Workbook Submission III: Supply & Demand Equations & Graphing Economics Assignment Help

1)

Research: Annotation and Color

Background: According to Kirk (2016), typography will have a significant role in your visualizations. You have to be careful with your text, but you must also be concerned with how the text looks. This then leads to color and functional harmony. You must provide the balance of colors in your visualizations (Kirk, 2016). The harmony of colors you select during design will impact many aspects of the overall visualization.

Assignment: Write a research paper that contains the following:

• Discuss Typography and the importance of the appearance of text
• Discuss the following color harmonies: (Usage, Pros, and Cons)
• Complementary colors
• Analogous colors
• Triadic colors

Your research paper should be at least 3 pages (800 words), double-spaced, have at least 4 APA references, and typed in an easy-to-read font in MS Word (other word processors are fine to use but save it in MS Word format). Your cover page should contain the following: Title, Student’s name, University’s name, Course name, Course number, Professor’s name, and Date.

Submit your assignment on or before the due date.

2)

Composition deals with the overall readability and meaning of the project. As noted by Kirk (2016), the topic of composition is divided into project-level and chart-level composition. Select one component of either project composition or chart composition and discuss.

Remember your initial post on the main topic should be posted by Wednesday 11:59 PM (EST). Your 2 following posts should be commenting on your classmates’ post on different days by Sunday 11:59 PM (EST). You should end the week with 3 total discussion posts.

A quality post is more than stating, “I agree with you.” Maybe you should state why you agree with your classmate’s post. Additionally, post some examples or find a related topic on the internet or University’s library and comment on it in the discussion post.

Reference: Kirk, A. (2016). Data Visualisation: A Handbook for Data Driven Design (p. 50). SAGE Publications.

Select one Topic from the list of Topics that will be provided in the test and write as much as you can in the allocated space. Once you begin this part of the exam, you will be given twenty minutes to complete the essay so set a timer or stop-watch to manage your time. Once the twenty-minute period is over, you will not be able to go back and make any changes so plan carefully.

• WHEN YOU ARE READY TO WRITE THE ESSAY, Click on the word CONTINUE. That will start the Essay portion of the exam.
• As you write your essay, it will be auto-saved and you will observe a box in the upper-right corner that says “saved.” If you finish writing before the twenty minutes are over,CLICK “Save and Submit.” Do not click that box until you are absolutely finished.

We want you to practice a business summary style – writing in a clear, structured manner, but not in paragraph form. If you feel you must write in a paragraph, then address the question at hand in bullets or tables (as appropriate) and then summarize your points in an executive summary-type paragraph. In general, you are attempting to efficiently and effectively make your arguments for a particular solution, describe the associated implementation tasks (“to dos”), identify the benefits and costs of the undertaking, and then drive your point home with additional considerations (risk management).

Reading materials and fill out “exam 2” attachment.

The thing I need to repeat is that do not use whole sentences to answer, use bullet point instead.

two assignments:

Context: The final portfolio is your chance as a student to write and reflect on what you’ve learned. While the midterm portfolio is a place to pause and reflect, the final submission will mainly illustrate all that you’ve learned and how you have achieved the objectives of the class.

Assignment: Your ePortfolio should be organized into the following sections:

1.Portfolio Introduction （1000 words）

This introductory essay 1) makes arguments about your progress in WR39B, especially in the RA essay and RIP project; and 2) analyzes all of the writing you’ve selected for the portfolio as evidence for your arguments. The essay should include the following:

Specific arguments about the advancement of particular writing skills through class participation and engagement, reading and writing homework, paper drafts and the revision process in all its stages, including peer review.

Supportive analysis of specific evidence taken from your own writing and the feedback you have received. Evidence will include quotations, screenshots and other images of your writing, and/or hyperlinks.

Your reasons for making the choices you made, and what you may have done differently; what you think you accomplished and what you’re struggling with.

Your responses to the class texts and how these sources informed your own work and ideas.

Your plans for writing after WR39B–what you want to work on and how you want to develop your skills in WR39C and/or your other classes.

Beware: you should follow your instincts as well as your informed belief, not hubris or pathos. Consider what you did, what you could have done, what you believe you wanted to learn, etc. Remember that your arguments must be supported by the evidence of your own work–if these don’t reflect each other, than you’re not assessing your progress effectively.

2.Artifacts （according to RIP project + essay）

You will also include artifacts of your own choosing that show important elements of your writing process. Be selective—this isn’t about including all of your process work, but drawing attention to a few key moments that indicate significant changes in your habits, reading and writing process, and/or learning moments.

Each artifact should be analyzed and connected to your arguments about your writing process and progress in the portfolio introduction itself.

Each artifact must also be accompanied by an analytical caption, in which you explain why you’ve selected each artifact, building on the arguments you made in the portfolio introduction. Captions should be positioned at the top of the page, and perhaps distinguished with a different font color.

Eligible process work may include in-class writing, critical reading exercises and RIP exercises, essay drafts, and/or other writing or notes relevant to our class. Your selections should offer compelling supporting examples for the points you make in your Portfolio Introduction.

For the final portfolio, there is no limit to the number of artifacts you can include. Just remember that you must discuss every artifact you include somehow in your introductory essay and write a caption for it.

All artifacts must be consistently formatted, clearly organized and labelled.

Suggestions:

Read through all of your previous work and look for changes in development.

Read through your reflective writing and think about your growth.

Consider what improvements you want to make in your writing in WR39C. How has WR39B prepared you to tackle academic research and argument?

Think carefully about how you can use concrete evidence to illustrate the claims you’re making about your work.

___________________________

Additional notes on writing the Portfolio Introduction:

Your arguments should relate the development of your writing skills to the larger context of academic writing. Put another way, what do you understand about academic discourse (writing) and its conventions that you didn’t know before taking WR39B? As a college-level writer, how have you adopted (or adapted to) the conventions of academic discourse throughout your writing process in WR39B?

You may choose to write about anything related to your learning in WR39B, so long as you make arguable claims about your progress in class so far, logically supported by specific evidence from your work.

Your selection of process work functions as supporting evidence for your claims in the essay–quote or integrate your writing directly using screenshots or photos so that you can analyze it properly.

Cultivate your personal voice. Feel free to write in the first person; use “we” when referring to your group’s activities. However, a personal tone should not lead to informality or vague ideas; remember to maintain conventions of good writing as you describe your personal experiences and individual learning.

The Portfolio Introduction is a formal essay and as such, you should organize your essay carefully: begin with an introductory paragraph and end with a concluding paragraph; in between, craft (more than three!) body paragraphs that each develop a single main idea. Your introductory essay should go through more than one draft; revise carefully and make sure to proofread for any lingering errors or typos.

As much as possible, explain the relationships between the different assignments you completed this quarter. For example, how did particular CR or RIP exercises help you to develop and/or revise your essays? Your introductory essay should not be a mere laundry list of things you did over ten weeks—I already know what you were assigned to do. What I want to know from this document is how you made these tasks meaningful for yourself as a developing writer.

Don’t be afraid to discuss the negative aspects of your learning process as well as the positive. If you’ve experienced frustration, confusion, or failure, reflect on what caused the trouble and explain how you learned from it. And after only five weeks in this class, you probably still have some things to continue working on—be honest about what skills you need to keep practicing.

Be as specific as possible! Quote your own work directly and consider including multi-modal elements—hyperlinks, screenshots, camera pics, and/or paper excerpts to illustrate your writing process. Before-and-after images work particularly well.

Below are some guiding questions you might use to jumpstart your self-assessment. I recommend you use these questions for focused freewriting before writing your first draft, so that you can plan what you want to say; the more questions you answer, the better.

Keep in mind that simply answering these questions in paragraph form will not make a good essay–you do need a thesis of some kind and your essay as a whole should be coherent and cohesive.

A good strategy is to begin with your own learning goals for WR39B and/or the master list of course outcomes. How do your personal goals relate to the goals for the class? Which goals have you met, and which goals do you want to continue working on? Organize your reflective essay according to what you wanted to achieve and how you achieved those goals. Avoid a chronological summary of “things I did” or a simplistic discussion of how “I used to be a bad writer, but now I’m a better writer.”

On your rhetorical awareness:

How do you understand the significance of rhetorical situation on a writer’s message?

How do you meet the expectations of different, specific audiences (your instructor, your peers, yourself, the larger academic community)?

How do you craft different personas to achieve different rhetorical goals?

How does context dictate your other rhetorical choices?

How do different rhetorical strategies influence one another in your writing?

On your understanding of genre conventions, and especially fairy tale conventions:

How has your understanding of fairy tales evolved since the beginning of the class?

How do you understand the rhetorical significance of fairy tale conventions?

How have you used your understanding of the fairy tale genre to understand other genres and their conventions?

How does your understanding of genre conventions shape your writing process and your rhetorical choices?

How have you applied your newly-gained knowledge of fairy tales to your life and experience outside WR39B?

On your writing process:

How do you understand the importance of writing as a process?

How has your drafting process evolved since the beginning of this class?

Have you changed the way you take notes on your reading, in order to better prepare for later writing? How?

What pre-writing methods do you prefer, and why?

What types of drafting techniques and writing habits work well for you, and why?

On your revision process:

How do you understand the importance of revision?

How has your revision process evolved since the beginning of this class?

How have you grown more attentive to broad conceptual revisions dealing with argument and analysis–that is, refining your ideas?

How have you grown more attentive to organizational issues, like paragraphs and transitions?

How do you respond to feedback, both from me and your peers?

What kind of advice do you tend to give to other writers during peer review?

How does giving feedback shape your own revision process?

On your use of outside sources:

How do you understand the usefulness of popular and scholarly sources?

How do you select appropriate sources to respond to in your writing? Describe your process.

How do other people’s ideas shape your own ideas and writing process?

On your unique development as an academic writer:

Have you experienced moments when the light bulb suddenly illuminated? Can you explain why and how this happened?

Have you experienced moments of productive frustration or failure? Can you explain why this happened and how you learned from it?

What would you revise further in the RA and RIP, if you had the opportunity?

Why aren’t you satisfied with that element of the project and what specific changes would you make?

How do you see your writing, at this point in WR39B?

How do you view your position as an academic writer and/or as a writer in other contexts?

How would you describe your authorial voice and style?

What do you want to communicate as an individual and/or as a member of our UCI community?

What plans do you for developing your writing skills in WR39C and/or your other classes?