Category: English

THIS IS 9 ESSAYS !!! Write a 2.5 essay using the instructions given in the doc called: learner portafolio project.docx / don’t forget to cite which 2-3 assignments you are using 
Be misfiled to use the other paper for the example and be sure to use  formal but not too high end language. Big tip if you do the assignment good and on time. 
portfolio 1 is an exmaple/ DO NOT DO INQUIRED FROM THE LIST DO ALL THE OTHER 9.

Write a paragraph in which you share your initial thoughts on your intended paper topic. What are the key insights you’ve found so far in your research process? What ideas have you developed on this topic that go beyond what your research sources state?
Also, provide the MLA Works Cited entries for at least 2 quality research sources that you’ve found so far while researching your topic AND briefly describe what useful information/analysis you’ve found within these 2 sources.

Newspaper Opinion Editorial Critique Assignment Instructions
Overview
This module provides further discussion of fallacies by discussing informal fallacies.  Though opinion editorials play an important role in discussing current events and ideas, readers must be able to discern fallacies in arguments.  It is also important to note that the writers are often not lying to their audiences, but rather they are committing errors in reasoning and logic that often lead to faulty conclusions.  This assignment will help develop the student’s critical thinking skills as they identify errors in reasoning and suggest ways to fix these problems.  
Instructions
Read an opinion editorial of your choice that was published within the past 2 months in a respected news source and write a double-spaced response to the article that is 2-3 pages in length. The types of news sources recommended are The Washington Post, The Wall Street Journal, The New York Times, etc. Do not use internet blogs such as Daily Mail Online or World Net Daily.
Your response must have 3 sections with clearly delineated headings:
• Summary of Argument: This first section must provide a summary of the argument.
• Fallacies: This second section must identify any fallacies within the article that you have learned about from your assigned readings for this course.
• Critique: This third and last section must critique the argument and explain how the argument could be improved.
Your news source and assigned readings must be cited in current APA format.  A title page should be included but no abstract is needed. A reference section is required. 

Instructions will be uploaded later.
Important Info
The order was placed through a short procedure (customer skipped some order details).
Please clarify some paper details before starting to work on the order.
Type of paper and subject
Number of sources and formatting style
Type of service (writing, rewriting, etc)

This is a final Draft for my essay in Literacy. The topic I chose was how I became literate in parenting. I will provide my outline in the attachment. 
Examples and stories to include to support patience: 
How the kids kick each other, play with things they shouldnt be like cords to electronics, writing on walls with markers/crayons. 
Include how children’s brains develop and their attention spans. 
Evidence support for “Not knowing everything about parenting” 
When they are sick, not knowing how to care for them and certain medications they can/can’t take. not knowing that they can’t drink water until they are 6 months, foods that need to be cut up a certain way. This does not need to be crazy detailed. 
MLA FORMAT . 
Develop an essay between 800-1000 words
Use first person and make this essay about you.
Include the 3 rhetorical styles
The final draft needs to contain the 3 rhetorical styles as studied in Unit 1.3 Rhetorical Styles Part I, which includes Narration: Tell Me a Story, Description: The Details Matter, and Exemplification: Provide the Reader with Examples.   
Make sure that your story has a purpose. The purpose is indicated by the thesis statement. You are not just telling a story; you are telling your audience what you learned and how you grew from your experience. 
Review and follow grading feedback on the previous steps of the assignment (Discussion: Drafting the Literacy Narrative and Assignment: Thesis Statement and Outline).
Set up your document in proper MLA formatting
Revise and edit to ensure clear, concise writing
No outside sources required

Read the following article about navigating cross-cultural research: 
https://royalsocietypublishing.org/doi/pdf/10.1098/rspb.2020.1245 
This will also be uploaded to the “Content” section of the course page. 
Upon reading the article, please write a 400-word post answering: 
What is your overall response to this article? Do you agree/disagree with the authors?
Why is it important to include non-WEIRD samples in our research? Is WEIRD research truly generalizable?
What do the authors recommend for study site selection? Can you give an example of what an appropriate study site could look like?
Why is it important for researchers to be involved in the communities from which they collect data?
Why is an understanding of cultural norms important when researchers consider their design and methods?
Again, this post should be a minimum of 400 words. Then, make at least one reply post with a minimum of 150 words. (You will not be allowed to read others’ posts until you make your own original post). 
Your original post is worth 20 points, and your reply post is worth 12 points, for a total of 32 points toward your final grade. Posts and replies are due by the date listed in the syllabus calendar. This topic touches on sensitive areas of psychology and culture, so be respectful toward each other. Posts that are directly disrespectful toward classmates or personally attack or insult will earn zero points. 
You must start a thread before you can read and reply to other threads

Submit a rough draft of Essay #1. At minimum, your draft should include the following:
an intro paragraph with a thesis
two body paragraphs
2 outside sources
1,200 words minimum. (Note that your final draft will be 2,000 words minimum)
This is Criteria of Rough Draft
______________________________________________________
The Assignment:
In an argumentative essay of 2,000 words or more, address the following prompt. This essay should feature a well-developed thesis and appropriate evidence to support your claims. You must engage and cite at least one essays from in this class (either one I assigned, one you found for a homework assignment, or one found by one of your peers), and three outside nonfiction articles. Be sure to provide thorough analysis of all quotes and examples, and include your own argument based on your perspective on the topic.
The Prompt:
Pick an ongoing or recent social issue, political event, or newsworthy situation to focus on. Provide some context for this issue. Describe the situation, who is affected, and why it is occurring. Describe the different perspectives or stances on this topic. Why do people feel the way they do? What is your stance? Use examples from articles and your own experiences, observations, or perspective to support your claims.
The Research:
The outside sources can be any nonfiction essays of your choice. You may choose to use news articles, personal essays, research essays, academic articles from the DVC Library database, or any combination that relates to your topic. The outside essays may bring a new perspective on the topic, present a counter-argument to the assigned text(s), or provide an example that supports your claims. If you choose to cite news articles, your sources should be legitimate news outlets that adhere to journalistic standards. (Note that this does not mean that the source is unbiased; all writing has some form of bias.) I recommend news sites like The New York Times, The Los Angeles Times, Democracy Now, NPR, BBC,  The Nation, The Atlantic, The Guardian, The Economist, etc. (You are not required to use these; they are simply suggestions.) It would be most helpful if your articles are in-depth rather than a few brief paragraphs. You may also use opinion pieces but be sure to be aware of the author’s intention.
The Formatting:
This essay will be in MLA format. This means it will be typed, double-spaced, in 12-point font (I prefer Times New Roman), with page numbers and your last name on each page, and a header on the first page. Your title should be original, and you must include a Works Cited page. Be sure to include in-text citations in the body of the essay. For help with MLA formatting and citations, please see the handouts on Canvas in “Resources for Essays.”
Note: Words and phrases that are underlined on this page will be taken into consideration when grading.
(This is Final Essay Prompt)
________________________________
I need to English Summer Class Essay Project , This is rough draft. I want to do Essay topic of Free Palestine (Gaza,Israel International Relations, etc)
And I need outline until today

Using combaee river collective how did the author implemented use the strategy repeating themselves but different . Cite the excerpt for reference. How did this strategy impact the flow of the author’s words?
rewriting discussion 12

Clarifying a Technical Document
Submit the assignment by 11:59 PM PT Sunday of Module 4.
In this application assignment, you will locate a technical document with poorly written “how-to” instructions. You will rewrite the document to make it more user friendly and to either include graphics or revise the existing graphics. To emphasize the importance of clarity and precise word choice, you will create two short video presentations to illustrate what happens using each set of instructions.
Step 1. Locate
Locate a technical writing document with poorly written “how-to” instructions. The writing may be too complex, lack clarity, feature small graphics with difficult-to-read directions, etc. Identify the target audience for the product and its instructions.
Step 2. Rewrite
Rewrite the poorly written instructions to increase the clarity and meaning for the target audience. Carefully consider your word choices.
Step 3. Illustrate
Include new graphics that illustrate the steps, or clarify the instructions for the graphics provided in the original document.
Step 4. Create
Create two brief videos illustrating the outcomes for each set of instructions. Make sure the videos are compatible with Canvas.
Please read the Assignment GuidelinesLinks to an external site. before you begin working.
Rubric
Bachelor’s Assignment Rubric v.3
Bachelor’s Assignment Rubric v.3
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeDemonstrates a Conceptual Understanding
20 to >16.9 pts
Mastery
A. Clearly addressed all elements of the assignment. B. Demonstrated real-world application.
16.9 to >13.9 pts
Marginal
A. Addressed most of the elements of the assignment. B. Demonstrated marginal real-world application.
13.9 to >0.0 pts
Needs Improvement
A. Somewhat addressed the elements of the assignment. B. Demonstrated little to no real-world application.
0 pts
No submission
20 pts
This criterion is linked to a Learning OutcomeAnalysis of Issues/Problems
30 to >25.4 pts
Mastery
A. Clearly addressed the issue/problem. B. Exhibited scholarly analysis. C. Established a solid connection to theory and/or research. D. Demonstrated critical thinking surrounding the issue/problem with depth and breadth. E. Formulated deep conclusion and/or implications.
25.4 to >20.9 pts
Marginal
A. Addressed most of the issue/problem. B. Somewhat exhibited scholarly analysis. C. Established some connection to theory and/or research. D. Demonstrated a superficial understanding of the issue/problem. E. Formulated surface level conclusion and/or implications.
20.9 to >0.0 pts
Needs Improvement
A. Many issues/problems not addressed. B. Exhibited little to no scholarly analysis. C. Established little to no connection to theory and/or research. D. Demonstrated limited evidence of understanding the problem/issue. E. Formulated limited evidence of conclusion and/or implications.
0 pts
No submission
30 pts
This criterion is linked to a Learning OutcomeUse of Evidence
30 to >25.4 pts
Mastery
A. Displayed a variety of scholarly references as evidence. B. Demonstrated use of scholarly literature and research beyond sources provided in the course.
25.4 to >20.9 pts
Marginal
A. Displayed a marginal use of references. B. Demonstrated a marginal use of literature and research provided in the course.
20.9 to >0.0 pts
Needs Improvement
A. Displayed little to no use of references. B. Demonstrated little to no use of literature and research provided in the course.
0 pts
No submission
30 pts
This criterion is linked to a Learning OutcomeScholarly Writing
10 to >8.4 pts
Mastery
A. Exceeded or met formal writing standards. B. Demonstrated correct grammar, usage, mechanics, and spelling.
8.4 to >6.9 pts
Marginal
A. Marginally met a basic level of formal writing standards. B. Demonstrated inconsistent use of grammar, usage, mechanics, and spelling.
6.9 to >0.0 pts
Needs Improvement
A. Demonstrated limited basic formal writing skills. B. Demonstrated difficulty with grammar, usage, mechanics, and spelling.
0 pts
No submission
10 pts
This criterion is linked to a Learning OutcomeAPA Format
10 to >7.9 pts
Mastery
A. Demonstrated near-perfect APA formatting.
7.9 to >5.9 pts
Marginal
A. Demonstrated marginally correct APA formatting.
5.9 to >0.0 pts
Needs Improvement
A. Demonstrated limited correct APA formatting.
0 pts
No submission
10 pts
Total Points: 100

The Assignment:
This assignment will have two parts:
1.) Summary
Summarize in 150-200 words the article your instructor has chosen from the assignment: “How to Save the Middle Class When Jobs Don’t Pay” (provided below).  In this summary, you should relay the article’s main points, completely and accurately, in your own words.  If you find yourself in a situation in which the author’s words needed to be quoted directly (perhaps for emphasis), you must make it clear that these words are the author’s by using quotation marks appropriately.  You will not want to quote anything over one sentence in length, and you will want to limit yourself to no more than 2-3 direct quotes, if you use any at all.  Remember that the whole point of this portion of the assignment is for you to restate the author’s points objectively in your own words.
In general, I recommend you structure your first sentence something like this:
In “How to Save the Middle Class When Jobs Don’t Pay,” Peter Barnes argues that…
This will function as the thesis statement of your summary, so this first sentence will need to convey the main point(s) of the article to give your reader an overall view.
2.) Response
Write a 1 ½ to 2 page response to “How to Save the Middle Class When Jobs Don’t Pay.”  Before you even begin drafting, you will want to decide on the terms of your response.  Once you decide on the terms (or grounds) of your response, you’ll want to figure out how you can support your points—using logic, outside evidence, examples from your personal life—whatever is appropriate.
The essay 
How to Save the Middle Class When Jobs Don’t Pay
Peter Barnes
There’s long been a notion that, because money is a prerequisite for survival and
security, everyone should be assured some income just for being alive. The notion has
been advanced by liberals such as James Tobin, John Kenneth Galbraith, and George
McGovern, and by conservatives like Friedrich Hayek, Milton Friedman, and Richard
Nixon. It’s embedded in the board game Monopoly, in which all players get equal
payments when they pass Go.
And yet, with one exception, Americans have been unable to agree on any plan that
guarantees some income to everyone. The reasons lie mostly in the stories that
surround such income. Is it welfare? Is it redistribution? Does it require higher taxes and
bigger government? Americans think dimly of all these things.
But then, there’s the exception. Jay Hammond, the Republican governor of Alaska from
1974 to 1982, was an independent thinker who conceived of, and then persuaded
Alaska’s legislators to adopt, the world’s first system for paying equal dividends to
everyone. In Hammond’s model, the money comes not from taxes but from a common
resource: North Slope oil. Using proceeds from that gift of nature, the Alaska Permanent
Fund has paid equal yearly dividends to every resident, including children, ranging from
about $1,000 to over $3,000. (Bear in mind that a family of four collects four same-sized
dividends.) While this isn’t enough to live on, it nicely supplements Alaskans’ other
earnings. And paying such dividends regularly for more than thirty years has bolstered
the state’s economy, reduced poverty, and made Alaska one of the least unequal states
in America.
The question Americans in the lower 48 should now ask is: Did Alaska find the right
formula? If it can convert part of its common wealth into equal dividends for everyone,
can the rest of America do the same?
There are many good reasons to ask this question. One is that America’s middle class
is in steady decline. In the heyday of our middle class, jobs at IBM and General Motors
were often jobs for life. Employers offered decent wages, health insurance, paid
vacations and defined pensions. Nowadays, such jobs are rare.
It’s also unlikely that the jobs of the future will pay more (adjusted for inflation) than
today’s. In unionized industries like autos and airlines, two-tier contracts are now the
norm, with younger workers paid substantially less than older ones for doing the same
work. Nor is the picture brighter in other industries. In the Labor Department’s latest list
of occupations with the greatest projected job growth, only one out of six pays more
than $60,000 a year. The implication is clear: without some form of supplementary non-
labor income, we can kiss our middle class goodbye.
The second reason to ponder Alaska’s dividends is climate change. It might seem odd
that dividends based on oil could presage a remedy for climate change, but such is the
case. Imagine if we charged companies for using another common resource—our air—
and distributed the revenue equally to all. If we did this, two things would follow. First,
higher air pollution costs would lead to less fossil fuel burning and more investment in
renewables. And second, households that used less dirty energy would gain (their
dividends would exceed their higher costs) while households that used a lot of dirty
energy would pay. This would spur both companies and households to do the right
thing.
A third reason for considering Alaska’s model is our long-lasting economic stagnation.
Not counting asset bubbles, our economy hasn’t sparkled for decades, and neither
fiscal nor monetary policies have helped much. Tax cuts for the rich have benefited no
one but the rich, and as Mark Blyth and Eric Lonergan recently wrote in Foreign Affairs,
pumping trillions of dollars into banks hasn’t stimulated our economy either. What’s
needed is a system that continually refreshes consumer demand from the middle out—
something like periodic dividends to everyone that can be spent immediately.
One further reason for looking north to Alaska is the current stalemate in American
politics. Solutions to all major problems are trapped in a tug-of-war between advocates
of smaller and larger government. But dividends from common wealth bypass that bitter
war. They require no new taxes or government programs; once set up, they’re purely
market based. And because they send legitimate property income to everyone, they
can’t be derided as welfare.
In this regard, it’s worth noting that Alaska’s dividends are immensely popular.
Politicians in both parties sing their praises, as do the state’s voters. One attempt in
1999 to transfer money from the Permanent Fund to the state treasury was trounced in
a referendum by 83 percent. Nationally, Alaska’s model has been lauded by Fox News
commentators Bill O’Reilly and Lou Dobbs as well as liberals like Robert Reich.
The reasons for this popularity are pretty clear. Alaskans don’t see their dividends as
welfare or redistribution. According to several surveys, most Alaskans consider their
dividends to be their rightful share of their state’s natural wealth. There’s no stigma
attached to them, and any attempt by politicians to reduce them is seen as an
encroachment on legitimate property income.
Moreover, because the dividends are universal rather than means-tested, they unite,
rather than divide, Alaskans. If only “losers” got them, “winners” would be resentful.
Universality puts everyone in the same boat. No one is demonized and a broad
constituency protects the dividends from political attack.
How Would It Work Nationally?
How might a common wealth dividend system work at the national level? The easy part
is distributing the dividends. As in Alaska, enrollment could be done online and
payments could wired electronically at a cost of pennies per transaction. The Social
Security Administration could set that up in a jiffy.
The harder part is collecting the revenue. In my latest book, With Liberty and Dividends
For All, I show how, over time, we could generate enough revenue to pay dividends of
up to $5,000 per person per year. Initially, a sizable chunk would come from selling a
declining number of permits to dump carbon into our air. Later, more revenue could flow
from our monetary infrastructure, our patent and copyright systems, and our
electromagnetic airwaves.
Consider what $5,000 per person per year would mean. If a child’s dividends were
saved and invested starting from birth, they’d yield enough to pay for a debt-free college
education at a public university. In midlife, $5,000 per person would add 25 percent to
the income of a family of four earning $80,000 a year. In late life, it would boost the
average retiree’s Social Security benefit by about 30 percent. Thus, dividends from
common wealth would provide a badly-needed boost for poor and middle class families
during what promises to be a lasting shortage of good-paying jobs.
Surprisingly, the core idea behind Alaska’s dividends is over two centuries old. In his
1796 essay “Agrarian Justice,” American patriot Thomas Paine distinguished between
two kinds of property: “natural property, or that which comes to us from the Creator of
the universe—such as the earth, air, water … [and] artificial or acquired property, the
invention of men.” The second kind of property, Paine argued, must necessarily be
distributed unequally, but the first kind belongs to everyone equally. It is the “legitimate
birthright” of every man and woman, “not charity but a right.”
And Paine went further. He proposed a practical way to implement that right: create a
“National Fund” to pay every man and woman a lump sum (roughly $17,000 in today’s
money) at age twenty-one, and a stipend of about $1,000 a month after age fifty-five.
Revenue would come from what Paine called “ground rent” paid by landowners. He
even showed mathematically how this could work. Presciently, Paine recognized that
land, air, and water could be monetized not just for the benefit of a few but for the good
of all. Further, he saw that this could be done at a national level. This was a remarkable
feat of analysis and imagination, and it’s time to apply it broadly.
Today, Paine’s core idea—that everyone has a right to equal income from common
wealth—can be applied not just to natural resources but also to the creations of society.
Consider, for example, the immense value created by our legal, intellectual, and
financial infrastructures, the Internet, and our economy as a whole. This value isn’t
created by single individuals or corporations; it’s created collectively and hence belongs
equally to all. In a fairer economy some of it would actually be distributed to all. The
ideal mechanism for doing this would be common wealth dividends—simple,
transparent, direct (not trickle down), built on co-ownership rather than redistribution,
and politically appealing.
And here’s the best part. If Paine’s idea and Alaska’s model were applied at sufficient
scale, the implications would be vast. The current tendencies of capitalism to widen
inequality and devour nature would be self-corrected. Instead of plutocracy and climate
change, our market economy would generate widely-shared, earth-friendly prosperity.
And it would achieve these goals automatically, without much need for government
intervention.
Is this wild-eyed dreaming? Possibly, but no more so than universal suffrage or Social
Security once were. Common wealth dividends could be the next step in America’s long
march toward equal rights—and the game-changer that leads to a new version of
capitalism. But first, we have to see the opportunity and demand it.