Saving Private Ryan Essay Example for Free

Sparing Private Ryan Essay The bright movie, coordinated by Steven Spielberg, 'Sparing Private Ryan is as I would like to think the most reasonable film to ever depict the D-Day arrivals. Numerous pundits have even said it to be clear to such an extent that the main component missing is the smell. In the Films first fight scene, enduring twenty-five minutes altogether, it carries all reality into the living bad dream that took spot such a long time back. Brought again into life by Spielberg, I will show how he makes energy and pressure in the most practical of ways. I will examine how he depicts the characters, his utilization of sound and finally, his utilization of camera shots and how they add to the general impact of the scene. Spielberg shows a general important opening scene and I will show exactly how. Discharged on the 24^th July 1998, 'Sparing Private Ryan vowed to break all blockbuster records and go directly to the top. Spielberg shocked the world with the movies authenticity and credibility, demonstrating that his eminent notoriety isn't simply noise, yet actuality. The plot is approximately propelled by the genuine story of the Niland siblings, where two of the four were murdered and the third, assumed dead. The choice was made to recover the fourth, to forestall a national turmoil and from an entire family from being cleared out because of War. The plot, demonstrating energizing, carries a lot of discussion over the crucial hazard eight lives for one. The entire epic World War 11 show cost around $65 million altogether, the vast majority of which was spent on the realistic detail and impacts in the primary fight scene of the film. Despite the fact that the twenty brief fight scene is perplexing artistically and outwardly, the plot of the sea shore arrivals finishes sensibly essentially. The scene begins in focal point of a little regiment of troops, trembling inside the frame of a pontoon, froze by the sound of approaching automatic weapon shoot. The slopes tumble down as a wheel turns round, articulating the closures to a large portion of their lives. The pontoon opens out the same number of are shot dead in a split second by the whirlwind of slugs push toward them. Hardly any make it out a live before they need to crash through a great many dead up the sea shore. As the fight scene cuts into see, the principal character to be seen outwardly is Captain Miller. This quickly shows he is high up in rank thus, right away gives him an ordering nearness among the art. The smoothness of his voice even appears to quiet the pressure in the air. In any case, the underlying piece of him to be seen is his pair of trembling hands. This routinely is an indication of dread and to a few, may show a shortcoming. Pioneers are not as a rule related with dread; characteristically they are intrepid. Spielberg has utilized this incidentally, to show the authenticity inside his character. All the warriors battling on that day were typical residents battling for pride and nation. They all accomplished dread. On D-day there were no daring war saints, for example, John Wayne and this is the reason Captain Miller, alongside the various soldiers, is appeared in anxiety. As the shot moves outward, the entire of Captain Millers body is uncovered. His appearance can be seen and again authenticity is fortified. The individual going about as Captain Miller, Tom Hanks doesn't have the cliché appearance of a War legend; he is little, serene and in absence of the muscle characteristics for the most part connected with a clichi d fighter. Through this throwing Spielberg passes on a message. The men battling on that day were typical. They werent every single enormous man worked of muscle, who could resist passing thus, the individual give a role as Captain Miller isnt either. Through this, the character of Captain Miller is made realer to the crowd, in this manner making the film progressively exact and truly right. On the sea shore, after the regiment has handled, the Captain encounters a short period where his feelings and still, small voice are tossed into disturbance. The ghastliness of what's going on around him begins to soak in, as all dread outcomes in a psychological breakdown. The way that he doesn't simply walk through the sea shore and that he is influenced shows his sympathy and compassion. It shows he is a mindful person; one who is gravely influenced by the awful things being done to his confidants. Through this time of breakdown, Spielberg makes heaps of pressure, as the crowd, who have bit by bit began to get joined to this sensible character, are willing him to wake up and gain his poise. They need him to escape this circumstance and lead his soldiers up the sea shore. Another character that stands noticeable in this scene is that of Sergeant Horvath. Spielberg has utilized Horvaths character to diverge from Captain Miller, and this is seen even in the initial couple of moments of his di yet. Promptly as the crowd set eyes upon his wide form, it very well may be seen that he is considerably more vigorous than the Captain and that he adjusts more to the cliché picture of an anecdotal war saint. I imagine that Spielberg has featured this point underscore the ordinariness and common picture of Captain Miller. He has done this to show that officers were all shapes and sizes. Through this difference made, the authenticity of the two characters is expanded as the two of them can be perceived exceptionally. Horvath and Miller again differentiate in their techniques for managing the anxiety and repulsiveness tossed at them. While the Captain discharges his froze state through the steady trembling of his hands, Horvath permits his dread to scatter through biting. Through Horvaths distinctive response, Spielberg characterizes his character more, making him increasingly sensible as he manages circumstances in an alternate manner. As warriors, all things considered, all responded remarkably relying upon their characters, Horvath does as well. The crowd at that point can distinguish better with him, comparing him to individuals they know, in this way remembering him as a genuine kind of individual, one who is one of a kind. Despite the fact that Captain Miller and Sergeant Horvath differentiate from numerous points of view, together they structure an overall organization. In each request transferred by the Captain, the Sergeant fortifies it, hence depicting his respect, demonstrating that he has an enormous appreciation for the man. Horvath constantly remains nearby to the Captain, hanging tight for his order and paying special mind to him. Spielberg utilizes him as the Captains right arm. Everything about Horvath, from his bear like face, down to his lumbering form, yell; defender! Considering this, the crowd favor him and trust comfort in the way that Horvath will ensure and bring their 'everyman (the Captain) to security. Spielberg utilizes the connection between the two characters to energize the crowd, as he shows that War is so strange, that it united individuals in fellowships who in any case wouldnt have done as such. Chief Miller and Sergeant Horvath have such a solid relationship during this scene that energy stimulates among the crowd, as they realize that together the two will endure. Private Jackson, the regiments expert sharpshooter is another character that has a basic job in the fight scene. His fundamental appearance is in the arrival create, preceding the slopes drop. His face, being one of unadulterated fear is very easy to read to the crowd. He is alarmed to such an extent that his appearance and the main demonstration that he submits, a kiss on a cross, show that he accepts that there is no expectation for endurance left. It is just as he believes that a kiss on the cross is the last activity he will do and that if God is ever going to go to his guide, let it be currently. I imagine that Spielberg has utilized this cross and his appearance of second thought, to draw sympathy for the Private, yet additionally to show how close demise is to God. Colossal anticipation is made through the dread in Jacksons eyes. Private Jackson isn't engaged upon much during the battle to make strides and progress up the sea shore, anyway is considerable in the peak of the Scene. In this segment of the scene, there is a long respite where the camera centers upon the fixation around Jacksons face. He is addressing God as he gets ready to shoot and slaughter the Germans.

The Possibility of an Island Review Essay Example

The Possibility of an Island Review Paper Exposition on The Possibility of an Island Unquestionably many envision books Frenchman Beigbeder? Presently envision the equivalent Beigbeder, yet found the formula for composing genuine writing, which most likely will enter the century. Meet Michel Houellebecq, French, peripheral, and how I preferred it marked one pundit - . Sexual psychopathâ » There are books, the writers of the book which he composed something troublesome. It is troublesome, on the grounds that the item is so profound, there are such huge numbers of propensities, and not just, or even the Gulf Stream of the Yucatan. Surface or rushed peruser may see the affection line, bunch sex, drugs trust me, it catch We will compose a custom paper test on The Possibility of an Island Review explicitly for you for just $16.38 $13.9/page Request now We will compose a custom article test on The Possibility of an Island Review explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom article test on The Possibility of an Island Review explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer What's more, regardless of whether you wouldn't fret that the primary pornorezhisser book legend.. Separate the wheat from the Pleven Welbeck rationalist, and the inquiries it brings up in his book - . Beigbeder until the teeth. To the inquiry, and here Beigbeder, since this survey of Michel Houellebecq answer and truth be told, and the other for weighting, and maybe to satisfy a more youthful crowd, and maybe to show his disdain for open establishments passes subjects: sex, drugs, liquor. In Houellebecq and it is. What's more, more and more extreme and harder. A thoughtful perusers are terrified and have just chosen to set the book aside? For no situation. Welbeck in his book raises various issues to such an extent that the perusing of this book - . Sure  «Possibility of an Island is another perfect world. Creator puts humankind sentence: human satisfaction is unimaginable, attempt to discover it not justified, despite any potential benefits. Try not to turn out. Welbeck offers the plan to give his DNA and to make heartless clones of individuals. Kolko, irate, now and again terrible, however without all uncertainty, the writer makes it  «Talmud » and the new of astuteness, read that, an absolute necessity, as this delightful nourishment for the cerebrum, an endeavor to examine the present society with its qualities, what's more, at last, it is an exchange with yourself.

Mothers Love

Mothers Love The Vietnam War broke out. Followed the heart, the young husband joined the military and sacrificed his life leaving behind his wife and kids.Life postwar was very hard, often with not enough food to eat. Still young and beautiful, the wife refused to remarry and dedicated her entire life to raise her kids with the best possible care and education.An opportunity came, the first born son immigrated to America, studied hard and became a NASA Engineer having a good life. The son sent home letters often, together with much money for mom to spend, however, Christmas after Christmas, New Year after New Year, with the many excuses, the son stubbornly refused to travel home to visit mom.When the mother died, the son returned and organized a big funeral but people did not see him shredding tear.Mother left behind a chest that she always placed at the top of her bed. During the funeral, the son opened the chest and suddenly bursted into tears, sobbed, embraced his mothers coffin and screamed hysterically, Mom! Mom!Everyone looked at each other and looked at the chest. It was full of $100 dollar bills and a piece of paper.In it read, Son, I dont spend too much money. I miss you a lot. Every time I hear a motorcycle passing by, I run out the door but it wasnt my son. I saved this money for you in case when you get sick.Author Michael Luong Submitted by Michael Luong A real-life story in Vietnam

Ragnarök Classic Norse Myth of the End of the World

Ragnarà ¶k or Ragnarok, which in Old Norse means either Destiny or Dissolution (Rà ¶k) of the Gods or Rulers (Ragna), is a pre-Viking mythic tale of the end (and rebirth) of the world. A later form of the word Ragnarok is Ragnarokkr, which means Darkness or Twilight of the Gods. Key Takeaways: Ragnarà ¶k Ragnarà ¶k is a pre-Viking tale from Norse mythology, perhaps dated as early as the 6th century CE.  The earliest surviving copy dates to the 11th century.  The story is about a battle between the Norse gods that ends the world.  A happy ending of the rebirth of the world was tacked on during the Christianization period.  Some scholars suggest the myth in part arose from the Dust Veil of 536, an environmental catastrophe that occurred in Scandinavia.   The story of Ragnarà ¶k  is found in several medieval Norse sources, and it is summarized in the Gylfaginning (the Tricking of Gylfi) manuscript, part of the 13th century  Prose Edda  written by the Icelandic historian  Snorri Sturluson. Another story in the Prose Edda is the Seeress Prophecy or  Và ¶luspa, and it too likely dates to the pre-Viking era. Based on the form of the words, paleo-linguists believe that this famous poem predates the Viking era by two to three centuries, and may have been written as early as the 6th century C.E. The earliest surviving copy was written on vellum — prepared animal skin used as writing paper  Ã¢â‚¬â€ in the 11th century. The Tale Ragnarà ¶k begins with roosters crowing a warning to the nine worlds of the Norse. The cock with the golden comb in Aesir wakens Odins heroes; the dun cock wakens Helheim, the Norse underworld; and the red cock Fjalar crows in Jotunheim, the world of the giants. The great hellhound Garm bays outside of the cavern at the mouth of Helheim called Gripa. For three years, the world is filled with strife and wickedness: brother battles brother for gains sake and sons attack their fathers. That period is followed by what must be one of the most frightening end-of-the-world scenarios ever written because it is so plausible. In Ragnarok, Fimbulvetr or Fimbul Winter (the Great Winter) comes, and for three years, the Norse humans and gods see no summer, spring, or fall. Fimbul Winters Fury Ragnarà ¶k recounts how the twos sons of Fenris the Wolf begin the long winter. Skà ¶ll swallows the sun and Hati swallows the moon and the heavens and air are sprayed with blood. The stars are quenched, the earth and mountains tremble, and trees are uprooted. Fenris and his father, the trickster god Loki, both of whom had been bound to the earth by the Aesir, shake off their bonds and prepare for battle. The Midgard (Mithgarth) sea serpent Jà ¶rmungandr, seeking to reach dry land, swims with such force that the seas grow turbulent and wash over their banks. The ship Naglfar once more floats on the flood, its boards made from dead mens fingernails. Loki steers the ship which is manned by a crew from Hel. The ice giant Rym comes from the east and with him all the Rime-Thursar. The snow drifts in from all directions, there are great frosts and keen winds, the sun does no good and there is no summer for three years in a row. Preparing for Battle Among the din and clamor of the gods and men rising to battle, the heavens are cleft open, and the fire giants of Muspell ride forth from the south Muspelheim led by Surtr. All these forces head towards the fields of Vigrid. In Aesir, the watchman Heimdall rises to his feet and sounds the Gjallar-Horn to rouse the gods and announce the final battle of Ragnarà ¶k. When the deciding moment draws near, the world-tree Yggdrasil trembles although it still remains standing. All in Hels kingdom take fright, the dwarfs groan in the mountains, and there is a crashing  noise in Jotunheim. The heroes of Aesir arm themselves and march upon Vigrid. The Gods Battle In the third year of the Great Winter, the gods battle one another to the death of both combatants. Odin fights the great wolf Fenrir who opens his jaws wide and is cracked. Heimdall fights Loki and the Norse god of weather and fertility Freyr battles Surtr; the one-handed warrior god Tyr fights with the Hel hound Garm. The bridge of Aesir falls under the horses hooves and heaven is on fire. The last incident in the great battle is when the Norse thunder god Thor fights the Midgard serpent. He slays the serpent by crushing its head with his hammer, afterward, Thor can only totter nine steps before he too falls dead of the serpents poison. Before dying himself, the fire giant Surtr hurls fire to scorch the earth. Regeneration In Ragnarà ¶k, the end of the gods and earth is not everlasting. The newborn earth rises from the sea once more, green and glorious. The sun bears a new daughter as beautiful as herself and she now guides the course of the sun in her mothers stead. All evil is passed and gone. On the Plains of Ida, those who did not fall in the last great battle gather: Vidar, Vali and the sons of Thor, Modi, and Magni. The beloved hero Baldur and his twin Hodr return from Helheim, and where Asgard once stood are scattered the ancient gold chessmen of the gods. The two humans Lif (Life) and Lifthrasir (she who springs from life) were spared Surtrs fire at Hoddmimirs Holt, and together they bring forth a new race of men, a righteous generation. Interpretations The Ragnarok story is probably most often discussed as it relates to the Viking diaspora, to which it potentially gave meaning. Beginning in the late 8th century, the restless young men of Scandinavia left the region and colonized and conquered much of Europe, even reaching North America by 1000. Why they left has been a matter of scholarly conjecture for decades; Ragnarok may be a mythical underpinning to that diaspora. In her recent treatment of Ragnarok, novelist A.S. Byatt suggests that the happy ending was added to the grim story of the end of the world during the Christianization period: the Vikings adopted Christianity beginning in the late 10th century. Shes not alone in this assumption. Byatt based her interpretations in Ragnarok: The End of the Gods on the discussions of other scholars. Ragnarà ¶k as a Folk Memory of Environmental Disaster But with the core story confidently dated to the later Iron Age between 550–1000 C.E., archaeologists Graslund and Price (2012) have suggested that Fimbulwinter was a real event. In the 6th century CE, a volcanic eruption left a thick, persistent dry fog in the air throughout Asia Minor and Europe that suppressed and shortened the summer seasons for several years. The episode known as the Dust Veil of 536 is documented in the literature and in physical evidence such as tree rings throughout Scandinavia and in many other places in the world. Evidence suggests that Scandinavia may have borne the brunt of the Dust Veil effects; in some regions, 75–90 percent of its villages were abandoned. Graslund and Price suggest that Ragnaroks Great Winter is a folk memory of that event, and the final scenes when the sun, earth, gods, and humans are resurrected in a paradisiacal new world may be a reference to what must have seemed the miraculous end of the catastrophe. The highly recommended website Norse Mythology for Smart People contains the entire Ragnarok myth. Sources: Byatt, A.S. Ragnarok: The End of the Gods. London: Canongate 2011. Print.Grà ¤slund, Bo, and Neil Price. Twilight of the Gods? The ‘Dust Veil Event’ of Ad 536 in Critical Perspective. Antiquity 332 (2012): 428–43. Print.Langer, Johnni. The Wolfs Jaw: An Astronomical Interpretation of Ragnarok. Archaeoastronomy and Ancient Technologies 6 (2018): 1–20. Print.Ljà ¸godt, Knut. ‘Northern Gods in Marble’: The Romantic Rediscovery of Norse Mythology. Romantik: Journal for the Study of 1.1 (2012): 26. Print.RomanticismsMortenson, Karl. Ragnarok. Trans. Crowell, A. Clinton. A Handbook of Norse Mythology. Mineola, New York: Dover Publications, 2003 [1913]. 38–41. Print.Munch, Peter Andreas. Norse Mythology: Legends of Gods and Heroes. Trans. Hustvedt, Sigurd Bernhard. New York: The American-Scandinavian Foundation, 1926. Print.Nordvig, Mathias, and Felix Riede. Are There Echoes of the Ad 536 Event in the Viking Ragnarok Myth? A Critical Apprais al. Environment and History 24.3 (2018): 303–24. Print.Wanner, Kevin J. Sewn Lips, Propped Jaws, and a Silent  Ãƒ ss (or Two): Doing Things with Mouths in Norse Myth. The Journal of English and Germanic Philology 111.1 (2012): 1–24. Print.

Financial Analysis Of Two Listed Firms Finance Essay - Free Essay Example

Sample details Pages: 5 Words: 1375 Downloads: 2 Date added: 2017/06/26 Category Finance Essay Type Analytical essay Did you like this example? The field of corporate social responsibility (CSR) has grown exponentially in the last decade. A larger number of companies have previously engaged in a serious effort to define and integrate CSR into all aspects of their businesses. An increasing number of shareholders, analysts, regulators, activists, labor unions, employees, community organizations, and news media are asking companies to be accountable for an ever-changing set of CSR issues. Don’t waste time! Our writers will create an original "Financial Analysis Of Two Listed Firms Finance Essay" essay for you Create order There is increasing demand for transparency and growing expectations that corporations measure, report, and continuously improve their social, environmental, and economic performance.CSR mean that treating its employees well, preserving the environment, developing sound corporate governance, supporting philanthropy, fostering human rights, respecting cultural differences and helping to promote fair trade, among others. Besides, its also mean to have a positive impact on the communities, cultures, societies and environments in which companies operate. Using the word of Holme and Richard Watts, defined CSR is the continuing commitment by business to behave ethically and contribute to economic development while improving the quality of life of the workforce and their families as well as of the local community and society at large (Baker, n.d). In this report, I have made comparison between two listed firms from Bursa Malaysia based on their financial analysis. One has disclosed the information about CSR and another did not which is, Frazer and Neave Bhd and Caely Holding Bhd respectively. Financial analysis is an analysis conducted to examine the companys internal situation of the business. By carrying out this analysis, we can know how well the business is doing. It is normally used to summarize the information of an organizations financial statements in evaluating its financial position (H. Christine Hsu, 1999). We can make conclusion about how companys performing and what is the companys current financial situation after conducting the financial analysis. First of all, the first comparison have been made is based on the profitability ratio Profitability ratios are used to determine that whether a firm has used its ability well in order to generate profit and spot any fault in expenses. Under profitability ratios, there are three major areas: Return on Capital Employed (ROCE), Net Profit Margin (NPM) and Gross Profit Margin (GPM). ROCE is used to indicate how well the management team has utilized the total assets efficiently. This is also the key ratio which potential investor use to decide whether or not to make the investment and how much should invest in the company. Based on the graph above, the ROCE of the FN has fluctuated from year to year. The graph shows the trend of increase and decrease in a minor percentage from year 2007 to 2008 and it was continued increase by a slightly momentous to 17.74% in year 2009. However, from the graph, the ROCE of Caely was decrease from 1.61% to 1.37%. The increase was caused by the good performance of companys profit and caused the reserves in the capital employed are increase. The situation indicated that FN had performed in a high profitability position as compare to the Caely. Although, the changeable of the FNs ROCE is considerably low, the company still has the space and ability to improve its companys performance. Futhermore, CSR able to draw consumers away from competitors and thereby improve profitability (Brine, Brown and Hackett, n.d). Next is the GPM. This ratio shows the profit a company made on its cost of goods sold. It clearly tells us how much profit each dollar of turnover of the business is earning. FNs GPM has slightly decreased from 2007 to 2008, but the ratio then jumped up to 29.67% in year 2009. However, Caelys GPM has also experienced an increasing rate. This indicated the company tended to get higher efficiencies and productivity gained from the higher production degree and economies of scale from the expanded its business. As compare between FN and Caely, FN performance was better than Caely as it have the higher ratio, this shown that FN are able to earn more with every $1. With CSR, FN are able to offer opportunities to reduce present and future costs to the business thereby increasing operational efficiency (Brine, Brown and Hackett, n.d). The NPM indicates the amount of sales dollar that can be shown up as net earnings after deducting all the expenses. The companys NPM declined from year 2007 to 2008 until 7.15% and it slightly rose up again in 2009 to 8.40%. The increase of profits was due to the rising sales revenue in year 2009. This indicated that the company has the ability in control their profit margin as 9 the profit before interest, taxation, fair value adjustment and exceptional items (PBIT) in quarter four in that year imposed an increase of 42%, causing the PBIT for the year to be higher. Therefore, the company has successfully pulled back the margin from continuously dropping down. By applying CSR, FN can offers more effective management of risk in order to assists companies in reduce avoidable losses, identify new emerging issues and use positions of leadership as a means to gain competitive advantage (Brine, Brown and Hackett, n.d). However, the Caely are unable to control its profit margin, there was a decreased from 1.13% to 0.92%. This shown that the company was making bad performance and unable to stay competitive because do not apply CSR. Next financial analysis is the investment ratio, which are specific to the interest of the shareholders. It is used to calculate the amount of the funds that contributed to a firm by the investors. These ratios include earnings per share (EPS) and price/earnings ratio (P/E). EPS are to measures the amount of profit earned for each ordinary share. EPS is a good measure of profitability and gives a view of earnings power of the firm with competitors. FNs EPS has a slightly increase from 42.9 cent to 46.8 cent. The increase is due to the FNs excellent performance and investors have more confidence toward FN as there are positive earnings they might generate from buying the shares. On the other hand, Caelys EPS was increase from a negative -3.75 to 0.2 cent. However, as compare between both companies, FNs EPS clearly shown that is better than Caely because investors will more willing to invest in FN. In fact, CSR offers a means by which companies can manage and influence the attitudes and perceptions of their stakeholders as well as building investors trust and enabling the benefits of positive relationships to deliver business advantage (Brine, Brown and Hackett, n.d). Moreover P/E is the most common measure of how expensive a stock is. This ratio is used to evaluate the market confidence of the companys share. The higher the ratio, the more attractive the share it is and the market expectation future earning is prospective (Investor World, nd). According to the figures, we found that the P/E ratio for FN is 16.78 in year 2007, while it increases to 18.33 during the year 2008. This shown that the company is an efficient business since the P/E ratio is increasing. But, there is decrease from 2008 to 2009; however, FNs P/E still remains high. In the point of view of investor, they will be more willing to pay more for the FNs earnings as it can have the higher rate of return as compared with the Caely which have only smaller P/E ratio. In conclusion, after compare between the both companies financial analysis, its shown that the firm that offers CSR has the ability to endure threats and maintain a good financial performance. It is because among companies, financial performance is positively associated with social performance, since consumers can directly reward a companys socially positive behavior by purchasing its products (Brine, Brown and Hackett, n.d).CSR companies also have less risk of negative rare events. The risks related to CSR could be grouped into three categories which are corporate governance, environmental aspects, and social aspects. Companies that adopt the CSR principles are more transparent and have less risk of corruption. Besides, they also have less risk of negative social events which damage their reputation and cost a millions of dollars in information and advertising campaigns (Tsoutsoura, 2004).

Writing and Assignment Learning Journal Free Essays

string(146) " and Career Services offers individual counseling for a variety of issues that impact on students’ motivation to remain and succeed in college\." English 101: Critical Thinking and Writing TTH 9:30am to 10:50 am Laurence E. Musgrove Office Hours: 11am to noon and by appointment Office: N416 Office Telephone: 773 298-3241 Office E-mail: musgrove@sxu. edu General Course Description English 101: Critical Thinking and Writing (3) Application of the principles of clear thinking and effective writing to expository and argumentative essays. We will write a custom essay sample on Writing and Assignment Learning Journal or any similar topic only for you Order Now Must be passed with a grade of C or better. English 101 Learning Objectives . Understanding the values of reading, writing, and critical thinking in the University community Students should recognize the role reading, writing, and thinking play in the University, as well as the significance of such intellectual virtues as humility, courage, honesty, perseverance, hopefulness, consideration, and civility. 2. Understanding rhetoric Students should be introduced to rhetoric and understand the dramatic and situational nature of communication. Understood as the art of discovering, evaluating, and communicating knowledge in response to the ideas of others, rhetoric reminds us that writing is the means, not the end of communication, the evidence of a writer’s desire to affect a particular audience through crafted prose for a specific purpose. 3. Reading actively, critically, and responsibly Students should learn to analyze the writing of others, noting focus, arrangement, logical development, vocabulary, and style. Students should learn the difference between reading information and reading literary art. Students should also learn to acknowledge how their experiences and attitudes limit, enable, and determine their responses to texts. 4. Understanding writing as a process Students should learn writing as a process of various problem-solving tasks, including planning, discovering, drafting, revising, and editing. Students should also learn that this process is situational: different purposes and audiences for writing demand distinct writing processes and presentation formats. . Writing clearly and effectively Students should learn to see writing as an act of communication rather than solely an act of private expression. They should learn about the issues and responsibilities entailed in composing concise, vivid, and coherent prose for a general readership and specific audiences. 6. Thinking critically Students should learn critical thinking as an active, purposeful, and organized process that we use to make sense of the world. They should learn to evaluate the quality of their ideas as well as the ideas of others. 7. Understanding the formal conventions of various essay genres, paragraphs, sentences, and word usage Students should learn the basic textual conventions of academic writing, including the personal essay, expository writing, analysis, and argument, as well as understand the need to fulfill readers’ expectations about focus, organization, development, and voice in each. Students should learn the conventional forms and functions of paragraphs. Students should also develop the ability to use various sentence patterns and to edit for correctness, variety, and correct usage. 8. Developing an awareness of language Students should learn how language is a value-laden tool for discovering and communicating ideas. Students should recognize how a language-user is always a language-chooser who promotes or inhibits (consciously or not) further thinking, communication, and action. Required Texts The Bluest Eye, Toni Morrison The Hunger of Memory, Richard Rodriguez The Situe Stories, Frances Khirallah Noble Siddhartha, Herman Hesse The 17 Essential Qualities of a Team Player, John Maxwell Mini-Lessons Packet for English 101, Laurence Musgrove Poem of the Day Packet for English 101 Required Supplies 1 ? or 2 inch three-ring presentation binder with at least 9 section dividers to separate and organize portfolio ingredients. Other supplies should include a three-hole punch, stapler, computer paper, and manila folders for essay submissions. Section |Portfolio Ingredient | |1 |Resume | |1 |Initial Learning Achievements and Goals | |2 |Learning Journal Reading Responses | |3 |Essay 1 | |4 |Essay 2 | |5 |Essay 3 | |6 |Essay 4 | |7 |Midterm Exam, Self-Evaluation, and Learning Achievements and Goals | |8 |Final Exam, Self-Evaluation, and Learning Achievements and Goals | |9 |Packets and other handouts | Conferences: Several times during the term, I will cancel class meetings and schedule individual conferences so that we can discuss drafts of your essays. These conferences should last no longer than 20 minutes, and they are required. A missed conference will be equivalent to two absences. I would also encourage you to use the extra time made available by the cancelled class meetings to catch up on your reading and writing assignments. Student Athletes and Absences: Student athletes should provide instructor with schedule of classes that will be missed due to University-sanctioned events. Academic Honesty: All work composed for this class must be written exclusively for this class and be your original work. You may of course receive assistance on your writing, but submitting someone else’s work as your own or failing to acknowledge sources appropriately will be grounds for plagiarism. Violations of academic honesty will result in failure. See your Student Handbook for more on Academic Honesty. Essay Grades Essays will be graded according to the essay evaluation criteria attached. Students may revise essays once after receiving the first evaluation on their third drafts. An essay’s final grade will be an average of the last two grades it receives. For example, if an essay received a C on the third draft and an A on the fourth, the final grade for that essay would be a B. Other Effects on Final Grade Five absences will result in failure. If you must miss a class, contact a classmate to get the homework assignment for you or to turn in your work. Late work will not be accepted under any circumstances. All assignments must be submitted to receive a passing grade. No incompletes will be given. Extra Credit Options During the term, I will provide you with a number of extra credit opportunities related to attending events on and off campus that in some way relate to our course. In addition, students may earn up to 500 extra credit points for sharing with the class a song, article, or poem that relates to any course topic. Students may earn this second type of extra credit no more than four times or a limit of 2000 extra credit points. Academic Support Services for Students Personal Counseling: Counseling and Career Services offers individual counseling for a variety of issues that impact on students’ motivation to remain and succeed in college. You read "Writing and Assignment Learning Journal" in category "Learning" If you are having problems keeping up with your school work because of personal issues, these free services may be able to help you. Self-Disclosure of Disability: Services for students with disabilities are coordinated through Learning Assistance Services. Students seeking academic accommodations should contact that office to self-disclose their disability, provide appropriate and current documentation, and request accommodations. The Learning Assistance Services will forward confirmation of disability to faculty with recommended accommodations. Writing Tutors in Learning Assistance Center. The Learning Assistance Center offers tutoring in writing at no cost. Tutors will not write or edit your papers, but they will help you develop the skills you need to plan, draft, and revise your work. Computer Labs: Verify availability of all University computer labs on campus and in the dormitories. Schedules should be posted at each lab. Final Portfolio: Your grade for the course will be based entirely upon the ingredients in your portfolio. You must save all of your graded work throughout the semester and submit it in a manila file folder at the end of the term. These ingredients and their point values are listed below. INGREDIENT |POINTS POSSIBLE |POINTS EARNED |FACTOR |FACTOR |TOTAL | | | | | |TOTAL | | |Resume |100 | |X 10 |1000 | | |Learning Goals and Achievements |100 | |X 10 |1000 | | |Average of 15 Best Learning Journal |100 | |X 50 |5000 | | |Responses | | | | | | |Essay 1 |100 | |X 50 |5000 | | |Essay 2 100 | |X 50 |5000 | | |Essay 3 |100 | |X 80 |8000 | | |Essay 4 |100 | |X 80 |8000 | | |Midterm Exam |100 | |X 100 |10000 | | |Midterm Self-Evaluation |100 | |X 20 |2000 | | |Midterm Learning Achievements and |100 | |X 10 |1000 | | |Goals | | | | | | |Final Exam |100 | |X 100 |10000 | | |Final Self-Evaluation |100 | |X 20 |2000 | | |Final Learning Goals and Achievements|100 | |X 10 |1000 | | |EXTRA CREDIT | | | | | | |Total | | | |59000 | | |Divide Total by 590 | | | | | | |=Final Grade | | | | | | GRADE EQUIVALENCIES |Letter Grade |Numerical Equivalent |Grade Ranges | |A |100 |93-100 | |B |88 |84-92 | |C |78 |74-83 | |D |68 |64-73 | |F |58 |0-63 | Tentative Schedule English 101, TTH 9:30 am Musgrove Week |Tuesday |Thursday | |Week One | |8/21 | |Poem of the Day | |To Be of Use | |Class Topics | |Introductions | |Week Two |8/26 |8/28 | |Poem of the Day |Fear |I Give You Back | |Class Topics |Questions about the class; |What Happens When We Read | | |Critical thinking/writing | | | |What Happens When We Re ad survey | | |Mini-Lesson |Basic Vocabulary of Sentences |Eight Basic Sentence Strategies | |Reading Assignment |Hesse 3-11 |Hesse 13-23 | |Writing Assignment |Academic Performance Agreement due |Resume Learning achievements and goals due | |Week Three |9/2 |9/4 | |Poem of the Day |Curiosity |A Ritual to Read to Each Other | |Class Topics |Rhetoric, Rhetorical sensitivity, Critical |Writing as a process, | | |reading The Bundle of Sticks | | |What the Reader Brings |What the Reader Brings | | |Attitude |Knowledge | |Mini-Lesson |Simple Sentences; |Compound Sentences; | | |Creating Titles; |Compound Sentences with Semi-Colons | | |Conventions for Quoting and Citing Sources | | |Reading Assignment |Hesse 25-56 |Hesse 57-88 | | |Maxwell, Introduction |Maxwell, Adaptable | |Writing Assignment |Learning journal 1 due |Learning journal 2 due | | |Essay 1 Assigned | | |Week Four |9/9 |9/11 | |Poem of the Day |Drouth |When Death Comes | |Class Topics |What the Reader Brings |The World of the Text | | |Experience |Author | |Mini-Lesson |Complex Sentences; |Sentence-Combining Exercises 2 and 3 | | |Sentence-Combining Exercise 1 | | |Reading Assignment |Hesse 89-132 |Mazwell, Committed | | |Maxwell, Collaborative | | |Writing Assignment |Learning journal 3 due |Learning journal 4 due | | | |Essay 1. Due | |Week Five |9/16 |9/18 | |Poem of the Day | | | |Class Topics |NO CLASS |NO CLASS | | |Conferences in N416 |Conferences in N416 | | |Distribute MBTI Surveys |Distribute MBTI Surveys | |Mini-Lesson | | | |Reading Assignment | | | |Writing Assignment |Essay 1. 2 Due |Essay 1. 2 Due | Week Six |9/23 |9/25 | |Poem of the Day |The Summer Day |Forgiving Our Fathers; | | | |Those Winter Sundays | |Class Topics |Personality Type; |Personality Strengths; | | |The World of the Text; |The World of the Text | | |Topic |Form | |Mini-Lesson |Compound-Complex Sentences; |Sentence Unscrambling Exercises 1 and 2 | | |Sentence-Combining Exercise 4 | | |Reading Assignment |Noble, Situ e; Albert and Esne |Noble, Genevieve, The War | | |Mazwell, Communicative |Maxwell, Competent | |Writing Assignment |Learning Journal 5 due |Learning journal 6 due | | |Essay 1. due; | | | |Essay 2 assigned | | |Week Seven |9/30 |10/2 | |Poem of the Day |Washing Rice |Blackberry Eating | |Class Topics |The World of the Text |Options for Response | | |Audience |Personal, Biographical, and Creative | |Mini-Lesson |Effective Intentional Fragment; |Editing Unpunctuated Paragraph 2; | | |Editing Unpunctuated Paragraph 1 |Review of Basic Sentence Strategies | |Reading Assignment |Noble, The Table; The American Way |Noble, The Hike to Heart Rock; Sustenance | | |Maxwell, Dependable |Maxwell, Disciplined | |Writing Assignment |Learning journal 7 due |Learning journal 8 due | | | |Essay 2. 1 due | | | |Midterm Self-Evaluation Assigned | | | |Essay 3 Assigned | |Week Eight |10/7 |10/9 | |Poem of the Day | | |Class Topics |NO CLASS |NO CLASS | | |Conferences in N416 |Conferences in N416 | |Min i-Lesson | | | |Reading Assignment | | | |Writing Assignment |Essay 1. 4 due |Essay 1. 4 due | | |Essay 2. 2 due |Essay 2. due | |Week Nine |10/14 |10/16 | |Poem of the Day | |Learning by Doing | |Class Topics |TBA |Options for Response | | | |Formal and Audience Analysis | |Mini-Lesson | |Relative Clauses | | | |Sentence-Combining Exercise 5 | |Reading Assignment |Noble, Dry Goods; Kahlil Gibran |Noble, The Honor of Her Presennce | | | |Maxwell, Enlarging | |Writing Assignment |Learning journal 9 due |Learning journal 10 due | | |Midterm Exam |Midterm Self-Evaluation and Learning Goals and | | |Essay 2. 3 due |Achievements due | Week Ten |10/21 |10/23 | |Poem of the Day |How to Like It |Early Snow | |Class Topics |Options for Response | | | |Topical, Interpretive, and Ethical | | |Mini-Lesson |Analogies |Chiasmus; | | | |Subject and Pronoun Agreement | |Reading Assignment |Morrison, 1-32 |Morrison, 33-58 | | |Maxwell, Enthusiastic |Maxwell, Intentional | |Writing Assignment |Learni ng journal 11 due |Learning journal 12 due | | | |Essay 3. due | |Week Eleven |10/28 |10/30 | |Poem of the Day | | | |Class Topics |NO CLASS |NO CLASS | | |Conferences in N416 |Conferences in N416 | |Mini-Lesson | | | |Reading Assignment | | | |Writing Assignment |Essay 2. 4 due |Essay 2. 4 due | | |Essay 3. 2 due |Essay 3. 2 due | |Week Twelve 11/4 |11/6 | |Poem of the Day |Here |Letter Home | |Class Topics | | | |Mini-Lesson |Four Basic Modifying Phrase Strategies |Appositive Phrases | |Reading Assignment |Morrison, 59-93 |Morrison, 95-131 | | |Maxwell, Mission Conscious |Maxwell, Prepared | |Writing Assignment |Learning journal 13 due |Learning journal 14 due | | |Essay 3. due | | | |Essay 4 assigned | | |Week Thirteen |11/11 |11/13 | |Poem of the Day |Art; One Art |This is Just to Say | |Class Topics |Taking Responsibility |Taking Responsibility | | |Checking with Other Resources |Checking with Ourselves | |Mini-Lesson |Participial Phrases |Absolute Phrases | |Reading Assignment |Morrison, 132-183 |Morrison, 184-216 | | |Maxwell, Relational |Maxwell, Self-Improving | |Writing Assignment |Learning journal 15 due |Learning journal 16 due | | | |Essay 4. 1 due | |Week Fourteen |11/18 11/20 | |Poem of the Day | | | |Class Topics |NO CLASS |NO CLASS | | |Conferences in N416 |Conferences in N416 | |Mini-Lesson | | | |Reading Assignment | | | |Writing Assignment |Essay 3. 4 due |Essay 3. 4 due | | |Essay 4. 2 due |Essay 4. 2 due | Week Fifteen |11/25 |11/27 | |Poem of the Day |By Heart |Advice to Writers | |Class Topics |Taking Responsibility |Taking Responsibility | | |Checking with the Text |Checking with Others | |Mini-Lesson |Adjectives Out-of-Order |Editing Unpunctuated Paragraph 3 | |Reading Assignment |Rodriguez, Middle Class Pastoral; Aria |Rodriguez, The Achievement of Desire | | |Maxwell, Selfless |Maxwell, Solution Oriented | |Writing Assignment |Learning journal 17 due |Learning journal 18 due | | |Essay 4. 3 due | | | |Final Self-Evaluation Assigned | |Week Sixteen |12/02 |12/04 | |Poem of the Day |Thesaurus |Eating Together | |Class Topics | | | |Mini-Lesson |Review of Basic Modifying Phrase Strategies |Review of Basic Sentence and Phrase Strategies | |Reading Assignment |Rodriguez, Credo |Rodriguez, Complexion | | |Maxwell, Tenacious |Maxwell, Conclusion | |Writing Assignment |Learning journal 19 due |Learning journal 20 due | |Week Seventeen |12/09 |12/11 | |FINALS WEEK | |Final Exam | | | |Final Portfolio with Final Self-Evaluation and | | | |Learning Achievements and Goals due | RESUME Name Address Telephone Email Present Educational Objective In this section, you should describe your main purpose for attending college. I plan on receiving a college degree in a health-related field so that I can go to medical school I plan on getting an MBA. I am taking a range of courses that will help me eventually choose my major. I am planning on a degree in elementary education. Highlights of Qualifications and accomplishments In this section, you should list your most significant qualifications, relevant experiences, accomplishments, and strengths that would contribute to your educational objective. During high school, I served as a volunteer at a local hospital. I was captain of our volleyball team. I was student council president in high school. I graduated with academic honors. I was an active member of the speech and drama clubs in high school. Last summer, I traveled to Europe. Employment In this section, you should list your employment history. Education In this section, you should list the high schools and colleges you’ve previously attended accompanied by the dates of attendance. Other General Interests In this section, you should list other activities of personal interest. Student Name Professor Musgrove English 101 Date Learning Achievements and Goals 1. I feel confident about my writing in the following ways for the reasons given. (a sample response: I feel confident about writing research essays because I had plenty of practice during my senior year. ) 2. I feel confident about my reading ability in the following ways for the reasons given. 3. I feel confident about my critical thinking abilities in the following ways for the reasons given. 4. I would like to improve my writing ability in the following ways for the reasons given. (a sample response: I would like to learn how to use commas correctly because my last teacher always marked my papers for commas. ) 5. I would like to improve my reading ability in the following ways for the reasons given. 6. I would like to improve my critical thinking abilities in the following ways for the reasons given. 7. I can see how these improvements would relate to my academic work and career plans in the following ways. Student’s Last Name # Student’s Name Professor Musgrove English 101 Date Version Number or Description Standard Essay Format Following Modern Language Association guidelines, this page demonstrates the standard format for essays and learning journal responses. Left, right, top, and bottom margins are set at one inch, and a header with the writer’s last name and page number is set at one-half inch from the top of every page and right-justified. The standard heading at the top left is left-justified and single-spaced. For the purposes of this course, I’ve added an extra line in the heading so that a writer can more easily keep track of the version of the essay submitted or the description of the learning journal response. After the heading, the title of the essay is centered above the body of the essay. This title does not require quotation marks or underlining, nor does it need to be bold. All of the other text is left-justified, double-spaced, and set in Arial, Times New Roman, or Courier New font no larger than size 12. The first line of each paragraph begins with a one-half inch tab, and there should be no extra spaces between paragraphs. For more information on formatting essays and research projects, see A Guide to MLA Documentation. Guidelines for Learning Journal Reading Responses In this class, your learning journal reading responses are one of the main ways you will use writing to engage, respond to, and learn from the course reading assignments. Each learning journal entry should be at the minimum three short paragraphs, one page, and typed. In these three paragraphs, you should complete the following. 1. Briefly summarize the assigned reading. This is not a detailed account of the events or argument presented, but a short overview of the story or essay. 2. Describe how you might relate your experience, someone you know, or some previous knowledge to the reading. In some cases, you may be able to easily relate some experience or another individual or prior knowledge to the reading. In other cases, this may be more difficult; if this is the case, challenge yourself to make the connection. 3. Ask one or two questions about what you’ve read. These questions will reveal your interest in the characters, events, topics, and craft of the assigned reading. These questions will also serve to guide our daily class discussions. To write â€Å"I don’t have any questions. † would not be an appropriate response. In addition, you should include at least one in-text citation from the reading assignment. This should be a direct quotation and include a parenthetical page reference that corresponds to the cited information. See â€Å"Conventions for Quoting and Citing Sources† on page 39 in your mini-lessons packet on how to cite and reference direct quotations correctly. As the term progresses, I will also ask you to incorporate a variety of sentence and phrase strategies in your learning journals. These reading responses are a very important contribution to your learning in this class as well because they will be the main source material for your midterm and final self-evaluation essays. They will also serve as practice for your midterm and final exams. In addition, you may submit up to four alternative responses that in some way creatively represent the main concepts or arguments in the assigned reading(s). In other words, rather than follow the guidelines above, you may submit an original poem, song lyric, PowerPoint slide, or two-dimensional drawing, painting, or collage that represents your response to the assigned reading(s). These alternative responses should also be submitted on regular 8 ? X 11 paper. These alternative responses should include the passage from the reading with corresponding page number that relates to or inspired in some way your alternative response. Writing Project #1 Narrative Essay The first major essay we will work on together in class will be a narrative essay. The other three will include an expository essay, an analysis essay, and an argumentative essay. These are four of the most common types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others inside school and beyond the classroom walls. Narrative essays are distinct from other forms of writing because they generally focus on a dramatic situation that the writer has personally encountered and wishes to share with someone else for a specific reason. Along the way, the writer must narrate in detail the elements of the story, including the setting (where and when the action took place), the characters (who did what to whom), and the action (what took place). The writer must also provide the reader with sensual detail (sights, sounds, smells, tastes, and other sensations) as well as the emotions, attitudes, and thoughts of the main characters, including the narrator. In other words, the writer is obligated to make the story come to life in as many ways as possible, so that the reader can see and understand what the writer experienced. Thus, for your first assignment, compose at least a three page narrative essay in response to one of the prompts below. 1. Purpose: Tell about an event that helped you understand your cultural identity. Audience: A friend, a member of your family, an important person in your cultural community, or readers of the school newspaper. What conclusions would you want your audience to draw? What response would you want them to have to your story? 2. Purpose: Tell about an event that helped you learn how to value your parent(s) or a friend. Audience: Your family, your friends, or the readers of the school newspaper. 3. Purpose: Tell about an event in the last two or three weeks that caused you to change your preconceptions about college life. What did you believe about college before this time? What do you now believe? What event and people contributed to that change? Audience: Your friends, family, seniors in high school who are planning to come to school, or readers of the school newspaper. Narrative Structure Narrative essays are similar to stories, except that the setting, characters, and events are true. Narrative essays are also similar to stories because they follow the same structure; that is, narrative essays have a chronological structure that 1. begins with an introduction of the setting and the main characters, 2. moves from one event to the next, 3. includes a conflict or climactic moment, 4. and then reaches a resolution of the conflict. Traditionally, a narrative plot or story line is represented as follows: Narrative Openings Opening 1: Give reader detailed description of the scene where the first event in story takes place. The cool autumn breeze jostled the leaves in the maple high above the dew-covered lawn. As I walked out into the yellow dawn light, a squirrel scampered across the sidewalk and wound himself up the maple. I bent to pick up the daily news, and he chattered his complaints at me. I must have interrupted his morning rounds. Suddenly, I heard the telephone ring from the house. Who could be calling so early? Opening 2: Start in media res with dialogue. Let reader hear significant dialogue from significant encounter in story. Then begin the story. â€Å"I just can’t believe this is happening to me,† Dan said. He was obviously upset. His voice sounded hoarse and strained. â€Å"What do you want me to do? I could drive over and be there in a couple of hours,† I offered. â€Å"Yes, why don’t I drive over. It won’t take me long. † â€Å"Well, uh. I don’t know. † Then there was a long silence at his end of the line. I tried to imagine what he was feeling, but I couldn’t. I hadn’t seen him or talked to him in three years. â€Å"Dan? † â€Å"Yeah, come on. I think I’ll need your help. How soon can you be here? † â€Å"Two hours. I’m on my way. I’ll leave here now. † I guess it wasn’t so odd that he called me. We were the closest friends not that long ago. Opening 3: Start in media res with description of scene. Give reader detailed description of the scene of significant event, briefly hint at event, and then begin the story. The traffic was snarled, and the air thickened with brown blowing dust and gray exhaust. The blinding sun sunk just ahead, and I dropped my visor so that I could focus on the string of red brake lights in front of me. Stop and go, stop and go. Somewhere in the distance, twisted metal, broken glass, and snapped necks stalled this three-lane, rush hour torture. I was late to meet Dan and wondered if he was feeling snarled, twisted, broken, snapped, stalled, and tortured as well. Opening 4: Relate your specific story to a familiar story. Unfortunately, we’re all too familiar with the trouble men have with women and women with men. Boy meets girl. Boy woos girl. Boy gets girl. Boy loses girl. Boy calls best friend. Same with girls. Girl meets boy. Girl woos boy. And so forth. TV sitcoms are filled with such stuff. First attractions, eventual breakups, and best friends consoling one another. Seems like we would have learned how to get out of this mess by now. But no. Writing Project #2 Expository Essay The second major essay we will work on together in class will be an expository essay. The first was a narrative essay, and the next two will include an analysis essay and an argumentative essay. These are four of the most common types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others inside the University and beyond. Expository essays are distinct from other forms of writing because they generally focus on explaining a concept or process through definition, analysis, classification, or comparison/contrast. In other words, expository essays are intended to clarify a concept or process through explanation. Thus, for your second assignment, compose a three-page, typed expository essay in response to one of the prompts below. 1. Purpose: Think about a process or procedure that you know very well and perform successfully. Perhaps you are an expert in this process and could teach it in detail to someone you know. Explain this process so that someone else could perform it following your instructions. Audience: Someone who would benefit from learning this process. 2. Purpose: Taking a humorous approach, explain in a how to successfully fail at something. For example, you might describe the procedures for failing at friendship, or at studying, or at writing a college essay, or at being a dorm roommate, or being a teammate, or being a son or daughter. There may be other â€Å"procedures† you wish to explain. Audience: Readers of the school newspaper. 3. Purpose: Describe someone you know who has helped you understand how to be successful in some aspect of your life. Who is this person and what have they taught you? Audience: Readers of the school newspaper. 4. Purpose: How would you define the characteristics of â€Å"a successful person†? In other words, complete this sentence: â€Å"I believe a successful person demonstrates the qualities of †¦Ã¢â‚¬ ¦.. † Also provide examples that clarify your definition. How do these examples fit the characteristics in your definition? Audience: Readers of the school newspaper. 5. Purpose: Contrast two definitions of success. In our culture, many definitions for success compete for our attention. What do you take to be the best definition? Why is this the best? What do you take to be a flawed definition for success? Why is it flawed? Audience: Readers of the school newspaper. Organizational Strategies for Expository Essays In expository essays, writers bring clarity and detail to procedures and concepts. They usually begin by introducing a general process or idea. They then proceed paragraph by paragraph by providing specific examples and evidence to help their readers better understand the steps or qualities of these procedures and concepts. Explaining a Process Introduction Identify the process, your expertise, and why audience would benefit from learning this process Step 1 Step 2 Step 3 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Conclusion Describing an Influential Person Introduction Name the person, describe their relationship to you, and their general influence Description of Person First influential lesson Second influential lesson Third influential lesson †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Conclusion Defining a Concept Introduction General claim about concept, and your specific definition Characteristic 1 Characteristic 2 Characteristic 3 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Conclusion Contrasting Two Ideas Introduction General claim about two ideas and the obvious differences First idea Second idea First contrasting feature of two ideas Second contrasting feature of two ideas Third contrasting feature of two ideas †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Conclusion Writing Project #3 Analysis Essay The third major essay we will work on together in class will be an analysis essay. The first essay was a narrative essay, the second was an expository essay, and the fourth essay will be an argumentative essay. These are four of the most common types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others inside the University and beyond. Analysis essays are distinct from other forms of writing because they generally focus on explaining the relationships between the whole and its parts. In the case of analysis, the writer of the essay explains how another author uses his or her craft to promote his or her larger purpose, whether it be a story, political speech, editorial, or advertisement. Instead of telling a story (as in a narrative) or explaining a process that the writer already knows (as in an expository essay), the writer in the case of an analysis focuses on examining something new. In other words, instead of focusing on knowledge â€Å"inside† the writer, the writer must focus on knowledge â€Å"outside† or beyond the writer’s previous experiences. Thus, for your third assignment, compose a four-page, typed essay in response to one of the two prompts below. 1. Purpose: Analyze Herman Hesse’s Siddhartha by providing your reader a brief biographical description of Hesse, summarizing the main action of the novel, detailing some of the main topics of the novel, describing Hesse’s use of literary form, and concluding with a discussion of what kind of reader(s) might best appreciate the novel. Audience: Someone who has not read the novel and would find value in it. 2. Purpose: Select and analyze two stories by Frances Khirallah Noble by providing your reader a brief biographical description of Noble, summarizing the main action of the stories, detailing some of the main topics of the stories, describing Nobel’s use of literary form, and concluding with a discussion of what kind of reader(s) might best appreciate the stories. Audience: Someone who has not read the stories and would find value in them. In either case, you should provide evidence from the novel or stories to support your analysis. See information on quoting and citing sources in the mini-lesson packet. Recommended Organizational Strategy for Analysis Essay 1. Introduction: a creative introduction that draws reader’s attention 2. Brief biography of author 3. Summary of main action 4. Main topics 5. Literary form 6. Conclusion: remarks on what kind of reader(s) might best appreciate novel or stories Writing Project #4 Argumentative or Persuasive Essay The fourth and final major essay we will work on together in class will be an argumentative or persuasive essay. The first essay was a narrative essay, the second was an expository essay, and the third essay was an analysis essay. These are four of the most common types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others inside the University and beyond. Argumentative or persuasive essays are distinct from other forms of writing because writers generally focus on an issue or problem that they share with their readers and attempt to provide a specific point-of-view or solution. We might also think of this kind of essay as a problem-solving essay. Thus, for your fourth assignment, compose a three-page, typed essay in response to the prompt below. Purpose: Select a specific problem related to your experience at Saint Xavier this year. This problem may have to do with student life, housing, registration, parking, scheduling of classes, course offerings, school activities, sporting events, or student resources like the library or computer labs, but it must be a problem that you know other students have encountered as well. Audience: Compose an editorial for the student newspaper or a letter to the President of the University in which you describe the problem in detail and offer a specific solution. Recommended Organizational Strategy for Persuasive Essay 1. Introduction: discussion of values and concerns University already promotes 2. Description of problem and who it affects 3. Real and possible consequences of problem 4. Possible solutions to problem 5. Best solution to problem and why it’s best 6. Conclusion: discussion of how best solution supports values and concerns University holds Student Name__________________________________________________ Essay # ______ Version # ______ Evaluation Criteria |A |a clear aim, a strong introduction, and a houghtful conclusion | |an excellent essay |strong supporting details | | |logically developed and very well organized | | |a tone appropriate to the aim of the essay | | |stylistic maturity and confident facility with language as demonstrated by sent ence variety and appropriate | | |word choice | | |virtually free of surface and usage errors | |B |a clear aim and a strong introduction and conclusion | |a good essay |good supporting details | | |logically developed and well organized | | |a tone appropriate to the aim of the essay | | |lacks the stylistic maturity and facility with language of an A essay | | |largely free of surface and usage errors | |C |a clear aim, an introduction, and a conclusion | |an acceptable essay |adequate supporting details | | |competence in logical development and organization, although it may exhibit occasional organizational and | | |developmental weakness | | |a tone appropriate to the aim of the essay | | |basic competence in sentence variety and word choice | |a pattern of surface and usage errors | |D |lack of a clear aim, focus, or conclusion | |a poor essay |lack of sufficient support | | |supporting details may be trivial, inappropriate, logically flawed | | |flaws in organization/ development | | |inappropriate tone | | |stylistic flaws characterized by lack of sentence variety and by evidence of limited vocabulary | | |frequent usage or surface errors | |F |focus may be too general or too specific | |an unacceptable essay |lack of support | | |lack of organization | | |inappropriate tone | | |serious stylistic flaws | | |serious usage or surface errors | |No evaluation |Essays receiving no grade will | | |fail to address the topic or assignment, | | |fail to fulfill other requirements of the assignment, | | |show evidence of plagiarism, | | |or fail to be accompanied by previous drafts. | Recommendations for Revision |Recommendations for Editing | | | | | | | | | | | | | | | | | | | | | | | | | | | | Academic Performance Agreement English 101 Musgrove In order to make the requirements of this class and your responsibilities as a student as clear as possible, I’ve created this document titled â€Å"Academic Performance Agreement. â⠂¬  Please read this information carefully because it outlines the kinds of behaviors, study habits, and attitudes necessary for success in this class, as well as in the University writing community at large. If you agree to the terms and conditions set forth below, please sign your name on one of the two copies I’ve provided you. By signing and returning this agreement to me, you commit yourself to the standards of conduct and academic performance listed below. If you do not accept these standards, you should see your advisor about withdrawing from this course. 1. I understand that attendance is a requirement of the class and that 5 absences of any sort (excused or unexcused) will result in automatic failure. I also understand that if I miss class that I should contact another student, rather than the professor of the class, to discover what I’ve missed. A missed conference will be equivalent to two absences. 2. I understand that arriving late to class is inappropriate because it disrupts the class agenda and interferes with teaching and learning. I understand that the instructor will shut the door to the classroom when the class starts and that I will not attempt to enter the class after the door has been closed. 3. I understand that cell phones must be turned off before entering class. I understand if my cell phone rings during class I will be asked to leave the class. 4. I understand that this class has substantial reading and writing requirements. These requirements will demand that I manage my time carefully and schedule at least 6 hours of study time per week or 2 hours of study time for every one hour of scheduled class time. 5. I understand that purchasing the course texts and bringing the texts to class to support my discussion of the assigned readings is a requirement of the course. 6. I understand that I should be prepared each day to share my learning journal responses to the reading assignments in class. I will share these learning journals responses with other students in the class. I also understand I may not turn these journals in late. 7. I understand that I will be required to contribute to class discussions and small group work in class. In other words, I will be required to speak in class, share my ideas, and respect the ideas of others. 8. I understand that I will be composing learning journal responses, four major essays, and two self-evaluations. I also understand that any writing I submit must be my own and written exclusively for this class. 9. I understand that my writing assignments should be composed and saved on a word-processor or personal computer. I also understand that I should schedule my time and supplies carefully so that I know when I have access to a word-processor or computer and that I have adequate paper and printing supplies. 10. I understand that I will benefit from discussing my ideas and writing with my family, friends, and other students. I also understand that I can get help with my ideas How to cite Writing and Assignment Learning Journal, Essays

Current Marketing Issue Report Aldi Applies Taste Test

Question: Discuss about theCurrent Marketing Issue Reportfor Aldi Applies Taste Test. Answer: Aldi Applies Taste Test Sessions Ghose and Lowengart (2013) state that taste test or product testing sessions are increasingly being used by the marketers for influencing the customers to change their preference towards particular brands. The purpose of this report is to present the intention of identification of Aldi as an exclusive brand. This report shall help the customers in making informed decisions while purchasing a product. According to Cormack (2016), Aldi organized a blind tasting test where Fairfax Media rated a selection of their beverages, starters, desserts and easy meals. The products were sampled in competition with other unmarked products and scored on the determinants such as taste, appearance and texture. The results indicated that ten out of fourteen product categories for Aldi were placed as exclusive. The product categories termed exclusive were brioche, chocolate, yogurt, champagne and various others. From the results obtained it is evident that Aldi takes market cues especially on branding and labelling. Aldi informs the customers with a clear reference guide so that the consumers can make an informed decision. It was also found that the Aldi is trying to ensure to be better or being equivalent to the retail market leader (Cormack 2016). The lesson learnt is that the companies code of conduct must be followed while recognizing the importance of intellectual property rights. Moreover, the companies must maintain confidentiality while making innovation and investment. The marketing managers can obtain better brand marketing and positioning for its consumers by maintaining exclusivity. References Cormack, L., 2016.The blind test Aldi uses to test its branded products against the competition. [online] The Sydney Morning Herald. Available at: https://www.smh.com.au/business/consumer-affairs/aldi-blind-taste-test-compares-its-branded-products-with-the-competition-20161123-gsvmx2.html [Accessed 26 Nov. 2016]. Ghose, S. and Lowengart, O., 2013. Taste tests: Impacts of consumer perceptions and preferences on brand positioning strategies.J Target Meas Anal Mark, 10(1), pp.26-41.