English

Pick an athlete of our modern era, from 1900 until today. Construct a 3 stanza ode (each stanza, 4 lines minimum) to the athlete’s achievement. How does the ode absorb that individual into the larger paradigm of aret?  (virtues of excellence) being celebrated by the culture?  Utilize what you’ve read about athletics in ancient Greece, especially Reid’s article on athletes and heroes, for inspiration.   One-page rationale: in one page, discuss how you crafted a modern ode to the athlete’s achievement. Content: What aspects did you decide to provide great detail in? What areas were obscured? What areas from ancient odes of Greek athletes were not compatible? What did you replace these areas with?  Author: Who is the author or performer of the ode?  How is it disseminated or performed?   Useful links to also consult: Pindar’s Olympian 1 ode on Heiron’s chariot victory: 1. Study guide on Olympian 1 (especially pages 11-12 in the PDF):  http://people.uncw.edu/deagona/CLA%20209%20F-11/Pindar%20d1a.pdf 2. Pindar:  https://en.wikipedia.org/wiki/Pindar

1) Read Chapters 11-13 2)  Process Questions:  For this Writing Assignment choose ONE of the process questions listed under Process Questions in a narrative essay format.     Describe in detail the concepts of relapse, relapse prevention, and maintenance.  Provide an example of each concept. Explain why the occurrence relapse is so common among individuals with addictions. Describe the Relapse prevention model in detail as well as the goal of relapse prevention Explain the concept of relapse risk factors Discuss your perceptions of how relapse and relapse prevention impacts your personal/professional perspective and experiences around the addictions process.

After reading Diagramming and Evaluating Arguments read “Social Media: Establishing Criteria for Law Enforcement”  (Links to an external site.)  by Robert D. Stuart.  article website: Article Website  https://leb.fbi.gov/articles/featured-articles/social-media-establishing-criteria-for-law-enforcement-use Write a claim of value response, evaluating the effectiveness of Stuart’s argument. Write an essay summarizing and responding to the essay by evaluating the effectiveness of Stuart’s argument. Include the title of the article and full name of the author in the introduction. Avoid the use of 1st and 2nd person and personal opinion in this essay. Quote the author to support your claim.  No need to include outside/secondary sources. You must include in-text citations for the quotes. Length: 3 pages (does not include Title page and Reference page) 12 point, Times New Roman font, double-spaced, one inch margins, Include a Title page and Reference page in correct APA format Follow these APA Rules for In-Text Citations: Format for a Quotation:    Ordinarily, introduce the quotation with a signal phrase that includes the author’s last name followed by the year of publication in parentheses. Put the page number (preceded by “p.”) in parentheses after the quotation. Example: Smith (2003) noted that despite growing numbers of overweight Americans, many health care providers still “remain either in ignorance or outright denial about the health danger to the poor and the young” (p. 5).

*READ SHORT STORY: “I STAND HERE” For this essay you will need to integrate both information from the text (considered your primary text) and from sources addressing the Great Depression or programs affiliated with it (considered your secondary sources).  I have included some material in the Module that you can use–you can take notes from the videos and then cite the source according to Owl.english.purdue (Links to an external site.)–and you can certainly supplement my sources with research of your own. The focus of your essay, and the majority of it, will support a point you make about the story using evidence in the form of direct quotes. You will also need to use evidence from the secondary sources, integrating them into your analysis to expand on your interpretation. One approach could be to use the historical information to place the events of the story in a larger ‘environment’ or situation. That information could help explain why the mother in the story makes the decisions that she does. Or you can use some of the historical information to provide a larger context for the mother’s relationship, extending it to all the Americans affected by the Depression. The purpose of the essay is to use both the story and the other materials to prove a point made in your thesis. When crafting your thesis, consider that the “settings” used in the story (the apartment, the Sanitorium, the school) all interact with the characters and either help shape or explain their behaviors. However, the “setting” in the society (the Great Depression) also has an impact on the characters and their actions and behaviors. So your thesis should make a specific point about the connection or relationship between the smaller ‘setting’ in the story and the larger ‘setting’ of the Great Depression.   I have included an organizational template that might help you organize your thoughts before starting your essay.

The purpose of the Organization Essay is to apply the tools learned in Unit 3 on Organization to write an organized essay that has both focus and shape. Here are the details: Do some brainstorming, freewriting, reaction, etc. to come up with an essay topic. It could be a topic from your Reader Response in the last Unit, or it can be a whole different topic. When you get a specific topic, create a thesis using the Topic + Claim About Topic = Thesis formula in this unit. Also, consider the tools of audience and expectation for this essay. The audience is going to be your instructor, but you might be thinking of other readers as well. The expectation is this is a formal college essay. Now that you have your thesis, spend some time thinking of at least 3 points to support the thesis. You should have at least 3 points for an essay this size but no more than 5. Develop an outline where you have your introduction, the body made up of 3 to 5 points and a conclusion. Now that you have an outline, you will write your essay. This is just a matter of writing in the details for each of the points that you listed in your outline. After writing your essay, spend some time revising and editing. Are there points you want to add or go more in-depth with to support your thesis? Did you proofread for mechanical errors? Give the essay a title. This essay will be 2 full pages using the MLA Style formatting guidelines that you used on the Personal Narrative in Unit 1.  You do not need to do any research for this essay. You may write on a topic you are familiar with so that you can use your own knowledge and experience to support the thesis. The Research Paper in Unit 7 is where you will have to use research. At this point, you may use all your own knowledge in developing the content of this Organization Essay.   Although you may develop your own thesis, here are some ideas for a potential thesis that you may choose from if you need some help coming up with something. The ideas below give the claim, you would just put your own topic in the blank. These ideas could be modified to suit your needs as well. They are just ideas to help get you started.   1.______________is the most environmentally friendly vehicle in today’s crowded society. (You could choose a vehicle you consider friendly to the environment and put it in the above blank as your topic. When reading with the claim, you would have your thesis) 2.__________ is the most desirable location to raise a family. 3.__________ is a career path that would provide flexibility in today’s changing economy. 4. ­­­­­­­­___________ is the most effective method for learning in college. Rubric Organization Essay Organization Essay Criteria Ratings Pts This criterion is linked to a Learning Outcome Opening and closing strategies/Introduction and conclusion 20.0 pts This criterion is linked to a Learning Outcome Organization 20.0 pts This criterion is linked to a Learning Outcome Narrowly defined Thesis statement 20.0 pts This criterion is linked to a Learning Outcome Body Paragraphs/Topic Sentences 10.0 pts This criterion is linked to a Learning Outcome Editing/Proofreading 10.0 pts This criterion is linked to a Learning Outcome Mechanics/Technical Areas-effective spelling, sentence structure, correct punctuation. Proofreading 20.0 pts Total Points: 100.0 Previous Next

Wolf – Bullet in the Brain – Identify the character traits for the main character Anders – identify the theme (moral/ meaning of story) – identify the irony Dorothy Allison – Jason Who Would Be Famous – Idenitfy who the protagonist is (hero or the centerpiece or leader of story?) – Identify antagonist (person or thing who is trying to stop the hero from completing his actions, could be more than one) – Character traits that define Jason (naive, loner) – Conflict-  If stories are to have conflict – what do you think it is in this story? – Irony –  is there any irony here- highlight what you think it is – Setting – how does the setting add or take away from this story? You can keep your answers brief but detailed.  You can keep your answers in bullets like organized above.

Examination Questions Answer the questions below according to the instructions given. Please note that responses to BOTH questions must be included in the same submission in order for your examination to be graded; otherwise, it will be returned to you for revision. Write a composition using one of the topics listed below. Your composition needs to be three to five paragraphs long. It must contain an introduction, a body, and a conclusion. For the purpose of this examination, sport is defined as “an activity involving physical exertion and skill in which an individual or team competes against another or others for entertainment without a predetermined outcome.” If you choose to explain why a certain sport is your favorite, please ensure that the chosen sport fits this definition. • Argue for or against the limitation of speed limits. • Explain why a certain sport is your favorite. • Compare and contrast driving in the winter and driving in the summer. • Describe a SINGLE memorable day in your life.  Write a letter of complaint. Follow the rules for a formal letter, and use the full-block style. The complaint may be about anything you wish (such as malfunctioning equipment, poor building maintenance, or disruptive noises from a nearby business). You can base your letter on a true experience, or you can make up all the details you need. Please note that a form letter or a template cannot be used in constructing your response to question 2. When a form letter or template is used, you are giving little to no thought to wording or formatting, and you are not actually creating your own complaint; you are simply filling in the blanks of someone else’s work.  Checklist Ask yourself these questions after you answer the questions for your exam. Is my composition three to five paragraphs long? (It must include an introduction, body paragraphs, and a conclusion.) Did I select a topic for my composition from the list given in the instructions? Did I fully expand on the topic I selected for my composition? (Example: If you selected to describe a memorable day, you should only describe ONE day.) Does my letter include a complaint? Did I include all parts of a business letter? (This includes a signature! You can use a different font to indicate your signature.) Is my letter written in full-block style? Did I answer both questions on my own, without help from the internet? Are both answers saved in one document? Is my work saved as a Microsoft Word document or in Rich Text Format? If you answered YES to all of the questions, you are ready to submit your work for grading!  Grading Rubric Your instructor will use the following rubric to grade your work: Grading Rubric Excellent Good Moderate Fair Poor N/A (Question 1) Introduction: Establishes a specific topic and approach, as well as setting an appropriate tone/mood for the composition. Engages the reader and creates interest. 5 4 3 2 1 0 (Question 1) Conclusion: Provides adequate closure and reinforces the meaning/significance established in the introduction. Effectively wraps up the composition. 5 4 3 2 1 0 (Question 1) Coherence and Unity: Ideas flow clearly and logically as composition develops. Each paragraph contains one main idea (with adequate detail to develop that idea clearly and logically) and a connection to the ideas that precede and follow it. Clear transitions are present between sentences as well as between paragraphs. Student remains focused on one topic throughout the composition. 10–9 8–7 6–5 4–3 2–1 0 (Question 1) Spelling, Word Choice, Punctuation, and Capitalization: The composition is free of spelling errors. Appropriate language has been chosen for the topic. The composition is free of errors such as comma splices, misplaced commas, and inappropriate end punctuation. All punctuation is used correctly and does not interfere with comprehension. 10–9 8–7 6–5 4–3 2–1 0 (Question 1) Grammar: The composition utilizes correct and consistent verb tenses, subject-verb agreement, clear pronoun/antecedent agreement, and so on. Grammar errors do not interfere with comprehension 10–9 8–7 6–5 4–3 2–1 0 (Question 1) Sentence Structure: Sentences are varied in both structure and length. Sentences are complete, expressive, clear, and to the point. No run-on sentences or sentence fragments are included. 10–9 8–7 6–5 4–3 2–1 0 (Question 2) Quality of Letter: The topic is one that is best addressed in writing and/or by mail. The student has stated a clear complaint and addressed that complaint to the person/department able to remedy the problem. The tone of the letter has been kept relatively unemotional. 5 4 3 2 1 0 (Question 2) Parts of a Business Letter: The student has included and correctly utilized all necessary parts of a business letter (a return address/letterhead, date line, inside address, salutation, complimentary close, and full signature block). If additional aspects are included, they are used correctly. 20–18 17–15 14–12 11–9 8–6 5–0 (Question 2) Spelling, Word Choice, Punctuation, and Capitalization: The letter is free of spelling errors. Appropriate language has been chosen for the situation, fitting the requirements of a complaint letter. The letter is free of errors such as comma splices, misplaced commas, and inappropriate end punctuation. All punctuation is used correctly and does not interfere with comprehension. Punctuation and capitalization are both used appropriately in conjunction with the requirements of a business letter. 10–9 8–7 6–5 4–3 2–1 0 (Question 2) Grammar: The letter uses correct and consistent verb tenses, subject-verb agreement, clear pronoun/antecedent agreement, and so on. Grammar errors do not interfere with comprehension. 10–9 8–7 6–5 4–3 2–1 0 (Question 2) Sentence Structure: Sentences are varied in both structure and length. Sentences are complete, expressive, clear, and to the point. No run-on sentences or sentence fragments are included. Construction contributes to and complements the message of the letter. 5 4 3 2 1 0

Sources:  – At least two credible sources Lenght: – 3 full pages, excluding the works cited page Image: Include the image on the works cited page Suggestions: ·        An image or picture in U.S. with social, cultural, political, historical impact on another country/ region in the world ·        A significant image or picture in another country/ region in the world and its social, cultural, political, historical impact on U.S., other countries, or the rest of the world ·        Two images or pictures of one issue/ event but in two different countries, regions in the world ·        A significant global issue ·        An issue with political, cultural, or social significant in another country other than U.S. ·        http://100photos.time.com ·        UN, UNESCO, WHO website ·        Major media and publications such as National Geography, Times, Vouge,  NOTE: 100photoes.Time.com provides a brief explanation of the image; therefore, it should NOT be considered as one of the two required sources; you need more in-depth and complete sources..

(Phone booth in the countryside with man standing next to it) 1. Now you are in for a real treat, but you need to be in a quiet place or with good headphones. This is an episode of the amazing podcast/radio show This American Life called “Really Long Distance.” It takes 22 minutes (make sure you scroll down and click on Act One “Really Long Distance”! Skip the Prologue and Act Two, unless you want to listen for an hour) and is slow but powerful. Be patient. Listen carefully. See what you think! Click here to listen!  (Links to an external site.)  (When you get to the site, scroll down to Act One and click the little play button/triangle to start it playing) 2. After you listen, return to this page. Click “Submit Assignment.”  3. Write a “Summary” paragraph which begins       “Really Long Distance” is about… (5-7 sentences, telling what it’s about…No opinions or analysis, just a summary). 4. Below that, write a “Response” paragraph which is a Steadman Paragraph!  So A summary and response stteadman paragraph.

PLEASE NOTICED THAT its not requiring you to finish 2000 words within 3 days. By this Friday you only need to write 200 words. As well as the following Fridays and in total it will be 10 weeks. Its a long term weekly assignment. Every week I will extend the deadline to next week and released 10% the money. In the “So What?” lecture video each week Prof. Cowan will pose several questions for you to engage with in your discussion groups Each week students need to: post an answer to 2 of Prof. Cowan’s questions (at least 75 words per answer, for a total of 150 words) your answers can be based on course readings, media materials and lectures. post at least 2 constructive and RESPECTful questions or comments to your colleagues’ answers (your comments and questions should be substantive – approximately 25-50 words) students will be graded based on meeting the word count per week level of critical engagement posting their answers, comments and/or questions before the following Friday.  What is Critical Engagement? Critical Engagement means being able to: accurately summarize the main ideas in our course materials and to describe the problems, arguments and themes of each week’s material. AND then to build analysis: how do these ideas connect across texts? why are these ideas meaningful? why do they matter? Each week students will practice tackling some of the challenging aspects of our course materials. Our expectation is that students will build their critical engagement skills throughout the course.