English homework help

WRITING ASSIGNMENT PROMPT :
What stereotypes are applied by outsiders to your racial or ethnic group (or to people of your
gender, intended profession, or geographic region)? How have these stereotypes aided to
appearance-based discrimination and hinder advancements toward the “American Dream”?
Write an expository essay in which you clarify and explain that these stereotypes are untrue and
potentially harmful.

LET ME START BY SAYING THAT THIS ESSAY YOURE ABT TO WRITE YOU ( THE WRITER ) CAN CHOOSE YOUR TOPIC KEEP IN MIND THAT THE ARTICLES BELOW WILL HAVE TO SUPPORT YOUR THESIS. WITH THAT BEING SAID YOU CAN CHOOSE BETWEEN 3 TOPICs BELOW………
1.) WOMEN AND STEREOTYPES: ARTICLES I Want a Wife, it’s Hard Enough and A Woman’s Beauty OR The Myth of the Latin Woman will help if choose that topic

2.)MEN AND STEREOTYPES:
ARTICLES The Harmful Myth of Asian Superiority, Just Walk on By, The Androgynous Man, OR Bros Before Hos
will help if choose that topic

3.) DISCRIMINATION AND STEREOTYPES: ARTICLES Mother-Tongue-by-Amy-Tan OR Why looks are the last bastion of discrimination will help if choose that topic

KEEP IN MIND THAT THIS ESSAY IS A EXPOSITORY ESSAY THAT NEEDS TO BE WRITTEN IN THE THIRD PERSON !!!!

In the essay you have to use TWO resources you MUST USE: (“dangers of a single story” which u just have to summarize and put it in the introduction TWO TO THREE SENTENCES WHEN SUMMARIZING “THE DANGERS OF A SINGLE STORY” in the intro ) AND (PICK ONE PASSAGE BELOW WHERE IT SAYS RESOURCES TO FURTHER SUPPORT YOUR THESIS )
THE DANGERS OF A SINGLE STORY IS A VIDEO HERES THE LINK BELOW REMEMBER YOU HAVE TO SUMMARIZE THE VIDEO IN 2 to 3 SENTENCES.

remember to Use relevant quotes that supported the claim. Answer the question below ( WHERE IT SAYS WRITING ASSIGNMENT) Demonstrate sound/strong writing skills. Also, I don’t know if you need this information due to the topic ( STEREOTYPES and how it affects our racial or ethnic group) I AM A 20 yr old Mexican girl.

WRITTING ASSIGNMENT PROMPT :
What stereotypes are applied by outsiders to your racial or ethnic group (or to people of your
gender, intended profession, or geographic region)? How have these stereotypes aided to
appearance-based discrimination and hinder advancements toward the “American Dream”?
Write an expository essay in which you clarify and explain that these stereotypes are untrue and
potentially harmful.

*REMEMBER*:
Think about the “dangers of a single story”. Be sure to add evidence and a range of examples.

SUPPORT YOUR THESIS WITH PASSAGES FROM ONE OF THE FOLLOWING:
• The Myth of the Latin Woman: I Just Met a Girl Named Maria by Judith Ortiz Cofer, or
• Just Walk On By: A Black Man Ponders His Power to Alter Public Space by Brent
Staples, or
• Mother Tongue by Amy Tan, or
• Why Looks Are the Last Bastion of Discrimination by Deborah L. Rhode.
• Note: You may use other readings within this section.
Literary Themes/Connections:
• Stereotypes, Discrimination, Gender equity or inequity, Sexuality, Racial Profiling,
Classism, Fear, Hatred, and Beauty.

RULES
1. Title your essay.
2. Write in the same tense.
3. Write in the THIRD PERSON.
4. The introduction must contain
a. Summary of the reading ( “dangers of a single story”) AND MAKE SURE THAT YOU PICK A PASSAGE ABOVE TO SUPPORT YOUR THESIS.
b. a definition of the American Dream.
5. Provide specific details and examples.
6. The final draft must be 4 to 6 paragraphs (750 words).
7. 750 words is 3 full pages.
8. The thesis statement must have a ideas to be proven in the body of the essay.
9. Use MLA format.

REMEMBER WRITE OBJECTIVELY NOT SUBJECTIVELY.

Write a single scene that uses rich description to convey a particular theme. You’ll use vivid imagery, along with dialogue or reflection, to highlight that theme and shape an appropriate tone for your scene.

This assignment focuses on the following skills:
Using description to create a vivid picture for the reader
Using narrative elements to build a proper tone
Using narrative elements to convey a provided theme

questions to consider when writing:
1. Who is the character you’ll write about in your scene?
2. What is your character’s ambition? What does he or she want to accomplish, achieve, or conquer?
3. How does your character’s ambition turn ugly? What is the monster inside your character, and how does it emerge?
What tone will you aim for in your scene?

Assignment—Draft, revise, and edit your text to produce a well-organized essay of at least 500 words and not more than 800 in response to the following prompt from “Changing the Face of Poverty”(found on pages 726-737 in The Norton Field Guide): How, according to author Diana George, is poverty represented by nonprofit agencies such as Habitat for Humanity? What problems does George identify as a result of such representation?

ESSAY THREE: Drama Essay 3–Character analysis for Shakespeare’s Hamlet
400-500 word essay ( 3-4 pages, 3-4 literary criticisms)

? Pay close attention to the character traits of the characters in the play, Hamlet
? Use literary tools available to you to find the major traits of each character (Wiki’s work well here as a reference).
? The focus of this paper will be to examine a character as a potential leader. Choose a character you are interested in, and tell why this character would or would not be a good leader of Denmark. Explain fully by analyzing the character’s traits, the strengths and/or weaknesses of the character, the way this person relates to others and any other pertinent leadership skills necessary to lead a large country.
Determine the specific focus of your paper, deciding on the particular character you feel comfortable analyzing.
Choose from King Hamlet’s Ghost, King Claudius, Hamlet, Queen Gertrude, Polonius, Laertes, Ophelia, Horatio, Fortinbras, the combined Rosencrantz and Guildenstern, or the combined Clowns (grave-diggers). This will be a serious, not satirical or sarcastic paper in which you examine what traits you believe a leader should possess.
? Read his or her lines and examine what they say, what they say about others, and what other characters say about them.
? Find 3-4 academic literary criticisms–college databases–that examine the traits of the character you’ve chosen.
? Be sure to use third person narrative (not first person or second), and use present tense when speaking of written words.
? Be sure to cite from the work itself like this: (Act IV. Scene 2. Line 3) and then later as (IV.2.3). Page numbers are of no consequence for the play, as people may be reading different copies.

As you determine what is important in the character you choose, consider the character’s
appearance
rank
word choices
phraseology
behaviors
thought processes
motivations
actions in private and in public reactions to others
personal choices or decisions – (considered or rash)
Is the character informed or merely responsive?
Is the character static (un-changing, un-learning or dynamic (changing, gaining insight, learning from positive or negative experiences)

Are all these traits of the character significant or incidental?

Would the play have worked had the character acted, talked, reacted, or thought differently?

Take into account (and document accordingly) what professional critics have said about your character. If you disagree with these critics, you will need to cite lines from the play that give evidence to your view.

Be sure to begin with a thesis that makes a serious point about your character. Then support this point throughout the essay by giving evidence from critics, by refuting evidence from critics, and by giving evidence to support your view from the play.

Remember that the characters in this play are not of our time. Norms in expectations, in behaviors, and such are all different than we might expect today. But the basic humanity is still present. (For example, Ophelia would have done as she was told by her father in their time, although many women today would do as they please.)

Compose a 1200-1500 word narrative that tells the story of an important person, thing, place, or event. You should use the background information you gathered in Part 1 to help provide context for the audience.

Your goal is to create empathy, interest, and/or investment in the community from those outside the community. Your audience is the same as part 1: people outside your chosen community who are interested in supporting the community and its goals.
Compose a 1200-1500 word narrative that tells the story of an important person, thing, place, or event. You should use the background information you gathered in Part 1 to help provide context for the audience.

Write an essay that uses subjective description to illustrate how some physical space, object, or possession associated with a person demonstrates something about him or her. Control your language—be “efficient.” At the same time, recognizing that figurative language is the “spice coloring or flavoring the rice,” construct opportunities for readers to experience sensually the details you focus upon. Work with language sounds if you can. Be careful NOT to overdo it. Whatever you do, avoid clichés.

In Chapter 12, Wardle (2013) summarizes the important characteristics of a culturally relevant teacher. Use this information as a guide or resource throughout this assignment to help inspire your thinking as you apply your knowledge of culturally relevant pedagogy toward specific solutions to problems facing a teacher with a very diverse student population. This exercise provides excellent practice over the application of culturally relevant principles in the design of effective instructional solutions. You will need to design such instructional solutions within the Final Project, so it is very important to practice such skills here. Specifically, for this assignment, you will view a brief video taken with a cell phone by a student in a high school social studies class. Student “Jeff Bliss” Mad at Teacher at Duncanville High (Links to an external site.) (Bliss, 2013) documents a meltdown Bliss experienced during his World History course at Duncanville High School in Duncanville, Texas.

Review the Instructor Guidance before this task. In your paper, include the following:

Address the items below based on your inferences and ideas after viewing the events captured in the cellphone video. (2 points)
Describe the problem from Jeff Bliss’s perspective as well as from Ms. Phung’s perspective.
Explain what probably caused it.
Identify who benefits and who loses.
Indicate your position on this issue.
Discuss how a more equitable, culturally relevant approach to the class could improve the situation.
Express how Ms. Phung might respond differently to Jeff’s concerns.
Describe any equity strategies you noticed or inferred being implemented in the video. (2.5 points)
Suggest at least one strategy for each of the following four categories that the teacher could have utilized to help meet student needs in a more equitable fashion:
Instruction
Classroom Environment
Student Grouping
Student Recognition/leadership
Describe evidence of any culturally relevant pedagogy in action in the cellphone video. (2.5. points)
List at least three strategies that could be used to create a more culturally relevant classroom. Such strategies might be drawn from the following areas:
Maximizing academic success through relevant instructional experiences
Addressing cultural competence through reinforcing students’ cultural integrity
Involving students in the construction of knowledge
Building on students’ interests and linguistic resources
Tapping home and community resources
Understanding students’ cultural knowledge
Using interactive and constructivist teaching strategies
Examining the curriculum from multiple perspectives
Promoting critical consciousness through opportunities to challenge predominant elements of the students’ social norms
If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignments completed in this course. You will return to them for the portfolio that you will create in your final MAED course. This portfolio is a culminating project that will demonstrate that you have met program outcomes.

Review this week’s Instructor Guidance for additional information about completing this assignment. Contact your instructor for clarifications about this or any assessment in the course before the due date using the “Ask Your Instructor” forum. Then, also using the Grading Rubric as a guide for your performance on this assignment, construct your assignment to meet each of the content and written communication expectations.

Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion and submit the assignment for evaluation no later than Day 7.

Analyzing Cultural Relevance in Instruction

Must be two to three double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.).
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least three scholarly, peer-reviewed, credible sources in addition to the course text.
The Scholarly, Peer Reviewed, and Other Credible SourcesPreview the document table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
(1 point)

Describe which groups are compared in the research. Then, classify the research design as follows:

By explaining whether the study is pre-experimental (cross-sectional, one-shot case study, and longitudinal), experimental (control group with pretest and posttest, posttest only, or four-group design), or quasi-experimental (comparing one group to itself at different times or comparing two different groups)
By indicating what the researchers report about limitations of the study
By explaining concerns you have regarding internal validity and the ability of the study to draw conclusions about causality
By explaining any concerns you have about the generalizability of the study (external validity) and what aspect of the research design might limit generalizability
Please use the resources to support your answer.

task is to find two archival artifacts of some kind (a document, image, video,
interview, etc.) that inspire, inform, and help you choose a topic. For example, you might find a
digital copy of an original letter from one influential figure to another. You might find a copy of
a receipt or a note to someone important for your topic. Using these artifacts, you will begin to
create a context from which to explore a topic and make an argument. In other words, you are
required to find artifacts that most people do not know exist and present them in your project.
From there, you will use the artifacts from your research to draw your reader into your topic and
to be persuaded by your argument. For context, be sure to find at least one newspaper article
from the time period of your artifacts. You will use at least eight sources from the library databases
for this paper (four of which will be peer-reviewed academic journals or books). The project
must be at least 8 pages long (2400 words)

Exercise 1: Summarizing, Paraphrasing, Quoting, and Citing
The exercise below provides students with a text and asks them to paraphrase,
summarize, and cite it. The instructor must then evaluate their work. To give students
more control over the assignment, instructors can ask them to work with an Internet text
of their own choosing. Students must understand the difference between paraphrasing and
summarizing before attempting the assignment.
Pretend that you are writing an essay on how the frontier experience shaped the
development of the United States. While researching, you come across the following
passage written by the historian Frederick Jackson Turner:
“From the conditions of frontier life came intellectual traits of profound
importance. The work of travelers along each frontier from colonial days
onward describe certain common traits, and these traits have, while
softening down, still persisted as survivals in the place of their origin, even
when a higher social organization succeeded. The result is that to the
frontier the American intellect owes its striking characteristics. That
coarseness and strength combined with acuteness and acquisitiveness; that
practical, inventive turn of mind, quick to find expedients; that masterful
grasp of material things, lacking in the artistic but powerful to effect great
ends; that restless, nervous energy; that dominant individualism, working for
good and for evil, and withal that buoyancy and exuberance which comes
with freedom—these are traits of the frontier, or traits called out elsewhere
because of the existence of the frontier. ”
Source: (Frederick Jackson Turner, “The
Significance of the Frontier in American History,” The Frontier in American
History (New York: Henry Holt and Company, 1920), 37.)
You decide to include a paraphrase or summary of the entire passage in your essay.
Remember that a paraphrase records all the important details of a passage, and a
summary condenses a passage to the main ideas.
1. In your own words, write the best paraphrase you can of Turner’s passage.
Write a citation for your paraphrase.
2. In your own words, write the best summary you can of Turner’s passage. Write
a citation for your summary.
3. Rewrite your summary or paraphrase to include a quotation from Turner’s
passage. What is the best way to cite both the summary or paraphrase and the
quotation?
4. Purposely write a poor paraphrase and summary of the above passage with
poor quotations and citations, and make a short list of the characteristics that
make them poor.