Category: English

**THIS ISN’T YOUR TYPICAL ASSIGNMENT**
**I KNOW I’VE CHOSEN A WRITING SERVICE. HOWEVER, THERE MIGHT JUST NEED TO BE REVISIONS AND EDITS. UNLESS YOU BELIEVE THAT YOU CAN RE-WRITE TO ACHIEVE A HIGHER GRADE. EITHER WAY, I WILL PAY THE SAME AMOUNT. JUST GET ME AN A!**
I’ve attached my current draft of the paper along with the assignment instructions, rubric, and templates. After reviewing my work, I’m concerned that it might not align perfectly with the given instructions. If necessary, I’m open to you completely rewriting it!
The assignment requires incorporating 8-10 interview protocols or questions, or 12-15 questions/prompts for a survey. 
Please guide me in tuning up the paper to precisely match the instructions. Since this is my final exam, achieving a high grade, preferably an A, is crucial.
Thank you.
—————-Notes-on-my-paper-comparing-with-instructions——————
The paper largely complies with the instructions for your qualitative research project, but there are a few points to consider to ensure full compliance:
Research Requirement: The instructions specify conducting at least 3 interviews or collecting responses from at least 15 survey participants. The paper mentions conducting interviews with 15-20 participants and also using surveys. This exceeds the minimum requirements and is well-aligned with the instructions.
Structure (IMRaD): The paper is structured with clear sections that align with the IMRaD format, including:
Introduction: Explains the phenomenon of remote work, its significance, and the research question.
Methods: Describes participant recruitment, data collection methods, and ethical considerations.
Results: Presents findings on productivity, work-life balance, and job satisfaction.
Discussion: Discusses the implications of findings, compares them with existing literature, and acknowledges limitations.
Future Work: Suggests future research directions.
Appendices: The paper includes all required appendices (recruitment script, consent form, survey instrument, interview transcripts, and codebook for data analysis), which is a critical part of the instructions.
APA Style and Ethical Considerations: The paper adheres to APA style for citations and maintains high ethical standards with informed consent and confidentiality, as required.
Audience Consideration: The paper targets an academic audience, specifically English instructors and the professor, which aligns well with the instructions.
_________________________INSTRUCTIONS____________________________
Throughout this course you’ve been gaining experience joining conversations–first in the secondary source unit and conversations that take place via published scholarship, and then in the archival unit and conversations that are grounded in the past–and in this unit, you’ll enter yet another conversation. This time, you’ll enter a conversation that is based on people’s perceptions/individual behavior. As you did with the first two papers, you will begin with a research question. From there, you will then conduct interviews OR surveys to gather data and formulate an answer to your research question. 
* You will need to create your own research question*
Qualitative research methods are most often used in the social sciences (e.g., psychology, sociology, and anthropology), education, and writing studies, but experience conducting qualitative research is valuable in a wide variety of disciplines and career fields. 
You are welcome to develop a topic that you chose for either your secondary or archival project, or you can opt for a new topic, as long as it’s within the larger umbrella of the course.
One tip: Generally, you’ll want to choose a population that you’re already connected to in some way –– e.g. a community you belong to, such as an intramural sports league or D&D group, or a group of people that you know in real life (friends / family / etc). As you think about your topic, think about who you know or could speak to for the project. 
Research Interviews 
The research you conduct for this project will be different than your other projects thus far. Rather than reading sources or searching through archives, you will conduct at least 3 interviews with “ordinary people… whose experiences, beliefs, and attitudes pertain to the research question you’re asking” (Rhetoric of Inquiry, p. 233). These interviews should be approximately 15 minutes long (30 minutes max!), and you’ll then transcribe and analyze your interviews to extrapolate the results for your study. 
Research Surveys
If you opt for surveys, you’ll need responses from at least 15 people. These surveys should be between 15-20 minutes to take. Again, after you have the responses, you’ll analyze your surveys to shape your results.
Audience 
Your audience for your qualitative research paper is me and other English instructors like me who participate in academic conversations that take place through published scholarship and are interested in your topic but who may not be overly familiar with the particular groups or issues you are investigating. 
Requirements
Research: As stated above, you must conduct at least 3 interviews or 15 surveys for this project. 
Structure: IMRaD Template.docxDownload IMRaD Template.docx
Length: Your final paper should be 1700-2000 words total (not including the Abstract, References, or Appendices). You can use this breakdown as a general guideline for each section, but feel free to adjust to suit your specific needs.
Introduction 300-500 words
Methods 200-400 words
Results 500-700 words
Discussion 400-600 words
Future Work 100-200 words 
Appendices: At the end of your paper, you will attach the materials you created to conduct your study.
Appendix A: The recruitment script used to invite people to participate in your study. 
Appendix B: A blank copy of the informed consent form you gave to your participants. 
Appendix C: The interview protocol you developed to conduct your interviews/Survey Instrument. 
Appendix D: Your interview transcripts/Survey results. 
Appendix E: The codebook you developed as you analyzed your interview transcripts/survey responses. 
Use proper APA documentation for your citations and References page.
See chapter 15 of your Writer’s Harbrace Handbook for help with APA documentation. 
Check out the sample APA paper on pp. 377-386 of your Harbrace Handbook.

All assignments in this class are routinely checked for
plagiarism AND are run through a variety of AI detection programs. Plagiarized
essays and those generated in full or part by ANY AI writing programs (such as
ChatGPT, Textero, Quillbot, Jasper, Ryter, Essaybot, Contentbot, or any others
including essay extender programs or synonym, summarizers, and paraphraser
programs) will receive 0 credit.
Research Paper
In the articles below, you will see arguments both for and
against using Generative AI in education.  In most cases, the articles
suggest a careful adaptation of A.I.–working WITH A.I. in particular
circumstances to enhance but
not  replace student learning.  
See articles below:
“ChatGPT:
Do We Adapt or Resist?”Links to an external site.
“Ethical
Questions about Generative AI”Links to an external site.
“Is
ChatGPT a Threat to Education?”Links to an external site.
If we allow A.I. use to help “enhance” student
learning, how do we do that without compromising higher education, without replacing
the quality and rigor and critical thinking required of college-level
classes?  
To help us figure that out, consider this following scenario:
The CCC English Department is considering whether or not to
allow students use of A.I. in some of classes and college writing
assignments.  Some members of the department argue that the technology
already exists, some students already use A.I. (albeit without explicit
instructor permission), that A.I. might help
certain student populations in different scenarios, and, if implemented
strategically, A.I. might allow students more freedom to work on higher-level,
more meaningful assignments. 
Other professors believe the purpose of college is to teach
students how to think–to read critically, ask questions, collect and analyze
data, develop cogent arguments with persuasive lines of reasoning, which are
supported by facts, research, and evidence from high quality sources.  If
A.I. programs produce assignments, summaries, and essays without students doing
any of the research or thinking or writing for themselves, then they will not
truly learn the critical skills necessary for future education and
employment.  
Using all of what you have learned about
essay writing, and logos, pathos, ethos, write a persuasive argument to the CCC
English Department arguing whether or not A.I. programs should be allowed and
integrated into the department’s assignments and curriculum.  This paper
will be 7-8 pages and requires a counter-argument and a Works Cited page. 
You will need to include at least 5 sources integrated in the text of the
essay.  (You are encouraged to include as many sources from our modules as
you’d like!)
In writing this essay, please make sure to address the
following:
·        
Consider your audience!  They are college-educated professors with Masters and
Doctorate degrees.  What tone and kinds of appeals will work best to
persuade them?  Will hard data/statistics win them over?  Will pathos
and appeals to pity work?  Keep in mind they are college-educated, but
they are also teachers who WANT their students to succeed!  However, they
want their students to LEARN and grow and develop the skills they will need for
future employment and long-term success.  How can you present your
argument convincingly to someone who may oppose your stance?
·        
Within
your essay, how will you, as writer, build ethos for your audience–those key elements of trust, credibility,
experience, expertise?  Where in the essay will you do that?  How
will you do that?  
·        
What
sources, and data, statistics, logical reasoning will you use to help build your
argument?  What information do you need to know about A.I. and college
requirements and college students to support your point?
·        
What
can you use as pathos (emotion) to enhance your argument?  What tone, language, kinds of examples
will help you achieve emotional persuasion for your audience?  If you
intend to use personal experience, will that  persuade your audience, or
might you need to limit how often you can do that? 
·        
If
CCC allows A.I. in college level English courses, how will professors be able
to determine that students have satisfactorily met the different objectives,
learning outcomes, assignment requirements of the course?  If the solution
is for more “hands-on,” “in-class,” “group work”
type of activities, how would that work in an online course?  
·        
If you argue that AI
should be allowed on SOME types of assignments, which ones and why?  How
would you differentiate between positive/productive/allowable use of A.I.
versus assignments where A.I. shouldn’t be used at all?  How would current
assignments and key class objectives and outcomes need to shift in order to
accommodate this change?  Would this require a specific code of conduct, a
college-wide pact?  Does the educational system as a whole need to
change?  If so, how?  How can these changes be implemented without
compromising the integrity of a college degree?
·        
Your paper may also
argue that A.I. use should not be allowed at all in higher
education.  
·        
When contemplating
this question, it’s also useful to think about what YOU can do that A.I. cannot
do–what you bring to your education that no computer can.  What is
authentic to humans and the learning experience that college can better tap
into?  
Your final essay is 7-8 pages, which means you will have
MULTIPLE paragraphs and examples (perhaps even pages) for each major point you
will make.  Below is a quick overview of how to move from PIE paragraphing
to PEEEC paragraphing.  Remember that the process is essentially the same,
but in PEEEC paragraphing, you will dedicate multiple
paragraphs to ONE point whereas in PIE paragraphing, the main
point, explanation, evidence, and connection to thesis happens all in one
paragraph. 

My career is respiratory therapist below ar3 instruction attached is a picture of topics             needed
In any career, communication plays a vital role in our professional lives and being a good communicator can help give you an advantage in the workplace, as well as in life. This communication sometimes comes in the form of phone calls, personal meetings, or emails. There are times when this communication is best done in writing and also times when it is best done verbally. Consider the advantages and disadvantages to both.   
Knowing the importance of communication in the workplace, discuss ONE of the topics below: 

Hello! I am trying to get this 3 page essay done but am struggling putting the words together. I have plenty of ideas that will assist in this process. My brain simply isnt connecting the word art ! The only source that is needed is the STORY, so no outside sources are needed. Any contextual evidence will be within Fantomina.

In this unit, we have read pieces of literature that show characters experiencing a rite-of-passage or coming-of-age. Coming-of -age is the point when someone becomes an adult, when he or she matures and learns to take responsibility. The rite-of-passage is that moment or event that causes the maturation within the character. These main characters are dynamic characters because they change from the beginning to the end of the literary work. Symbolism is also used within the works to support the theme. Sometimes the outcome for these characters is positive and sometimes negative. The essay should have an introduction with thesis (last sentence of intro paragraph), two body paragraphs with topic sentences (include direct quotes from the primary source in the paragraph about the poem and direct quotes from both the primary and secondary sources in the paragraph about the short story), and a conclusion. Make sure you have used MLA guidelines. Don’t forget to PROOFREAD! Be sure to include direct quotes within the essay that support your opinions. No paragraph should be less than 5 sentences.
Below is an outline for the essay. I strongly suggest you write the essay according to these guidelines. Once you have finished, then go back and check the essay for errors before you submit. Also, look at the sample direct quotes within the module. The tutor information is in Announcements. Introduction: 4 sentences discussing coming of age, maturity, and responsibility in general. Do NOT discuss the literature yet. Discuss what becoming mature means, or what does it mean when someone becomes responsible? Sometimes students tell a little about when they had a rite-of-passage or coming-of-age moment. Just remember not to use second person pronouns and contractions.
Thesis Statement: Use the sample thesis statements for guidance. The thesis should be the last sentence of the Introduction.
The thesis will not include the secondary source, which is used only for support in the second paragraph.
1. In (titles of works), (authors) (illustrate or show) the main characters’ struggle through the coming of age theme.
2. In (titles of works), (authors) use symbolism to (accomplish, develop, illustrate, or strengthen) the coming of age theme.
3. (Authors) develop their characters in (titles of works) through his/her use of symbolism.
If you choose one of the thesis statements referring to symbolism, you MUST focus on how the symbolism and theme are connected. Two Body Paragraphs:
A. Literary Selection: “Those Winter Sundays”
1. Topic Sentence (must refer back to thesis and have a transition): . The topic sentence should tell what your focus is in that paragraph. Be specific. Don’t just say that coming-of-age occurs in the poem. Tell me WHO experiences it. 2. Lead in sentence that gives an example of why the topic sentence is true: This part of the paragraph analyzes what is happening in the poem that is important and crucial to your point. 3. Direct Quote (with author’s last name and line #) that gives evidence of the example: The direct quote that you choose must support what your paragraph is about; it can’t be just some direct quote thrown randomly into the paragraph. Make sure the direct quote flows with the paragraph. The direct quote should be blended into your sentence or have an attributive tag. When using an attributive tag, you will tell who says the quote. 4. Comment: Make a comment about the direct quote or about the example. This is when you explain the importance of the quote. You can also analyze more during this section. 5. Concluding sentence closes the paragraph: This sentence should come to a point. It concludes the paragraph. B. Literary Selection: “Everyday Use”
1. Topic Sentence (must refer back to thesis and have a transition): The topic sentence should refer to “Everyday Use” and be specific to what will be the focus of your paragraph. Tell who experiences the coming-of-age moment.
2. Lead in sentence that gives an example of why the topic sentence is true: This part of the paragraph analyzes what is happening in the short story that is important and crucial to your point. 3. Direct Quote (with author’s last name and pg #) that gives evidence of the example: The direct quote that you choose must support what your paragraph is about; it can’t be just some direct quote thrown randomly into the paragraph. Make sure the direct quote flows with the paragraph. The direct quote should be blended into your sentence or have an attributive tag. When using an attributive tag, you will tell who says the quote. 4. Comment: Make a comment about the direct quote. This is when you explain the importance of the quote. You can also analyze more during this section. 5. Direct Quote from Secondary Source that supports why the topic sentence is true: Choose a direct quote from the article (we found it last week, and you uploaded it) that supports the direction of your paragraph. Be sure to look at the sample quotes from the module to help you do this correctly!
6. Comment: Further discuss the connection between the secondary source direct quote and your opinion of what is happening in the short story. 7. Concluding sentence closes the paragraph: This sentence should come to a point. It concludes the paragraph. Conclusion Paragraph: (5 sentences)
Give your opinion about the literature; tell what you liked and didn’t like. PRIMARY SOURCES
DO NOT HAVE A DROPPED QUOTE: “‘What don’t I understand?’ I wanted to know. ‘Your heritage,’ she said” (Walker 321).
This quote doesn’t have an attributive tag nor is it blended into a sentence, which is incorrect. This quote does serve as an example of an internal quote. Notice that within the quotation marks, there are other single quotation marks. Use single quotation marks for internal direct quotes. BLEND: Dee tells her mother and Maggie that she will “[h]ang them” (Walker 321).
This quote is blended into a sentence. Note that the direct quote begins with the h in brackets; this is because in the original source, the h is capitalized. Use brackets to make any changes to the quote. Notice there is no comma before the direct quote. ATTRIBUTIVE TAG: The narrator states, “Hesitation was no part of her nature” (Walker 315). When a character doesn’t say the direct quote, then the narrator has said it. Use the author’s last name and page number for works that have page numbers. Notice that there is a comma because this is an attributive tag. Blends usually will not have a comma before the direct quote. ATTRIBUTIVE TAG: Once the narrator is a man, he states, “What did I know, what did I know of love’s austere and lonely offices?” (Hayden, lines 13-14).
Don’t forget to place between the lines of poetry and to use the correct parenthetical documentation. BLEND: The father brings the “fires” that cause the son’s emotional “cold” to “[splinter], [break]” (Hayden, lines 5,6).
When using direct quotes, you don’t have to use whole sentences or lines. You can use only the words you need. However, the sentence must make sense. Notice the brackets to indicate changes made to the original words. BLEND: The narrator tells the reader the father “put his clothes on in the blueblack cold…[,but] [n]o one ever thanked him” (Hayden, lines 2,5).
Remember when you are skipping lines or words to place ellipses marks where the missing information is. Ellipses marks are in the middle when you leave out something. You will not use them at the beginning or end of a sentence. SECONDARY SOURCE In an article about “Everyday Use,” Sam Whitsitt states, “Quilting can still be taken as a woman’s activity” (445).
The author of the article is stated in the sentence in the attributive tag; therefore, only the page number is given in the parenthetical documentation.
Since Dee does not quilt or understand the importance of the quilts, she is seen as a “transgressor or betrayer” (Whitsitt 445).
In this sentence, the direct quote is blended, so the author’s last name and page number are used. After Mama has her epiphany and gives Maggie the quilts, Nancy Tuten describes their relationship as a “sisterhood between mother and daughter” (qtd. in Whitsitt 446). This is an indirect quote. Within Whitsitt’s article, he quotes several people. When you use one of these direct quotes, you must identify who actually said it in the sentence and then in the parenthetical documentation, give the location of where you found it quoted.
1. Be sure you have a direct quote from each required source (the literature and the article) in the body paragraphs and the secondary source in the appropriate paragraph.
2. Do not have dropped quotes; direct quotes must be blended or have an attributive tag or evidence statement.
3. Be sure you have correct parenthetical documentation. Look at the sample direct quotes in the module.
4. If the direct quote is from the poem, be sure it is punctuated correctly. Remember to use between lines. 5. Be sure you have used PRESENT VERB TENSE to discuss the literature and the article.
6. Be sure you have topic sentences for both body paragraphs. 7.You must have a lead-in sentence and a comment for EACH direct quote. Do not start or end a paragraph with a direct quote.
8. Use the proofreading pages in the first module to help you find other errors, such as don’t use contractions and second person pronouns. Check for run-ons, comma splices, and subject/verb disagreement.
9. The paper should be in Times New Roman 12 and double spaced. 10. The titles of the poem and the short story should be in quotation marks.

Discuss the way gender and gender roles are portrayed by the 1941 film “The Maltese Falcon”. You may focus on
the film’s men, its women, or both (or, indeed, those characters who fail to fit neatly into a
binary conception of gender). Consider first that ways in which the film reinforces stereotypical
gender roles and polices conformity to gender norms. Second, read the film “against the grain”
and consider how it might upset those roles in some way or how it might celebrate ways of doing
gender that deviate from the norm. Be sure to consider more than one character in answering
this question. Include a detailed close reading of at least one specific scene, and demonstrate the
specific ways that elements in the scene tie in to the larger issues you are discussing.
YOU MUST WATCH THE FILM IF YOU HAVE NOT ALREADY 
The film is free on tubi with ads but if you cannot access the film please let me know. 

Video Link–> https://www.youtube.com/watch?v=WD1IX1AFRZg&t=1s
Watch the following Ted Talk about a man who lost and then regained his ability to communicate.  Once you have watched the talk, pick 1 quotations (given below) and write a 400-600 word response explaining whether you think the quote is true or not true.  In your responses you should:
Identify the quotation you chose.
Explain whether you agree or disagree with the response
Use these terms in your response: Listening, Communication, Understanding.
Provide two examples from the Ted Talk to support your response
Provide two examples from your personal life or society in general to support your response
Use college-level grammar, spelling, and mechanics.
Quotes:
“Communication is what makes us human, enabling us to connect on the deepest level with those around us – telling our own stories, expressing wants, needs and desires or hearing those of others by really listening. All this is how the world knows who we are? So who are we without it?”
“Most of us never think twice about talking, communicating.” – Martin Pistorius
“I discovered that true communication is about more than merely physically conveying a message. It is about getting the message heard and respected.”
“Our words, however we communicate them, are just as powerful whether we speak the words with our own voices, type them with our eyes, or communicate them non-verbally to someone who speaks them for us, word are amongst our most powerful tools.”
“True communication increases understanding and creates a more caring and compassionate world.”
“We are told that actions speak louder than words. But I wonder, do they?”
“I used the power of words and will to challenge the preconceptions of those around me and those I had of myself.”

Right a Western Civilization Research Paper on The Renaissance and Exploration Era and follow the directions on the attached files

can you please write all 10 essays on 1 or a pg and half each. The topics should be simple, no relationship topics please.

your end-of-unit essay, you will respond to a prompt about Animal Farm by George Orwell. Read the prompt. Then, plan out your essay using one of the outline options.
PROMPT: Consider the ways in which the following factors show up in Animal Farm:
Ignorance
Manipulation
Power-hoarding behavior
Write an essay in which you describe how each of these factors contributed to the corruption of A Farm, and argue which factor was most influential. [W.9.1]