BIOL 1103L Carb Blocker Article Draft Writing-to-learn assignments are often called “low stakes” writing assignments because they allow you to explore topics of interest while not being graded for a large number of points; examples of these assignments that you are VERY familiar with by now are in-class experimental designs. The more you practice communicating science via these low-stakes assignments, the better prepared you will be to write about the process of science at a more intensive level (“mid stakes” and “high stakes” assignments that are worth more points and demonstrate your knowledge learned). This assignment is the draft version of your Carb Blocker Article. This is a mid-stakes assignment that requires you to demonstrate
I have the opportunity to reread what I have written and then make corrections so that the point that I am getting at is full understood by the reader. I learned to do this from trial and error. I found that more people understand my writing as opposed to me talking directly to them sometime. C) Some symbols that people use to communicate are Morris code. They also use sign language.
Review Memo to the Executive Vice-President This message should be short but complete coverage of the subject matter. The information remaining should be worded concisely. The executive vice-president would like to know the differences between the two terms LIFO and FIFO so that the management can decide which inventory valuation method the company should use. Therefore, focusing on how it would affect on the P&L statements is necessary. Start the memo by mentioning to the main point that he is looking for.
Clearly indicate which moral standard, framework, or case you are utilizing. 3. Don’t invent facts to make the issues raised in the case easier. 4. Please also utilize only materials from the course in writing your answers.
One of the ideas I thought of when I started reading was that I need to track whats going on in every paragraph. So when I got into the reading I was looking for key words that were either long or one that I did not know the definition of; words of that caliber were underlined. What came next was me re-reading the paragraph to understand
Standards: o Language Arts-Writing: Uses the general skills and strategies of the writing process; Uses the stylistic and rhetorical aspects of writing o Language Arts-Viewing: Uses viewing skills and strategies to understand and interpret visual media o Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. o Students use spoken, written and visual language to accomplish their own purpose 4. Procedures and Activities: guided practice Before we get started we will discuss the writing process: Prewriting Drafting Kerns page 8 Lesson Plans Revising Editing
Instead, focus this section on summarizing the information presented in the research that you gathered. Analysis: After you describe your research finding and include references, please offer your analysis of the information here. By beginning the paragraph with a bolded word or including the Analysis subheading, it will be much more apparent to the Evaluator that this is where they will find your analysis of the information rather than it appearing as if it is part of the research summary. For information on how to complete the analysis section, please refer to the course of study or Business Writing and Research Learning Community. Finding Number
You will have to do some research to prepare for your Oral presentation assignment, and so this essay assignment gives you an opportunity to use that research in a different context and to cite and document that material properly. These are the steps you should follow to complete your assignment: 1. Choose another essay in Refining reading
Green Revolution In the 20th century the food surplus was being out paced by population, which led to mass famine and starvation. With the Green Revolution in place the food supply skyrocketed, and population followed, but the population stayed behind the overall food supply keeping famine and starvation at bay and creating prosperity, for the most part. Despite the fact that the revolution has helped those problems it did have some negative affects mainly regarding the environment. Documents 3,10 and 8 can be grouped together around the idea that the Green Revolution is not the solution to the lack of food supply in the world because all three authors argue that it is a complete failure, that the revolution compromised the actual seed certain countries had been growing for thousands of years, or that the revolution wasn’t what the developing countries needed. In document 3, Harry Truman states that the developing countries not only need but also deserve the support of the developed countries to improve living conditions, food supply, disease control, and economic life.
Another problem with food distribution is that governments, like those in Africa, Asia, and Latin America are exporting crops to countries willing to pay higher prices as opposed to feeding its own people (Haviland, 2011, 2008). This practice was the cause of a famine in India during its colonial days, when British rulers used Indians to produce cash crops to support its manufacturing plants in the U.K. Because the land and labor was utilized to produce export crops, there were little resources left to farm crops to feed the people of India and led to a revolutionary uprising of the Indian people against the British (Lancaster,