“Why is the bus so important to understanding Jim Crow?”
As with all written assignments in this course, please be sure that your paper is single-spaced, in 12-point font, and in Times or Times New Roman typeface.
- Open the Guide to Using Sources, located in the Using Sources Correctly module, on the Home page, and in the Pages tab. You should keep this guide open and refer to it throughout this assignment and all future written assignments. (Right click on the link to open the guide in its own window or tab, so that you can switch back and forth between the guide and the assignment instructions.)
- Watch & play “The Cite is Right” (optional, but fun):http://library.camden.rutgers.edu/EducationalModule/Plagiarism/citeisright.html (Links to an external site.)
Part 1: Works Cited
- Read the Works Cited section of the Guide to Using Sources and refer back to it as needed.
- Below are three different passages. Create a works cited section using the sources of these three passages.
- Label this section of your paper Part 1.
Format your works cited citations according to MLA guidelines. Part 1 should only include a works cited section. Please do NOT quote the text of the passages here.Remember that a works cited section should be in alphabetical order. Also remember that in this course I require you to include the full URL in your web citations, in angle brackets <>.
Passage AFrom the book Why a Painting is Like a Pizza by Nancy G. Heller. Publisher: Princeton University Press. City: Princeton. Year: 2002.“The early reviews of Pollock’s dripped and poured paintings were largely negative, though several influential writers recognized a spark of something important in his work. Yet in 1949—two years after he had begun making his signature works—Pollock was featured in a Life magazine article that asked if he was ‘the greatest living painter in the United States?’ This rhetorical—and deliberately inflammatory—question greatly increased the public’s curiosity about the artist, whose celebrity status remains undiminished today.”
Passage BWeb article from the Purdue OWL website (http://owl.english.purdue.edu/owl/resource/747/06/ (Links to an external site.)):”If there are more than three authors, you may choose to list only the first author followed by the phrase et al. (Latin for “and others”) in place of the subsequent authors’ names, or you may list all the authors in the order in which their names appear on the title page. (Note that there is a period after “al” in “et al.” Also note that there is never a period after the “et” in “et al.”).”
Passage CFrom a New York Times online theatre review (http://theater.nytimes.com/2012/04/16/theater/reviews/peter-and-the-starcatcher-with-christian-borle.html?_r=0 (Links to an external site.)):”I suppose you could say that “Peter” is a coming-of-age tale about how Boy comes into his extraordinariness. But it’s equally about our willingness, with the help of some highly skilled guides, to accept the extraordinary, to will ourselves into believing that what the actors tell us is happening is really happening.”
Part 2: Paraphrasing
- Read the Paraphrasing section of the Guide to Using Sources and refer back to it as needed.
- Below is a quotation from page 75 of the book, Why a Painting is Like a Pizza by Nancy G. Heller. Publisher: Princeton University Press. City: Princeton. Year: 2002.
- Read the section carefully, then paraphrase the passage in your own words. Your paraphrase should be 2-3 sentences long. If you aren’t sure exactly how to paraphrase, review this page from the Purdue OWL: http://owl.english.purdue.edu/owl/resource/619/1/ (Links to an external site.)
- Include an in-text citation at the end of your paraphrase.
- Then include a full works cited entry at the end of your paraphrase.
- Label this section of your paper Part 2.
“Because he ‘wanted to be inside’ his paintings, from 1947 until his death a decade later Pollock typically avoided both easels and stretcher strips. Instead, he unrolled huge lengths of raw canvas (since canvas is simply a kind of cloth, this was like unrolling a bolt of wool or silk) on the floor of his barn-like studio in East Hampton, New York. Then Pollock literally flung paint (and sometimes also dropped bits of plastic, metal springs, or even cigarette butts) onto the canvas as he danced all around it, using brushes, sticks, pierced metal cans, his fingers, or anything else he wanted to add color to the picture. This was hardly a calm, Renaissance-style way of putting a painting together. It also wasn’t neat; Pollock inevitably got paint all over his clothes, the floor, and everything else in range.
“The early reviews of Pollock’s dripped and poured paintings were largely negative, though several influential writers recognized a spark of something important in his work. Yet in 1949—two years after he had begun making his signature works—Pollock was featured in a Life magazine article that asked if he was ‘the greatest living painter in the United States?’ This rhetorical—and deliberately inflammatory—question greatly increased the public’s curiosity about the artist, whose celebrity status remains undiminished today.”
Part 3: Quoting
- Read the Quoting section of the Guide to Using Sources and refer back to it as needed.
- This section involves using the library resources. On the left side of the Canvas page, under Home, Syllabus, Quizzes, etc., is a tab called Research Help. That is where the USU library has placed their information for this assignment.
- Using the information provided in the Research Help, search in Opera: The Great Composers and Their Masterworks for information about the composer Richard Wagner. Read the brief biographical entry you find there.
- Select a 1-2 sentence quotation from the biography.
- Copy and paste the paragraph below into your paper. Delete the phrases in all caps and insert the information requested. In place of “insert quote here,” insert your own 1-2 sentence quotation about the composer.
- You will be graded on whether or not you have formatted your quotation correctly and whether or not the quotation you have selected makes sense in the context of the paragraph. If you need to add a small amount of text to the stock paragraph below in order for your quotation to make sense, that is acceptable. See the rubric below for full grading guidelines.
- Note that both the titles of encyclopedias and of major musical works should be in italics.
I read a brief biography of COMPOSER’S NAME in NAME OF ENCYCLOPEDIA, and I learned a lot about this composer’s life. While reading about COMPOSER’S NAME, I learned that one of his most famous works was NAME OF WORK. The most interesting thing I learned about this composer was INSERT QUOTE HERE. This composer’s music continues to enchant listeners long after his death.
- Include an in-text citation at the end of your quotation.
- Then include a full works cited entry at the end of the paragraph.
- Label this section of your paper Part 3.
Part 4: More citing!
- Read the Works Cited section of the Guide to Using Sources and refer back to it as needed.
- Go to The New York Times website, and type “theater review” in the search box at the top left of the page. Choose a review from the results of your search.
- Cite this review correctly, according to the template found at the bottom of the Guide to Using Sources for citing reviews accessed online.
- Label this section of your paper Part 4.
Revising a Letter to Improve Positive Emphasis
· Exercise 7.13 (pg. 110) requires you to write a full block format letter, just as you did in the “You Attitude” unit.
· Your assignment is to create an original header and address, but use—and revise—the body text found in the book.
· Attach your finished letter to the Correct Drop Box.
· Use .rtf, .doc, or .docx format ONLY. No credit will be given for assignments in the wrong format.
Note: the Text asks you to revise the MEMO. You will be doing this as a LETTER instead. As you did for Exercise 6.11, follow the Block Format Letter Template.
Below are some tips for each paragraph of the Exercise 7.13 assignment:
- I’ve made great progress on the college internship program for our company. Though the program isn’t yet ready for implementation, I can’t believe I’m far from making it so. First, eliminate as many of the “I’s” as you can. Focus on the reader; remember all documents benefit from using “you-attitude.” Next, eliminate the vague word “great.” Even summary statements can provide concrete detail. Instead of “great progress,” offer specifics by answering the “five W” questions of WHAT, WHY, WHEN, WHO, and WHERE. Not all the “five W’s” will apply, but think of them to give you ideas for detail.
- To date, I’ve drafted a plan for the program, contacted several HR managers at comparable companies about their programs, and established a proposed budget for the program. Here’s your opportunity to elaborate. Again, use the”five W’s.” Consider: WHAT the plan entails. WHO was contacted (give names) and WHERE are they located? WHEN was all this done? Don’t limit yourself to these questions. Ask answer more to get more detail.
- I’d be further along, but Rob made a mistake when he contacted State University about the program. He accidentally indicated the program would begin in 2010, but year is actually 2013. It is a silly mistake, but not a fatal one. I wouldn’t worry about the error, as it shouldn’t be a problem to fix it. Use positive words! Eliminate the words “mistake, accidentally, silly, fatal, worry, error, not, problem and fix.” If a negative is truly not important, omit it. Again focus on “you-attitude,” on what the reader wants to know–in this case, the reader wants to know WHAT has been done. Use positive words like accomplish, complete, and so forth.
- If you have any questions about the program, please don’t hesitate to contact me. The word “hesitate” is listed in the book as a negative word. This is one of those phrases that writers include when they don’t know what else to write. Another phrase you’ll encounter is “feel free.” Just write: “Please contact me if you have questions.”
- Be sure you identify yourself with a job title in your closing.
I will grade you on FORMATTING and the following elements of CONTENT:
· Precise Words and Details
· Active Voice
· Language and Grammar
· YOU Attitude
· Positive Emphasis and Word Choice
Read the following poem from the Modernist period, written between the world wars. In one or two paragraphs, analyze the themes, values, and ideas that are reflected in the text.
The Boston Evening Transcript
by T. S. Eliot
The readers of the Boston Evening Transcript1
Sway in the wind like a field of ripe corn.
When evening quickens faintly in the street,
Wakening the appetites of life in some
And to others bringing the Boston Evening Transcript,
I mount the steps and ring the bell, turning
Wearily, as one would turn to nod good-bye to Rochefoucauld2,
If the street were time and he at the end of the street,
And I say, “Cousin Harriet, here is the Boston Evening Transcript.”
1-A daily newspaper published in Boston, MA in the late 1800s and early 1900s
2-Rochefoucauld was a noted French author of maxims and memoirs and a nobleman
In an essay, you will analyze the rhetorical situation for Robert F. Kennedy, “Remarks on the Assassination of Martin Luther King, Jr.” in terms of audience and occasion constraints and resources.
View Robert F. Kennedy’s “Remarks on the Assassination of Martin Luther King, Jr.,” delivered on April 4, 1968. While you are reading, listening to, and viewing the speech, pay particular attention to how the speaker addresses his audience and think about what thought went into the preparation and delivery of the speech. Consider, also, Kennedy’s adaptation to the occasion. In an essay of 600–900 words, discuss the following things:
- demographics, culture, and psychology: Consult at least one outside source (in addition to your textbook) to determine who his audience was on that day and then use your critical thinking skills to determine what the demographics, cultures, and psychologies would likely be.
- Referring to the speech text and your textbook, explain how demographics would influence Kennedy’s rhetorical choices.
- Referring to the speech text and your textbook, explain how culture would influence Kennedy’s rhetorical choices. In particular, explain how he adapted to cultural diversity.
- Referring to the speech text and your textbook, explain how audience psychology would influence Kennedy’s rhetorical choices. In particular, explain his efforts at identification (with specific reference to the text of the speech).
- Referring to the concepts of &ldquo:illusion of life,” “virtual time,” and “incongruent messages” in the Chuang & Hart additional reading, how does Kennedy manage time as a constraint and a resource in his speech?
- How would you assess Kennedy’s ethos in this speech?
Use at least two scholarly sources (including Chuang and Hart) to support your argument. All essays should be typed or word-processed with sources cited in the style you are most familiar with (such as APA, MLA, or Chicago). All papers should be free from typographical and spelling mistakes.
Write an essay explaining the body changes observed after 21 days of physical exercise.
Effects of Physical ExerciseIt is well aware that how important to do physical exercise. Now days, we are living in ahighly busy world where we do not have the time not only for our family…
For this last major paper of 105/106, you will be choosing your own topic. The topic should be something that you can make a claim about and something that can be researched. For more help thinking through a possible topic, think back to our in-class writing activity and look to the Eschholz et al. (Writing) article. Once you have chosen a topic, write a working thesis. You will then have meeting with me one-on-one to discuss this topic and to get your topic approved by me.
The next step is to then go do research on your topic. Follow some of the steps in Eschholz et al. (Writing) to help make your paper really strong. We will then have two in-class Peer Workshops as usual. You will turn in a draft to me online and then, once you have revised, you will submit your final project.
MLA format: 12-point Times New Roman font, 1” margins, double-spaced
Length: 7-10 pages (not counting the Works Cited page)
Sources: 4-8 Credible sources (found in database, primary texts, peer-reviewed
Little WomenThe Adventures of Huckleberry Finn
Topic Assignment GradingCourse: NameTopicYours NameProfessor’s Name [optional]University 1 TopicCompare the views of Washington and DuBoisIn the late 19th and 20th century, Booker T….
For this module of our class, our discussions are focused on rhetoric. Aristotle, a classical rhetorician, draws a distinction between essentials and non-essentials and suggests that the purpose of rhetoric, or persuasive speech, is to reveal truth. Wayne C. Booth, a modern rhetorician, on the other hand, concerns himself less with what rhetoric should be, preferring to discuss how one can master the art of persuasive speech.
Your task as a writer is to take a position about the purpose and ethics of rhetorical speech; for example, do you agree with Aristotle that “[i]t is not right to pervert [a] judge by moving him to anger or envy or pity”?
Choose two of the readings from this module forward (King, Marx, Smith, Reich, Plato, etc., except the novel) to use as your “expert” sources. You must also use the TED Talk by Tshering Tobgay we assigned in class this week as an example of persuasive speech.
Using your expert sources, develop your own ethic of rhetoric. What is acceptable in persuasive speech? Why? Then, analyze and critique the TED Talk based on the criteria you establish in your rhetorical ethic.
4-6 page minimum length (does not include works cited page)
12 pt. Times New Roman font
MLA style throughout, including a complete and correct works cited page
Heavy analysis (no summary)
No “five paragraph” essays
Here is the link to the text book: A world of ideas
The question is, was Volkswagen acting in an ethical manner? Why or why not? Who do you think should be held responsible? What additional actions should be taken, if any?
Second, craft a short email to your staff about this issue, using your analysis to inform people on what the problem is.
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