poor, already abide with the trend so they cooperate with the demands of the social realm and they satisfy their desire by wearing and buying branded clothes, personal adornments and jewelries. Fashion statement in the course of history has helped in the identity construction, cultural representation and status depiction. Our clothes speak of who we are and what we are. It mirrors our economic conditions and personal desires and aspirations. However, status in the society does not have to be judged just by the clothes we wear because most of us go with the fad. Everything is just a matter of choice because there are also rich people who are not accustomed to buy branded clothes or what is trendy because there are some who believe that fashion is an expression of one’s self, not just a mere reflection of culture, social and economic condition that we belong. Reference Romolini, R. (2008, September 3). Poor People Modeling Obscenely Expensive Clothes: The Latest Vogue Controversy. Shine. Retrieved January 29, 2009, from http://astrology.yahoo.com/channel/beauty/poor-people-modeling-obscenely-expensive-clothes-the-latest-vogue-controversy-249716/.

The Great Communicator - 734 Words

The Great Communicator The great communicator – is the phrase coined to describe Ronald Reagan by both his supporters and his critics. His approach to leadership was truly charismatic. John D Rockefeller said, â€Å"The ability to deal with people is as purchasable as a commodity as sugar or coffee and I will pay more for that ability than for anything under the sun†. Reagan had the ability to get others to conform to his version of what a nation really should be. Ronald Reagan continually developed his leadership ability from his early years, while he was governor of California, and during his presidency. It was during his early years when Reagan first began to stand above his peers. He got his first taste of office when he became†¦show more content†¦With his newfound strength and skill, Reagan made an attempt for presidency against Jimmy Carter winning 489 to 49 electoral votes. The movement behind the monumental win was called the Reagan Revolution in which Reagan said â€Å"In this present crisis, Government is not the solution to our problem; the government is the problem† (Cross, 2013)Only seven months after he took office, Reagan was confronted by the Air traffic controller strike. To demonstrate his convictions, Reagan echoed the words of Calvin Coolidge when he told the union, â€Å"There is no right to strike against the public safety by anybody, anywhere, at any time† (Carlson, 2012)and he gave them forty-eight hours to return to work. On August 5, 1981 as the deadline passed he fired over 11,000 air traffic controllers that refused to go back to work. While in office Reagan used his degree in economics and sociology to bring about change. He offered a new revolutionary way of thinking. Rather than taxing the rich, he offered to lower their taxes so that they could reinvest it back into the economy, thus creating new jobs and so bringing about new taxable revenue. Today, this way of thinking is called Reaganomics or the Trickle down theory. Once again Reagan illustrated his leadership skill in his masterful decisions on a national level. He also showed leadership on the international stage, by developing a personal relation with the Soviet Union, during the summitShow MoreRelatedWho Is The Great Communicator?1726 Words   |  7 Pages Enable others to act Most people knew the great communicator was effective when communicating with people, he used his humor and inspirational speeches to build trust with followers. For the most part he treated everyone with dignity and respect regardless if the other person didn’t; this attributes help build a friendly environment with friend and foe. During Reagan run for President in 1980 he asked a master piece of a question in a debate to the people watching and in the crowd. He said â€Å"NextRead MoreThe Great Communicator : Ronald Reagan1300 Words   |  6 Pageshttps://www.paperrater.com/plagiarism_checkerZachary Raduege 12/18/15 Period 5 Mrs. Dowling The Great Communicator The year is 1980. America is in a slump. Unemployment rate is at an all-time high, families and the economy are still recovering from the Vietnam War, and are suffering from the failure of the presidency of Jimmy Carter. The U.S. economy is in the worst state it has been in since the Great Depression - inflation is at 13.5 percent, unemployment is at 9.5 percent and the federal discountRead MoreI Am A Great Communicator898 Words   |  4 PagesThe past couple years have been difficult journey for me. Life has become a game, with trying to figure out how I can use my talents and interests to find a career that suits me. 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At first, Reagan resisted heavily. He refused for several weeks before finally giving in, the temptation too great. The energy he was known for, several years ago, had returned with force. He ran for governor in 1966. It was a landslide victory. For the next eight years, Reagan would continue testing the waters of the Presidency, while he was Governor of CaliforniaRead More Ronald Reagan: The Great Communicator Essay1015 Words   |  5 Pages Ronald Reagan is known as the Great Communicator by many. In 1992, as he delivered a speech at the Republican Convention, one would not doubt his excellence in public speaking. He demonstrated superiority of speech and was easy to critique because of the situation, the content of his speech, his credibility, and his delivery. The Republican Convention was held in support to reelect Republican Candidates President Bush and Vice President Quayle. There was an extremely large audienceRead MorePresident Ronald Reagan was the Great Communicator654 Words   |  3 PagesRonald Reagan â€Å"Great Communicator† was born on February 6th, 1911. He is considered by many to be the most successful president after FDR. He enjoyed many careers including lifeguard, movie star, union leader, and politician. He held office from January 1981 to January 1989. Never in history has there been a president with his kind of background. Reagan saw America as a good place he believed in balanced budgets but never submitted one. He hated nuclear weapons but built so many. He would wrightRead MoreRonald Reagan, The Great Communicator Of The United States Of America Essay2033 Words   |  9 PagesRonald Wilson Reagan, the great communicator of the United States of America began his legacy of embodying the conservative move ment during one of the most famous speeches in American history. Before Ronald Reagan became the fortieth president of the United States, he began his switch from acting and movies to government and politics. Early in Reagan’s career he saw himself as a democrat, with Theodore Roosevelt as his hero. This would change thru his acting and professional career as Ronald ReaganRead MoreBest Vs. Worst Communicators967 Words   |  4 PagesBest vs. Worst Communicators Throughout history the careers of prominent men and women have been elevated or destroyed by the way they communicate a message to their particular audience. Looking at the best versus worst communicators two people come to mind, former United States President Ronald Reagan and the former Chief Executive Officer of British Petroleum (BP) Tony Hayward, respectively. Both of these men exhibited certain attributes that affected the way that audiences received the messages

The Death of John Savage in Brave New World - 2197 Words

A â€Å"utopia is that which is in contradiction with reality,† said the famous French novelist Albert Camus in his collection of essays, Between Hell and Reason. History shows us that seemingly exemplary ideals in practice have led to the collapse of societies. Just examine the two most prominent attempts at a utopia: Hitler’s attempt to socialize all of Europe and create the â€Å"perfect† Aryan race coupled with Karl Marx’s beliefs to instate communism into society. The final result was the destruction of their perspective visionary worlds. There was one major facet that prevented these two from creating their paradigms: utopias take away individual freedom and identity and therefore society cannot exist. Aldous Huxley’s science fiction novel†¦show more content†¦The World Controller, Mustapha Mond, dictates, ‘there was a thing, as Ive said before, called Christianity [...] the ethics and philosophy of under-consumption [†¦] s o essential when there was under-production; but in an age of machines and the fixation of nitrogen – positively a crime against society.’ (Huxley 200). In this statement, Mond is saying how religion and advanced technology are mutually exclusive. Religion is the one beacon of hope that joins all humans together on Earth as they believe in an afterlife. If technology has come to a point where religion is obsolete and every philosophical question can be answered, then there is no basis for living. There is no point in trying to be a moral person. There is no mystery about what will happen after â€Å"this life† on Earth. There is nothing to turn to even in the very worst of moments because â€Å"hope† has been taken away. Viewing Henry Ford in place of a God is taking away the purpose for living. The lack of religion takes away the personality from a society and contributes to the uniform monotony of the Brave New World. â€Å"To preserve happiness, the W orld Controllers discard everything that might provoke either thought or passion,† (Woodcock Par. 3) but in fact there is no happiness at all if thought and the ability to actively pursue religious beliefs are eliminated. Moreover, the constant dependence and consumption of drugs in the Brave New WorldShow MoreRelatedBrave New World By Aldous Huxley1293 Words   |  6 PagesIn Brave New World by Aldous Huxley, John’s identities are influenced by two opposite societies, and even though he tries to prove his manhood and change the framework of brave new world, he can’t gain real acceptance from anywhere. John’s mother, Linda, is from the brave new world but gave birth to him in the savage reservation and her different behaviors based on the framework of the brave new world caused John’s isolation in the savage reservation. John decides to move to the brave new world andRead MoreJohns Character Development A Brave New World1394 Words   |  6 PagesIn Brave New World by Aldous Huxley, John’s identities are influenced by two opposite societies, and even though he tries to prove his manhood and change the framework of brave new world, he can’t gain real acceptanc e from anywhere. John’s mother, Linda, is from the brave new world but gave birth to him in the savage reservation and her different behaviors based on the framework of the brave new world caused John’s isolation in the savage reservation. John decides to move to the brave new world andRead MoreThe Brave, Condemned, And Wicked1133 Words   |  5 PagesArmani Astudillo Mrs. Segovia Theory Report 07 March 2017 The brave, condemned, and wicked The advancement of technology does not imply the enhancement of humanity , within â€Å" A Brave New World†, by Aldous Huxley, shows a world in which individuality is stripped and replaced by uniformity which can be shown best in the John the â€Å"savage†. Perception has its way of fitting people s circumstances to fit their complex, and in its’ entirety that s what this dystopian novel is about. Human emotionRead MoreExploration Of A Brave New World1131 Words   |  5 Pages2015 Exploration of a Brave New Individual Envision a world without despair, and everything is designed a specific way. Total freedom and perfection. Utopia is an imagined place or state of things in which everything is perfect. Values are the determining factor to what inhabits a perfect society. Does this pertain to individual freedom, or is freedom living by societal norms? Aldous Huxley exposes these factors through his futuristic literary masterpiece Brave New World. Society is controlledRead More`` Brave New World `` By Aldous Huxley924 Words   |  4 PagesJohn the Savage is the only person in this new world society born naturally from a mother and not from a factory, John is a unique human being with an identity and a family relationship unlike any other character in Aldous Huxley’s novel, â€Å"Brave New World†. Even though he is the son of two upper class utopians, he grows up in the depths of Malpais: The Savage Reservation. Torn between two cultures, John is not truly a part of the savage society or of the new world society. His only society is anRead MoreExamples Of John The Savage As A Hero729 Words   |  3 Pagestraits of courageousness, braveness, and selflessness. In the novel Brave New World by Aldous Huxley, John the Savage is a hero. He is an outsider raised on a reservation. He comes into play later into the book that turns out to be the son of the director of the Central London Hatchery and Conditioning Centre. John becomes a hero throughout the book, but his life ends tragically. John the Savage is most noted as a hero in Brave New World because he does not blend into society, is an outside but turnsRead MoreRobes and Furred Gowns Hide All: A Study of Social Illusions in King Lear and Brave New World1046 Words   |  5 PagesSocial illusion can be defined as a perception, as of visual stimuli that represents what is perceived in a way different from the way it is in reality(online dictionary). Both the play of King Lear by William Shakespeare and the novel of Bra ve New World by Aldous Huxley compare the two perceptions of social illusion and reality in regards to the ideals induced by society. Both Huxley and Shakespeare attempt to expose the social illusions of their respective times. In both texts, the authors acknowledgeRead MoreJohn The Savage As A Dystopian Society1360 Words   |  6 Pagesimagine, In A Brave New World, Aldous Huxley has created a dystopian society in which almost everyone is happy and almost everyone is made just how he or she were intended to be. In A Brave New World, John The Savage has come to a part of the world he is not familiar with. This society is very different from the society he is use to; this dystopian society has mass-produced humans, so that everyone who is doing the same job is identical in appearance and skill level. John The Savage learns the hardshipsRead MoreMain Characters In Brave New World1036 Words   |  5 PagesAldous Huxley wrote the book Brave New World, which was originally published in 1932. Throughout the story, many characters are introduced but some of the main characters are the Director of the Hatcheries and Conditioning (Known as Tomakin and D.H.C.), Lenina Crowne, Bernard Marx, Henry Foster, Mustapha Mo nd, and John the Savage. At the beginning of the book, D.H.C. is taking student on a tour of the Central London Hatchery and Conditioning Centre, while he explains the conditioning process andRead MoreBrave New World As A Dystopian Society1139 Words   |  5 PagesBrave New World was written by Aldous Huxley in 1932. The novel was originally published in 1932 to Harper and Brothers, Publishers and copyrighted the same year. The novel is a dystopian science fiction and is 259 pages. The story creates an industrious view of society that is draws from the rise in mass production at the time it was written. These factors set up the basis of the dystopian society created by Huxley. Brave New World is set in London, World State or the United Kingdom, in the year

Analysis Of The Poem Donuts - 1943 Words

Section One Definite Meter: Donuts By Grace Messimer and Hope Walborn Donuts are the best food ever For my breakfast, lunch, and dinner Strawberry, glazed, chocolate cream filled Dunkin Donuts, Karns, and Giant Good with coffee and dipped in milk Sprinkles, powdered, doughy, and holed Jelly, angel cream, and frosted Boston creme and peanut butter Cruller, twisted, cronut, and more Cinnamon roll, maple bacon Apple fritter, sugar covered Devil’s food, long John, and bear claw I will gladly eat them all up Except jelly filled - that is gross Now I must say goodbye to you To eat donuts all by myself This poem uses iambic tetrameter. Also, assonance is present in the ends of lines 1 and 2, as well as in the ends of lines 3 and 5. It is a†¦show more content†¦The door could be interpreted as many things, as can several of the other objects mentioned in the poem. Personally, I have intended for the poem to portray a glimpse into the living world that a deceased person has, which I have hinted at in several ways (i.e. metal bars = gates of Heaven, Father = God). However, it could be interpreted in other ways as well (perhaps just a general sense of being apart from others). I have used assonance in the ends of lines 2 and 4 of each stanza to make it flow more efficiently. English Sonnet: Firelight When I was young, the firelight was bright A false comfort of being in control The flame blazed, flickered against the pure white The warm sparks and flickers made me feel whole It kept me warm throughout those many years The fire kept me away from the edge And for some time it kept me from my fears... All too soon, the flames pushed me over ledge Before I even knew it, I lost it The flame that once burned bright was now snuffed out Extinguishment, I fell into a pit Of madness to extremity - self doubt I had it once, but I have it no more Society sees it as an eyesore This poem uses end rhyme in the English/Shakespearean structure (three quatrains and a couplet). Also following the sonnet outline, each line contains exactly ten syllables. Firelight also uses ambiguity, as the fire could be seen to represent several different aspects (though I intended for it to be insanity). Freeverse: The Descent One small girl satShow MoreRelatedLogical Reasoning189930 Words   |  760 Pageslooking at alternative actions that can be taken, then considering the probable good consequences of each action and the probable bad consequences while weighing the positive and negative impact of each consequence. It’s a kind of cost-benefit analysis. Exercises 1. Columbus Day is an American holiday. Write a short essay that weighs the pros and cons and then comes to a decision about whether there should be more or less public celebration (by Americans and their institutions) on Columbus

Writing and Assignment Learning Journal Free Essays

string(146) " and Career Services offers individual counseling for a variety of issues that impact on students’ motivation to remain and succeed in college\." English 101: Critical Thinking and Writing TTH 9:30am to 10:50 am Laurence E. Musgrove Office Hours: 11am to noon and by appointment Office: N416 Office Telephone: 773 298-3241 Office E-mail: musgrove@sxu. edu General Course Description English 101: Critical Thinking and Writing (3) Application of the principles of clear thinking and effective writing to expository and argumentative essays. We will write a custom essay sample on Writing and Assignment Learning Journal or any similar topic only for you Order Now Must be passed with a grade of C or better. English 101 Learning Objectives . Understanding the values of reading, writing, and critical thinking in the University community Students should recognize the role reading, writing, and thinking play in the University, as well as the significance of such intellectual virtues as humility, courage, honesty, perseverance, hopefulness, consideration, and civility. 2. Understanding rhetoric Students should be introduced to rhetoric and understand the dramatic and situational nature of communication. Understood as the art of discovering, evaluating, and communicating knowledge in response to the ideas of others, rhetoric reminds us that writing is the means, not the end of communication, the evidence of a writer’s desire to affect a particular audience through crafted prose for a specific purpose. 3. Reading actively, critically, and responsibly Students should learn to analyze the writing of others, noting focus, arrangement, logical development, vocabulary, and style. Students should learn the difference between reading information and reading literary art. Students should also learn to acknowledge how their experiences and attitudes limit, enable, and determine their responses to texts. 4. Understanding writing as a process Students should learn writing as a process of various problem-solving tasks, including planning, discovering, drafting, revising, and editing. Students should also learn that this process is situational: different purposes and audiences for writing demand distinct writing processes and presentation formats. . Writing clearly and effectively Students should learn to see writing as an act of communication rather than solely an act of private expression. They should learn about the issues and responsibilities entailed in composing concise, vivid, and coherent prose for a general readership and specific audiences. 6. Thinking critically Students should learn critical thinking as an active, purposeful, and organized process that we use to make sense of the world. They should learn to evaluate the quality of their ideas as well as the ideas of others. 7. Understanding the formal conventions of various essay genres, paragraphs, sentences, and word usage Students should learn the basic textual conventions of academic writing, including the personal essay, expository writing, analysis, and argument, as well as understand the need to fulfill readers’ expectations about focus, organization, development, and voice in each. Students should learn the conventional forms and functions of paragraphs. Students should also develop the ability to use various sentence patterns and to edit for correctness, variety, and correct usage. 8. Developing an awareness of language Students should learn how language is a value-laden tool for discovering and communicating ideas. Students should recognize how a language-user is always a language-chooser who promotes or inhibits (consciously or not) further thinking, communication, and action. Required Texts The Bluest Eye, Toni Morrison The Hunger of Memory, Richard Rodriguez The Situe Stories, Frances Khirallah Noble Siddhartha, Herman Hesse The 17 Essential Qualities of a Team Player, John Maxwell Mini-Lessons Packet for English 101, Laurence Musgrove Poem of the Day Packet for English 101 Required Supplies 1 ? or 2 inch three-ring presentation binder with at least 9 section dividers to separate and organize portfolio ingredients. Other supplies should include a three-hole punch, stapler, computer paper, and manila folders for essay submissions. Section |Portfolio Ingredient | |1 |Resume | |1 |Initial Learning Achievements and Goals | |2 |Learning Journal Reading Responses | |3 |Essay 1 | |4 |Essay 2 | |5 |Essay 3 | |6 |Essay 4 | |7 |Midterm Exam, Self-Evaluation, and Learning Achievements and Goals | |8 |Final Exam, Self-Evaluation, and Learning Achievements and Goals | |9 |Packets and other handouts | Conferences: Several times during the term, I will cancel class meetings and schedule individual conferences so that we can discuss drafts of your essays. These conferences should last no longer than 20 minutes, and they are required. A missed conference will be equivalent to two absences. I would also encourage you to use the extra time made available by the cancelled class meetings to catch up on your reading and writing assignments. Student Athletes and Absences: Student athletes should provide instructor with schedule of classes that will be missed due to University-sanctioned events. Academic Honesty: All work composed for this class must be written exclusively for this class and be your original work. You may of course receive assistance on your writing, but submitting someone else’s work as your own or failing to acknowledge sources appropriately will be grounds for plagiarism. Violations of academic honesty will result in failure. See your Student Handbook for more on Academic Honesty. Essay Grades Essays will be graded according to the essay evaluation criteria attached. Students may revise essays once after receiving the first evaluation on their third drafts. An essay’s final grade will be an average of the last two grades it receives. For example, if an essay received a C on the third draft and an A on the fourth, the final grade for that essay would be a B. Other Effects on Final Grade Five absences will result in failure. If you must miss a class, contact a classmate to get the homework assignment for you or to turn in your work. Late work will not be accepted under any circumstances. All assignments must be submitted to receive a passing grade. No incompletes will be given. Extra Credit Options During the term, I will provide you with a number of extra credit opportunities related to attending events on and off campus that in some way relate to our course. In addition, students may earn up to 500 extra credit points for sharing with the class a song, article, or poem that relates to any course topic. Students may earn this second type of extra credit no more than four times or a limit of 2000 extra credit points. Academic Support Services for Students Personal Counseling: Counseling and Career Services offers individual counseling for a variety of issues that impact on students’ motivation to remain and succeed in college. You read "Writing and Assignment Learning Journal" in category "Learning" If you are having problems keeping up with your school work because of personal issues, these free services may be able to help you. Self-Disclosure of Disability: Services for students with disabilities are coordinated through Learning Assistance Services. Students seeking academic accommodations should contact that office to self-disclose their disability, provide appropriate and current documentation, and request accommodations. The Learning Assistance Services will forward confirmation of disability to faculty with recommended accommodations. Writing Tutors in Learning Assistance Center. The Learning Assistance Center offers tutoring in writing at no cost. Tutors will not write or edit your papers, but they will help you develop the skills you need to plan, draft, and revise your work. Computer Labs: Verify availability of all University computer labs on campus and in the dormitories. Schedules should be posted at each lab. Final Portfolio: Your grade for the course will be based entirely upon the ingredients in your portfolio. You must save all of your graded work throughout the semester and submit it in a manila file folder at the end of the term. These ingredients and their point values are listed below. INGREDIENT |POINTS POSSIBLE |POINTS EARNED |FACTOR |FACTOR |TOTAL | | | | | |TOTAL | | |Resume |100 | |X 10 |1000 | | |Learning Goals and Achievements |100 | |X 10 |1000 | | |Average of 15 Best Learning Journal |100 | |X 50 |5000 | | |Responses | | | | | | |Essay 1 |100 | |X 50 |5000 | | |Essay 2 100 | |X 50 |5000 | | |Essay 3 |100 | |X 80 |8000 | | |Essay 4 |100 | |X 80 |8000 | | |Midterm Exam |100 | |X 100 |10000 | | |Midterm Self-Evaluation |100 | |X 20 |2000 | | |Midterm Learning Achievements and |100 | |X 10 |1000 | | |Goals | | | | | | |Final Exam |100 | |X 100 |10000 | | |Final Self-Evaluation |100 | |X 20 |2000 | | |Final Learning Goals and Achievements|100 | |X 10 |1000 | | |EXTRA CREDIT | | | | | | |Total | | | |59000 | | |Divide Total by 590 | | | | | | |=Final Grade | | | | | | GRADE EQUIVALENCIES |Letter Grade |Numerical Equivalent |Grade Ranges | |A |100 |93-100 | |B |88 |84-92 | |C |78 |74-83 | |D |68 |64-73 | |F |58 |0-63 | Tentative Schedule English 101, TTH 9:30 am Musgrove Week |Tuesday |Thursday | |Week One | |8/21 | |Poem of the Day | |To Be of Use | |Class Topics | |Introductions | |Week Two |8/26 |8/28 | |Poem of the Day |Fear |I Give You Back | |Class Topics |Questions about the class; |What Happens When We Read | | |Critical thinking/writing | | | |What Happens When We Re ad survey | | |Mini-Lesson |Basic Vocabulary of Sentences |Eight Basic Sentence Strategies | |Reading Assignment |Hesse 3-11 |Hesse 13-23 | |Writing Assignment |Academic Performance Agreement due |Resume Learning achievements and goals due | |Week Three |9/2 |9/4 | |Poem of the Day |Curiosity |A Ritual to Read to Each Other | |Class Topics |Rhetoric, Rhetorical sensitivity, Critical |Writing as a process, | | |reading The Bundle of Sticks | | |What the Reader Brings |What the Reader Brings | | |Attitude |Knowledge | |Mini-Lesson |Simple Sentences; |Compound Sentences; | | |Creating Titles; |Compound Sentences with Semi-Colons | | |Conventions for Quoting and Citing Sources | | |Reading Assignment |Hesse 25-56 |Hesse 57-88 | | |Maxwell, Introduction |Maxwell, Adaptable | |Writing Assignment |Learning journal 1 due |Learning journal 2 due | | |Essay 1 Assigned | | |Week Four |9/9 |9/11 | |Poem of the Day |Drouth |When Death Comes | |Class Topics |What the Reader Brings |The World of the Text | | |Experience |Author | |Mini-Lesson |Complex Sentences; |Sentence-Combining Exercises 2 and 3 | | |Sentence-Combining Exercise 1 | | |Reading Assignment |Hesse 89-132 |Mazwell, Committed | | |Maxwell, Collaborative | | |Writing Assignment |Learning journal 3 due |Learning journal 4 due | | | |Essay 1. Due | |Week Five |9/16 |9/18 | |Poem of the Day | | | |Class Topics |NO CLASS |NO CLASS | | |Conferences in N416 |Conferences in N416 | | |Distribute MBTI Surveys |Distribute MBTI Surveys | |Mini-Lesson | | | |Reading Assignment | | | |Writing Assignment |Essay 1. 2 Due |Essay 1. 2 Due | Week Six |9/23 |9/25 | |Poem of the Day |The Summer Day |Forgiving Our Fathers; | | | |Those Winter Sundays | |Class Topics |Personality Type; |Personality Strengths; | | |The World of the Text; |The World of the Text | | |Topic |Form | |Mini-Lesson |Compound-Complex Sentences; |Sentence Unscrambling Exercises 1 and 2 | | |Sentence-Combining Exercise 4 | | |Reading Assignment |Noble, Situ e; Albert and Esne |Noble, Genevieve, The War | | |Mazwell, Communicative |Maxwell, Competent | |Writing Assignment |Learning Journal 5 due |Learning journal 6 due | | |Essay 1. due; | | | |Essay 2 assigned | | |Week Seven |9/30 |10/2 | |Poem of the Day |Washing Rice |Blackberry Eating | |Class Topics |The World of the Text |Options for Response | | |Audience |Personal, Biographical, and Creative | |Mini-Lesson |Effective Intentional Fragment; |Editing Unpunctuated Paragraph 2; | | |Editing Unpunctuated Paragraph 1 |Review of Basic Sentence Strategies | |Reading Assignment |Noble, The Table; The American Way |Noble, The Hike to Heart Rock; Sustenance | | |Maxwell, Dependable |Maxwell, Disciplined | |Writing Assignment |Learning journal 7 due |Learning journal 8 due | | | |Essay 2. 1 due | | | |Midterm Self-Evaluation Assigned | | | |Essay 3 Assigned | |Week Eight |10/7 |10/9 | |Poem of the Day | | |Class Topics |NO CLASS |NO CLASS | | |Conferences in N416 |Conferences in N416 | |Min i-Lesson | | | |Reading Assignment | | | |Writing Assignment |Essay 1. 4 due |Essay 1. 4 due | | |Essay 2. 2 due |Essay 2. due | |Week Nine |10/14 |10/16 | |Poem of the Day | |Learning by Doing | |Class Topics |TBA |Options for Response | | | |Formal and Audience Analysis | |Mini-Lesson | |Relative Clauses | | | |Sentence-Combining Exercise 5 | |Reading Assignment |Noble, Dry Goods; Kahlil Gibran |Noble, The Honor of Her Presennce | | | |Maxwell, Enlarging | |Writing Assignment |Learning journal 9 due |Learning journal 10 due | | |Midterm Exam |Midterm Self-Evaluation and Learning Goals and | | |Essay 2. 3 due |Achievements due | Week Ten |10/21 |10/23 | |Poem of the Day |How to Like It |Early Snow | |Class Topics |Options for Response | | | |Topical, Interpretive, and Ethical | | |Mini-Lesson |Analogies |Chiasmus; | | | |Subject and Pronoun Agreement | |Reading Assignment |Morrison, 1-32 |Morrison, 33-58 | | |Maxwell, Enthusiastic |Maxwell, Intentional | |Writing Assignment |Learni ng journal 11 due |Learning journal 12 due | | | |Essay 3. due | |Week Eleven |10/28 |10/30 | |Poem of the Day | | | |Class Topics |NO CLASS |NO CLASS | | |Conferences in N416 |Conferences in N416 | |Mini-Lesson | | | |Reading Assignment | | | |Writing Assignment |Essay 2. 4 due |Essay 2. 4 due | | |Essay 3. 2 due |Essay 3. 2 due | |Week Twelve 11/4 |11/6 | |Poem of the Day |Here |Letter Home | |Class Topics | | | |Mini-Lesson |Four Basic Modifying Phrase Strategies |Appositive Phrases | |Reading Assignment |Morrison, 59-93 |Morrison, 95-131 | | |Maxwell, Mission Conscious |Maxwell, Prepared | |Writing Assignment |Learning journal 13 due |Learning journal 14 due | | |Essay 3. due | | | |Essay 4 assigned | | |Week Thirteen |11/11 |11/13 | |Poem of the Day |Art; One Art |This is Just to Say | |Class Topics |Taking Responsibility |Taking Responsibility | | |Checking with Other Resources |Checking with Ourselves | |Mini-Lesson |Participial Phrases |Absolute Phrases | |Reading Assignment |Morrison, 132-183 |Morrison, 184-216 | | |Maxwell, Relational |Maxwell, Self-Improving | |Writing Assignment |Learning journal 15 due |Learning journal 16 due | | | |Essay 4. 1 due | |Week Fourteen |11/18 11/20 | |Poem of the Day | | | |Class Topics |NO CLASS |NO CLASS | | |Conferences in N416 |Conferences in N416 | |Mini-Lesson | | | |Reading Assignment | | | |Writing Assignment |Essay 3. 4 due |Essay 3. 4 due | | |Essay 4. 2 due |Essay 4. 2 due | Week Fifteen |11/25 |11/27 | |Poem of the Day |By Heart |Advice to Writers | |Class Topics |Taking Responsibility |Taking Responsibility | | |Checking with the Text |Checking with Others | |Mini-Lesson |Adjectives Out-of-Order |Editing Unpunctuated Paragraph 3 | |Reading Assignment |Rodriguez, Middle Class Pastoral; Aria |Rodriguez, The Achievement of Desire | | |Maxwell, Selfless |Maxwell, Solution Oriented | |Writing Assignment |Learning journal 17 due |Learning journal 18 due | | |Essay 4. 3 due | | | |Final Self-Evaluation Assigned | |Week Sixteen |12/02 |12/04 | |Poem of the Day |Thesaurus |Eating Together | |Class Topics | | | |Mini-Lesson |Review of Basic Modifying Phrase Strategies |Review of Basic Sentence and Phrase Strategies | |Reading Assignment |Rodriguez, Credo |Rodriguez, Complexion | | |Maxwell, Tenacious |Maxwell, Conclusion | |Writing Assignment |Learning journal 19 due |Learning journal 20 due | |Week Seventeen |12/09 |12/11 | |FINALS WEEK | |Final Exam | | | |Final Portfolio with Final Self-Evaluation and | | | |Learning Achievements and Goals due | RESUME Name Address Telephone Email Present Educational Objective In this section, you should describe your main purpose for attending college. I plan on receiving a college degree in a health-related field so that I can go to medical school I plan on getting an MBA. I am taking a range of courses that will help me eventually choose my major. I am planning on a degree in elementary education. Highlights of Qualifications and accomplishments In this section, you should list your most significant qualifications, relevant experiences, accomplishments, and strengths that would contribute to your educational objective. During high school, I served as a volunteer at a local hospital. I was captain of our volleyball team. I was student council president in high school. I graduated with academic honors. I was an active member of the speech and drama clubs in high school. Last summer, I traveled to Europe. Employment In this section, you should list your employment history. Education In this section, you should list the high schools and colleges you’ve previously attended accompanied by the dates of attendance. Other General Interests In this section, you should list other activities of personal interest. Student Name Professor Musgrove English 101 Date Learning Achievements and Goals 1. I feel confident about my writing in the following ways for the reasons given. (a sample response: I feel confident about writing research essays because I had plenty of practice during my senior year. ) 2. I feel confident about my reading ability in the following ways for the reasons given. 3. I feel confident about my critical thinking abilities in the following ways for the reasons given. 4. I would like to improve my writing ability in the following ways for the reasons given. (a sample response: I would like to learn how to use commas correctly because my last teacher always marked my papers for commas. ) 5. I would like to improve my reading ability in the following ways for the reasons given. 6. I would like to improve my critical thinking abilities in the following ways for the reasons given. 7. I can see how these improvements would relate to my academic work and career plans in the following ways. Student’s Last Name # Student’s Name Professor Musgrove English 101 Date Version Number or Description Standard Essay Format Following Modern Language Association guidelines, this page demonstrates the standard format for essays and learning journal responses. Left, right, top, and bottom margins are set at one inch, and a header with the writer’s last name and page number is set at one-half inch from the top of every page and right-justified. The standard heading at the top left is left-justified and single-spaced. For the purposes of this course, I’ve added an extra line in the heading so that a writer can more easily keep track of the version of the essay submitted or the description of the learning journal response. After the heading, the title of the essay is centered above the body of the essay. This title does not require quotation marks or underlining, nor does it need to be bold. All of the other text is left-justified, double-spaced, and set in Arial, Times New Roman, or Courier New font no larger than size 12. The first line of each paragraph begins with a one-half inch tab, and there should be no extra spaces between paragraphs. For more information on formatting essays and research projects, see A Guide to MLA Documentation. Guidelines for Learning Journal Reading Responses In this class, your learning journal reading responses are one of the main ways you will use writing to engage, respond to, and learn from the course reading assignments. Each learning journal entry should be at the minimum three short paragraphs, one page, and typed. In these three paragraphs, you should complete the following. 1. Briefly summarize the assigned reading. This is not a detailed account of the events or argument presented, but a short overview of the story or essay. 2. Describe how you might relate your experience, someone you know, or some previous knowledge to the reading. In some cases, you may be able to easily relate some experience or another individual or prior knowledge to the reading. In other cases, this may be more difficult; if this is the case, challenge yourself to make the connection. 3. Ask one or two questions about what you’ve read. These questions will reveal your interest in the characters, events, topics, and craft of the assigned reading. These questions will also serve to guide our daily class discussions. To write â€Å"I don’t have any questions. † would not be an appropriate response. In addition, you should include at least one in-text citation from the reading assignment. This should be a direct quotation and include a parenthetical page reference that corresponds to the cited information. See â€Å"Conventions for Quoting and Citing Sources† on page 39 in your mini-lessons packet on how to cite and reference direct quotations correctly. As the term progresses, I will also ask you to incorporate a variety of sentence and phrase strategies in your learning journals. These reading responses are a very important contribution to your learning in this class as well because they will be the main source material for your midterm and final self-evaluation essays. They will also serve as practice for your midterm and final exams. In addition, you may submit up to four alternative responses that in some way creatively represent the main concepts or arguments in the assigned reading(s). In other words, rather than follow the guidelines above, you may submit an original poem, song lyric, PowerPoint slide, or two-dimensional drawing, painting, or collage that represents your response to the assigned reading(s). These alternative responses should also be submitted on regular 8 ? X 11 paper. These alternative responses should include the passage from the reading with corresponding page number that relates to or inspired in some way your alternative response. Writing Project #1 Narrative Essay The first major essay we will work on together in class will be a narrative essay. The other three will include an expository essay, an analysis essay, and an argumentative essay. These are four of the most common types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others inside school and beyond the classroom walls. Narrative essays are distinct from other forms of writing because they generally focus on a dramatic situation that the writer has personally encountered and wishes to share with someone else for a specific reason. Along the way, the writer must narrate in detail the elements of the story, including the setting (where and when the action took place), the characters (who did what to whom), and the action (what took place). The writer must also provide the reader with sensual detail (sights, sounds, smells, tastes, and other sensations) as well as the emotions, attitudes, and thoughts of the main characters, including the narrator. In other words, the writer is obligated to make the story come to life in as many ways as possible, so that the reader can see and understand what the writer experienced. Thus, for your first assignment, compose at least a three page narrative essay in response to one of the prompts below. 1. Purpose: Tell about an event that helped you understand your cultural identity. Audience: A friend, a member of your family, an important person in your cultural community, or readers of the school newspaper. What conclusions would you want your audience to draw? What response would you want them to have to your story? 2. Purpose: Tell about an event that helped you learn how to value your parent(s) or a friend. Audience: Your family, your friends, or the readers of the school newspaper. 3. Purpose: Tell about an event in the last two or three weeks that caused you to change your preconceptions about college life. What did you believe about college before this time? What do you now believe? What event and people contributed to that change? Audience: Your friends, family, seniors in high school who are planning to come to school, or readers of the school newspaper. Narrative Structure Narrative essays are similar to stories, except that the setting, characters, and events are true. Narrative essays are also similar to stories because they follow the same structure; that is, narrative essays have a chronological structure that 1. begins with an introduction of the setting and the main characters, 2. moves from one event to the next, 3. includes a conflict or climactic moment, 4. and then reaches a resolution of the conflict. Traditionally, a narrative plot or story line is represented as follows: Narrative Openings Opening 1: Give reader detailed description of the scene where the first event in story takes place. The cool autumn breeze jostled the leaves in the maple high above the dew-covered lawn. As I walked out into the yellow dawn light, a squirrel scampered across the sidewalk and wound himself up the maple. I bent to pick up the daily news, and he chattered his complaints at me. I must have interrupted his morning rounds. Suddenly, I heard the telephone ring from the house. Who could be calling so early? Opening 2: Start in media res with dialogue. Let reader hear significant dialogue from significant encounter in story. Then begin the story. â€Å"I just can’t believe this is happening to me,† Dan said. He was obviously upset. His voice sounded hoarse and strained. â€Å"What do you want me to do? I could drive over and be there in a couple of hours,† I offered. â€Å"Yes, why don’t I drive over. It won’t take me long. † â€Å"Well, uh. I don’t know. † Then there was a long silence at his end of the line. I tried to imagine what he was feeling, but I couldn’t. I hadn’t seen him or talked to him in three years. â€Å"Dan? † â€Å"Yeah, come on. I think I’ll need your help. How soon can you be here? † â€Å"Two hours. I’m on my way. I’ll leave here now. † I guess it wasn’t so odd that he called me. We were the closest friends not that long ago. Opening 3: Start in media res with description of scene. Give reader detailed description of the scene of significant event, briefly hint at event, and then begin the story. The traffic was snarled, and the air thickened with brown blowing dust and gray exhaust. The blinding sun sunk just ahead, and I dropped my visor so that I could focus on the string of red brake lights in front of me. Stop and go, stop and go. Somewhere in the distance, twisted metal, broken glass, and snapped necks stalled this three-lane, rush hour torture. I was late to meet Dan and wondered if he was feeling snarled, twisted, broken, snapped, stalled, and tortured as well. Opening 4: Relate your specific story to a familiar story. Unfortunately, we’re all too familiar with the trouble men have with women and women with men. Boy meets girl. Boy woos girl. Boy gets girl. Boy loses girl. Boy calls best friend. Same with girls. Girl meets boy. Girl woos boy. And so forth. TV sitcoms are filled with such stuff. First attractions, eventual breakups, and best friends consoling one another. Seems like we would have learned how to get out of this mess by now. But no. Writing Project #2 Expository Essay The second major essay we will work on together in class will be an expository essay. The first was a narrative essay, and the next two will include an analysis essay and an argumentative essay. These are four of the most common types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others inside the University and beyond. Expository essays are distinct from other forms of writing because they generally focus on explaining a concept or process through definition, analysis, classification, or comparison/contrast. In other words, expository essays are intended to clarify a concept or process through explanation. Thus, for your second assignment, compose a three-page, typed expository essay in response to one of the prompts below. 1. Purpose: Think about a process or procedure that you know very well and perform successfully. Perhaps you are an expert in this process and could teach it in detail to someone you know. Explain this process so that someone else could perform it following your instructions. Audience: Someone who would benefit from learning this process. 2. Purpose: Taking a humorous approach, explain in a how to successfully fail at something. For example, you might describe the procedures for failing at friendship, or at studying, or at writing a college essay, or at being a dorm roommate, or being a teammate, or being a son or daughter. There may be other â€Å"procedures† you wish to explain. Audience: Readers of the school newspaper. 3. Purpose: Describe someone you know who has helped you understand how to be successful in some aspect of your life. Who is this person and what have they taught you? Audience: Readers of the school newspaper. 4. Purpose: How would you define the characteristics of â€Å"a successful person†? In other words, complete this sentence: â€Å"I believe a successful person demonstrates the qualities of †¦Ã¢â‚¬ ¦.. † Also provide examples that clarify your definition. How do these examples fit the characteristics in your definition? Audience: Readers of the school newspaper. 5. Purpose: Contrast two definitions of success. In our culture, many definitions for success compete for our attention. What do you take to be the best definition? Why is this the best? What do you take to be a flawed definition for success? Why is it flawed? Audience: Readers of the school newspaper. Organizational Strategies for Expository Essays In expository essays, writers bring clarity and detail to procedures and concepts. They usually begin by introducing a general process or idea. They then proceed paragraph by paragraph by providing specific examples and evidence to help their readers better understand the steps or qualities of these procedures and concepts. Explaining a Process Introduction Identify the process, your expertise, and why audience would benefit from learning this process Step 1 Step 2 Step 3 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Conclusion Describing an Influential Person Introduction Name the person, describe their relationship to you, and their general influence Description of Person First influential lesson Second influential lesson Third influential lesson †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Conclusion Defining a Concept Introduction General claim about concept, and your specific definition Characteristic 1 Characteristic 2 Characteristic 3 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Conclusion Contrasting Two Ideas Introduction General claim about two ideas and the obvious differences First idea Second idea First contrasting feature of two ideas Second contrasting feature of two ideas Third contrasting feature of two ideas †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Conclusion Writing Project #3 Analysis Essay The third major essay we will work on together in class will be an analysis essay. The first essay was a narrative essay, the second was an expository essay, and the fourth essay will be an argumentative essay. These are four of the most common types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others inside the University and beyond. Analysis essays are distinct from other forms of writing because they generally focus on explaining the relationships between the whole and its parts. In the case of analysis, the writer of the essay explains how another author uses his or her craft to promote his or her larger purpose, whether it be a story, political speech, editorial, or advertisement. Instead of telling a story (as in a narrative) or explaining a process that the writer already knows (as in an expository essay), the writer in the case of an analysis focuses on examining something new. In other words, instead of focusing on knowledge â€Å"inside† the writer, the writer must focus on knowledge â€Å"outside† or beyond the writer’s previous experiences. Thus, for your third assignment, compose a four-page, typed essay in response to one of the two prompts below. 1. Purpose: Analyze Herman Hesse’s Siddhartha by providing your reader a brief biographical description of Hesse, summarizing the main action of the novel, detailing some of the main topics of the novel, describing Hesse’s use of literary form, and concluding with a discussion of what kind of reader(s) might best appreciate the novel. Audience: Someone who has not read the novel and would find value in it. 2. Purpose: Select and analyze two stories by Frances Khirallah Noble by providing your reader a brief biographical description of Noble, summarizing the main action of the stories, detailing some of the main topics of the stories, describing Nobel’s use of literary form, and concluding with a discussion of what kind of reader(s) might best appreciate the stories. Audience: Someone who has not read the stories and would find value in them. In either case, you should provide evidence from the novel or stories to support your analysis. See information on quoting and citing sources in the mini-lesson packet. Recommended Organizational Strategy for Analysis Essay 1. Introduction: a creative introduction that draws reader’s attention 2. Brief biography of author 3. Summary of main action 4. Main topics 5. Literary form 6. Conclusion: remarks on what kind of reader(s) might best appreciate novel or stories Writing Project #4 Argumentative or Persuasive Essay The fourth and final major essay we will work on together in class will be an argumentative or persuasive essay. The first essay was a narrative essay, the second was an expository essay, and the third essay was an analysis essay. These are four of the most common types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others inside the University and beyond. Argumentative or persuasive essays are distinct from other forms of writing because writers generally focus on an issue or problem that they share with their readers and attempt to provide a specific point-of-view or solution. We might also think of this kind of essay as a problem-solving essay. Thus, for your fourth assignment, compose a three-page, typed essay in response to the prompt below. Purpose: Select a specific problem related to your experience at Saint Xavier this year. This problem may have to do with student life, housing, registration, parking, scheduling of classes, course offerings, school activities, sporting events, or student resources like the library or computer labs, but it must be a problem that you know other students have encountered as well. Audience: Compose an editorial for the student newspaper or a letter to the President of the University in which you describe the problem in detail and offer a specific solution. Recommended Organizational Strategy for Persuasive Essay 1. Introduction: discussion of values and concerns University already promotes 2. Description of problem and who it affects 3. Real and possible consequences of problem 4. Possible solutions to problem 5. Best solution to problem and why it’s best 6. Conclusion: discussion of how best solution supports values and concerns University holds Student Name__________________________________________________ Essay # ______ Version # ______ Evaluation Criteria |A |a clear aim, a strong introduction, and a houghtful conclusion | |an excellent essay |strong supporting details | | |logically developed and very well organized | | |a tone appropriate to the aim of the essay | | |stylistic maturity and confident facility with language as demonstrated by sent ence variety and appropriate | | |word choice | | |virtually free of surface and usage errors | |B |a clear aim and a strong introduction and conclusion | |a good essay |good supporting details | | |logically developed and well organized | | |a tone appropriate to the aim of the essay | | |lacks the stylistic maturity and facility with language of an A essay | | |largely free of surface and usage errors | |C |a clear aim, an introduction, and a conclusion | |an acceptable essay |adequate supporting details | | |competence in logical development and organization, although it may exhibit occasional organizational and | | |developmental weakness | | |a tone appropriate to the aim of the essay | | |basic competence in sentence variety and word choice | |a pattern of surface and usage errors | |D |lack of a clear aim, focus, or conclusion | |a poor essay |lack of sufficient support | | |supporting details may be trivial, inappropriate, logically flawed | | |flaws in organization/ development | | |inappropriate tone | | |stylistic flaws characterized by lack of sentence variety and by evidence of limited vocabulary | | |frequent usage or surface errors | |F |focus may be too general or too specific | |an unacceptable essay |lack of support | | |lack of organization | | |inappropriate tone | | |serious stylistic flaws | | |serious usage or surface errors | |No evaluation |Essays receiving no grade will | | |fail to address the topic or assignment, | | |fail to fulfill other requirements of the assignment, | | |show evidence of plagiarism, | | |or fail to be accompanied by previous drafts. | Recommendations for Revision |Recommendations for Editing | | | | | | | | | | | | | | | | | | | | | | | | | | | | Academic Performance Agreement English 101 Musgrove In order to make the requirements of this class and your responsibilities as a student as clear as possible, I’ve created this document titled â€Å"Academic Performance Agreement. â⠂¬  Please read this information carefully because it outlines the kinds of behaviors, study habits, and attitudes necessary for success in this class, as well as in the University writing community at large. If you agree to the terms and conditions set forth below, please sign your name on one of the two copies I’ve provided you. By signing and returning this agreement to me, you commit yourself to the standards of conduct and academic performance listed below. If you do not accept these standards, you should see your advisor about withdrawing from this course. 1. I understand that attendance is a requirement of the class and that 5 absences of any sort (excused or unexcused) will result in automatic failure. I also understand that if I miss class that I should contact another student, rather than the professor of the class, to discover what I’ve missed. A missed conference will be equivalent to two absences. 2. I understand that arriving late to class is inappropriate because it disrupts the class agenda and interferes with teaching and learning. I understand that the instructor will shut the door to the classroom when the class starts and that I will not attempt to enter the class after the door has been closed. 3. I understand that cell phones must be turned off before entering class. I understand if my cell phone rings during class I will be asked to leave the class. 4. I understand that this class has substantial reading and writing requirements. These requirements will demand that I manage my time carefully and schedule at least 6 hours of study time per week or 2 hours of study time for every one hour of scheduled class time. 5. I understand that purchasing the course texts and bringing the texts to class to support my discussion of the assigned readings is a requirement of the course. 6. I understand that I should be prepared each day to share my learning journal responses to the reading assignments in class. I will share these learning journals responses with other students in the class. I also understand I may not turn these journals in late. 7. I understand that I will be required to contribute to class discussions and small group work in class. In other words, I will be required to speak in class, share my ideas, and respect the ideas of others. 8. I understand that I will be composing learning journal responses, four major essays, and two self-evaluations. I also understand that any writing I submit must be my own and written exclusively for this class. 9. I understand that my writing assignments should be composed and saved on a word-processor or personal computer. I also understand that I should schedule my time and supplies carefully so that I know when I have access to a word-processor or computer and that I have adequate paper and printing supplies. 10. I understand that I will benefit from discussing my ideas and writing with my family, friends, and other students. I also understand that I can get help with my ideas How to cite Writing and Assignment Learning Journal, Essays

Employability free essay sample

This handout is intended to: 1 . Help you identify the employability skills you have developed and practiced wrought your academic study and wider university life whilst at MIMIC. 2. Provide you with a prompt list to help you identify your own examples of your skills to use on applications and your C.V.. How your academic work has given you employability skills. MUM encourages all students to become autonomous learners.This means teaching is structured to encourage you to take responsibility for your own learning I. E. C] Work independently C] Priorities CLC Manage your time efficiently C] Be self-motivating Know how to find and use resources effectively CLC Reflect on your personal development and understand the importance of intuition to develop your skills beyond university and throughout life. PDP helps with this process) You have developed and practiced skills through the teaching methods used at MILL: In Lectures: L] Listening and concentrating for extended periods C] Sorting, sifting and summarizing information C] Recording and organizing information efficiently In Classes, Seminars and Tutorials: CLC Speaking clearly and fluently C] Arguing a case in a reasoned manner 0 Making presentations [l Thinking on your feet C] Considering differing viewpoints and responding appropria tely In Essay and Report Writing:C] F-ending relevant information from a range of sources C] Identifying key issues CLC Writing clearly and to the point C] understanding complex arguments and theories Keeping an open mind 0 Thinking logically L] Structuring and developing an argument C] Critically analyzing and evaluating evidence and arguments In Project Work C] Creating and following a plan L] Maintaining motivation C] Keeping to a time schedule C] Anticipating problems In Group Work Managing your time C] Delegating 0 Taking responsibility Supporting other team members C] Understanding team dynamics and responding appropriately L]Understanding your own role, strengths and weaknesses in a team D Holding your ground Being persuasive CLC Negotiating C] Respecting and being sensitive to others Employers frequently ask for some or all of the following skills. Listed are examples Of situations where you may have used them in academic study or wider university life. Use it as a prompt list to identify your own examples to use in applications. Commercial awareness understanding the key factors that contribute to an organizations success e. G. Providing a quality product; good customer service; well-trained, motivated staff; controlling costs.Examples of evidence: C] Quantify any role you have had in raising or handling money e. G. Fundraising for an event or charity, acting as treasurer for a society. For example, l acted as treasurer for an event that raised El 000 to help support . C] Reading the business sections of the press on a regular basis Work experience in customer service CLC Raising sponsorship for any purpose from commercial organizations II In work experience, making suggestions that have improved a service or increased efficiency Dissertation any references to commercial applications or relevance. Key words for the application form:Forward thinker; risk taker; entrepreneurial; professional; strategic Teamwork working effectively with other people Examples of evidence: CLC Any situation where you work alongside others to achieve an agreed outcome e. G. Committees, events organizing, music-making (bands, choirs etc), drama, sports Just about any paid/voluntary work involves working in a team. CLC Academic group work see above 3 Key words for the application form: Supportive; facilitator; open-minded; diplomatic; tolerant; reasonable; constructive; leadership; i nfluencing; co-ordination; Commitment/motivation demonstrating a determination to be successful.Examples of evidence: C Overcoming difficulties to come to university C] using PDP effectively to improve your skills academic skills or preparing for a particular career or employment sector would be good examples to use. CLC Duke of Edinburgh: Young Enterprise: any competition successes or prizes. C] Campaigning/fundraising Training, or working on a skill, over the long term to achieve an ambition or goal e. G. Training from scratch to run a marathon. Reliable; conscientious; proactive; initiative; flexible; adaptable; determined; positive Problem solving/creativity having a can do attitude by finding lotions to problems.Examples of evidence: C Anticipating problems and resolving them through planning e. G. Project work, planning travel overseas, Resolving financial problems ? personal, or fundraising for a club, raising money to fund an activity e. G. To participate in charity work overseas. C Solving problems through negotiation or representation ? acting as student rep; resolving problems over accommodation with landlord or playmates; resolving disagreements in group work 0 Finding novel or innovative solutions to problems e. . Devising new methods of fundraising; new ideas or promoting an activity, or encouraging participation in an academic activity; ideas leading to greater efficiency in your workplace (paid or voluntary); novel ways of promoting yourself to find work placements. Key words for the application form: Achiever; practical; astute; open-minded; resilient; imaginative; reflective; initiator Communication ensuring you are understood by writing or speaking in a clear and articulate manner.