In the article, " Using tests ans an incentive to motivate procrastinators to study", written by Bruce W. Tuckman, in winter 1998, the purpose of using tests as an incentive is investigated to determine if using tests as an incentive can motivate people to study. In order to compare two groups of college student, Tuckman seprate eight two college student in to two groups. One group was giving a spot test for each cheapter through out the smester, the other was told to writing a outline of each cheapter in the textbook for a homework assignment. In the end of the smester, we could compare the overall score on a final achievement examination. The ropic of this study leads the readers to question: Why is this study important to our lives?
Students will discover by looking as word choice and sentence structure how language styles Diction and Syntax from Civil have changed over time. After the reading lesson, students will write two RAFTs in the style of the times to show their War Times to the Present: understanding. In this lesson, students will read and analyze literary devices used in Edgar Allan Poe's "The Masque of the Red Death." They will read the first part of the story with support and modeling from the teacher, the next part in small Creating Suspense Lesson 1: groups, and the final section on their own. Students will examine Poe's use of imagery, foreshadowing, simile, Analyzing Literary Devices in personification, symbolism, and characterization.
He tries to appeal to the readers’ emotion whenever he can. He uses information that appeals to himself and other readers as opposed to Bruck’s essay. In contrast, in “No Death Penalty” written by Bruck, it seems that the majority of the essay was just quotes and cold hard facts that Bruck found before writing. He quotes Koch several times and tries to convince the reader that Koch’s information is incorrect. Overall, I am more convinced by Koch’s essay than Bruck’s essay just because it appeals to me on a more emotional level, and causes me to want to keep the death penalty.
ABS 415 Week 5 DQ 2 Recognizing Culture Gaps As a leader, how might you recognize a culture gap? What are some techniques leaders might use to influence and change cultural values when necessary? In a 250-300 word post support your discussion with a minimum of one APA citation from an academic resource. Respond to at least two of your classmates’ postings. ABS 415 Week 5 Assignment Final Paper Final
John Capra English Comp II Hugo Dos Santos June 20, 2011 Religious Symbolism in “Where are you going, where have you been” Often times writers use symbols to help identify characters, settings, and themes within a story. While some people may believe that the plot of Joyce Carol Oates’ “Where are you going, where have you been” is solely based on the story of convicted murderer Charles Schmid, the writing used by Oates throughout the story makes it easy to see how religious symbolism shapes the plot of the story. From the beginning of the story, we meet Connie, a shallow teenager who seems to have some resentment toward her mother because of her mother’s favoritism to Connie’s older sister June. Oates illustrates this when she writes, “If June's name was mentioned her mother's tone was approving, and if Connie's name was mentioned it was disapproving. This did not really mean she disliked Connie, and actually Connie thought that her mother preferred her to June just because she was prettier…” (383).
“To develop their critical thinking skills!!! Hat tip Atlas Shrugs I am croiss-posting this story direct from Atlas Shrugs because Pam Geller says it quite well. In the Rialto, California School District, students are being assigned to write an essay arguing whether the Holocaust actually happened or was invented to “influence public emotion and gain”. http://pamelageller.com/2014/05/california-school-district-defends-writing-assignment-confirming-denying-holocaust.html/ First of all, even Germany admits to the Holocaust and educates its younger generations about what happened-at least since the late 1960s when their younger generation started asking questions of their parents and demanding answers. Of course, that was in West Germany.
Whereas, in the alternative article that discredits the book ‘Freakonomics’ and Levitt’s argument; written by Dinardo he places his view on ‘Freakonomics’ and states that it is more about Levitts’ personal beliefs and thoughts and less about facts. Levitt begins to prove his theory about names by providing an anecdote. While Levitt discusses the names people give their children and how it will have a affect in their lives later on, Levitt asks, “Was Temptress actually ‘living out her name,’ as judge Duggan saw it? Or would she have wound up in trouble even if her mother had called her Chastity… So does the name you give your child affect his fate? Or is it your life reflected in his name?
After reading the essay “On the uses of a Liberal Education as Lite Entertainment for Bored College Students” by Mark Edmunson, published 1997, I gained more knowledge about America’s education in universities nowadays. The essay, at first, makes me feel like an evaluation, but gradually the paper has revealed itself as a persuasive work. During my analysis of this paper I noticed a few interesting things about it: The author lays out all of his evidence first then presents his point at the end In his essay, Edmunson claimed that most students today consume their education rather than interact with it. He made a remarkable point in saying how he wanted his students to connect with him. This being said; it doesn’t mean they had to like him or dislike him for that matter, but to actually learn life skills from his class due to one on one personal connections.
This may confuse the reader, but Tim O'Brien adds his comments and instructions, repeats them between the storytelling, explaining his approach to express the exact truth of feeling. "You can tell a true war story if you just keep on telling it." His main point is to give the understanding that the true war story is not moral and courageous, heroic, that means, having an aim to teach, but about the reality that is much easier and darker. That is has negative emotions and inability of people to overcome horrible situations of war and deal effectively with their feelings about the war. These feeling are expressed in the story about Rat Kiley's letter, with which the chapter is started - with his feelings of grief about loss and final «cooze», because he was not written back and he could not cope with his loss.
For Wypijewski suggests an interesting idea in “A Boys Life”, that contends the Matt Shepard story into less of a hate crime and more of a tradgedy of sorts. Early in Wypijewskis paper she illustrates her discontent with the media’s coverage with the story in her dismissal of the idea that Sheppard was crucified, a key point in which the media publicized the story (Joann Wypijewski, “A Boys Life” 582). Wypijewski continues by introducing the main point of her thesis, which asks the reader the true definition a man. She explores this topic by examining the lives of Henderson, McKinney and even Sheppard, and the various events which in accordance with media created stereotypes and their environment throughout their lives, that shaped the three boys into “men”. And then in turn the occurrence of the murder.