...Draft of a Rhetorical Analysis of a Public Document Assignment Goal Write a 750-1,000-word essay that analyzes the rhetorical situation of a public document. This public document is the Centers for Disease Control’s (CDC) website on Attention Deficit/Hyperactivity Disorder (ADHD) found at: http://www.cdc.gov/ncbddd/adhd/facts.html. Your analysis should include at least TWO scholarly sources outside of class texts. Directions Complete a close reading of the assigned public document. Then, write a cohesive essay that: 1. Introduces and summarizes the CDC website on ADHD. 2. Analyzes the rhetorical tools used on the site (here, you will want to incorporate ideas from your preanalysis below). For instance, your essay could analyze the CDC’s use of ethos, pathos, and logos. 3. Evaluates the site’s effectiveness (again, ideas from your preanalysis below will be helpful). This essay is NOT simply an expository or descriptive essay or an analysis of ADHD. It is an analysis of the site and how effectively the site uses rhetorical tools to get its point across. First Draft Grading * You will receive completion points for the first draft based upon the successful submission of your draft. * Because your first draft is a completion grade, do not assume that this grade reflects or predicts the final grade. If you do not consider your instructor’s comments, you may be deducted points on your final draft. Final Draft Grading The essay will...
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...ENG-105 Rubric: Rhetorical Analysis of a Public Document Assignment |Criteria |% Value |1: Unsatisfactory |2: Less Than Satisfactory |3: Satisfactory |4: Good |5: Excellent | |% Scaling | |0% |65% |75% |85% |100% | |Content and Ideas – 60% | |Introduce and summarize the |20% |The introduction of the website is|The introduction of the website|The introduction of the website is |The introduction of the |The introduction to the website| |website | |not present AND the summarization |is not present OR the |present. The summarization of the |website is present. The |is present and elaborate. The | | | |of the website is missing. |summarization of the website is|website is present. |summarization of the website |summarization of the website is| | | | |incomplete. | ...
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...ENG-105 Peer Review Worksheet: Rhetorical Analysis of a Public Document Part of your responsibility as a student in this course is to provide quality feedback to your peers that will help them to improve their writing skills. This worksheet will assist you in providing that feedback. Name of the draft’s author: Saffiyah Khan Name of the peer reviewer: Annette Brown Reviewer After reading through the draft one time, write a summary (3-5 sentences) of the paper that includes your assessment of how well the essay meets the assignment requirements as specified in the syllabus and the rubric. This paper talked about the attempt the CDC tries to make the disorder simple. How the parents of children who are affected by the disorder don’t understand it and often try to hide the fact that their child has a disorder. The CDC tries to make it understandable that the common folks and the parents of children who suffer can understand this. This paper talked about the attempt the CDC tries to make the disorder simple. How the parents of children who are affected by the disorder don’t understand it and often try to hide the fact that their child has a disorder. The CDC tries to make it understandable that the common folks and the parents of children who suffer can understand this. After a second, closer reading of the draft, answer each of the following questions. Positive answers will give you specific elements of the draft to praise; negative answers will indicate areas in need...
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...Hours: by appointment ** Students must use Columbus State email addresses when contacting their instructors. I will reply, whenever possible, within two business days to any emails that require a response. Assignments should not be submitted via email unless special permission is given by the instructor on a given assignment. All assignments are provided on your course schedules. DESCRIPTION OF THE COURSE: ENGL 102 is a continuation of ENGL 101 expanded to include more critical reading, reasoned analyses, research techniques, and research paper writing using documentation format appropriate to the essay’s content. GOALS OF COURSE: By the end of the course, students will: 1. 1. Be able to investigate and analyze multiple perspectives on a variety of subjects. 2. 2. Practice a variety of research methods which includes locating and evaluating valid evidence from reliable sources. 3. 3. Produce and refine through process, audience-appropriate texts that responsibly and effectively incorporate primary and secondary sources in support of a controlling idea. 4. 4. Evaluate rhetorical situations in reading, writing, and responding to texts. 5. 5. Construct, develop, and support their own ideas presented in the form of a logical and well-reasoned analysis that responsibly and effectively incorporates multiple texts. 6. 6. Demonstrate how the relationship among...
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...[Albright]/English 120 Genre Awareness Project Assignment Important Dates: TH 1/29:Genre Awareness Project Full First Draft due via email to [Instructor] before class, and bring one clean, typed and stapled copy of your complete project to class for peer review/reading workshop. T 2/3: Genre Awareness Project Pencil Grade due at the beginning of class. This should be a clean, typed and stapled copy of your complete project. T 4/14: Final Portfolio due. Of the first three major writing projects, you must revise at least one but you may choose up to two to revise for a new grade (i.e., the new grade will “erase” the previous pencil grade). Barring any late or other penalties, you have the chance to improve the grade on this project, if you choose to revise it for the portfolio. The Assignment and Rationale: For this project, you are required to find three legitimate, same-genre movie posters from the last decade and write a report revealing your genre awareness findings and conclusions about both the stability and flexibility of the movie genre represented in these three posters. You may choose the movie genre, and you may find that you’re working with a multi-hyphenated genre (e.g., thriller-crime-drama). This is fine, as long as you can find three movie posters that represent this particular genre. However, I advise you to not go too obscure in your choices, as this might limit or make difficult your selection, and I also request you stay away from...
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...Activities: ▪ Class rules, expectations, procedures ▪ Students review patterns of writing, which they will imitate throughout the course: reflection, narration and description, critical analysis, comparison and contrast, problem and solution, and persuasion and argument. ▪ Students review annotation acronyms, how to do a close reading, literary elements and rhetorical devices. Students also review the SOAPSTONE (subject, occasion, audience, purpose, speaker, tone, organization, narrative style and evidence) strategy for use in analyzing prose and visual texts along with three of the five cannons of rhetoric: invention, arrangement and style. ▪ Students learn the format of the AP test, essay rubric and essay structure. ▪ Students take a full-length AP test for comparison purposes in the spring. Reading: The Scarlet Letter – Nathaniel Hawthorne Writing: Answer the following question in one paragraph. Use quotes from the novel as evidence. Some readers believe that the elaborate decoration that Hester embroiders on the scarlet letter indicates her rejection of the community’s view of her act. Do you agree or disagree? Explain your position using evidence from the text. (test grade) Writing: Write a well-developed essay addressing the following prompt. Document all sources using MLA citation. Compare Hester to a modern day person who has been shunned. Provide at least two research sources for the other person. (project grade) Reading: “Sinners in...
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...Using Facebook to Teach Rhetorical Analysis Jane Mathison Fife The attraction of Facebook is a puzzle to many people over the age of thirtyfive, and that includes most college faculty. Yet students confess to spending significant amounts of time on Facebook, sometimes hours a day. If you teach in a computer classroom, you have probably observed students using Facebook when you walk in the room. Literacy practices that fall outside the realm of traditional academic writing, like Facebook, can easily be seen as a threat to print literacy by teachers, especially when they sneak into the classroom uninvited as students check their Facebook profiles instead of participating in class discussions and activities. This common reaction reflects James King and David O’Brien’s (2002: 42) characterization of the dichotomy teachers often perceive between school and nonschool literacy activities (although they are not referring to Facebook specifically): “From teachers’ perspectives, all of these presumably pleasurable experiences with multimedia detract from students’ engagement with their real work. Within the classroom economy technology work is time off task; it is classified as a sort of leisure recreational activity.” This dichotomy can be broken down, though; students’ enthusiasm for and immersion in these nonacademic literacies can be used to complement their learning of critical inquiry and traditional academic concepts like rhetorical analysis. Although they read these texts daily...
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...Students in this introductory college-level course read and carefully analyze a broad and challenging range of nonfiction prose selections, deepening their awareness of rhetoric and how language works. Through close reading and frequent writing, students develop their ability to work with language and texts in order to establish greater awareness of purpose and strategy, while strengthening their own composing abilities. C16 Students examine rhetoric in essays, images, movies, novels, and speeches. They frequently confer about their writing by conferencing in class. C 14 Feedback is given both before and after students revise their work to help them develop logical organization, enhanced by specific techniques to increase coherence. Rhetorical structures, graphic organizers, and work on repetition, transitions, and emphasis are addressed. I comment on individual drafts, and I write memos to the class in a blog about whole-class concerns such as specificity of quotations, parallelism, and transitions. C13 Simultaneously, students review the simple, compound, complex, and compound-complex sentence classifications. We examine word order, length, and surprising constructions. Loose and periodic sentences are introduced. We examine sample sentences and discuss how change affects tone, purpose, and credibility of the author/speaker. In addition, feedback on producing sentence structure variety is focused on critical thinking skills, evaluating sources and resources, using...
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...This English class required me to focus on four different learning outcomes: writing, reading, researching, and reflecting. The writing learning outcome included creating an effective and flexible writing process to evaluate various rhetorical situations. The reading learning outcome included reading complex sources from a variety of Medias to also evaluate rhetorical situations. The researching learning outcome included searching for print and electronic sources and imply their information to ideas and integrate them into the writing projects. The reflecting learning outcome required me to look back at previous works and decide what changes can be made and how future works will be improved. This English course successfully improved my...
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...Anna Swenson Comp 1013 Week 4 assignments Review the Paraphrase and Summary PowerPoint and complete the exercise on slide 4. Original Passage: You express a great deal of anxiety over our willingness to break laws. This is certainly a legitimate concern. Since we so diligently urge people to obey the Supreme Court’s decision of 1954 outlawing segregation in the public schools, it is rather strange and paradoxical to find us consciously breaking laws. One may well ask, “How can you advocate breaking some laws and obeying others?” The answer is found in the fact that there are two types of laws: there are just laws and there are unjust laws. I would agree with St. Augustine that “An unjust law is no law at all.” Source: King, M. L., Jr....
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...3/25/2016 Online Course Syllabus WALSH ONLINE COURSE SYLLABUS COURSE: FIN 512 International Economics and Finance INSTRUCTOR: Michael A. Rinkus OFFICE HOURS: By appointment. PHONE (Cell): 3132680721call or text EMAIL ADDRESS: mrinkus@online.walshcollege.edu COURSE DESCRIPTION: This is an advanced course that focuses on the increased globalization of the world economy. Students examine how multinational corporations mitigate risk from foreign exchange movement, political and sovereign risk, cross border payment repatriation, balance sheet risk as well as, international trade policies such as trade blocs, protectionism, international debtors, cultural preferences, dumping, central banks, demographics. Students will learn to identify the impact of the N11 and BRIC countries on global business strategies in addition to the impact of foreign exchange rates, balance of payments, multinational enterprises, and direct foreign investment. Financing techniques of multinational companies will be introduced and applied; also the impact of new global regulations such as the Basel agreements and their impact on the cost of cross border financing and the challenges presented by international monetary arrangements are also analyzed to increase the ability to successfully interact in the world. PREREQUISITES: ECN 503 or MBA 503 COURSE MATERIALS: TEXTBOOK(S): Title: International Finance Author: Maurice D. Levi Publisher: Routledge Fifth Edition ...
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...Exploits & Incident Handling (SEC504)" at https://pen-testing.sans.org/events/ Key fingerprint = AF19 FA27 2F94 998D FDB5 DE3D F8B5 06E4 A169 4E46 A Management Guide to Penetration Testing David A. Shinberg © SANS Institute 2003, © SA NS In sti tu As part of GIAC practical repository. te 20 03 ,A ut ho rr Version 2.1a eta Practical Assignment ins SANS Hacker Techniques, Exploits, and Incident Handling (GCIH) fu ll r igh ts. Author retains full rights. Key fingerprint = AF19 FA27 2F94 998D FDB5 DE3D F8B5 06E4 A169 4E46 Abstract Penetration tests are an excellent method for determining the strengths and weaknesses of a network consisting of computers and network devices. However, the process of performing a penetration test is complex, and without care can have disastrous effects on the systems being tested. This paper provides guidance, primarily focused around planning and management, on how to conduct a penetration test comprised of five phases – Preparation, Public Information, Planning, Execution and Analysis and Reporting. However, due to the technical and sometimes sensitive nature of penetration testing only a cursory overview how to compromise a system is provided.1 1. Introduction • 1 Prior approval for this topic was obtained from certify@sans.org because the topic is not one of the specified topics. © SANS Institute 2003, © SA • Planning: Based on the publicly available...
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...This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee. Saylor URL: http://www.saylor.org/books Saylor.org 1 Preface Writing is often a challenge. If you were ever challenged to express yourself via the written word, this book is for you. Writing for Success is a text that provides instruction in steps, builds writing, reading, and critical thinking, and combines comprehensive grammar review with an introduction to paragraph writing and composition. Beginning with the sentence and its essential elements, this book addresses each concept with clear, concise, and effective examples that are immediately reinforced with exercises and opportunities to demonstrate learning. Each chapter allows students to demonstrate mastery of the principles of quality writing. With its incremental approach, this book can address a range of writing levels and abilities, helping each student prepare for the next writing or university course. Constant reinforcement is provided through examples and exercises, and the text involves students in the learning process through reading, problem solving, practicing, listening, and experiencing the writing process. Each chapter also has integrated examples that unify the discussion and form a common, easy-tounderstand basis for discussion and exploration. This will put students at ease and allow for greater...
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...| Carmelia Bell | Portfolio | | Bachelors of Science in AccountingDeVry UniversityJune 2013 | | | | | Table of Contents * Personal Mission Statement * Elevator Speech * Education * DeVry Plan of Study * DeVry Course Description and Academic History * Resume * Reference List * Career Path Section Mission Statement My mission is to continue to drive for excellence throughout my life. I will ensure that I graduate from school with my Bachelors of Science in Accounting degree from DeVry University. My mission is to also enroll in Keller’s Graduate school to get my master in Business and Management. My goal is to work for a successful company in a management position to demonstrate my skills and help the company to drive for outstanding results. I am committed to becoming a successful manager in a retail store or corporate level. I am willing to go above and beyond to reach that goal. I am a driven, compassionate, and hardworking individual. My goal is to one day get marry and have a family. I will be loving and proactive in building and maintaining my relationships with my employees, family and friends, so that I may be considered a successful wife, mother, daughter, sister, aunt, friend, co-worker, and manager. Elevated Speech Hi my name is Carmelia Bell. I am a senior at DeVry. I’m graduating June 30 of this year. I have 4 years of an assistant manager experience. I’m currently working as a team lead at...
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...Copyright © 2013 by McGraw-Hill Education. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. ISBN: 978-0-07-180360-1 MHID: 0-07-180360-2 The material in this eBook also appears in the print version of this title: ISBN: 978-0-07-180359-5, MHID: 0-07180359-9. E-book conversion by Codemantra Version 1.0 All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill Education eBooks are available at special quantity discounts to use as premiums and sales promotions or for use in corporate training programs. To contact a representative please visit the Contact Us page at www.mhprofessional.com. Trademarks: McGraw-Hill Education, the McGraw-Hill Education logo, 5 Steps to a 5 and related trade dress are trademarks or registered trademarks of McGraw-Hill Education and/or its affiliates in the United States and other countries and may not be used without written permission. All other trademarks are the property...
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