Category: English

• Introduce and summarize your project.
• Explain your methods, perspective, and scope when conducting your research.
• Reflect on the transdisciplinary connections you made through your research.
• Describe the implications and conclusions of your research.
• Advocate for the importance of your subject matter.
◦ Be 10-12 minutes in length.
◦ Make sure that you have practiced your presentation and you have prepared with notes to present. You should consider visiting the Oral Communications Center before presenting your project! 

Write a comparative essay in which you compare and contrast the way Sonia Nazario presents similar ideas in a biography and an editorial. Support your comparison with well-chosen, relevant, and sufficient evidence from both texts. Apply MLA guidelines to properly cite the evidence used in your essay. Be sure your essay uses formal and objective language

Write an informative essay, explaining how to determine when to make a compromise, the value in making compromises, and examples of kinds of compromises people make

Paper One—Good Questions Can Lead to Good Writing
What:
As a means of finding your focus, begin by asking questions. 
We discussed in class (and if we haven’t yet, depending upon when you read this, we will) the idea that asking good questions can in fact lead us to making good writing.  So–for this first essay, I want you to do exactly that: Examine some idea from your daily life that you maybe haven’t yet given your full attention, and narrow your focus to a manageable question utilizing the narrowing process exemplified below:
I was watching a Cubs game (Sox fans, I mean come on–go Cubs!) last season or so, and a commercial break came on.  As I was leaving the room to attend to something else, the song in the commercial caught my attention.  I stood and watched the commercial to the end.  Check it out hereLinks to an external site..  I have a background in Cultural Anthropology, so the idea of this product–23andMe–is super interesting to me.  I talked with my wife about ordering a few test kits interested to see what we might find out about our backgrounds.  They arrived in the mail a few days later, but as we prepared to take the tests, I started thinking about other ramifications–is it really a good idea?  We never did complete / mail the tests in despite my curiosity.  Here’s how I arrived at my decision–I began asking questions:
Why would I send it in? 
1. I have a scattered family, so I really want to know more about that.
2. I’m interested in the way that people move around the world over time.  But why do they lose touch?
3. What might I find out that I want to know?
4. What if I find out things that I maybe don’t want to know–sometimes the past is best left in the past.
5. Can I trust that the company’s mission is consistent with what they say it is?
6. How might a corporation misuse the information they gather from me?
I could keep listing questions, and I think you should do the same with whatever general idea you begin with.  For the sake of this example, 23andMe is the general beginning, and for the purposes of demonstration, I can pick one of the questions from my list and begin offering answers and new questions as a means of making my general topic more specific–let’s go with number 6:
How might a corporation misuse the information they gather from me?
1. Well, I don’t know, and that makes me wary.
2. Is my doubt of corporate America strong enough to outweigh my curiosity?
3. What if they sell my information to other places like research hospitals?  What consequences would that one day have for me if any?
4. I know I don’t trust corporate America to have my best interests in mind–I’ve seen too many examples of bad things they’ve done.
Etc.  I can take one of the ideas I came up with in this list and keep questioning until I find something truly interesting to me that I might be able to write about.  Now I want you to do the same thing with an idea of your own.  
Let your essay answer the question upon which you eventually focused.  Thinking of the example you just saw, 23andMe–a readily available product led me to the question, “Aside from the many benefits of learning about my own genome, can I afford to trust a corporation with my genetic information in light of the potential for misuse?” So I’ve gone from a very general topic that I noticed in my everyday life–23andMe–and narrowed it down to a more specific focus. 
So what about you and your life and your experience–what can you question and narrow down to a more specific train of thought?
Avoid the urge to do research–in fact, don’t.  If you write an essay that calls on research, you will be required to redo the entire thing.  We will get into that can o’ worms later in the semester, so for now, keep your own mind, and think your way through your own ideas. 
Why:
Now is as good a time as any to blow the doors off some of the old methods, approaches, habits, etc. that many of us picked up along the way–5 paragraph essays, writing to the “correct answer,”  suppressing our own voice and ideas, etc.  Instead, why not say something and truly mean it?  Let your writing begin breaking down the misconception that school and our daily lives aren’t necessarily connected. 
When:
You owe a complete draft of your essay–Peer Feedback and Drafting: Essay One–before the deadlines listed in the course calendar.  Check the Course Calendar for specific dates.  
The deadline is listed in the Course Calendar–submit your work via Canvas before the deadline.  
Gloom and Doom:
Failure to post drafts / complete peer reviews by peer evaluation deadlines will cost you 25 points each from the course total.
This assignment link will become unavailable shortly after the final copy due date and time–any papers past that point must be turned in but will not be accepted for a grade; there simply isn’t enough time for you to turn your work in late.
What’s at Stake:
This first essay will be worth 100 points (10% of the course total).  You will notice that the point values will increase as we progress through the semester, and they will do so for a handful of reasons:
If you don’t do as well as you’d like on the early essays, you can bring your grade up as we progress so long as you work to improve yourself.
This first essay is a good means of calibration for both of us–for me to see how you write, and for you to see how I grade.  That’s a good time for a lower point value. 
As your abilities increase, so should the value of the knowledge and understanding you’re gaining.
Requirements:
3-4 pages.
MLA format (including Normal margins, Times New Roman, etc.).  Use the link to Purdue OwlLinks to an external site. in Modules as an example for proper formatting.
cover page with a copy of your thesis.  MLA doesn’t call for a cover page, but I do; it’s sole purpose is for me to quickly identify your thesis so I can see if your writing matches what you’re attempting to communicate. No, this does not count toward the 3-4 pages of writing. 
a completed self-evaluation should appear as the last page of your paper.  You will find the directions as a standing document in Modules; please copy, paste, and complete the document to your file before submitting your work.
submit your paper and self-evaluation as a single document in a .doc or .docx format.  You are required to use Microsoft Word for your essays–don’t use Pages (.pages), Works (.wps), Open Office (.odt), etc.  If you don’t have Word, your tuition has paid for access to a download of Word OnlineLinks to an external site.–ask me for details if need be.  
Assessment:
use your voice.
fully develop your ideas according to your thesis.
please review the department grading standard included in the syllabus–it certainly applies .
observe all minimum requirements.
there are no brownie points for exceeding the minimum requirements (honestly).
sentence level errors / mechanical errors should be kept to a minimum.
do not write the classic, five or six paragraph essay.

Construct a 750-1,000 word (3-4 pages properly formatted) literature review using the resources you have found over the past few units (you may use the resources briefly discussed in your Introduction if you wish). Use the discussion and samples to help guide the structure of your literature review. You should use a total of at least six scholarly, peer-reviewed resources in your literature review, synthesizing resources based on common themes.
The Preliminary Works Cited/References page should include a minimum of six scholarly, peer-reviewed resources.
TOPIC: HOW DO AUTISTIC SINGLE PARENTS COPE VS A MORE TRADTIONAL FAMILY, AUTISM POTENTIALLY ILLEGAL BEHAVIORS AND BEHAVIOR MODIFICATION

For this essay, you will be using two sources. The primary source that must be included, in your essay is: – Aaron Devor’s “Gender Role Behaviors and Attitudes” For the secondary source, you have a choice of either: – Deborah Blum’s “The Gender Blur: Where Does Biology End and Society Take Over” OR – Deborah Tannen’s “There is No Unmarked Woman” Prompt (4 pages minimum) Devor, Blum, and Tannen all discuss labels that society uses to define masculinity and femininity. Specifically, all three authors discuss labels that deal with gender and gender expression. They all create unique arguments on the purpose of these labels and whether they are (or can be) justified. Using Devor as your primary source, you must argue whether Blum, Tannen support, refute, and/or complicate Devor’s discussion of gender performance and expression. Use rhetorical strategies/rhetorical devices and textual evidence to support your answer.

Write an argumentive essay formatted in Times New Roman 12-point font, double-spaced, 1-inch margin. MLA Cited.
The Things my essay must contain: 
1. Amplification
2. Parallelism 
3. Kronos 
4. Add more details and examples to convince the argument 
5. Thesis
Example
Bunch of Conclusion 
6. Not a page-long paragraph 
7. Hypothesis 
Experiment 
Observation
Write an essay using LOGOS, PATHOS, AND ETHOS
LOGOS —–> Pathos ——-> Ethos must consider it. also uploaded in files. Kindly check it
Also, use as many as real-life incidents.
Use all the examples and write an essay being me not as written by someone else. So, write it as I am writing this essay not you. 
Also, use the points from the essay that I provided in the uploaded files and add your points. But keep in mind that the essay should be 9 pages long with 1 page of citation. Which means a total of 9 pages of essay. But the essay MUST be 9 PAGES LONG.  Please write more real life incedents and then explain them to prove our point. 
My Sources:
(Please just use the following sources and if any other sources are required use them but mention everything in the work cited.)
KEEP IN MIND: I am writing against gun violence so I am against gun usage.
https://www.nraila.org/articles/20220621/nra-announces-opposition-to-senate-gun-control-legislation
https://www.wfyi.org/news/articles/trump-pence-lapierre-gop-opposition-gun-control-at-nra-conference
https://www.nraila.org/why-gun-control-doesn-t-work/
https://nationalinterest.org/feature/why-so-many-americans-oppose-%E2%80%98gun-control%E2%80%99-laws-181835
I found this many sources if you want anymore you can add it by your own just use work cited and make sure that it is plagiarism free as it is my final draft essay for finals. And Kindly requested to provide me with the essay 1 week before the deadline so that I can show it to my professor and if any changes reuired after that I will let you know.

Research Paper Grading Rubric- Spring 2023
I dropped the required instructions and the articles to complete this Research paper.
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeINTRODUCTION AND THESIS STATEMENT (ARGUMENT)
20 pts
EXCELLENT: A
Very well developed introduction paragraph. Thesis statement clearly conveys the main argument and the student’s stance on the issue they’re writing about. Thesis statement includes rationale or explanation.
14.67 pts
PROFICIENT: B
Fairly well developed introduction paragraph. Thesis statement somewhat conveys the main argument of the essay and the student’s stance on the issue they’re writing about. The student’s side or stance on the issue is not clear. Rationale is also not clear.
9.35 pts
DEVELOPING: C
Poorly developed introduction paragraph. Thesis statement does not clearly convey the main argument and the student’s stance on the issue they’re writing about. Student does not choose a clear side or stance on the issue. Thesis statement does not include rationale.
4.67 pts
POOR: D and F
Introduction paragraph is underdeveloped. Essay does not have a thesis statement. Introduction is of doubtful or severely limited usefulness or not useful or informative at all.
20 pts
This criterion is linked to a Learning OutcomeBODY PARAGRAPHS AND CONCLUSION
Development of argument and paragraphs
Organization of ideas
20 pts
EXCELLENT: A
Each body paragraph relates directly to the main argument of the essay. Ideas are arranged logically. Ideas directly support the main argument. Reader can follow the line of reasoning easily. Enough details and examples provided. Every paragraph is at least 7 sentences long and is well developed. Essay has a well developed conclusion paragraph. Conclusion wraps up main points; it does not put forth new ideas or concepts.
14.66 pts
PROFICIENT: B
Each body paragraph relates to the main argument of the essay. Ideas are arranged somewhat logically. Ideas support the main argument. Reader can follow the line of reasoning. Some details and examples provided. Every paragraph is at least 7 sentences long and is developed. Essay has a developed conclusion paragraph. Conclusion wraps up main points; it does not put forth new ideas or concepts.
10 pts
DEVELOPING: C
It is hard to determine how each body paragraph relates to the main argument of the essay. Ideas are not arranged logically and they are difficult to follow. Ideas do not directly support the main argument. They stray away from the argument. It is hard for the reader to follow the line of reasoning. Insufficient details and examples provided. Paragraphs are not well developed. Conclusion is underdeveloped. Conclusion fails to wrap up main points; it puts forth new ideas or concepts.
4.66 pts
POOR: D and F
Body paragraphs are not related to the main argument and thus fail to develop it. Ideas are disorganized and do not relate to the main argument. There is no clear logical line of reasoning that the reader can follow. Details and examples not provided. Conclusion is underdeveloped and does not provide closure.
20 pts
This criterion is linked to a Learning OutcomeMECHANICS Grammar, Syntax, Spelling, Typos, etc.
20 pts
EXCELLENT: A
No errors in punctuation, capitalization, and spelling. No errors in sentence structure (no comma splices, fused sentences, or fragments). No spelling errors. No typos
14 pts
PROFICIENT: B
Few errors in punctuation, capitalization, and spelling. Few errors in sentence structure (comma splices, fused sentences, fragments). Few spelling errors. Few typos.
8 pts
DEVELOPING: C
Several errors in punctuation, capitalization, and spelling. Several errors in sentence structure (comma splices, fused sentences, fragments). Several spelling errors. Several typos.
4 pts
POOR: D and F
Consistent errors in punctuation, capitalization, and spelling. Consistent errors in sentence structure (comma splices, fused sentences, fragments). Consistent errors in spelling. Many typos.
20 pts
This criterion is linked to a Learning OutcomeRESEARCH
Use of synthesis,
Parenthetical documentation,
Citations,
Works Cited page, etc.
20 pts
EXCELLENT: A
*Research is complex and scholarly. *Student engaged with the required two (2) peer-reviewed articles published in a scholarly journal. *Student used databases from Valencia’s Library system, as instructed. *Decisions to summarize, paraphrase, or use direct quotes are based on a clear awareness of what gives the research its power. *Quotes are embedded exceptionally well and explained clearly.*No errors in parenthetical documentation. *All sources are cited/documented correctly.
10 pts
PROFICIENT: B
*Research is complex and scholarly. *Student engaged with the required two (2) peer-reviewed articles published in a scholarly journal. *Student used databases from Valencia’s Library system, as instructed. *Decisions to summarize, paraphrase, or use direct quotes are somewhat based on an awareness of what gives the research its power. *Most quotes are correctly embedded and explained. *Some errors in parenthetical documentation. *Some errors in citation/documentation of sources.
6 pts
DEVELOPING: C
*Research is deficient. *Student did not engage with the required two (2) peer-reviewed articles published in a scholarly journal. *Student did not use databases from Valencia’s Library system, as instructed. *Decisions to summarize, paraphrase, or use direct quotes are not based on an awareness of what gives the research its power. *Quotes are not correctly embedded and explained. *Several errors in parenthetical documentation. *Several errors in citation/documentation of sources.
0 pts
POOR: D and F
*Poor research and research skills. *Student did not engage with the required two (2) peer-reviewed articles published in a scholarly journal. *Student did not use databases from Valencia’s Library system, as instructed. *Decisions to summarize, paraphrase, or use direct quotes are arbitrary and show absolutely no awareness of what gives the research its power. *Quotes are not embedded and explained. *Consistent errors in parenthetical documentation. *Consistent errors in citation/documentation of sources.
20 pts
This criterion is linked to a Learning OutcomeMLA FORMAT
MLA Format (includes Works Cited list)
20 pts
EXCELLENT: A
Document is double spaced. Font used is Times New Roman size 12. No errors in: heading, running header, title, etc. Paragraphs are indented. Works Cited page has correct title and it’s centered. Works Cited list is in a new page. No errors in citations in the Works Cited list. Citations are double spaced, alphabetized, and indented using hanging indent.
14 pts
PROFICIENT: B
Document is double spaced. Font used is Times New Roman size 12. Few errors in heading, running header, title, etc. Paragraphs are indented. Works Cited page has correct title and it’s centered. Works Cited list is in a new page. Few errors in citations in the Works Cited list. Citations are inconsistent in spacing, alphabetization, and indentation.
8 pts
DEVELOPING: C
Document is not double spaced. Font used is not Times New Roman size 12. Several errors in heading, running header, title, etc. Paragraphs are not indented. Works Cited page has incorrect title and/or it’s not centered. Works Cited list is not in a new page. Several errors in citations in the Works Cited list. Citations are not correctly spaced, alphabetized, and indented.
2 pts
POOR: D
Excessive errors regarding MLA format. Excessive errors in citations. Excessive errors regarding Works Cited page.
20 pts

watch the ted talk carvens lissaints’s ted talk “put the financial aid in the bag” as you view the speech, discuss what you see: does the speaker make good eye contact, appear prepared, read from notes, connect to the audience, and generally look competent? what do you think the speakers intent is in this speech? why? 
write a one page reflection describing what you viewed.yourr paper must be in current APA style format. No plaggarism.

application for a three days permission from my headteacher to visit my mother to sign a document for our property land