...Consider the importance of essay writing to academic practice in the social sciences, with particular reference to Priest (2007) and Ballard and Clancy (1988). Draw on SSK12 materials and your own experience. In this essay I have stipulated the importance of essay writing in the social sciences outlining knowledge development, bringing fourth the importance of linguistics with the understanding of cultural laws and language within the areas of social science, showing the importance of jargon language with comparisons between two subjects and what is expected from the student in the governing of essay writing. I have also reflected upon essay writing from a teachers perspective, noting the expectations a teacher looks for in essay writing, and adding my perspective with an understanding of the essay cultural system. I have also outlined my experience with the understandings of cultural expectations in disciplines and essay writing concerning linguistics. The importance of essay writing academically in the social sciences is structured in the knowledge internalization, the student writes about the facts that have been a subject of a lecture or read in an article, furthering the knowledge and retention of a given subject, “learning to write essays is empowering. It is learning to take one’s place in the world of ideas” (Priest, 2007). The importance also lies in the intellectual development of a students knowledge...
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...literary perspectives regarding partition of 1947: A holistic approach incorporating an analysis of the State account to understand the political agendas, and deconstruction of Manto’s writings to comprehend the biases present in the literary arena. The history of the partition of India has been viewed, contemplated and constructed with a variety of perspectives, each differing according to a large number of variables. These variables include the time in which the perspective was formed and documented, the side of the border at which the writer resided, the views of the resultant states and how they portrayed these views, the personal experiences of the literary writers, and so on and so forth. With a vast number of variables, it becomes an impossible task to present an unbiased and accurate depiction of the historical events that occurred during this period. The sheer scale of the event was such that it encompassed people residing in an assortment of areas, with varying lifestyles, ethnicities, religions and socio-economic statuses. The exodus of people from both sides of the border was, and remains, incomprehensible. The breakout of violence in previously peaceful communities, the horrifying tales of tragedies of all parties involved and the politicized character of the event were of such multifaceted natures that a uniform historical account can not be formed. With this consideration, the literary writings provide a different insight, from a different perspective so as to...
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...“Denial”. Later, Tex becomes very difficult, lashing out at his family, which corresponds to Kubler-Ross’s stage of “Anger”. Thus, Peter’s description of Tex’s experience goes along with the first two of Kubler-Ross’s stages of dying. General Perspective of the Concept Kubler-Ross’s stages of dying theory falls under the general perspective of developmental approaches to psychology. Like several other developmental theories, it is a stage theory. Kubler-Ross proposes that there are five stages to the process of dying: denial, anger, bargaining, depression and acceptance. This is a true stage theory which holds that persons go through this series of stages in this particular order. At first, the dying person tries to evade the reality of the diagnosis (denial). As the reality of the diagnosis sinks in, the dying person tends to lash out at family and caregivers (anger). Subsequently, the dying person develops the hope that death can be postponed or delayed, often by making promises to God (bargaining). Her last two stages are depression and acceptance. Quote #1 – Name of Person Here Psychological Concepts in Quote Identify the psychological concept or concepts in the quote using correct terminology from the course. If the concept is closely associated with the writings of a particular theorist (such as Bandura,...
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...actually did. History needs to be through different viewpoints or the true history of life isn’t told; learners can’t perish to one view on history. Nations and communities have different viewpoints for example. Nations view history as Columbus viewed it while communities view history as the oppressed viewed it. While the views are associated with two different history writing styles in the chapter that Zinn provides, different views are essential when it comes to learning history. National collective memory is associated massively to the leader’s perspective, for example Columbus’s viewpoint; communal collective memory is linked heavily to the oppressed perspective such as the experiences of the Arawaks. The first chapter titled Columbus, The Indians, and Human Progress Zinn analyzed the untold history of what Columbus actually did back in 1492. Zinn provides us two different types of history writing. One type is the history of Columbus in Columbus’s own point of view. This is the type that students briefly learned about in high school modern history courses and of historians. Some historians basically sympathize with Columbus’s perspective. He was a hero for finding new land and supposedly bringing gold back to the King and Queen. Many students didn’t know there were other viewpoints so they believed in that one view. Zinn states, “When we read the history books given to children in the United States, it all starts with heroic adventure – there is no bloodshed – and Columbus Day...
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... 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 central to students’ civic and academic lives. In order to participate in thoughtful, reasoned, and civil discussion around societal issues, they must learn: 1) to investigate and understand an issue 2) to develop an evidencebased perspective and position; 3) to evaluate and respond to the perspectives and positions of others; 4) to make, support, and link claims as premises...
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...following questions using Microsoft Word or WordPad. Use the textbook materials and available web resources to develop your answers. As we have discussed, there are four theoretical perspectives on groups and organizations (page 114 - table 6.3), they are: Functionalist, Conflict, Feminist and Symbolic Interactionist. 1. Choose two theoretical perspectives (listed above). What are similarities you can find about these two perspectives? 2. Take a look at the same two perspectives. What are two differences you can find about these two perspectives? 3. Which of these two chosen perspectives is most appealing to you? Briefly explain your answer. NOTE: Be sure you are logged in to Blackboard before downloading files. Also, your submission must be in .doc or .docx format. Grading To receive full participation points, you must meet the following criteria: **Writing Rule • • • • • You MUST paraphrase information in your own words and cite the sources you used. Do NOT copy words from the internet. This is Plagiarism, which is illegal, and may result in a failing grade. If you use information from a website or a publication, you MUST properly give credit to that author by citing that resource. Your content MUST be in your own words (not a word-for-word transfer). For information on citing resources please visit the Writing Center in the Student Success Center; or visit www.citationmachine.net to format your citations in APA. Criteria Answer the question(s) or issue(s) presented and give clear...
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...write of the wind from her own experience of living in California and from her own perspective, shedding light on two very different aspects of the Santa Ana winds. Physically, both pieces of literature are different. Each story reflects its own writer as “The Santa Ana” has lengthy paragraphs, chock full of information. Didion is an American Author known for her literary journalism and use of logos. At a glance of the piece, it lists of reasonings and details is clearly visible. Each paragraph is filled with descriptions and examples of the author’s point. Didion cites others like Raymond Chandler and uses lots of facts to prove her point of the winds destructive nature. “Brush Fire” has noticeably shorter paragraphs and uses much more imaginative diction like in paragraph four where she describes the wind’s journey as “....arrives in the foothills of southern California in hot, bone-dry, ten to forty mile-per-hour gusts that lower the relative humidity to three percent” in comparison to Didion’s description in paragraph three, “warmed as it comes down the mountain and appears finally as a hot dry wind”. Thomas is a well-versed poet, known to have published in the American Poetry Review. She offers her own opinion and recalls many memories with the winds in short anecdotes rather long paragraphs. Both authors are of different writing natures writing on the same topic, offering different perspectives to their readers. Joan Didion approaches the Santa Ana winds in a much more frightened...
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... Academic Essay Writing An essay is best approached as an intellectual argument that develops from the ideas, issues, theories, concepts, methodologies, etc., you have been taught within the module for which it is the final assessment. It is most important therefore – even as you begin and then progress through the module – that you are clear about the fundamental perspectives, values and assumptions underpinning the course’s main themes and topics as they are being presented to you in lectures and seminars. Remember no theory or perspective has the whole picture. All accounts of the world are partial and biased from a particular understanding of how we are human and what society is. Such-and-such a view is only the case under certain conditions. A prime purpose for an essay is to critique particular ideas, pointing out how explanation A might be more useful and valid than B in these circumstances. In the conclusion of your essay, on the other hand, you might want to point out that in other contexts (social, cultural, eras, etc.) there may be other factors that need to be considered. Do these limit or question the weight of claims you have made in the development of your current argument? Key questions before you embark on writing your essay • Have you identified clearly the key issue the essay question wants scrutinised? • Have you checked the command word in the question – e.g. explain means give details about why a certain perspective can be advocated; evaluate...
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...The androgynous mind: Can two things become one? Marilyn R. Farwell writes “Virginia Woolf and Androgyny”, in which she claims, that Woolf uses the concept of androgyny, the concept that “the masculine and the feminine should be balanced but not fused” (4, 434, Farwell). But, Farwell wastes no time and tells her reader that “the sharpness of its definition is not kept in place” (4). Already, it is evident that Farwell believes that Virginia Woolf’s “A Room of One’s Own” is a poor attempt, by the author, to write with an androgynous mind. Farwell believes that Woolf does not balance the two different perspectives of male and female, rather, she fuses, or merges them into one dominating argument. Farwell not only uses her own ideas and opinions to make her argument, but she also uses the ideas and arguments of other known writers and authors such as Coleridge, Nancy Topping Bazin, Herbert Marder, and other authors who have been given much praise and credibility due to their intellectual writing. She uses the ideas and arguments of these writers to support her overall argument which states the following: “The irony is thick as the tone falters between objective and subjunctive. Her anger, [referring to Woo lf] is not suppressed.” Farwell is telling her reader that Woolf is writing in the state of androgyny, but in actuality, is expressing negative emotions that do not allow her to completely argue or state her opinions or thoughts within her book. Farwell makes...
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...twisted, knotted and complex due to conflicting perspectives. A relationship between two successful people that finds its way into the public eye will always reveal conflicting perspectives. Think about TomKat or Branjelina, the media jumped on speculations and rumours about their relationships immediately. The same thing can be said about Ted Hughes and Sylvia Plath. Hughes remained silent about their relationship until he published Birthday Letters (hereafter BL) in 1998, thirty five years after Plath’s death. BL is a suite of poetry which commemorates Plath, their life together and gives Hughes’ perspective. This can be contrasted with the views of Erica Wagner’s Ariel’s Gift (AG) and Sylvia Plath: The Poetics of Beekeeping by Frederike Haberkamp. AG attempts to make all sides of the story clear, allowing readers to make their own perspective of Hughes’ and Plath’s relationship. Wagner approaches the topic with an objective view to establish ideas and reveal the complex nature of their relationship by exposing the conflicting perspectives. Sylvia Plath: The Poetics of Beekeeping is a critical analysis of Plath’s life and literary works in reference to her relationship with her father and Ted Hughes. This analysis focuses on Plath’s poetry and her silence. By electing the form of an analysis and biography both Haberkamp and Wagner provide reliability and validity for their opinions, persuading readers to believe that their perspective is the...
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...com/shop/in-your-paper-you-will-apply-the-ethical-theories/ In your paper, you will apply the ethical theories and perspectives to the issue that you select. You do not have to use all six, but you should apply at least two ethical theories and at least one ethical perspective in your paper. Make sure that you write primarily on ethical topics and concepts; do not get distracted by doing analyses that apply political, economic, religious, or legal perspectives. Describe, compare, and apply the ethical theories and perspectives to the topics. Explain how the theories and perspectives would analyze the issue. What are the ethical issues? Where are there breaches of ethical behavior? How could each theory help us think about what would constitute virtuous or ethical behavior? The paper must be eight to ten pages in length (excluding title and reference pages) and formatted according to APA style. You must use at least five scholarly resources from the Ashford University Library other than the textbook to support your claims. Cite your sources within the text of your paper and on the reference page. For information regarding APA, including samples and tutorials, visit the Ashford Writing Center, located within the Learning Resources tab on the left navigation toolbar. Must be eight to ten double-spaced pages in length (excluding title and reference pages), and formatted according to APA style as outlined in the Ashford Writing Center. Must include a title page with the following: Title of paper Student’s...
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...com/shop/in-your-paper-you-will-apply-the-ethical-theories/ In your paper, you will apply the ethical theories and perspectives to the issue that you select. You do not have to use all six, but you should apply at least two ethical theories and at least one ethical perspective in your paper. Make sure that you write primarily on ethical topics and concepts; do not get distracted by doing analyses that apply political, economic, religious, or legal perspectives. Describe, compare, and apply the ethical theories and perspectives to the topics. Explain how the theories and perspectives would analyze the issue. What are the ethical issues? Where are there breaches of ethical behavior? How could each theory help us think about what would constitute virtuous or ethical behavior? The paper must be eight to ten pages in length (excluding title and reference pages) and formatted according to APA style. You must use at least five scholarly resources from the Ashford University Library other than the textbook to support your claims. Cite your sources within the text of your paper and on the reference page. For information regarding APA, including samples and tutorials, visit the Ashford Writing Center, located within the Learning Resources tab on the left navigation toolbar. Must be eight to ten double-spaced pages in length (excluding title and reference pages), and formatted according to APA style as outlined in the Ashford Writing Center. Must include a title page with the following: Title of paper Student’s...
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...where the Texan defense falls under the Santa Anna’s forces at the earliest hours of the 6th day of March 1836. Hardin involves various broad perspectives of views and writing styles, which are exhibited in the writing of this account. The Battle of Alamo account by Dela Pena is an historic firsthand account of what the author considers to be the truth of what happen during the war and after the war. The author of the account was a soldier on the Mexican side during the war. The account contains a record of the events that occurred during the war and after the war. The account presents information different from the so far story of the war that circulated for over 150 years (Hardin, 1994 p. 78). The two accounts are similar in that they report about the events that proceeded the morning of March 6th 1836. Hardin presents the account of the war from the beginning to the end capturing information from a wider perspective and considering views of various historians and writers. In his list of reference is the account of Dela Pena. Dela Pena presents an eyewitness of what happened during the war and afterwards during the war. Dela Pela mentions the proceedings of the war and also mentions the story of the Mexican army how the orders were being issued during the war (Gunderson, 2004 p.62). However, the two accounts differ on various perspectives. First, the A...
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...Name DEPT. 199 Reflection: Questions for Reflection 1. The first goal of DEPT. 199 is to teach you to locate, select, and document secondary source material relevant to your topic. What did you learn how to do that you didn’t know before about this kind of library/research work? Offer specific examples from work you completed as part of this class that demonstrates that you have achieved this goal. The most important thing I learned was that the library is so much more than a place to borrow books and study for midterms/finals. First, there is a librarian assigned to your major which is extremely helpful because they are like a mini expert on many of the topics you may need help on. Second, there are many databases with sources that are available online to Fisher students, which can help when doing any type of written submission for a class. Finally, I learned that Rochester has such a vast history that I knew absolutely nothing about before I stepped foot in the class. I used Kate Ross a few times to help locate additional sources for my project. I also used ProQuest extensively for newspaper articles I could use as sources, and I also used the State of Black Rochester book we had for class. 2. The second goal of DEPT 199 is to teach you how to analyze and incorporate research into your own argument, position, solution to a problem, or answer to a question. In what ways does your final research paper (the final draft)...
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...Senior English Curriculum Map: 2010-2011 School Year English IV * Note: “Sacred Book List” Addendum is at the end of this document Quarter #1 August 23 to October 22 Essential Questions: 1. How do writers and artists organize or construct text to convey meaning? 2. What does it mean to be a stranger in the village? Unit Goals 1. To understand the relationship between perspective and critical theory. 2. To apply critical theories to various texts studied and created. 3. To control and manipulate textual elements in writing to clearly and effectively convey a controlling idea or thesis. Student Published Portfolios: For each of the first three quarters, students are required to complete three to four published writing portfolio products. Quarter 4 is devoted to completion of the Laureate Research Project. . Pacing: This map is one suggestion for pacing. Springboard pacing guides precede each unit in the “About the Unit” sections and offers pacing on a 45-minute class period length. Prentice Hall Literature – Use selections from Prentice Hall throughout the quarter to reinforce the standards being taught as well as the embedded assessments within the SpringBoard curriculum. QUARTER #1 SpringBoard Curriculum Pacing Guide August 23 – October 22 Standards and Benchmarks | Unit Pacing Guide | SpringBoard Unit/Activities | Assessments | SpringBoard Unit 1Literature * The students will analyze and compare significant works of...
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