10 Visual Argument Practicing Rhetorical AnalysisRead: Zinczenko’s “Don’t Blame the Eater” in TSIS pp.195-97. | 8 | 10/11 | In class: Identify Zinczenko’s central claim and reasons, and examine how she supports her reasons; TRACE Selecting a Topic for the RAERead: Review essays in topic clusters and select a cluster.Due: RR #4 TRACE or other Rhet. Situation analysis of one essay from one cluster | | | | 9 | 10/16 | Review and discuss a sample RAE.Read: Sample RAE pp. P 37-38 in FYW.Due: First draft of RAE.Writing Center WorkshopsOct. 16, 5 p.m.—ENGL1301: Rhetorical Analysis Essay (RAE)Oct. 17, Noon.—ENGL1301: Rhetorical Analysis Essay (RAE) | 9 | 10/18 | In-class work on RAE/Assign peer review.Due: Second draft of RAE.
Emotional regulation is when a person utilizes strategies “to adjust the intensity or duration of [their] emotional reactions to a comfortable level so [they] can accomplish goals” (Berk, 2009, p. 407). Reactions can be in response to stimuli from others or to the situation one is in (D. Nelson, Class Lecture, SFL 210, Fall 2011). When someone suppresses anger or frustration in response to something a friend or acquaintance does or says they exhibit emotional regulation. Perspective Taking Another characteristic is that of perspective taking, which “enables us to infer others’ thoughts and feelings” (Berk, 2009, p. 444). Someone socially competent in this area may recognize another person sitting alone to be lonely and choose to go to them to keep them company.
He also explains how each individual have had and dealt with individuals that are suffering from his theory of “The Flat Brain Theory” which he discusses how feelings are linked with the stomach, the heart and of course the head and how these three work collectively to alter an individual’s actions. In chapter 3, Petersen talks about the two levels of communication that consist of sharing the information and then connecting with the individuals that is sharing the information. Personal communication will only happen when the person sharing the information feels like they have been heard and their issue has been understood. Peterson also discusses in chapter 5 “The Flat-Brain Tango” which simply means the cultural norm is when being attacked physically or verbally, we have the personal right to defend ourselves and as humans it is really hard to just listen without defending one’s self. If people feel they are being judged by you or you feel you are being judged by individuals, there is no way you can build a relationship.
To complete this matrix you will need to select three passages from Young Goodman Brown: one that embodies plot, one that embodies setting, and another that embodies symbolism. Copy and paste those quotes into the matrix. Feel free to use the following Web site to assist your choosing of passages: m ************************************************************** LIT 210 Week 2 DQs (UOP) For more course tutorials visit www.tutorialrank.com Tutorial Purchased: 1 Times, Rating: No rating LIT 210 Week 2 DQs ***************************************************************** LIT 210 Week 3 Assignment: Comparative Character Matrix and Newspaper Ads- Appendix D (UOP) For more course tutorials visit
42-56 Topics: Using Memoir p. 42 Chapter 5 pp. 63-76 Topics: Using Profile p. 63 Chapter 6 pp. 84-99 Topics: The purpose of vivid detail and figurative language pp. 93-94 The purpose of review p. 84 Chapter 8 pp. 143-161 Topics: The purpose of a rhetorical analysis p.
Psych 111 Reflection Papers Reflection Paper One: “His and Her Brains”, pg. 75 in Hockenbury Reflection Paper Two: “Is Human Freedom Just and Illusion”, p. 208 Hockenbury Reflection Paper Three: “Do Personality Factors Cause Disease”, p. 514 Hockenbury Students: All of the above paper topics come right from your text. Assess the page, read the critical thinking segment, and at the very least, answer the critical thinking questions that are prompted by the authors at the end of the segment. Remember however, these are reflection papers. So I want to hear your personal reflections on the material.
English 101 Research / Documentation Project 20% of total course grade Instructor McFarland For this project, you will research how a means of communication that is achieved by using a machine (specifically looking for information related to new developments brought on by the advent of technology like the internet and cellular phones) has changed the way that we communicate. Your topic and argument must rely on PREDOMINANTLY academic sources. Some suggested topics: * Text messaging * Internet web pages * Email * Social networking sites (Facebook, Twitter, MySpace, etc…) * Video communication (YouTube, Skype, etc…) * Blogging (WordPress, LiveJournal, Blogger, etc…) Requirements: * MLA format (see attached example) * All sources documented correctly, even images
The opening sentences can be descriptive, begin with an interesting statistic or a quotation. The introductory sentences will lead the reader to the point of your paper and to a clear thesis statement. This statement clearly tells the reader what your paper is going to cover. Thesis statement An example of a thesis statement: Although people frequently react to stress in harmful ways, there are four positve methods one may use to manage stress effectively. ((2 main ideas: problem/solutions) A writer begins with a broad topic and narrows it down to a manageable size.
S., Kozlowski, S.W.J (2002). ProQuest. Retrieved from http://search.proquest.com.ezproxy.apollolibrary.com/docview/203367831 Den Otter, A., & Emmitt, S. (2007). Exploring effectiveness of team communication. Engineering, Construction and Architectural Management, 14(5), 408-419. doi:http://dx.doi.org/10.1108/09699980710780728 Emerald Insight.
English 105: Introduction to Literature Course Information Spring 2011 Instructor Contact Information Instructor: Jay Keith Office Location: 5-528 E-Mail: jkeith@monroecc.edu Voice Mail/Phone: 292-3281 Office Hours: MWF 9-10; TR 8:30-9:30 and by appointment Course Description An introduction to reading and analyzing these primary genres of literature: fiction, poetry, and drama. The course may also include creative nonfiction. Students will respond critically to readings of different historical and cultural contexts through class discussion and written work. These contexts may include different world views, politics, classes, ethnicity, races, genders, and sexual orientations. Course Learning Outcomes • Demonstrate an ability to recognize and explain the differences among the