...Critical Response Essay Life is full decisions, some harder than others, but those hard decisions have to be made sometimes for the wellbeing of others. Medical technology is beginning to take of the medical field and is making ethical decisions and issues a thing of the past. Due to this there are has been some debate on whether or not the technology in the medical field is harming the medical profession or not. Some people agree with the topic others do not and think that the medical team should be the ones making the decisions not the computers. The passage, Medical Technology and Ethical Issues by William E. Thompson and Joseph V. Hickey, explains the dilemma of technology in the medical field, and the different sides of it. The technology that is being referred to is the RIP computer. This is a computer program that doctors us to help make decisions about whether to administer lifesaving actions to patients that are dying or to let them die. In the passage critics and supporters take opposing sides to the issue of technology being used in the medical field. Some believe computers will be making the decisions, while others believe it just provides data to make decisions on who to treat. On the debate of the use of the RIP in medical field has two main positions, the critics and the supporters. The critics disagree with the technology because, they say that it is a “frightening example” of the overreliance of computer technology that makes decisions that should be...
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...Critical Response Essay 1. If Fred were a Utilitarian, what would he do? Utilitarianism is a consequentialist theory where right and wrong depends on the consequences of one’s actions for everyone who might be affected by them. In other words, Utilitarian individuals want a system that will bring good to society than any other system. The philosophy of consequentialism is also based on the belief that the moral and ethical value of one’s action should be judged by the consequence of such action. In the case where Fred has signed a confidentiality agreement with Greyarea Inc. he is unable to leak out any information to the public about his research findings. If he were to tell anyone else that the cigarettes are more harmful, then the consequences of him being sued by the company due to a breach of the contract would be the repercussions. This is not to say that if Fred did give out the information about the truth of their newly developed cigarettes, he would be right or wrong. In the case with his company, he will be considered doing wrong. If Fred were a Utilitarian he would want to bring good to the society as a whole by letting the public know that the cigarettes in production is actually more addictive and has a higher chance of developing cancer in smokers. He would disregard the repercussions that would affect his family and career even when he is financially secure. His moral beliefs would tell him that his actions are for the greater good and so much more important...
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...26 The Sixties: The Years That Shaped a Generation (continued) Homework: Journal response – The Sixties March 03 The Sixties journal response due Discuss Machiavelli/Jefferson essay prompt Man and the State: Machiavelli on Political Power Discuss rhetorical and critical reasoning implications Homework: World of Ideas – “Government Introduction: (14-19) Machiavelli’s “The Qualities of the Prince” (36-53) Journal response – Machiavelli text Prereading Questions (39); Questions for Critical Reading 1-5 (50) Define the terms ends and means, and explain why they are important. Compare Machiavelli’s advice with the behavior of a specific politician – past or present. Under what political circumstances might the ends justify the means? 05 The Old Globe 10 Machiavelli packet due Group presentation and discussion – Machiavelli Discuss rhetorical and critical reasoning implications Homework: World of Ideas – Jefferson’s “The Declaration of Independence” (76-84) Journal response to the Jefferson text Prereading Questions (80); Questions for Critical Reading1-5 (84) How does the document seem to define independence? Use this definition...
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...of Northumbria Newcastle upon Tyne NE1 8ST Self-Assessment ISBN: 1-86135-080-5 Text editor: Rebecca Johnson Copy editor: Publications Office, University of Northumbria Designed and produced by the Department of External Relations DER: 2308HCB/6/00J Contents Project mission statement Introduction The nature and scope of the project i) The self-assessment sheet ii) Student guide to self-assessment iii) ‘Writing essays: A guide for literary studies students’ (sample) 5 7 8 10 13 23 Ways of using the materials i) How the self-assessment sheet can be used ii) Workshop using the self-assessment sheet 34 34 34 iii) How ‘Writing essays: A guide for literary studies students’ can be used 35 iv) Workshop using the essay guide 35 Impact on staff and students i) Student response to the self-assessment sheet ii) Student response to workshops using the materials iii) Staff response to the materials 37 37 37 37 Further references About the authors Acknowledgements Appendices i) Example of completed self-assessment sheet with essay 39 39 39 41 3 4 Project mission statement T he Assessment and the Expanded Text Consortium is a project directed by the English division at the University of Northumbria. It involves collaborating with colleagues who teach English courses at Sheffield Hallam University, Staffordshire University and the University of East Anglia. We came together three years ago to build on existing relations between...
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...Essays for A Level Art, Photography, Graphic Communication objectives • To help you to discover and focus in depth upon an aspect of art and design that fascinates you. • To develop your understanding of art and design history and to see how artists exist and work within artistic and social contexts that help shape their work. • To develop your academic research, writing and referencing skills, in preparation for university and work. • To inspire you and allow you to then make better, more well-informed, practical work, that discusses complex issues and sophisticated concepts. Format • A written and illustrated final outcome of 3000 words with 10% tolerance. • No shorter than 2700 and no longer than 3300. • Fully illustrated by you. • Presented visually. • Related to your practical work • Includes evidence of contextual research; critical analysis; critical interpretation; personal response and engagement; and critical evaluations and judgements • It is an essential component of your A2 year but it is NOT worth more marks than the practical element. Title • Design an essay title that will allow you to make a critical and evaluative conclusion. • Consider the following examples. Which ones will result in the better A level essays? Why do you think this is? Title examples • Lucian Freud: A Study of His Life and Works • Justify the following statement: All photographs are fake • To what extent is PhotoShop the cause of mistrust in...
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...How to Write an Analytical Response Paper An analytical response paper, also called a critical response or a reader response, depending on the teacher and the context, is a paper written to tell your opinion about some topic or idea based on a written work, question or study of some kind. It requires critical thinking to form your ideas and find support for the ideas based on the question. Step 1 Read the response directions from your instructor. The directions tell you what you are responding to and might even include a question to guide your answer. For example, it might ask you to respond to part of a text rather than a full text. Step 2 Write some short notes on your thoughts. An analytical response paper is not only your opinion about whether you agree with or like the material, but it also should include why you feel the way you do. For example, if a short story you are responding to makes you angry, write the reasons for that. Try to find at least two or three reasons to support your findings. Step 3 Analyze the material and your thoughts on it. If you feel the information in the text is false, find points that support the falsities in the text or that make it seem false to you as a reader. Write the quotes with appropriate citation to use in your essay. Step 4 Write an outline. Depending on the length requirements in the directions, you might need only two supporting paragraphs, or you might need more. The outline should point out your main ideas and provide at...
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...Exam Since 2013, three tasks requiring written responses have been include in the Business Environment Concepts BEC section of the CPA exam. Each of these questions require specific format, usually that of a typical business documents such as memo or letter. The specific writing skills tested on the CPA exam include the following: * Organization * Development * Expression The AICPA has identified problem solving skills, among others, as important for success on the CPA exam. In the exam, candidates should be able to * Apply professional skepticism * Identify and solve unstructured problems * Develop reasonable hypothesis to solve a problem * Develop creative ways of thinking about situation * Develop logical conclusion through the use of inductive and deductive reasoning Writing for CMA Exam Writing skills and critical thinking skills are also essential for success on the CMA exam. CMA exam evaluate a candidate’s ability to analyze, evaluate and communicate, as well as candidate’s mastery of accounting concepts and technical skills. In addition the following writing skills are evaluated in the CMA exam. * Use of Standard English: Proper grammar, punctuation and spelling * Organization: logical and coherent flow of ideas * Clarity: Clear communication of analysis and recommendations Preparing and Taking the Professional Exams Taking a certification exam may cause anxiety and writing the responses for different questions may seem daunting. The stress...
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...expected. | Cognitive Distortion and Description | Please respond to the prompts below (a,b,c,d) for each cognitive distortion you choose. Each response should be 150-200 words. a) Provide an example of a cognitive distortion from your personal life.b) How did the cognitive distortion affect your critical thinking?c) How could you manage the emotions associated with this cognitive distortion in the future?d) How will you avoid using this cognitive distortion in the persuasive essay you are writing for this class? | 1 | Jumping to Conclusions | A) I always jump to conclusions especially when my husband is trying to tell me something, but I really don’t want to hear it and this sometimes causes us to argue. If I would just listen to what he was trying to say and not trying to answer it myself I could avoid this problem. B) Jumping to conclusions affected my critical thinking because instead of waiting for my husband to finish his statement and then come up with a great and plausible solution or response to what he had just told me, I jumped in and through in a irrational conclusion.C) I could handle this distortion in the future by simply letting my husband finish what he is going to say and then think about it rationally and then lastly have a conversation with him about it.D) I will avoid using the distortion in my essay by thinking everything through thoroughly before jumping to conclusions about the research that I had done. | 2 | Blaming | A) Blaming is something...
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...American Experience: SAT Style Argument Essay | Task: | Suggested Engagement Scenario: In order to be well-prepared for the SAT that you will take this year, it is important to practice the essay component of the exam. That is what you will do today.Part 1: Compose a 25- minute timed SAT style argument essay. Use the rubric to guide your response to this prompt: Is the American Dream possible for all people? Plan and write an essay in which you develop your position on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.Part 2: Review anchor papers with rubric, then determine your own score. (This does not replace teacher evaluation)Part 3: (optional follow-up) Compose a diary entry focused on the American Dream from the perspective of a Colonial Era immigrant. (W.# Narrative Task) | Standards: | RI.11.7: Integrate and evaluate multiple sources of information in order to address a question or solve a problem.W.11.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.L.11.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. | Materials: | Teacher Materials: * Teacher directions * Rubric | Student Materials: * SAT Style Essay prompt sheet * Rubric | General Notes:...
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...Critical Response Paragraphs UWF WRITING LAB WRITING CRITICAL RESPONSE PARAGRAPHS By Chris Yow Quoted material is taken from the autobiography The True History and Restoration of Mrs. Mary Rowlandson Many instructors assign daily critical response paragraphs to ensure students are reading the assigned texts and to help students think critically about the texts they are reading. Critical response paragraphs do not simply summarize the text or evaluate whether or not you like the text; they are a 7- to 10-sentence persuasive and focused analysis, argument, or interpretation about the text. They not only help you think critically about the texts you read but also help you formulate ideas that can be expanded into longer essays. There are four parts to a critical response paragraph:1) an argumentative topic sentence, 2) evidence in the form of quotations or paraphrases for the argument you are making, 3) interpretation of your evidence in relation to the argument, and 4) a strong concluding statement. Follow the guidelines under each part to help you write a critical response paragraph. Do not write a plot summary. Engage the text. 1. The Argumentative Topic Sentence You can think of your critical response paragraph as a mini-essay; your paragraph’s topic sentence (usually the first sentence) must act as both the thesis and the introduction. You should include the author’s name and the title of the text you are writing about, and you must state precisely and concisely what...
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...Memorandum DBE/Feb.–Mar. 2014 INFORMATION FOR THE MARKER In assessing a candidate's work, the following aspects, among others, drawn from the assessment rubric, must be borne in mind: • The overall effect of planning, drafting, proofreading and editing of the work on the final text produced. • Awareness of writing for a specific purpose, audience and context – as well as register, style and tone – especially in SECTIONS B and C. • Grammar, spelling and punctuation. • Language structures, including an awareness of critical language. • Choice of words and idiomatic language. • Sentence construction. • Paragraphing. • Interpretation of the topic that will be reflected in the overall content: the introduction, the development of ideas and the conclusion. Copyright reserved Please turn over English Home Language/P3 3 NSC – Memorandum DBE/Feb.–Mar. 2014 SUGGESTED APPROACH TO MARKING SECTION A: ESSAY Refer to SECTION A: Rubric for Assessing an Essay found on page 8 of this memorandum. CRITERIA USED FOR ASSESSMENT CRITERIA MARKS CONTENT AND PLANNING 30 LANGUAGE, STYLE AND EDITING 15 STRUCTURE 5 TOTAL 50 1. Read the whole piece and decide on a category for CONTENT AND PLANNING. 2. Re-read the piece and select the appropriate category for LANGUAGE, STYLE AND EDITING. 3. Re-read the piece and select the appropriate category for STRUCTURE. SECTION B: LONGER TRANSACTIONAL TEXT Refer to SECTION B: Rubric for Assessing Longer Transactional Texts found on page 9 of this...
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...ESSAY WRITING NOTES GENERAL COMMENTS • The following notes are issues that we will discuss in the study skills session on ‘essay writing’. I hope that they will aid you in your essay writing. • It is often useful to view the Unit in its entirety before you chose to select a topic to write your essay on. Remind yourself of the 10 lectures and how they relate to one another. The Unit topics inter-relate and it is important that you demonstrate your ability to synthesise ideas and topics in your answers. • Below are some ‘dos’ and ‘don’ts’ for essay writing success. DO • Remember to consult the marking scale in the Handbook. This will give you an indication of what is required at different levels. • Make sure you read the precise wording of the Q and tailor the response accordingly. • Do not write the answer with the unit convener in mind. Essay scripts are moderated by two internal (School for Policy Studies) academics and potentially one external academic examiner. Your responses will potentially need to make sense to all three. • Reference your material using the Harvard system. Check your course handbook for details. Be consistent in your referencing. This is extremely important. • Your referenced material must be relevant to the course. Find your own sources by all means but stay within the topic area. • Be careful about using internet sources. If you use them you need to demonstrate their credibility and reference accordingly. See...
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...ENGLISH HANDBOOK -“Welcome to my evil lair…” -Mr. Braiman Brooklyn High School of the Arts www.mrbraiman.com http://handbook.mrbraiman.com “EVIL” Welcome to my evil classroom lair. In order to become full-fledged evil “minions,” you need to read this handbook carefully. It explains everything you need to know. “English,” as you may know, is shorthand for “English Language Arts.” Being that we are in an Arts school, but one where academics must and always do come first, it is important that we approach the subject as what it is: an art form. How does one study the arts? What exactly do we do when we study drawing, sculpture, music, or dance? Well, anyone who has studied the arts will tell you that studying the arts essentially involves two things: • Learning about, and developing an awareness of and appreciation for, existing works of art in that particular form; • Developing the skills and techniques associated with the art form, in order to create our own works. In the case of language arts, much like any other art form, we will be studying existing works of art (i.e., reading books, stories and poems), and developing the skills to produce our own (i.e., writing). That’s what English Language Arts is. We will also be preparing ourselves for New York State’s Regents Comprehensive Examination in English, which we’ll all be taking in June. This two-day, six-hour, four-part exam requires no specific knowledge or content, but it does require the skills to listen, read,...
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...LEADING AND MANAGING CHANGE INDIVIDUAL WRITTEN ASSIGNMENT (100% of the module assessment) Introduction Understanding change and its underpinning and emerging dynamics are crucial areas for the success and sustainability of organisations. This module aims to encourage critical analysis and evaluation of emerging issues, situations, threats and opportunities when change unfolds within organisations, and aims to examine and assess how the influence of organisational dynamics may shape perceptions, interventions and responses. Assignment Given the ideas introduced in the paragraphs above, you are required to research, plan and write an individual 3000 word essay which critically evaluates an aspect of organisational dynamics that influences leading and managing of change within organisations. Your experience/observations of change should be used to support your critical evaluation and commentary. Given the word limit and the requirement for depth of discussion it is crucial to establish a defined focus for your paper. You are not required to try and work with all of the Module themes, that are introduced in class sessions but to be selective in line with the requirement for critical evaluation of the influence/ impact of organisational dynamics. Previously the assignments achieving the higher marks have been from those students who have been able to consider ideas introduced within the Module but also evidence increasing initiative and independent thinking...
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...Dec 2014 03:14 GMT) The Pedagogical Possibilities of Covering Gilman’s Wallpaper Karla J. Murphy In his introduction to The Pedagogical Wallpaper, Jeffrey Andrew Weinstock notes how the pedagogical diversity of Charlotte Perkins Gilman’s “The Yellow Wall-Paper” prompted him to collect essays for this book. He goes on to explain that “given the ubiquity of the text within various academic settings, I was also struck by the absence of attention to the text within pedagogical contexts. Despite the large (and steadily growing) body of criticism to the story, very little of it explicitly addresses its importance as a tool to facilitate learning or various ways in which to make use of the text in the classroom” (3). As a collection, Weinstock’s The Pedagogical Wallpaper contains informed, detailed, and diverse analysis that attempts to shore up the absence of “pedagogical possibilities” concerning Gilman’s transgressive short story (9). Among the contributors are a MOO space specialist, a Gilman scholar, a queer theorist, an existentialist, a formalist, and several reader/student-response theorists. Because each essayist presents a distinct critical perspective on Gilman’s text, each essay is likewise concerned with “how the narrative teaches and how to teach the narrative” (5). Thus, it seems to me that Weinstock’s The Pedagogical Wallpaper resonates with Pedagogy’s conviction that teaching is central to our work as scholars and educators, no matter what our particular perspective...
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