Use comparison and contrast development. After giving a balanced comparison of the two things you have chosen, decide which one you like better, and state your reasons. Since you are trying to persuade others to agree, organize your reasons carefully, building in importance, and close with a convincing paragraph. The resulting essay will be organized as a regular triangle, much as a single paragraph can be organized in that way. Instructions: Organize your information before you begin writing.
| | |To show or demonstrate something|Order of importance is used with illustration|-Use evidence that is | |Illustration |clearly. It plainly demonstrates|essays. You can start supporting your main |appropriate to your topic as | | |and supports a point through the|point with your strongest evidence first, or |well as appropriate for your | | |use of evidence. |you can start
Attention getting sentence 1. Something that will grab the readers attention B. Background information on the topic or question. (date, place, situation surrounding the issue or question) C. Definition of terms contained within the question D. Thesis and roadmap of what the essay will be about II. BODY PARAGRAPH #1 (Reason one) A. Sub Thesis: 1.
Write a ‘Response’: Respond to the writer’s IDEAS (main idea, first) by evaluating them and pointing out whether or not you agree with any of them. By responding to the writer’s ideas you will
Therefore, the literal day theory is consistent with the rest of scripture. Coogan finally states that the attempt to reconcile the creation with modern science by redefining “day” as a geological age, is a misguided adventure (Coogan 2006, 7). Haley’s Bible Handbook suggests that there are numerous different definitions of day. “In Genesis 1:5 it used as a term for light.” (Halley 2007, 85) In contrast he shows that in 1:8 and 1:13 it is a literal twenty-four hour day. In 1:14 and 1:16 it may represent a twelve hour period.
It is a defense of studying each historical period on its own terms, and not imposing one's own moral and social standards on figures and situations that existed with, perhaps, a different set of ethical and cultural concerns. Butterfield’s text described historians who project modern attitudes on to the past, pass moral judgments on historical figures, and regard history as significant only to the extent that it labored to create the modern world. Such judgments are viewed as problematic because they tempt historians not to understand the past on its own terms. Butterfield argues that historians should write aesthetically rather than polemically, exercising "imaginative sympathy" in appreciating the lost worlds of the dead rather than seeking, or expecting, the vindication of their own current positions (92). The "Whig interpretation," as Butterfield calls it, sees history as a struggle between a progression of good libertarian parties and evil reactionary forces, failing to do justice to history's true complexity.
Despite the collection of poems being published under the guidance of her husband and poet Ted Hughes, Plath had outlined an arrangement prior to her death which is where the main debate regarding the authoritative edition of Ariel arises. The two versions, whilst containing a similar selection of poems in a similar order, result in different expressive functions. Perloff argued that “Plath’s arrangement emphasizes, not death, but struggle and revenge, the outrage that follows the recognition that the beloved is also the betrayer, that the shrine at which one worships is also the tomb”[1] whereas Hughes’ Ariel arrangement has been seen as his attempt to make the text less personally aggressive to himself[2] by his critics and simply as protective of those the more lacerating poems were aimed at as well as including stronger poems[3] by his supporters. The difference in reactions to the two versions of Ariel suggests that each version’s authorial intention differs despite supposedly being the same text.
Although Source 8 presents the counter-argument to the contention in the question, candidates may well start with this as it encapsulates a widely held interpretation of the camps. The points made by Campbell- Bannerman can be cross-referenced with the issues raised in Source 7. Thus, not only is Campbell-Bannerman’s famous phrase, ‘methods of barbarism’, supported by the description and death rate presented in Source 7 but also his reference to ‘no war is going on’ tallies with Ensor’s allusion to the ‘final phase’ of the war. More knowledgeable candidates will be able to expand on the significance of this by noting that public criticism began to grow as, with the main objective of the re-annexation of the Transvaal having been achieved
The writer of this article talks about how the basement isn’t just a hiding place for a Jew or a refuge to learn but it is a place to rebel against authority when Max transforms it into a setting for creative/political activity by painting over Hitler’s Mein Kampf erasing Hitler’s authority and becoming his own authority. Maslin, Janet. “Stealing to Settle a Score with Life.” New York Times, Published by Janet Maslin, Monday 27 March 2006. Wednesday 30 April 2014. This article is a review on the book itself; however the article also talks about important points involving the main character Liesel Meminger “the book thief” and how they dealt with life during the war.
The essay will be well-organized and well developed, using detailed examples to make a fleshed out comparison of your subjects. 2. The essay will have both an introduction and a conclusion that contain relevant information and summary of the paper’s contents. 3. The essay will be at least three full, typed, double-spaced pages long, and it will have a title.