Please follows directions. I have provided a start for each response to each question that must be incorporated into Essay

Please follows directions. I have provided a start for each response to each question that must be incorporated into Essay. Please follows directions. I have provided a start for each response to each question that must be incorporated into Essay.

Please follows directions. I have provided a start for each response to each question that must be incorporated into your writing.

Reflective Statement Instructions Context: Imagine that you are applying for a scholarship or summer internship, and a well-intentioned administrator might ask you to describe your research and writing skill set. Use the Reflective Statement to introduce yourself and to explain your skill set to a group of university administrators. In addition to presenting who you are as a writer, offer commentary on your writing—your strengths, your growth over the semester, your goals for future growth, and your newly heightened awareness about the ways writing functions and will continue to function in your professional life.
To help you think through the work you’ve done this semester I remind you of some categories you can discuss in your reflective statement. You may mix and match as this helps you create a worthy reflection – a real resonance of your own response to your writing that you would like to carry forward into future writing you perform both inside and outside the academy.
Engagement with the Writing Process: Reflect on the ways in which you have engaged with the writing process. Give some descriiption of the effort you have put into this course. For example, have you tried out new things?
An Inventory of My Writing: What did you think of yourself as a writer when you came into the class? What do you think of yourself as a writer now? You might want to look at what you wrote at the beginning of the semester and provide a brief summary and critique of a number of different writings completed this semester.
Writing as a Critical Practice: Discuss some of the authors we’ve read and explain how they have influenced your thinking on particular subjects as well as your own experiences with writing.
My Favorite Piece of Writing: Consider our class discussions about the complexity of writing and many of the overlooked conventions that shape critical writing beyond learning grammatical rules. Review one of your favorite essays written in any of your classes this semester. Reflect on why you like it so much and what it says about you as a writer.
Future Goals: What are your future writing goals? Where do you go next? What will you do with or how will you build on the skills you have developed? What do you think the administrators should know about you in this regard?
REQUIREMENTS: This assignment will be graded according to the ENGW 102 rubric. Your essay must be submitted as a Word document. Your statement must be two full pages. Be sure to include a developed thesis that forecasts your claims. Your writing should provide clear examples and evidence that elaborates on your claims. Be sure to make every effort to achieve good organization and coherence, to provide adequate analysis and supporting evidence, to use expository strategies to elucidate your opinions and/or explanations, and to demonstrate clear control of language. Keep your audience in mind as you select syntax – be true to your goal in this assignment but also find ways to be true to yourself.
Reflective Statement CHECKLIST – Review the rubric.
*This assignment will be processed by safeassign. If any portion of the essay is text copied from other sources, you will receive a 0. Copying sentences written by someone else and using a thesaurus to trade out words is a form of plagiarism.
ORGANIZATION/ARGUMENT • Is the title specific? • Is there a thesis statement? • Does the essay make effective connections across ideas, texts, and examples? • Does the essay have a clear line of reasoning? • Does the essay use a complex organizational structure? • Does each paragraph have a unified focus on one idea? • Is every paragraph internally organized?
COHERENCY/EVIDENCE and its ANALYSIS – Does the essay meet the required word count for the assignment? • Does every paragraph have a clear topic sentence? • Does each paragraph make and support a clear claim? • Is each claim supported with specific detail and analysis?
AUDIENCE and LANGUAGE – Does the essay speak to a specific intended audience?
STYLE • Do the sentence structures include variation? • Is the language precise and specific?
GRAMMAR and MECHANICS • Are there any patterns of grammar errors? • Are there any attention errors (e.g., typos, omitted words)?
OUR COURSE THEMES/UNITS for GOOD TROUBLE/NECESSARY WRITING

Include some of the following into:

Truth to Power: Speaking Up, Speaking Out, Getting in the Way
From Racial Equity Advocate to Racial Equity Broker ~ Bring your own chair to the table of conversation à ACTION
You Are Never Too Young to Make a Difference
Always Vote!
Persistence and Resilience

Rubic is attached. Paper should be two pages. This is original writing/reflection. Do it use other sources.

I have attached a few of my writings throughout the course for your viewing and understanding of my style and thoughts to include.[supanova_question]

a) Start with an introduction into the social/cultural/historical significance of the social

a) Start with an introduction into the social/cultural/historical significance of the social
phenomenon. Use of statistics here can be helpful to draw your reader in.

b) Then, summarize what previous studies say about your social phenomenon. You should
include a description of the studies’ methods, main findings, overall conclusion etc. What
do we learn about your social phenomenon from previous research?

c) Bring it all together in a concluding paragraph. How is your research question connected to what you discussed? Why should you do this research? Why is this important to study?

Research Question: How does the youth view the police?

*CITE IN-TEXT CITATIONS

Link for the following questions:

jpbsnet.com/journals/jpbs/Vol_3_No_2_December_2015/1.pdf[supanova_question]

Essays. Was there a clear thesis? Are the required elements discussed adequately?

Please follows directions. I have provided a start for each response to each question that must be incorporated into Essay Essays.

Was there a clear thesis?

Are the required elements discussed adequately? Has a mastery of the material been demonstrated? (This is where most points are lost.)

Was material beyond the scope of the question presented? Was it relevant?

Was the essay organized logically? (-10% for unstructured blobs)

Common problems with students’ responses include:

Vague generalizations and personal opinions unsupported by details from the learning material

Use of outside sources to (mis)define key concepts

Important elements are omitted

The cure is simple enough; read the question carefully to be sure of what the instructor is looking for. Then prove how much you have learned.

Careful… Logical Essay Ahead

Although we tend to take communication for granted as easy and natural, many struggle with tasks that require effective writing. This is often the case when college students write essays in their social science courses. Their instructors are expecting facts and opinions to be presented in a particular fashion that they may not be comfortable or familiar with. Rather than panicking or taking their lumps, students can follow some basic rules that will give their essays the shape expected by the instructor. By writing logically and with care, students can best communicate their knowledge to their instructors and thereby maximize their grades.

Social scientists realize that debate over different views and theories rather than some agreed upon corpus of concepts, facts or laws best characterizes their areas of study. The topics studied are subject to various interpretations. Social scientists thus expect their students to recognize the disputed character of their subjects and to form and express opinions on them. Thus, essay assignments generally require responses that elaborate theses or defend arguments. Appropriate responses make general statements that are supported with logic and descriptive examples.

Offering a logically and carefully written response begins before any writing takes place. Students are often tempted to offer a quick response to an invitation to argue, which can lead to many mistakes. First of all, the student needs to be certain of exactly what the question is asking; misunderstanding what is sought by a question is one of the surest ways to fail to answer it properly. Gaps in a student’s essay may occur when necessary elements to the reply were overlooked in haste. A moment of careful reflection on the meaning of the question pays many dividends. Second, a rush to reply may be spurred by the desire to offer a rash response. Making an argument in an essay does not amount to shouting on paper. A logical response employs reason and facts to support an opinion and does not confuse these elements. It also deals with other points of view in an intelligent way (i.e. unlike talk radio hosts). Rather than being quick on the draw, students benefit most by taking the time to consider the question and the possible responses to it before framing their reply.

Solid arguments are carefully crafted; they present information in a logically structured manner. After considering the response to offer, students next need to write outlines of their essays that arrange the necessary elements in their arguments. Every essay ought to have three basic parts: introduction, main body and conclusion. The introduction serves as a place for setting context and clearly stating the thesis. The importance of the issue can also be described briefly. The greatest sin is to surprise the reader in the conclusion by finally revealing the thesis: social scientists prefer to read mysteries in their spare time. The conclusion restates the argument of the essay, introducing no new information except for simple bits of information that support the overall argument. This means that the real work of the essay is done in the main body, which should be organized into distinct paragraphs that are dependent upon each other logically. To the chagrin of many (but not all), there is no generic formula that one may apply to all essays since this structure will depend heavily on the question and the author’s knowledge and point of view. The key points in an argument should occur to the author during that period of reflection that precedes writing. Their logical relations to one another should determine their order of occurrence: it is best to begin with generalities and definitions before bringing up details, for instance.

Writing with care means avoiding gaps (mentioned above) and gaffes. While gaps in an argument are like holes in a ship’s hull, gaffes can be compared to bad mistakes in arranging the sails. Mistaken assertions of fact (getting it wrong) are the most damaging to an argument, although improper grammar and misspellings hurt too. One common misstep by students that produces gaffes is a tendency to talk on paper. It is important to use standard written English in order to communicate effectively to particular audiences such as political scientists. Slang and other improper forms of English that occur rarely and when appropriate can contribute to an essay’s effectiveness, but, like the distinction between opinion and facts, street language and exclamation points need to be distinguished from the type of English needed to succeed. Rereading an essay after it has been written can lead to the discovery of many gaffes that can be fixed before the instructor sees the response. Objectivity is the best means of insuring a critical eye is employed in editing: if a student cannot get someone else to do the reading, she or he can set the essay aside for some time before returning to it.

Effective essay writing is an acquired skill. Some may be better adept than others due to their personal characteristics, but all can follow similar guidelines that yield better answers than might otherwise result. Writing logically and carefully requires forethought, structure and attention to facts and conventions of writing. When put together in the right mixture, these elements permit students to present arguments that convince readers — a valuable and practical skill both inside and outside of the confines of college.

Outline

Intro: Care and logic produce effective essay writing

1. The need to argue

2. Initial response: think

problems: misreading, gaps, shouting

3. Structure through an outline

intro and concl

main body: question dependent

4. Care: gaffes

facts

English

Concl: Success and essay writing elements

Maxims of essay writing.

For those who are scientifically inclined and text-averse. Note that you would do well to read the essay provided since it offers an example of what it is describing.

Writing effectively requires employing care and logic

Do not rush into a rash response to an essay question

Make a clear argument in the introduction

Use logic to structure the sequential presentation of material and content

The number and order of paragraphs supporting the argument will depend on the topic and author

Avoid mistakes in facts and use of English

Success in essay writing can lead to other successes

i[supanova_question]

PHILOSOPHY ESSAY Write a 6 – 7-page essay (1500-2000 words). You must

PHILOSOPHY ESSAY

Write a 6 – 7-page essay (1500-2000 words). You must write on one of the topics listed below. It may be possible to modify one of these questions, but you must first get my permission. Essays on unapproved topics will receive a ‘0.’ The essay must be typed, double-spaced, and paginated (i.e., pages should be numbered). Indicate which question you are addressing on your title page. Papers will be evaluated on the basis of a demonstrated understanding of the material, organization, critical thought, originality, and clarity. As a general rule, you should include two brief citations per page (this is not a rigid rule, you may, for example, have one citation on one page, but three on another page). When quoting or paraphrasing an author, try to choose passages that were not discussed in class. All references must be properly cited, including page numbers. Your paper should include a “Works Cited” page (i.e., bibliography). You should also have a title page. If you have any questions about this assignment, please feel free to speak to me during my office hours (see how to do that on your course syllabus).

Research

The topic below has specific texts that you are required to use for this assignment. While you’re certainly welcome to do more research if you wish, you are not required to do so. If you would like to do more research, the following are good starting points:

• Stanford Encyclopedia of Philosophy

• Internet Encyclopedia of Philosophy

Citing Sources

Use one of the standard citation formats for the Humanities. Two common ones for

philosophy are Chicago and MLA. This website offers a very useful guide for using these

two styles. You can also use Turabian (which is a simplified version of Chicago). I prefer

Chicago or Turabian: both are straightforward. If you want to see a sample paper (using

Chicago style) with some guidance about how to structure an essay, look carefully at this

document; see in particular, how endnotes are handled at the end of the document. It’s

very helpful. The sample paper is for a history course, but the same formatting applies for

philosophy papers as well. I highly recommend that you consult this sample paper. Avoid

using citation styles that are commonly used in the social sciences (e.g., APA) — as these

often do not require the author to cite page numbers. It’s critical that you cite page

numbers for your quotes/references. You need a Bibliography (Works Cited page) at

the end of your paper. “Marino” refers to the textbook that we are using for this

course.

TOPIC

Note: For the question below, feel free to either agree or disagree with the author in question.

But, make sure you have shown the reader that you understand your chosen existentialist author. All texts mentioned within the essay topics below are required reading.

ESSAY QUESTION:

What is despair for Kierkegaard? Why does he think it’s more widespread (possibly even

“universal”) than we commonly believe? What does he mean when he asserts that “[t]o become oneself is to become concrete.” How can we overcome existential despair? For this topic, your focus will be the selection from Sickness unto Death. Use Sylvia Walsh’s commentary to help you make sense of Kierkegaard’s claim. Resist the temptation to repeat what her commentary says. Strive to put these ideas into your own words. Cite the relevant passages from Sickness unto Death and Walsh’s Kierkegaard: Thinking Christianly in an Existential Mode [see in particular her discussion that begins on p. 96. This text is available as an online ebook.][supanova_question]

Example Contrast Outline (5%) Task: Fill in this outline with information (point

Example Contrast Outline (5%)

Task: Fill in this outline with information (point form/bullets or full sentence) about the topic you’ve chosen for the contrast essay assignment.

This is an example outline only

This outline is organized in the point-by-point format

TOPIC: English vs. Farsi

INTRODUCTION

Start with an interesting hook (tell a personal story, provide statistical information on the topic, or provide a quotation)

English is a complex language with many rules and exceptions which can cause confusion and frustration.

Provide Background information/general information; assume that the reader IS NOT FAMILIAR with the topic of your essay

There are rules about verb tense, sentence structure, etc.

Students who speak Farsi who want to learn English struggle learning it

Thesis Statement (state your topic, your 2 items/topics, and your

3 points of contrast)

*thesis statement needs to be in parallel structure

Write a full sentence

ESL students who speak Farsi as their first language have more difficulty in learning English than other learners due to distinct differences in sentence structure, pronunciation and rhetorical mode.

BODY PARAGRAPH 1 (Criteria #1)

Criteria #1

Sentence structure

Topic A: English

Details basic sentence structure: SVO

Details helping verbs: have, be, do

Details question word order: question words start questions

Topic B: Farsi

Details basic sentence structure: SOV

Details question intonation

Details question words can go anywhere in sentence (Mace, 2003)

BODY PARAGRAPH 2 (Criteria #2)

Criteria #2

Pronunciation

Topic A: English

Details emphasize certain key words

Details words can start with consonant and vowel sound (Avery & Enrlich, 2008)

Topic B: Farsi

Details emphasize verbs

Details words often start with vowel sound (Windfuhr, 2009)

BODY PARAGRAPH 3 (Criteria #3)

Criteria #3

Rhetorical mode

Topic A: English

Writes arguments are specific, mechanical and structured

Details linear writing

Topic B: Farsi

Details free flowing, lots of digression, no structure

Details circular writing

CONCLUSION

Restate your thesis statement (state your topic, your 2 items/topics, and your 3 points of contrast)

Write a full sentence

If a Farsi speaker can master the intricacies of English sentence structure, pronunciation and rhetorical mode, learning the English language will be problem-free and maybe even fun.

*NOTE: my thesis statement in my introductory paragraph and my restated thesis statement in my concluding paragraph state the same information but in different structure.

Summarize the main points discussed in the essay

English and Farsi are different in basic sentence structure and how to form questions

Pronunciation – English emphasizes key words while Farsi emphasizes verbs

English writes linearly and Farsi writes circularly.

Final thought (your personal preference, advise, etc.)

Learning the difference between your first language and English helps in understanding the similarities and differences between languages.

References

Avery, P & Enrlich, S. (2008). Teaching American English Pronunciation. Oxford University Press.

Mace, J. (2003). Persian Grammar for Reference and Revision 1st Ed. Routledge.

Windfuhr, G. (2009). The Iranian Languages. Routledge.[supanova_question]

Extra credit: post-semester assessment Your name _________________________________________ Your major _________________________________________ RC1 Name

Extra credit: post-semester assessment

Your name _________________________________________

Your major _________________________________________

RC1

Name four of the principles of any professional engineering code of ethics (indicate which code you are referencing).

Name four reasons it is important for professional engineers to have and follow a code of ethics in their practice.

RC2

What is your major? Now, name an engineering professional society. Indicate whether this society is one in which you are: (a) an active member, (b) not an active member currently, but you intend to become one or have tried to be one, (c) not an active member, but you know that this society would be appropriate for someone with your major to join, or (d) not a member and this society is not relevant to your major.

Name four reasons it is important or beneficial for professional engineers to have societies and be active in them.

RC3

What is a Risk Cost Benefit Analysis? What does it measure?

What is the difference between (a) safety factor (also known as Realized Factor of Safety) and (b) design factor (also known as Required Factor of Safety)? How is each one determined? Which should be greater?

RC4

Name four ethical considerations for an engineering project.

Name four ways ethical issues in engineering projects can be addressed or resolved.

RC5

Describe in detail an example/case study in which a culture of safety had to be cultivated in order to address problems caused by a previous lack of concern for safety.

Name four factors/conditions that either promote or discourage a culture of safety in a professional environment.

RC6

What is a “stakeholder?” Why is it important to consider them when designing a product for market?

Name four duties an ethical professional engineer has to her or his client.

RC7

What is the “Precautionary Principle?” What arguments are there in favor of using it for environmental and social impact of technology? What are some criticisms of it?

Name a particular technological artifact and identify four values that are embedded in the technology.[supanova_question]

Created Fall 2018 Prepared by: Ali Soleymani and Taral Patel; Adapted by

Created Fall 2018

Prepared by: Ali Soleymani and Taral Patel; Adapted by Evelyn Glube

Formal Report (Part C) Instructions

Due Date: Week 12

Length: 3000 words (excludes References and Appendices)

OVERVIEW

Writing a formal report is the important, final step of completing a major project. The report needs to follow the Technology Report Guideline of Ontario Association of Certified Engineering Technicians and Technologists (OACETT, 2017). The purpose of the Technology Report is to demonstrate the candidate’s technical problem solving abilities; specifically, students must demonstrate their abilities to:

Identify and define a technical problem

Describe the problem accurately and in detail

Logically apply a technical methodology to attempt to solve the problem

Describe the results through the use of technology fundamentals, designs, data analysis and other appropriate techniques

Draw conclusions about the results

Make recommendations, if applicable

The final report must demonstrate a level of engineering technology or applied science knowledge and application equal to that required of an Engineering Technologist. The candidate must also demonstrate the ability to present information and ideas in an integrated, cohesive document.

The Technology Report will be evaluated in three areas:

A. Report Structure

B. Content Quality

C. Format

REPORT STRUCTURE

The Technology Report must communicate information in a standard, comprehensible way following acceptable structure, style, and format. The following components should be included in the Technology Report:

1. Title Page

The title should be descriptive of the work completed, but also concise (typically less than 10 words). In some cases, the technical report may include an appropriate title for the project. The title page should also include the date, the names of the team members who contributed to the report (if applicable), the class/project section, student identification number and the name of the Professor to whom the report is being submitted.

2. Declaration of Authorship

The candidate must clearly indicate which parts of the overall Technology Report he or she completed and which were completed by other members of the group, the college and program name for which the report was completed and the date of submission to the college. The Declaration of Sole Authorship, worded as follows:

I, ___________________________ confirm that this breakdown of authorship

represents my contribution to the work submitted for assessment and my

contribution is my own work and is expressed in my own words. Any uses made

within the Technology Report of the works of any other author, separate to the work

group, in any form (ideas, equations, figures, texts, tables, programs), are properly

acknowledged at the point of use. A list of the references used is included.

All sources of information must be acknowledged in the Technology Report. Plagiarism is unethical and will result in a grade of zero. Suspected cases of plagiarism will be addressed as described in the Centennial College Academic Honesty and Plagiarism policy.

3. Abstract (or Executive Summary)

The abstract should provide a synopsis (approximately 75 to 100 words ) of what is contained in the report. This should include a description of the project design (why and how), the data presented, and the main conclusions drawn from the data. When you write a technical report or paper, the abstract is an invaluable tool to those who might subsequently be interested in its contents (i.e. professors, instructors, managers, senior vice-presidents, colleagues, etc.). The abstract allows someone to quickly assess whether or not it is critical to read your entire report, (i.e. is it important that they read the report, and if so, should they read it immediately?).

4. Table of Contents

5. List of Illustrations

6. Introduction

The introduction should explain the importance and objectives of the design, and provide a rationale for the method used. For a design project, explain (in introductory terms) the intended application and the engineering principles applied to the design. For experiments, explain (in introductory terms) the physical or other principles that the experiment will illuminate or demonstrate. Follow this with a simple description of the experiment chosen (or assigned in most cases). The introduction should also place the design in context. You can provide this context by researching secondary sources on related theories and/or engineering principles, and paraphrasing the information in your own words with citations. You can provide further context by briefly describing any experimental methods that others have used to illuminate or test the same physical principles.

7. Design Section (if applicable)

Some projects have a significant design component. For example, a design lab might ask you to design and build a circuit to perform analog to digital conversion on an audio signal. For these types of design projects, a separate section can be used to outline the design methodology. This includes a description of the design constraints and the goals of the design. What are the inputs you have to work with (input signals, equipment, resources, etc.)? What are the desired outputs (output signals, tasks the design should perform, etc.)? Make sure to both describe and justify the chosen design.

8. Results/Data/Analysis

The results section is a record of key observations. Depending on the design, it may be appropriate to present results as pictures, graphical data, tabular data, and/or written description. Each graph, figure, or table should be described in detail and complete sentences. The data presented must be so that your purpose for including the data is clear. If a lot of raw data is generated in a design (i.e., a table or graph that exceeds one page) it is better placed as an appendix.

9. Conclusion(s)

In the conclusion, concisely summarize what you learned as a result of conducting the design. This can include both expected and unexpected observations and conclusions about the design method itself (e.g. “we concluded that the chosen design method cannot provide a reliable estimate of the speed of sound in water, because….”). You can also use this section to briefly describe suggestions for future work, including ideas for improving the design.

10. Recommendation(s)

In the recommendations, suggest a course of action to the reader. This may include revisions to a design, alternative steps/process for an experiment, or additional areas for others to study.

11. References

List any literature sources (books, papers, articles, websites, etc.) that you used in researching your topic and writing the report.

12. Appendices

Reserve appendices for anything that distracts from the straightforward reading of the report. Examples of appendices include a long list of raw numerical data; long and involved theoretical calculations with numerous formulae; and collections of images captured from scientific instruments. Each appendix should be referred to within the main body of the technical report. Often, the data from the appendix is summarized in some fashion in the results section. This might involve some manipulation of the data, or it might simply be a case of choosing sample data from large collection of data contained in an appendix.

REPORT FORMAT

The formal report must demonstrate appropriate format and effective style. The list below briefly describes the expectations for format and style. Specific expectations are listed on the rubric.

The report should be typed, double-spaced using Arial, Univers, or a similar Sans Serif 12-point font

The lines should be justified left, with pages number and appropriate page breaks

Correct spelling, punctuation, and grammar must be used

Consistent voice, subject-verb agreement, and verb tenses must be used

Jargon should be avoided

Acronyms must be explained

References, citations and paraphrasing must be accurate, and follow APA conventions[supanova_question]

2 1 Design of Fall Detection Service for seniors Juan Carlos Apache

2

1

Design of Fall Detection Service for seniors

Juan Carlos Apache Ayala

Centennial College

Report Writing – ENG 250 SEC 010

Sunjida khan

October 21, 2021

Design of Fall Detection Service for seniors

To: Sunjida Khan

From: Juan Carlos Apache Ayala, 301160358, Engl 250-SEC010

Date: October 13, 2021

Re: Proposal to research the design of fall detection service for seniors

As a student in the Electro-Mechanical Engineering Technician: Biomedical Engineering Technology, I have chosen this topic of design of fall detection service for seniors This subject is not only important to the elderly, but also to the entire population, who will one day reach the old age or acquire the senior status.

The topics that were considered for the formal report related to the biomedical engineering and technology program and they include the following:

Applications of methods of prosthetic control

Design of fall detection service for seniors

The topic that was chosen was design of fall detection service for seniors. The decision was based on different reasons shown below:

Different health conditions contribute to the increase of falls among seniors. An example is chronic conditions

Senior falls can lead to worse outcomes such fractured bones, traumatic brain injury, and broken hip

Seniors need to get urgent medical attention when they fall

Proposal Details:

Proposed Plan:

The research process will begin with a literature search. The main source of literature search will be the Centennial College Library Catalogue. Information will be retrieved from different sources including physical books available in the library, e-books, online articles, journals, technology websites, company websites, and other relevant sources. On the internet, research will mainly be conducted on Google Scholar and other relevant databases to ensure credibility.

The topic sections for the formal report could contain the following:

Analyzing the health challenges that increase the chances of falling among seniors

Analyzing the consequences of falls among the senior population

Comparing the fall detection services that are available right now. This will involve determining their prices, flexibility, accessibility, and also comparing the advantages and disadvantages

Determining how the new service will help in preventing falls

Determining the factors to be considered in developing the new service

Feasibility:

Why is this topic important in my field? The main reason why this subject was chosen is to solve a problem that is impacting the quality of life for the senior population. It is a solution that can be beneficial to everyone as we will all get old at some point. The current large population of the elderly will highly benefit from this solution. Apart from this, the topic will provide business opportunities, while the improving the quality of life for everyone at the same time. Some of the limitations of topic include the fact that it may be too broad.

I believe that this is a very good topic for my formal report, and as such, I request your approval so that I can begin as soon as possible. You can contact me at 647-9298124 or email met at ajuancar@my.centennialcollege.ca. I will also ensure that I am in contact with you through email, if you fail to respond on time for one reason or another. Thank you and I hope to hear from you soon.[supanova_question]

The final assignment for Toxicology is to integrate the information in your

The final assignment for Toxicology is to integrate the information in your choice of 10 bullet point presentations by your fellow class members, plus your own. You may choose the 10 presentations according to your interest; grouping the presentations by broad subject may aid in your organization of the issues. You will not use any material for this assignment other than the 10 bullet point presentations and your own. For example:

You may choose presentations of articles similar in topic to yours (e.g., effects on different natural populations), then discuss issues and progress in that area of the science

You may choose articles of a wide variety of topics, then discuss the general state of the science

You may choose articles with results that are very different from the paper you reviewed, then contrast the ideas presented

This assignment is to write generally about what you have learned about neonicotinoid pesticide toxicology from your peers, focusing on your presentation and the 10 bullet point presentations you
selected. You may liken this assignment to how you would explain what you have learned about neonicotinoid pesticide toxicology to another person who was not familiar with neonicotinoids. Here is a good example paper from 2019 when our topic was microplastics:
Example Final Summary Paper.pdf. (Please note that I have omitted the reference section in this example.)

You should list the reference information from the 11 articles at the end of your paper (in alphabetical order by article first author’s last name), but do not cite them within the paper. The reason citing the actual articles is not appropriate for this paper is because you are using only your peers’ presentations as your sources. Here’s an example of how to list the 11 references:

• Doe, J and JB Doette. 2021. Everything we know about neonicotinoids from our research. J. Toxicology 21:56-60. (Reviewed by [classmate’s name]) I WILL DO THIS PART – PLEASE JUST DO THE REFRENCES

Paper length: 3-5 (maximum 5) pages, double-spaced, 12-point font (you must be succinct!).[supanova_question]

2 TAKE-HOME FINAL History 175A—Fall 2021 Write a 6-7 page analytical essay

2

TAKE-HOME FINAL

History 175A—Fall 2021

Write a 6-7 page analytical essay on one of the following four prompts:

“Popular culture and mass leisure are liberating realms that allow consumers and performers to try on new identities, test new freedoms, and cross social and cultural boundaries.” Assess the validity of this statement with regard to:

Movies (discuss two of the silent films screened in class and two of the following readings: Peiss, chapter 6; Friedman article; Enstad article; any of the short essays on Birth of a Nation)

and two of the following:

Native American performers in Buffalo Bill’s Wild West Show (Kasson, ch. 5)

Amusement parks (Peiss, chapter 5; Coney Island: A Documentary Film)

Blackface performance in vaudeville (Kibler article)

Jim Jeffries-Jack Johnson prizefight (Roberts article)

Department stores (Abelson, Leach articles)

Helpful hint: Be sure to consider how popular culture could both disrupt and reinforce social hierarchies based on race, gender, and class.

To what extent did mass commercial amusements and new institutions of leisure (such as department stores and saloons) erode Victorian codes of respectability, gender, and sexual morality, and the older middle-class culture of self-control? How did the varied agendas of reformers, show business entrepreneurs, performers, retailers, and consumers help to foster and/or control such transformations in American culture? In your answer, discuss:

Movies (discuss two of the silent films screened in class and two of the following readings: Peiss, chapter 6; Friedman article; Enstad article; any of the short essays on Birth of a Nation)

and two of the following:

Amusement parks (Peiss, chapter 5; Coney Island: A Documentary Film)

Blackface performance in vaudeville (Kibler article)

Jim Jeffries-Jack Johnson prizefight (Roberts article)

Department stores (Abelson, Leach articles)

Saloons (Parsons article)

During the late nineteenth and early twentieth century, cultural commentators began to talk about the rise of the “New Woman” and the “New Negro”—two boundary-testing figures who defied Victorian social norms and confidently asserted their independence from constraining expectations of feminine respectability and racial respectability. How did filmmakers, the media, and consumer spectators validate or even celebrate these two new cultural figures? How and why did they seek to contain the threat posed by the New Woman and the New Negro? What similarities and difference do you see in the public and political responses to these two figures? In your answer discuss three of the following:

Working-girl serials (use Enstad article)

Anti-suffrage films (A Lively Affair) and anti-vice films such as Traffic in Souls and Inside the White Slave Traffic (use Friedman article)

The Birth of a Nation (use various short essays on Birth of a Nation, Davarian Baldwin’s essay is especially helpful for this question; discuss key scenes from)

Jim Jeffries-Jack Johnson prizefight (Roberts article)

Popular culture after the Civil War represented Black Americans and Native Americans alternately as heroes and villains, as threatening figures and nonthreatening figures (the vanishing Indian, the dying Black Union soldier, the loyal servant), and as objects of sympathy and derision. Black Americans and Native Americans also figured prominently in (or were exiled from) popular narratives that defined the nation’s “greatness” and illuminated its unfulfilled promises. Analyze these varied representations of race, focusing in particular on how popular culture used such representations to redefine American national identity and promote national reconciliation after the Civil War. In formulating your thesis, consider the political and cultural consequences of such representations. In your answer, discuss:

Buffalo Bill’s Wild West Show and other popular representations of the West (Kasson)

and two of the following:

Popular culture during the Civil War (Fahs article)

Popular memory of the Civil War and Reconstruction (Blight article, various essays on The Birth of a Nation, scenes from The Birth of a Nation)

Jim Jeffries-Jack Johnson prizefight (Roberts article)

Blackface performance in vaudeville (Kibler article)

World’s Fairs (use relevant documents)

Explain why these representations of race resonated with some Americans and outraged others and how the production and reception of these texts was shaped by the times in which they were created and identities of their audiences.

List of films and documentary discussed and screened in class.

Unless otherwise noted, the films below can be accessed on GauchoCast, located on the right-hand side of the GauchoSpace course page. I will provide time markers for key scenes in a separate document.

The Birth of a Nation (1915)

A Lively Affair (1912) (linked to in Lecture 18 PowerPoint)

Traffic in Souls (1913) (linked to in Lecture 18 PowerPoint)

The Inside of the White Slave Traffic (1913) (linked to in Lecture 18 PowerPoint)

Coney Island: A Documentary (PBS, The American Experience, 1991)

Savage Acts: Wars, Fairs, and Empire, 1898-1904 (American Social History Productions, 1995)

Unforgiveable Blackness: The Rise and Fall of Jack Johnson (PBS Home Video, 2005)

Due Date, Late Papers, and Extensions:

Papers are due Wednesday, December 8 by 5:00PM. I will grant a one-day extension to students who request one in advance of the formal due date. Longer extensions will be decided on a case by case basis. Late papers will be marked down 3 points for each day late (an A- would become a B+) and will not be accepted after Friday, December 10 without a formal extension from the professor.

Formatting and Citations

Papers should be 6-7 double-spaced, typed pages with one-inch margins and 12-point type.

Please upload a PDF to GauchoSpace. Save the PDF using the following label: Last Name, First Name, Prompt number.

Please number the pages on your paper.

Citations must identify the author and page number. Any citation format you choose to use is acceptable, as long as you are consistent in the style you adopt. I will not count endnotes or the Works Cited page toward the page limit. To make sure that I give students full credit for using lectures (and in recognition of the fact that the lectures and readings sometimes overlap), please cite lecture. You can do this either in a footnote or in a parenthetical notation at the end of the sentence, like so: (Lecture 4, 10/5/21). As a matter of personal preference, I would rather students not put quotation marks around material from lecture; do your best to paraphrase the lectures.

I do not expect students to use materials beyond those assigned for this class. Please consult with me first if you wish to do so.

Grading Criteria:

Papers will be graded on content (how well do you make use of the assigned readings and lectures? how well do you support your arguments? how persuasive is your analysis? how well do you explain the historical context in which popular culture was created and consumed?), form (paragraph organization, clarity of prose, coherence, development of ideas), and mechanics (spelling, grammar, and punctuation).

The essay questions highlight important readings that I expect students to use, but it is also important to incorporate material from lecture.

Office Hours:

I will be available to answer questions and read over outlines and thesis statements during my regular office hours and my extended Zoom office hours on Monday, December 6, from 10:30-12:30PM. If you would like to see me on December 6, please add your name to the sign-up sheet located in the top block of GauchoSpace and use this link to connect via Zoom: https://ucsb.zoom.us/j/81094883071?pwd=S2tvMWVBSk1LU0RJcXU1bjR2Vmt3Zz09.
I will also regularly check my email to answer questions and review thesis statements, introductions, and outlines of up to two pages.[supanova_question]

1 Why Title IX is Unfair? GEB3033 Parker King Title IX of

1

Why Title IX is Unfair?

GEB3033

Parker King

Title IX of the Education Amendments of 1972 prohibits sex discrimination in any education program or activity receiving federal financial assistance. Title IX was originally put in place to provide equal opportunities for males and females. It was also meant to create opportunities for young athletes. However, over the past 40 years Title IX has eliminated many men’s programs and opportunities for men because schools must comply to Title IX.

The first way Title IX is unfair to men’s organizations is because men’s teams are proven to have more attraction and popularity, but scholarships are being taken away from men and given to women to abide by Title IX. This is especially prevalent with schools with football programs. Schools now must give equal amounts of scholarships to men and women. Since there are no women football teams, men playing sports that have women teams or versions are getting less scholarships. Title IX “instantly creates male queues and female shortages,” according to Epstein. (35) This means that there are more men trying to find an opportunity in sports then there are females able to fill spots. This is obviously leaving many male athletes with nowhere to play their sport. Since Title IX was enacted around 400 men’s sports teams have fallen apart.

The culture around sports has also changed a lot since Title IX was put into place. The way sports are integrated into our everyday lives now is not what it used to be like in the 70s. In 2007-08 academic year the NCAA division 1 men’s program had 22.2 million dollars in revenue, while the women’s average was 865,00 dollars. Watson (2012

) Title IX allows for equal number of teams, so schools are missing out millions of dollars in revenue from their sports programs. The men’s players that are also cut out from playing because of the lack of scholarships available are also losing out on the chance to make money as a collegiate athlete. Many coaches have had to cut men’s teams because they claim Title IX is unfair and outdated.

Title IX was never created to hurt men’s sports team when it was passed in 1972. Since then, the world of sports has changed, and Title IX needs to be updated or abolished to accommodate this change in sports. Women still deserve the right to play team sports, but men’s teams do not deserve to get penalized just for women to play. There are much more men, especially at the collegiate level, that play sports simply because there are more men sports teams than women sports team. The number of scholarships given out should be equal per gender for this reason. Even with Title IX the money at many schools is still not allocated properly. At the average public university women make of 53% of the student population, but they receive 40% of the overall funding for education and athletics. Gaille (2017)

The smaller Olympic men’s sports such as wrestling, swimming, and track and field have experienced the effects of Title IX the worst. These sports don’t get as much attention as sports such as football, baseball, and basketball. Since they are not as popular, they often get stripped away of their scholarships and funding goes through the floor to give more scholarships to the bigger sports. An appropriate solution for this problem could be to give equal scholarships to men and women if there is both a men’s team and women’s team or version of the same sport, then and only then should there be equal scholarships given out.

Overall, the Title IX of the Education Amendments of 1972 was originally passed for good reasons and to allow women to have equal rights when it comes to competing in sports. But since 1972 the role of women sports has changed drastically, and the Title needs to be amended to still be relevant, but not harm men’s sports teams. Title IX is now unfair to a lot of men who play sports that are not as popular because the teams are losing funding or getting cut out completely. Title IX was originally meant to be good but is now starting to hurt sports teams because of how the sports world has evolved.

Work Cited

Coakley, J. J. (2021). Sports in society: Issues and controversies. McGraw-Hill.

Index to Journal of Sport and Social Issues. (2006). Journal of Sport and Social Issues, 30(4), 395–397. https://doi.org/10.1177/019372350603000408

Rittner, V. (1976). Sociology, history and sport. International Review of Sport Sociology, 11(3), 85–101. https://doi.org/10.1177/101269027601100306

Title IX: The good, the bad, the ugly. Composition. (n.d.). Retrieved October 25, 2021, from https://composition.colostate.edu/courses/conversationscontexts/talkingbackarchive/tbv2-2/title-ix-the-good-the-bad-the-ugly/.

Gaille, L. (2019, December 16). 16 pros and cons of title IX. Vittana.org. Retrieved October 25, 2021, from https://vittana.org/16-pros-and-cons-of-title-ix.[supanova_question]

Gender and Social Change final information Textbook: Alibris: Women in Culture: An

Gender and Social Change final information

Textbook:

Alibris: Women in Culture: An Intersectional Anthology for Gender and Women’s Studies (vitalsource.com)

Username: pbafia@twu.edu

Password: Cade1998!!

This is also my loggin to the twu canvas if needed ^

This is the textbook you will need for the final, find a concept from each chapter to relate to a song lyric etc…

21FAWS201353 GENDER & SOCIAL CHANGE (panopto.com)

21FAWS201353 GENDER & SOCIAL CHANGE (panopto.com)

These two videos of my teacher talking are very important and helpful and give good instructions and examples of the final project[supanova_question]

HSC Assessment Task Notification HSIE – Legal Studies HSC Assessment Task Notification

HSC Assessment

Task Notification

HSIE – Legal Studies

HSC Assessment

Task Notification

HSIE – Legal Studies

Course: HSC Legal Studies Student: ____________________________________________

Teachers: Mrs. De Jesus/Mrs Page Head Teacher: Mrs. Akrong

Task Number: 1 Task Name: Crime Research Report (Core Topic Part 1)

Date Issues: Week 5, 5/11/2021 Due Date: 08:30am Monday 13th December 2021 (T4, Week11)

Weighing: 25% Total Marks: 30

Syllabus Outcomes:

H4 Evaluate the effectiveness of the legal system in addressing issues

H5 Explains the role of law in encouraging cooperation and resolving conflict, as well as initiating and responding to change

H6 Assess the nature of the interrelationship between the legal system and society

H8 Locates, selects, organizes, synthesizes and analyses legal information from a variety of sources including legislation, cases, media, international instruments and documents

H9 Communicates legal information using well-structured and logical arguments.

Task Summary:

You are required to research and write a report followed by an extended response on an indictable criminal case that has been prosecuted in the past 10 years in either a District Court or Supreme Court in the NSW Criminal Justice System where the defendant has been found guilty.

PART A (15 marks)

Your report must address the following components:

Identify the correct legal citation of the case – case name

Outline the elements of the offence – Causation and actus raius

Describe the factors that may have led to the criminal behaviour – substance abuse issues, childhood trauma, phycological factor, childhood, friends

Outline the reporting and investigation of the crime – 2 separate paragraphs

Who reported it?

How did they report it?

When did they report it?

Factors contributed in the investigation of the crime

Explain the role of the courts (including the juries) and legal representation in the criminal trial process.

Burden of proof

Criminal defence

Explain the various factors that have affected the sentencing decision

Factors effecting

Aggravating factors – presence of weapon, abuse of position of power

Mitigating factors – reduce the sentence of the crime: first crime, history of abuse

Word Limit for Part A: 1300 – 1500

PART B (15 Marks)

Once you have completed Part A of this task, you are required to write an extended response to the following essay question. You should make a detailed reference to your chosen case as well as other relevant LCMIDs for detailed analysis of the question.

‘Evaluate the effectiveness of the law in balancing the rights of victims, offenders and society in the Criminal Justice System’

Rights of victim

How the law is balancing

In manslaughter or murder cases, there is no aspect of justice that will bring that the victim back to life, so we can have each victim’s impact statements. We can put the offender in prison for a long period of time, but no factor that the court takes that can protect that person from violence or save their Life, so in terms of your judgement. the law reacted in that night out it waits for a crime to be committed before it can be punished. The right to Presumption of innocence or innocent until proven guilty. The right to legal representation. The right to an appeal.

Word Limit for Part B: 900 – 1000 words

PART C

Include a bibliography (APA referencing) of at six (or more) sources including Legislations, Cases, Media, International Documents

Total word Limit for this task is 2500- 2750 words. Students who exceed this limit by 10% will have a 10% penalty applied to their mark.

Submission Information:

All reports must be typed using Calibri Font, Size 12, 1.5 spacing and include your Full name and NESA number.

An electronic copy of your report must be submitted via CANVAS by 8.30am by the due date AND;

A Hard Copy of your report, along with this completed sheet, must also be submitted to your classroom teacher by 8.30am on the due date.

Additional Information:

Please carefully read and follow the Task Description and Marking Criteria attached.

Read the HSC Assessment Handbook for further information about assessment rules and procedures.

On submission of the hand-in(Hard Copy) assessment task, the student must:

a) Detach this cover sheet from the Assessment Task Notification and submit it with their assessment task at the time of submission

b) Complete the Student Receipt below with the correct information

Ensure that both they and the teacher sign the Student Receipt

Ensure that the teacher detaches the Student Receipt from the cover page and returns it to the student

Retain the Student Receipt as evidence of the submission of their work

—————————————————————————————————————————————————-

Student Receipt of hand-in Assessment Task Submission:

I have submitted the task, (task name) on / / (date).

The work I have submitted is all my own work and includes correct acknowledgement and reference to the work of others used to create this task. I have read and accept the rules and procedures detailed in the school’s Preliminary Assessment Handbook.

Student Name:

Student Signature:

I acknowledge that I have received the abovementioned task from this student on the date stated.

Teacher Name: Teacher Signature: _________________________________

Assessment Marking Criteria

PART A

You will be assessed on your ability to:

Clearly report on every aspect of the case as specified in the task description

Present a sustained, logical and cohesive response in your research report which is well-structured and the use of appropriate heading and sub-headings

Integrate relevant legal concepts and terminology

Refer to relevant examples such as legislations, cases, media, international instruments and documents

Locate, select, organise, synthesise and analyse legal information from a variety of sources, and provide a referenced bibliography of at least six sources.

Criteria

Mark Range

Grade

Demonstrates extensive understanding of the criminal justice system

Comprehensively and accurately addresses all aspect of the research report

Integrates relevant examples such as legislations, cases, media, international instruments and documents into the response

Presents a sustained, logical and cohesive report using relevant legal terminology and concepts

Locates, selects, organises legal information from a variety of sources

13-15

A

Demonstrates sustained understanding of the criminal justice system

Accurately addresses all aspect of the research report

Uses relevant examples such as legislations, cases, media, international instruments and documents into the response

Presents a logical and cohesive response using relevant legal terminology and concepts

Locates, selects and organises legal information from a variety of sources

10-12

B

Demonstrates understanding of the criminal justice system

Addresses most aspects of the research report

Makes reference to examples such as legislation, cases, media, international instruments and documents into the response

Presents a structured response using some relevant legal terminology and concepts

Locates and selects legal information from some legal sources

7-9

C

Demonstrates limited understanding of the criminal justice system

Addresses some aspects of the research report

Makes limited reference to examples such as legislations, cases, media, international instruments and documents into the response

Uses some relevant legal terminology and concepts

Locates legal information from limited sources

4-6

D

Writes in general terms about the Criminal Justice System

May address some aspect of the research report /relies on class notes and the textbook for information

May include reference to examples such as legislations, cases, media, international instruments and documents into the response

May refer to general legal terms

May locate some legal information

1-3

E

Assessment Result

/ 15

COMMENTS:

Assessment Marking Criteria

PART B & C

Criteria

Mark Range

Grade

Demonstrates extensive understanding of how the law aims to balance the rights of victims, offenders and society in the Criminal Justice System

Makes an informed judgement of the effectiveness of the law in balancing the rights of all parties in the Criminal Justice System

Integrates relevant examples such as legislations, cases, media, international instruments and documents into the response

Presents a sustained, logical and cohesive response using relevant legal terminology and concepts

Locates, selects, organises, synthesises and analyses legal information from a variety of sources with a referenced bibliography (APA format) of six or more sources

13-15

A

Demonstrates sustained understanding of how the law aims to balance the rights of victims, offenders and society in the Criminal Justice System

Makes a sound judgement about the effectiveness of the law in balancing the rights of all parties in the Criminal Justice System

Uses relevant examples such as legislations, cases, media, international instruments and documents into the response

Presents a logical and cohesive response using relevant legal terminology and concepts

Locates, selects and organises legal information from a variety of sources with a referenced bibliography (APA format) of five or more sources

10-12

B

Demonstrates understanding of how the law aims to balance the rights of victims, offenders and society in the Criminal Justice System

Makes some judgment about how the law balance the rights of all parties in the Criminal Justice System

Makes reference to examples such as legislation, cases, media, international instruments and documents into the response

Presents a structured response using some relevant legal terminology and concepts

Locates and selects legal information with a referenced bibliography (APA format) of less than five sources

7-9

C

Demonstrates limited understanding of the law and its relevance to/aim to balance the rights in the Criminal Justice System

Makes statements about how the law and its relevance to/aim to achieve justice

Makes limited reference to examples such as legislations, cases, media, international instruments and documents into the response

Uses some relevant legal terminology and concepts

Locates legal information from at least 3 sources (may/may not be accurately referenced in APA format)

4-6

D

Writes in general terms about the Criminal Justice System/relevant indictable offence

May include reference to examples such as legislations, cases, media, international instruments and documents into the response

May refer to general legal terms

May include a bibliography that is not accurately referenced in APA format / does not include a bibliography

1-3

E

Assessment Result

/ 15

COMMENTS[supanova_question]

ENGL 1201, Dr. Whalen Name: _______________ Argument Evaluation Essay Write an essay

ENGL 1201, Dr. Whalen Name: _______________

Argument Evaluation Essay

Write an essay in which you evaluate how effectively the authors state their claim and support their argument according to the elements of argument presented in course readings, handouts, discussions, and/or videos. The authors you’ll write about include

“Hi, I’m a Digital Junkie, and I suffer from Infomania” by Manoush Zomorodi – CEL p. 367-370

“Death by Information Overload” by Paul Hemp – D2L Content/Argument Evaluation

Essay Minimum Requirements

Provide at least 5 full pages of content—not counting the works cited page. (That means 5 full pages + a works cited page). Essays that are less than 5 full pages cannot receive a grade higher than C even if they are perfect in every other way.

Identify the primary claim (thesis) in each essay.

For your thesis, make a claim about how convincing each author’s argument is.

Is one argument more effective than the other?

Do both authors make convincing arguments?

Are both arguments weak?

Do both arguments make compelling arguments that contain flaws?

In your introduction, mention the arguments’ titles, authors, and where they were published.

Evaluate the effectiveness of tone and point of view in both essays.

Evaluate both essays according to the criteria on CEL pp. 455-457 and/or D2L Content handouts/videos on elements of argument, the CRAAP Test, and/or appeals.

Include in-text citations for 2 or more of these as sources in your essay.

You may also cite information from the textbook about logical fallacies, though that isn’t required.

Include MLA in-text citations for the two arguments you’re evaluating.

Create a works cited page in MLA style.

Use third-person point of view, no first- or second-person point of view.

Format and edit your essay according to the Formatting and Editing Checklist provided at the end of this document.

Due Date: See the Course Schedule

Grading Criteria for Final Draft

Skill Demonstrated

Proficient (A/B)

Adequate (B/C)

Needs Improvement (D or lower)

Introduction grabs readers’ attention, presents important background/context information, and indicates topic’s significance

Introduction identifies the thesis and/or summarizes the main claim in each author’s argument; presents the (student) writer’s thesis

Essay Content evaluates the effectiveness of each essay’s tone and point of view

Essay Content demonstrates complex thought about the topic and a creative approach to conveying the writer’s evaluation

Essay Content includes appropriate application of elements of argument, such as logic, appeals, bias, and use of support in evaluating arguments

Essay Content applies concepts from at least two sources (CEL and/or materials on D2L) as part of applying the elements of argument

Thesis is revelatory; is clear and easy to identify; indicates which argument is more convincing and why

Organization is apparent, logical, and appropriate to the topic

Central Focus unifies the essay

Paragraphs include sufficient support for the main idea(s)

Paragraphs use the MEAL Plan or are unified in another way

Transitions used to connect ideas are elegant and effective

Quotes are relevant, chosen carefully, and incorporated correctly (sandwiched); paraphrases are appropriate and correct

In-Text Citations include the 2 arguments plus 2 or more sources (see Requirements above); follow MLA style as explained in CEL chapter 16 and on the Purdue OWL

Works Cited page includes the 2 arguments plus 2 or more sources (see Requirements above); follows MLA style as explained in CEL chapter 16 and on the Purdue OWL

Third-Person Point of View is used consistently; no first- or second-person point of view is included

Grammar and Mechanics are correct. (On your essay, run-ons will be highlighted in yellow, fragments in green, spelling, word choice or other errors in pink. Second-person point of view will be in blue.)

Formatting is correct according to the guide provided at the end of the assignment sheet.

Length Requirement is met or exceeded. (See Essay Minimum Requirements above for details.)

Other/Comments

Total out of 100 Points

Note to Current Students: Your essay should be formatted exactly like this document. Delete this note before turning in your assignment.

Your first and last names

Your instructor’s name

Name of class

Draft (e.g., rough, revised, final)

Your Title Centered Here, No Bold, No Italic, or No Underlined Font

There are a few things you should do when formatting your assignment. The first is include page numbers, either centered at the bottom of each page or in the upper right corner. You can insert page numbers when using Microsoft Word by going to the “Insert” menu, clicking on “Page Number,” selecting “Bottom of Page” and choosing the option that shows the page number in the center of the page or choosing “Top of Page.” However, if you simply use the “Save As” option to save this document with a new name and then type your assignment here, page numbers will already be set up for you.

When you begin a new paragraph, indent the first line of the paragraph by hitting the “tab” key (not the spacebar) on your keyboard as I’ve done here; do not add extra white space between paragraphs. Do not hit the “Enter” key at the end of each line, as one must do on a typewriter; simply keep typing and let the computer move the words down to the next line for you. Otherwise, every time you make a change to your essay, the lines, spacing, and margins fail to align correctly. Include one space, not two, after a period between two sentences.

If you are writing an essay—as opposed to a short story or poem—avoid using second person point of view. Second person point of view means that you address the reader directly (as if writing a letter) or that you include the word “you” in your essay. I am using second person point of view here because this is a handout, not an essay; I have to address you directly to tell you how to format essays correctly. When you write an essay, however, you are writing for a broader audience and using a more formal writing style, so you should not use second person point of view.

The following checklist will help you edit your assignment for formatting and style:

Format

___ include a title specific to your essay’s topic, not “Profile Essay”

___ do not use bold or italics or underlining for the essay title

___ indent the start of each new paragraph by hitting the “Tab” key

____use 12-point font in Arial or Times New Roman

___ double-space your essay with no extra white space between paragraphs

___ set one-inch margins at the top, bottom, and sides of your document

___ include page numbers

___ put one space (not two) after each period

___ attach/upload a copy of your essay to D2L Assignments. Do not link to a document stored on OneDrive or Google Drive. I cannot always access documents linked that way, so you will not receive feedback on your essay and may be docked points for late submission if I have to ask you to resubmit your essay.

Writing Style

___ eliminate any second-person point of view references. (Tip: Hold down the Ctrl key and hit the F key to find all instances of the word “you” in your essay.) Once you find them, name the person or group you’re writing about, such as parents, students, Americans, women, etc.

___ eliminate the phrase “in conclusion” from the conclusion paragraph

___ capitalize the names of specific people, places, things, or titles (Examples: Facebook, Valley Fair, North Hennepin Community College, Minneapolis)

___ spell out numbers zero through nine; use numerals for 10 and higher. Spell out any number that begins a sentence (e.g., Forty-two students registered for the class.)

___ use italics for book, magazine, newspaper, journal, website and movie titles

___ use “quotation marks” for article and webpage titles

___ capitalize the names of specific people, places, things, or titles (Examples: Facebook, Valley Fair, North Hennepin Community College, Minneapolis)

___ refer to a person by their full name the first time you mention them in your essay; then use only their last name from that point on

___ spell numbers zero through nine; use numerals for 10 and up. Spell any number that begins a sentence (e.g., Forty-two students registered for the class.).

Citing Sources in MLA

___ include an in-text citation for any idea or information that comes from a source

___ for in-text citations, place quotation marks before the citation parentheses and the period after the citation parentheses

___ for in-text citations, do not include a comma between the author’s last name and the page number

___ for all citations, make sure what appears in the in-text citation matches exactly the first word(s) in its corresponding works cited entry.

___ for the works cited page, the first line of each entry should overhang the other lines (opposite of indenting a paragraph)

___ for the works cited page, alphabetize the entries

___ for the works cited page, place the title of that page in 12-point font, centered at the top. Do not use bold, italics, or underlined font for the page’s title.[supanova_question]

Please follows directions. I have provided a start for each response to each question that must be incorporated into Essay

Please follows directions. I have provided a start for each response to each question that must be incorporated into Essay