...Persuasive Essay Robyn Ralston COMM/215 January 26th, 2015 Paul Korzeniowski Persuasive Essay Even though adding a Turf Field would cause higher taxes, adding a turf field to a school al-lows all area schools in the district to have a field to play on and other clubs can play weekend sports on the field which will generate more crowds. Many school districts have annual votes to have many items voted on to have added to their school district. Greece Central in Rochester, NY has always played around with the thought of adding a turf field to one of the area’s high schools. With four Middle/High Schools, the ques-tion becomes where do we add it? On January 13th, Greece’s school board meeting was held, and the board approved on going forward with a vote on the stadium. The district decided they will have a vote on March 24th, 2015 to have a turf field added to local high school Greece Ar-cadia (McDermott, 2015). Adding the turf field to Greece Central would allow for all the high school teams to have a place to play a home game at night. At this current time, the only time any of the high schools in Greece plays the night game is at another district where they already have a tuft field under the lights. Adding this new stadium with the lights will be able to host these games. Many parents have stated having a Friday night game under the lights would make it so they would be able to attend more games. According to "13 Wham" (2015), ““It's a culture I think we've...
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...CHAP TER Rhetorical Modes 1. NARRATION L E A R N I N G O B J E C T I V E S 10 1. Identify the purpose and structure of narrative writing. 2. Recognize how to write a narrative essay. Rhetorical modes simply mean the ways in which we can effectively communicate through language. This chapter covers nine common rhetorical modes. As you read about these nine modes, keep in mind that the rhetorical mode a writer chooses depends on his or her purpose for writing. Sometimes writers incorporate a variety of modes in one essay. In covering the nine rhetorical modes, this chapter also emphasizes these as a set of tools that will allow you greater flexibility and effectiveness in communicating with your audience and expressing your ideas. rhetorical modes The ways in which we effectively communicate through language. 1.1 The Purpose of Narrative Writing Narration means the art of storytelling, and the purpose of narrative writing is to tell stories. Any time you tell a story to a friend or family member about an event or incident in your day, you engage in a form of narration. In addition, a narrative can be factual or fictional. A factual story is one that is based on, and tries to be faithful to, actual events as they unfolded in real life. A fictional story is a made-up, or imagined, story; the writer of a fictional story can create characters and events as he or she sees fit. However, the big distinction between factual and fictional narratives is based on a writer’s purpose...
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...Accounting 3230 Fall 2014 Part I: Leonard Company sponsors a defined benefit pension plan for its employees. The following data relate to the operation of the plan for the years 20X2 and 20X3. | 20X2 | 20X3 | Projected benefit obligation, January 1 | $ 600,000 | | Plan Assets(fair value and market-related value), January 1 | 410,000 | | Pension Asset/Liability, January 1 | 190,000 CR. | | Prior Service Cost, January 1 | 160,000 | | Service cost | 40,000 | $ 59,000 | Settlement rate | 10% | 10% | Expected rate of return | 10% | 10% | Actual return on plan assets | 36,000 | 61,000 | Amortization of prior service cost | 70,000 | 50,000 | Annual Contributions | 97,000 | 81,000 | Benefits paid to retirees | 31,500 | 54,000 | Increase in projected benefit obligation due to changes in actuarial assumptions | 87,000 | 0 | Accumulated benefit obligation at December 31 | 721,800 | 789,000 | Average service life of all employees | | 20 years | Vested benefit obligation at December 31 | | 464,000 | (a) Prepare a pension worksheet presenting both years 20X2 and 20X3 and accompanying computations and amortization of the loss (20X3) using the corridor approach. (b) Prepare the journal entries (from the worksheet) to reflect all pension plan transactions and events at December 31 of each year. (c) For 20X3, indicate the pension amounts reported in the financial statements. Part II: The accounting records of Scotty inc show the following data for 20X2....
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...section Vi essay forms Many people use the term “essay” to mean any paper written for a class. In actuality, there are many different types of essays, each of which has a unique purpose, form, and style. We call these different types of essays “modes of discourse,” and they include expository, persuasive, and comparecontrast essays to name just a few. This section of the Guide has a dual purpose. First, various types of essays are described and suggestions are included about how to approach each particular type of writing. Second, the sample essays are good tools for you to see how these different essays look in their final form. These are not templates (no essay can be a carbon copy of another even in form), but they will give you a good idea of what a final piece of writing for each mode of discourse looks like. It would be advantageous to critically analyze the form and content of each sample against the instruction for how to write each type of essay. chapter 21 expository essays Jennifer propp An expository essay explains something using facts rather than opinions. The purpose of this type of essay is to inform an audience about a subject. It is not intended to persuade or present an argument of any kind. Writing this type of essay is a good way to learn about all the different perspectives on a topic. Many students use the expository essay to explore a variety of topics, and do so in a wide range of formats, including “process” and “definition”...
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...WRITE GREAT ESSAYS HOW TO WRITE GREAT ESSAYS Lauren Starkey ® NEW YORK Copyright © 2004 LearningExpress All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by Learning Express, LLC, New York. Library of Congress Cataloging-in-Publication Data: Starkey, Lauren B., 1962– How to write great essays / Lauren Starkey. —1st ed. p. cm. ISBN 1-57685-521-X 1. English language—Rhetoric—Problems, exercises, etc. 2. Essay—Authorship—Problems, exercises, etc. 3. Report writing—Problems, exercises, etc. I. Title. PE1471.S83 2004 808'.042—dc22 2004003384 Printed in the United States of America 9 8 7 6 5 4 3 2 1 First Edition ISBN 1-57685-521-X For more information or to place an order, contact LearningExpress at: 55 Broadway 8th Floor New York, NY 10006 Or visit us at: www.learnatest.com Contents Introduction 1 2 3 4 5 6 7 8 vii Organization 1 Clarity 11 Word Choice 21 Mechanics 39 Revising, Editing, and Proofreading 55 Untimed Essay Writing Strategies 67 Timed Essay Writing Strategies 85 Sample Essay Prompts and Essays 97 Resources 111 CONTENTS HOW TO WRITE GREAT ESSAYS v Introduction n your preparations for college, you may find yourself facing a handful of high-stakes essays. Your college application requires at least one, and the SAT requires another. Depending upon the high school you attend...
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...can be stopped. T.V. violence, families in poverty, and mis-teachings are just several of the many serious causes for bullying. Bullying must be stopped or prevented no matter how long it will take, it is a deeply concerning matter. Bullying does not always have to be childish play, it can be extremely violent. People may be bruised, injured, or even killed. Kids under bad influence may turn very violent. Parents, relatives, friends, T.V., music and pictures may all influence people, especially when they are depressed or are in a lowered state of mind. Violence on T.V. is a very big influence, particularly the wrestling and fighting shows. Also, T.V. shows are quite readily available for anyone to watch. Kids may try “moves” on people at school because they believe it’s cool. As well, cooperation from childrens’ parents is important, some parents actually encourage their children to fight to look cool or don’t teach them properly. Kids must take their own initiative, as well, they must find out what’s wrong and what’s right for themselves sometimes. Many kids don’t take bullying seriously. However, when a real incident occurs, they are unprepared, shocked, regretful, or dead. Bullying must stop, for it is destroying the lives and futures of many innocents, perhaps not killing them, but ruining them. People may end up physically distorted,...
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...CHAP TER Separating Ideas and Shaping Content Writing Paragraphs 1. PURPOSE, AUDIENCE, TONE, AND CONTENT L E A R N I N G 1. 2. 3. 4. 6 O B J E C T I V E S Identify the differences between summary, analysis, synthesis, and evaluation paragraphs Identify the content in writing paragraphs Demonstrate how audience and tone influence content Apply purpose, audience, tone, and content to a specific assignment Imagine reading a poorly written review of a movie that you would like to see this weekend. You cannot follow the characters, action, or conflict because the author of the review rambles on and on. Without clear paragraphs, this review will likely lose your interest, and you may skip the movie altogether! When you are the writer, it is helpful to position yourself as a reader. Ask yourself whether you can focus easily on each point you make. Effective writers use a single paragraph for each new idea they introduce. Paragraphs separate ideas into logical, manageable, and distinct units. Each paragraph focuses on only one main idea and presents coherent sentences to support that single point. Because all the sentences in one paragraph support the same point, a paragraph may stand on its own. Each paragraph is shaped by Purpose: the reason why the writer composes the paragraph. < Tone: the attitude the writer conveys about the paragraph’s subject. < Audience: the individual or group whom the writer intends to address. < Content: the written material in the paragraph...
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...this situation sounds familiar, you may find it reassuring to know that many professionals undergo these same strange compulsions before they begin writing. Jean Kerr, author of Please Don’t Eat the Daisies, admits that she often finds herself in the kitchen reading soup-can labels—or anything—in order to prolong the moments before taking pen in hand. John C. Calhoun, vice president under Andrew Jackson, insisted he had to plow his fields before he could write, and Joseph Conrad, author of Lord Jim and other novels, is said to have cried on occasion from the sheer dread of sitting down to compose his stories. To spare you as much hand-wringing as possible, this chapter presents some practical suggestions on how to begin writing your short essay. Although all writers must find the methods that work best for them, you may find some of the following ideas helpful. But no matter how you actually begin putting words on paper, it is absolutely essential to maintain two basic ideas concerning your writing task. Before you write a single sentence, you should always remind yourself that 1. You have some valuable ideas to tell your reader, and 2. More than anything, you want to communicate those ideas to your reader. These reminders may seem obvious to you, but without a solid commitment to your own opinions as well as to your reader, your prose will be lifeless and boring. If you don’t care about your subject, you can’t very well expect anyone else to. Have confidence that your ideas are...
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...The purpose of this report is to explore the cultural determinants of both Japan and United States. The report elucidates the differences between the two countries in terms of leadership styles as influenced by their respective different cultures. The reason in selecting Japan as one of the research countries is because of its deep rooted strong cultural beliefs and group centered style in a business perspective. It is well known to the world that Japan is a closed economy but at the same time, extremely competitive. On the other hand, United States make a good contrast in terms of its open culture and individualistic style of doing business. Despite the differences, both are amongst the most competitive and successful nations in the world. The compromising Japanese and confrontational Americans do make this research journey an exciting and interesting one. Different cultures exist in the world and their impact on leadership styles in their respective countries is significant. As defined by Luthans and Doh (2009, p96), “Culture is the acquired knowledge that people use to interpret experience and generate social behaviour.” And culture is gained through transmissions between individuals in forms of symbols, rituals, languages, stories told and etc. It will be interesting to find out that the countries’ cultures do in fact influence their leadership styles to quite a great extent. In this report, two entirely different cultures; Japan and United States will be explored in...
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...BUILDING EVIDENCE-BASED ARGUMENTS DEVELOPING CORE PROFICIENCIES ENGLISH LANGUAGE ARTS / LITERACY UNIT GRADE 7 “Doping can be that last 2 percent.” OD LL DUCATION www.odelleducation.com OD LL DUCATION Page 1 EVIDENCE-BASED ARGUMENTATION Literacy – the integrated abilities to read texts closely, to investigate ideas and deepen understanding through research, to make and evaluate evidence-based claims, and to communicate one’s perspective in a reasoned way – is fundamental to participation in civic life. Thus, the importance of a literate citizenry was understood and expressed by Thomas Jefferson early in the life of our democratic nation. Today, students face the prospect of participating in a civic life that stretches beyond the boundaries of a single nation and has become increasingly contentious, characterized by entrenched polarization in response to complex issues. Citizens have access to a glut of information (some of which is nothing more than opinion passed off as fact) and are often bombarded by bombast rather than engaged in reasoned and civil debate. Learning the skills and habits of mind associated with argumentation – how to conceive and communicate “arguments to support claims, using valid reasoning and sufficient evidence” [CCSS W1] as well as how to “delineate and evaluate the argument[s]” and “the validity of the reasoning and relevance and sufficiency of the evidence” presented by others [CCSS R8] – is therefore...
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...Resources for Teaching Prepared by Lynette Ledoux Copyright © 2007 by Bedford/St. Martin’s All rights reserved. Manufactured in the United States of America. 2 1 f e 0 9 d c 8 7 b a For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN-10: 0–312–44705–1 ISBN-13: 978–0–312–44705–2 Instructors who have adopted Rereading America, Seventh Edition, as a textbook for a course are authorized to duplicate portions of this manual for their students. Preface This isn’t really a teacher’s manual, not, at least, in the sense of a catechism of questions and correct answers and interpretations. Because the questions provided after each selection in Rereading America are meant to stimulate dialogue and debate — to generate rather than terminate discourse — they rarely lend themselves to a single appropriate response. So, while we’ll try to clarify what we had in mind when framing a few of the knottier questions, we won’t be offering you a list of “right” answers. Instead, regard this manual as your personal support group. Since the publication of the first edition, we’ve had the chance to learn from the experiences of hundreds of instructors nationwide, and we’d like to use this manual as a forum where we can share some of their concerns, suggestions, experiments, and hints. We’ll begin with a roundtable on issues you’ll probably want to address before you meet your class. In the first section of this manual, we’ll discuss approaches to...
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...English-E11-12 7/27/07 2:24 PM Page 1 Ministry of Education The Ontario Curriculum Grades 11 and 12 English Printed on recycled paper 07-003 ISBN 978-1-4249-4741-6 (Print) ISBN 978-1-4249-4742-3 (PDF) ISBN 978-1-4249-4743-0 (TXT) © Queen’s Printer for Ontario, 2007 2007 REVISED CONTENTS INTRODUCTION 3 Secondary Schools for the Twenty-first Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Importance of Literacy, Language, and the English Curriculum . . . . . . . . . . . . . . . . . . . Principles Underlying the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roles and Responsibilities in English Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE PROGRAM IN ENGLISH 3 3 4 5 9 Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Strands in the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT Basic Considerations . . . . . . . . . . . ....
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...each channel, digital interactive technologies have simultaneously opened new routes to narrow cast to children, thereby creating a growing media space just for children and children’s products. Calvert explains that paid advertising to children primarily involves television spots that feature toys and food products, most of which are high in fat and sugar and low in nutritional value. Newer marketing approaches have led to online advertising and to so-called stealth marketing techniques, such as embedding products in the program content in films, online, and in video games. All these marketing strategies, says Calvert, make children younger than eight especially vulnerable because they lack the cognitive skills to understand the persuasive intent of television and online advertisements. The new stealth techniques can also undermine the consumer defenses even of older children and adolescents. Calvert explains that government regulations implemented by the Federal Communications Commission and the Federal Trade Commission provide some protection for children from advertising and marketing practices. Regulators exert more control over content on scarce television...
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...A Comparative Analysis of Nike and Adidas Commercials * A Multimodal Approach to Building Brand Strategies Mads Nørgaard Hansen Dennis Gade Pedersen BA Marketing and Management Communication Supervisor: Carmen Daniela Maier Department of Language and Business Communication Aarhus School of Business Aarhus University 2010 A Comparative Analysis of Nike and Adidas Commercials * A Multimodal Approach to Building Brand Strategies Mads Nørgaard Hansen and Dennis Gade Pedersen Abstract Heavy competition in the sports industry has caused organisations like Nike and Adidas to focus on more than just selling sportswear- and equipment. Organisations need to differentiate themselves and focus on both product attributes and brand values when creating brand strategies. Therefore, we have found it interesting to see how Nike and Adidas communicate their branding strategy differently and have set up the following hypothesis and questions: In Nike and Adidas commercials the organisations make use of complex multimodal choices in order to communicate their branding strategies. 1. Which multimodal choices do Nike and Adidas employ in order to communicate their branding strategies? 2. Which personality traits are similar and different in Nike and Adidas product and value commercials? Due to the complexity of our hypothesis, we will employ three frameworks: social semiotics, film theory, and branding. These frameworks will help us to analyse and...
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...HOW TO WRITE GREAT ESSAYS HOW TO WRITE GREAT ESSAYS Introduction 1 2 3 4 5 6 7 8 vii Organization 1 Clarity 11 Word Choice 21 Mechanics 39 Revising, Editing, and Proofreading 55 Untimed Essay Writing Strategies 67 Timed Essay Writing Strategies 85 Sample Essay Prompts and Essays 97 Resources 111 CONTENTS HOW TO WRITE GREAT ESSAYS v Introduction n your preparations for college, you may find yourself facing a handful of high-stakes essays. Your college application requires at least one, and the SAT requires another. Depending upon the high school you attend, or the state you reside in, you may need to write an exit essay, or take the Regents Exam. This book includes specific strategies to help you write great essays, no matter which type you write. In contrast to basic writing guides that contain plenty of information you don’t need, How to Write Great Essays focuses on the topics most important to you now. You won’t find a comprehensive guide to mechanics, but instead you will get short but thorough lessons on the most common errors made in grammar, spelling, usage, and how to prevent and correct these errors. Every chapter is designed to relate directly to your essay, giving you the knowledge and the know-how you need to succeed. The book is divided into seven chapters, with the first five covering different aspects of the writing process: I Introduction ...
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