Historical Paper Free Essays

Here is a paper on Historical Report on Race Historical Report on Race Nigel Faison ETH/125-Cultural Diversity June 24, 2012 Tiff Archie Axia College of the University Phoenix Historical Report on Race Dear, John Doe I am keeping in touch with you this letter to tell you a portion of the battles of African Americans since the beginning. It is my true expectation, that this causes you to comprehend the individuals of my race better; besides, I trust that it responds to any inquiries that you may have had. Since we are companions, I simply needed to give you some knowledge into my way of life. We will compose a custom paper test on Recorded Paper or on the other hand any comparative subject just for you Request Now My kin were brought to this nation in 1619, to work for white individuals, and by 1661, Virginia had established the absolute first slave law. â€Å"By 1776, the year the United States proclaimed its freedom from Great Britain, servitude was legitimate in each state, and African Americans toiled as slaves all through the North just as the South. † (Social Probelms, Ch. 3, p. 65). From the earliest starting point, my kin were being exposed to an existence of subjugation. During the slave exchange African American families were routinely separated for benefit. Would you be able to envision the impact this had on the individuals, to have their families destroyed? African Americans needed to do whatever they were advised to do by their supposed â€Å"masters† and in the event that they didn't as history lets us know, they were whipped, beaten, and even hanged. It was said that â€Å"African Americans were not so much individuals. † (Social Problems, Ch. 3, p. 65). This is the manner by which a general public that should be socialized seen other individuals. Afterward, after subjection finished, African Americans kept on confronting partiality and segregation in their regular daily existences. African Americans were being denied their fundamental social equality and institutional segregation was the standard. African Americans were not permitted to go to class with whites, drink from a similar drinking fountains, remain at similar lodgings, eat at similar eateries, vote, and needed to surrender their seat to white individuals on the transport. Confirmation of this can be found in a decision of the Supreme Court of the United States. â€Å"In the 1857 Dred Scott case, the U. S. Preeminent Court expressed that slaves were not residents qualified for the rights and securities of U. S. law. † This was sponsored up by isolation and Jim Crow laws. Social Problems, Ch. 3, p. 65). A portion of the political, social, and social issues and worries all through American history for African Americans were picking up our opportunity, social equality, and equity for our kin. Our kin had experienced so a lot and the battle to pick up these things would take years, even today, the i ssue of correspondence appears to at present not be settled as reflected in the wages paid to African Americans. The middle compensation of White men is $52,273, for lady it is $40,219. The middle compensation of Black men is $40,219, for lady it is $32,829. Furthermore, it is said that the degree of training has nothing to do with the hole, on the grounds that even at the â€Å"highest levels† it is as yet present. (Racial and Ethnic Groups, Ch. 3, p. 67). For what reason would we say we are paid such a great amount of less for playing out similar occupations? I imagine that separation must assume a job here, OK concur? John, as I referenced prior; bondage, isolation, and Jim Crow laws were established against African Americans. These laws were set up to prevent us from claiming our social liberties and took into consideration legitimate oppression African Americans. Associations or gatherings that battled against these laws were, â€Å"National Association for the Advancement of Colored People (NAACP), the Congress of Racial Equality (CORE), the Southern Christian Leadership Conference (SCLC), and the Student Nonviolent Coordinating Committee (SNCC). † They battled these laws by having fights, shows, political sorting out, and voter enrollment drives in the Civil Rights Movement (1950s and 1960s). The aftereffects of these activities were laws, for example, the Civil Rights Act (1964), Voting Rights Act (1965). http://nationalhumanitiescenter. organization/tserve/opportunity/1917beyond/expositions/crm. htm). What these laws accomplished, with one expansion, is the accompanying: â€Å"Civil Rights Act of 1964 (denying isolation in work and open facilities), the Voting Rights Act of 1965 (prohibiting casting a ballot necessities that kept African Americans from having a political voice), and the Civil Rights Act of 1968 (which banned separ ation in lodging). Together, these laws stopped most lawful segregation out in the open The most effective method to refer to Historical Paper, Papers

Finding the Best Professional Term Paper

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The Lottery An Annual Ritual - 1280 Words

This story describes a fictional small town which observes—as do many other communities, both large and small, throughout contemporary America—an annual ritual known as the lottery. Details of contemporary small-town American life are embroidered upon a description of an annual ritual known as the lottery. In a small village of about 300 residents, the locals are in an excited yet nervous mood on June 27. Children gather stones as the adult townsfolk assemble for their annual event, which in the local tradition is practiced to ensure a good harvest (Old Man Warner quotes an old proverb: Lottery in June, corn be heavy soon), though there are some rumors that nearby communities in the north are talking about giving up the lottery. The lottery preparations start the night before with Mr. Summers and Mr. Graves making the paper slips and the list of all the families. Once the slips are finished, they are put into a black box, which is stored overnight in a safe at the coal company. The story briefly mentions how the ballot box has been stored other years in various places in the town, which currently differ from the current lottery but with the same concept. On the morning of the lottery, the town’s people start to close at 10 a.m. in order to have everything done in time for lunch. First, the heads of the households draw slips until every head of the household has a slip (for the first round, the men have to be over sixteen years of age). Bill Hutchinson gets the one slipShow MoreRelatedHunger Games versus The Lottery Essay932 Words   |  4 PagesThe Lottery (Jackson, pg 163-170) and The Hunger Games (Collins, 2008) are both popular pieces of seemingly like, popular literature. Rituals and rules come into play strongly in both stories. In comparing The Lottery (Jackson, pg 163-170) and The Hunger Games (Collins, 2008) I find that both stories focus strongly on their annual rituals of sacrifice with a scapegoat. The Lottery (Jackson, pg 163-170) and The Hunger Games (Collins, 2008) have a ceremony, a formal event that brings theRead MoreResearch Paper on Shirley Jacksons â€Å"The Lottery†1141 Words   |  5 PagesJackso ns â€Å"The Lottery† is a short story about the annual gathering of the villagers to conduct an ancient ritual. The ritual ends in the stoning of one of the residents of this small village. This murder functions under the guise of a sacrament that, at one time, served the purpose of ensuring a bountiful harvest. This original meaning, however, is lost over the years and generations of villagers. The loss of meaning has changed the nature and overall purpose of the lottery. This ritual is no longerRead MoreAn Analysis Of The Lottery By Shirley Jackson744 Words   |  3 Pagesâ€Å"The Lottery† - For Analysis 1. There are multiple examples to suggest that â€Å"The Lottery† is a ritualistic ceremony. In several instances â€Å"The Lottery† is referred to as a ritual: â€Å"..so much of the ritual had been forgotten..† and â€Å"†¦because so much of the ritual had been forgotten†¦Ã¢â‚¬ . In addition, the ceremony happens annually on June 27th, a t0:00 a.m., suggesting a ceremonial quality. This happens with such regularity that the citizens â€Å"†¦only half listened to the directions†¦Ã¢â‚¬ . This ceremonyRead More Essay on Shirley Jacksons The Lottery - Blind Obedience Exposed954 Words   |  4 PagesBlind Obedience Exposed in The Lottery    The annual ritualistic stoning of a villager in Shirley Jacksons The Lottery parallels tradition in American culture.   This paper will inform the reader of the effect tradition has on characters in the short story The Lottery and how traditions still strongly influence peoples lives in america.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Christian weddings hold many traditions and superstitions that seemingly defy logic.   Although most couples no longer have arrangedRead MoreSymbolism In The Lottery By Shirley Jackson879 Words   |  4 Pagesâ€Å"The Lottery† is an unusual story of a town caught in a trap of following tradition. Shirley Jackson uses many symbols in the story to relate to the theme. By doing this it helps the reader understand the story and the message she is trying to get across. Jackson uses tone, setting, and symbolism to conduct a theme for her readers. By doing this she creates connections to the theme by using the black box and old man Warner as a symbol. Old man Warner plays a significant role in â€Å"The Lottery† consideringRead MoreThe Significance Of Character Names In The Lottery By Shirley Jackson1587 Words   |  7 Pages In a short story that was written by Shirley Jackson, The Lottery, is a short literature that discussed an annual lottery draw that took place in a small New England town. In the literature, Jackson presented the event that took place in the small town very summer time of the year, in which one random villager get chosen and to be stoned to death by the people in the village. As Jackson stated in her short literature, the lottery has been practiced in the small village for over seventy yearsRead MoreThe Lottery : Dissecting Sociological Horrors Essay1551 Words   |  7 Pages The Lottery: Dissecting Sociological Horrors When you hear the word â€Å"lottery†, what do you think? In Shirley Jackson’s The Lottery, readers are presented with an ironic, dramatic, bleak tale about a small village gathering for not exactly what one would call a lottery. Born in San Francisco, California in 1916, Jackson spent much of her early life writing poetry and journal entries. After enrolling in the University of Rochester, she eventually withdrew to pursue her dreams of becoming a writerRead MoreSymbolism in the Lottery1391 Words   |  6 PagesShirley Jackson#8217;s, #8220;The Lottery#8221;, clearly expresses her feelings concerning traditional rituals through her story. It opens the eyes of readers to properly classify and question some of today#8217;s traditions as cruel, and allows room to foretell the outcome of these unusual traditions. #8220;The Lottery#8221; is a short story that records the annual sacrifice ceremony of a fictional small town. It is a detailed narrative of the selection of t he person to be sacrificed, aRead MoreLiterary Analysis Of The Lottery By Shirley Jackson910 Words   |  4 PagesLiterary Analysis of the Short Story â€Å"The Lottery† by Shirley Jackson Shirley Jackson explores the subject of tradition in her short story â€Å"The Lottery†. A short story is normally evaluated based on its ability to provide a satisfying and complete presentation of its characters and themes. Shirley describes a small village that engages in an annual tradition known as â€Å"the lottery†. Narrating the story from a third person point of view, Shirley uses symbolism, foreshadowing and suspense to illustrateRead MoreThe Lottery, By Shirley Jackson1692 Words   |  7 PagesShirley Jackson was a very popular American author in her time. Over the years Jackson s bizarre short stories have been receiving a substantial increase of criticism and attention. Jackson is most known for her short story â€Å"The Lottery†, which was first published in â€Å"The New Yorker† in June of 1948. Jackson s story had received tons of feedback, little which honored her writing, but majority that had belittled her. Jackson’s life was very interesting for her time. Jackson was known as a depressed

Simon Says Differentiate Instruction - 3651 Words

Simon Says Simon says, Class, take out your math book. Simon says, Class, turn to page twelve. Simon says, Class, complete problems one through ten. Simon says, Class, sharpen your pencil and clear your desk for the unit test in math. In a traditional classroom, the class does what Simon Says whether they are ready or not. There is no flexibility in ability and interest, no modification to the curriculum, no assessments to check readiness, and whole group instruction and learning is a constant. The Simon Says approach to teaching is just not acceptable anymore. Teaching to the norm, to the average, to the grade level standards is not meeting the needs and cultivating the love of learning in the children who cross our†¦show more content†¦According to the Oxford Dictionary of Current English the word different is defined as not the same as another or each other (2001, p. 247). I repeatÂ…not the same as each otherÂ… like our students. In order to establish a differentiated cl assroom and create differentiated instruction, educators must distinguish and celebrate what makes the students different as learners. Then, implementing the key aspects of differentiation into the classroom will accommodate the different learners as they thrive and grow. The Elements of Differentiation (Tomlinson, 1999, pp. 9-14) are the key aspects of a differentiated classroom. There is not one element of differentiation that is more important than the other and a few will naturally fall into place simultaneously as implementation occurs. As noted in this course, I observed that readiness is a common thread. Interest and learning styles, as well as, adjusting content, process and product are also important, but without knowing if a student is ready for the next challenge, all learning and teaching could potentially be lost. Of the elements discussed, I believe that Assessment and Instruction Are Inseparable (Tomlinson, 1999, p. 10), is the most valuable in a differentiated cla ssroom. As I have done in the past and as I continue to impress upon my peers today that performing ongoing assessment and adjustingShow MoreRelatedSavagery In Lord Of The Flies1604 Words   |  7 Pagesthe Flies. For one to be uncivilized is to be barbaric and inhuman, without having a sense of culture and social development. When innocence or civilization is lost, levels of economic, social, technological, political, and cultural evolution differentiates from that of the normal, because ideas, values, institutions, and achievements of a particular society is changed. The boys in Lord of the Flies find themselves in a situation where their only option was to learn to grow up and learn to do itRead More Philosophy of W.E.B. DuBois versus Booker T. Washington Essay1706 Words   |  7 Pagesthe ability to learn whether they are black, brown, honeysuckle, or blue. Children all learn in different ways and in order to teach all children we must discover what way each child learns bes t. John and Evelyn Dewey demonstrate learn by doing and say that is the best approach to learning. I believe they are correct in some aspects. I will attempt to explain my philosophy on the best way to teach all children regardless of race or gender. W.E.B. DuBois attempted to tell African AmericansRead MoreTalkboard Is An Interactive Chalkboard On Your Mobile Apple Products1502 Words   |  7 Pagesof class. I will definitely try out Talkboard. The school would obviously have to be one-to-one specifically with iPads. There are many ways to adapt this in a cooperative learning classroom. It would be very effective in an activity such as Simon Says. I would like to get styluses for my students if I incorporate Talkboard in my classroom. 5) WebMath.com Although WebMath is a great resource for students, its parent site Discovery Education is a very useful tool for anyone involved in theRead MoreGalton s Theory Of Intelligence Essay1798 Words   |  8 Pagesextensive discussion on their differences of intelligence. In 1904, the minister of Public Instruction gathered a group of individuals and commissioned them to develop a test that would be able to identify children with learning disabilities and other possible academic weaknesses in grade-school children ((Binet Simon, 1905/1916; Zusne, 1957). They said that the development of this test would help differentiate the student that should be placed in a classroom that would allow them to learn at theirRead MoreMy Golden Goose That Will Fuel Your Bank Account1506 Words   |  7 Pagesinfo from your Avatar and here are a few ideas: If your Avatar has a post-grad degree your info product can probably be a bit more technical. If they have blue-color jobs and only been to high school, it might be better to do more step-by-step instructions. If you find that they live near the east coast you can possibly use stories or references that take place near them. Does your Avatar by and large only use a mobile device? Make sure your sales page is geared towards mobile users. You may wantRead MoreCreating An Esl Vocabulary Book2186 Words   |  9 PagesStandards for language and content will be incorporated in the text with a generated list in the Scope and Sequence page, for each chapter. Strategies and activities to differentiate instruction will be clearly stated on the Teacher’s Edition pages at the bottom of necessary pages. This will help the teacher differentiate instruction for students at â€Å"Entering† and â€Å"Reaching† levels of English proficiency. C. Model Chapter Each chapter begins with a activity which will help tap into student priorRead MoreBoys and Girls Brains4522 Words   |  19 Pagesimportant and extremely relevant to understanding why boys are the way that they are and learn in the way that they do. Girls have traits that are tremendously different than boys and with the knowledge of this research, a teacher can tailor his/her instruction to fit all of the learning needs of their students. Neurological Differences Between Boys and Girls According to Gurian, Stevens, and King (2008b), the differences begin at conception when a Y chromosome is present or not present, determiningRead MoreMidterm Study Guide5701 Words   |  23 Pagesliterally? When do they begin to use figurative language, such as similes and metaphors? D. Theories About How Language is Acquired The Role of Nurture (Conditioning, Learning, Imitation) 16. Who was B.F. Skinner, and what did he have to say about language acquisition? 17. How would Skinner explain how the infant acquires the articulatory phonetics of its native language? 18. Rheingold, Gewirtz, and Ross studied whether contingent reinforcement could affect the rate of infants vocalizationsRead MoreModule 3 : Multiple Intelligences7519 Words   |  31 Pagesbetween the letter â€Å"b† from the letter â€Å"p,† they will incorrectly read the word â€Å"bat† as â€Å"pat.† This stumbling block may allow insecurities to creep in while they are beginning readers. When learning mathematics, students need to be able to differentiate between the symbols used for numbers. Such numbers as ‘2’ and ‘5’ or ‘6’ and ‘9’, have significant differences. Children may be able to give the answer orally for â€Å"What is five plus three†, but if they see it on a worksheet, they may not beRead MoreMoving Towards Software Defined Cellular Essay5549 Words   |  23 Pagesor say during the peak traffic hours because it couldn’t differentiate between various traffic, i.e. real time traffic and it lets all its users to contend for the medium. Which will also decrease the throughput, but this scenario is not with cellular network, although cellular network is very complex and costly as compared to the wireless network but at the time it is capable enough to handle handover and also able to differentiate between different type of traffic i.e. LTE can differentiate between

Alexander The Great Shaping A World Essay Example For Students

Alexander The Great: Shaping A World Essay Alexander The Great was born in Macedonia in the year 356 B.C., several hundred years before Christ and even before the rise of Rome. Despite this fact he is still a topic of discussion and study more than two millennium later for a plethora of reasons. His insight and ability on the field of battle has made him a shining example of how to conduct the art of war. He has been studied for centuries by both military journals and colleges. He has also kept the scholars of this world as busy as well. His choices to build cities and centers for learning and the preservation of knowledge such as the library at Alexandria have been able to provide work for generations of archaeologists and other scholars. His image over the years has been one that is almost impossible to describe. He has been cast as tyrant, alcoholic, and Christ figure. It is impossible to explore the later facets of Alexanders life without at least glimpsing the years of his childhood and early adulthood. Born to Phillip II of Macedonia and Olympias, Alexander was heir to the throne of Macedonia. Probably the most important influence in his young life was the tutoring he received from Aristotle and Leonidas starting around the age of thirteen. By Aristotle Alexander was imbued with an incredible background in science, literature, and rhetoric all of which would serve him well in the future. Though they did not always have like minds on subjects of policy it is clear that Alexander always kept his teachers musings in mind. Unfortunately his final reward for his teacher was the execution of Aristotles nephew Callisthenes many years later. Leonidas, was hired by Philip II to train and discipline Alexanders body. He sent Alexander on frequent all night marches and rationed his food. Alexanders schooling with his two teachers continued until he was 16 years old. Alexanders father Phillip, growing quite tired of his wife Olympias antics, chose to marry another woman. The woman he chose was Cleopatra, the niece of one of his commanders Attalus. During the wedding feast Attalus is said to have remarked that perhaps now Phillip would produce a legitimate heir to the throne. The strong spirited Alexander leapt to his feet demanding to know the meaning of this insult. Phillip, Alexanders own father, stood with his sword drawn, prepared to defend his new father-in-laws honor and immediately tripped to the ground. Alexander uttered his own famous taunt then: The man who prepared to leave Europe for Asia could not cross from one chair to the next (Snyder, P.31). Deeply troubled, and no doubt in a great deal of danger, he fled with his mother to her homeland in Epirus. It was this turmoil filled childhood that has made some observers suggest that he may have suffered from possible Oedipus complex (Thomas, P. 860). By 336 Alexander and his father had publicly reconciled their differences. Alexander stood with his father once again. Philip II was assassinated at his daughters wedding feast. The assassin was an aggrieved Macedonian nobleman. Pausanias assassinated Alexanders father in the doorway to a theater. The official verdict on Philips assassination claimed the assassin had been bribed by Darius, the king of the Persian Empire. However, many suspected Alexander and his mother because they had recently fallen from royal favor. No one knows quite why Phillip was murdered, but it was finally declared that Alexander had taken no part in the deed. Pausanias was cut down immediately and legends say his body was crucified although there is no definitive evidence one way or another. At this time Alexander took possession of his fathers throne. At first he was faced with rebellions on every side. He then began to surround himself with loyal friends and completely overhauled the upper echelons of power in Macedonia. .u1329ffe454e04d1750e97442c53a9a85 , .u1329ffe454e04d1750e97442c53a9a85 .postImageUrl , .u1329ffe454e04d1750e97442c53a9a85 .centered-text-area { min-height: 80px; position: relative; } .u1329ffe454e04d1750e97442c53a9a85 , .u1329ffe454e04d1750e97442c53a9a85:hover , .u1329ffe454e04d1750e97442c53a9a85:visited , .u1329ffe454e04d1750e97442c53a9a85:active { border:0!important; } .u1329ffe454e04d1750e97442c53a9a85 .clearfix:after { content: ""; display: table; clear: both; } .u1329ffe454e04d1750e97442c53a9a85 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1329ffe454e04d1750e97442c53a9a85:active , .u1329ffe454e04d1750e97442c53a9a85:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1329ffe454e04d1750e97442c53a9a85 .centered-text-area { width: 100%; position: relative ; } .u1329ffe454e04d1750e97442c53a9a85 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1329ffe454e04d1750e97442c53a9a85 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1329ffe454e04d1750e97442c53a9a85 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1329ffe454e04d1750e97442c53a9a85:hover .ctaButton { background-color: #34495E!important; } .u1329ffe454e04d1750e97442c53a9a85 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1329ffe454e04d1750e97442c53a9a85 .u1329ffe454e04d1750e97442c53a9a85-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1329ffe454e04d1750e97442c53a9a85:after { content: ""; display: block; clear: both; } READ: Why is it Justifiable to Describe Essay Before the end of the summer of 336 BC he had reestablished his position in Greece and was elected by a congress of states at Corinth. In 335 BC as general of the Greeks in a campaign against the Persians, originally planned by his father, he carried out a successful campaign against the defecting Thracians, penetrating to the Danube .

Core Human Service Values with Reference to Moral Philosophy

Introduction Moral philosophy, which mainly addresses issues surrounding ethics, encompasses the definitive foundation of social morality and ethics; that is, the justification of what is right and wrong in relation to individual coexistence in societies and work places (Haven, 2008). In a more simple way, it stipulates individual expectations of people as regards human behavior in relation to each other.Advertising We will write a custom essay sample on Core Human Service Values with Reference to Moral Philosophy specifically for you for only $16.05 $11/page Learn More Evidently, all aspects of moral-dimensions that are overly concerned with discharge of duties in diverse societies across the world are catered for in moral philosophy. Paley and Judd (2000), argue that through moral philosophy, fundamentals of human rights and codes of conduct within societies and places of work have been laid down. According to their arguments, the aforementioned elemen ts tend to reflect various constitutional formations and legal frameworks within many societies in the world today. These have followed the adoption of different famous philosophers’ tenets of morality and human values leading to the development of codes such as human rights, the constitution, the law morals and ethics. On the other hand, it is profound to note that inequalities in the various codes of ethics have been prevalent due to differences in the wishes of many people and thus an unbalanced effectiveness of moral values observed in different sections. This is true since access to power has led to lack of observation of the key moral values and hence the inefficiency of moral frameworks. However, despite the diversities in the beliefs of morality, there seems to be a convergence in the international definition of human rights- a reflection of global morality. But universality of morality still remains a widely contended subject on what should be either right or erroneo us since societies criticize other societies in regard to what should be considered and acceptable or immoral (Parrott, 2006). Indeed, such differences are inevitable in any given society since individual perceptions and values are also varied. Therefore, today, the view of the word morality has become demographic-dependent variable due to prevailing divergences in various societies in the world and expansion of perspectives of moral philosophy. Historical background of morality and moral philosophy The roots of morality can be traced back to around 400 B.C. when the earliest Greek philosopher- Socrates- brought about the subject of right and wrong. His theory of morality was entirely based on cognitivism and defined wrong as ignorance and right as realism.Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More His student, Aristotle- who came immediately after him, defined morality as self-realization whe reby ultimate happiness caused by actualization was considered as right and failure and frustrations as wrong. These beliefs were held for so long until the mid seventeenth century when thorough scrutiny into morality sprung up. Other philosophers including Bentham and Mill reflected the opinion of happiness-right association in their theory of utilitarianism whereby what causes the greatest happiness is considered right (Maritain, 1996). Right from this perspective, it can be observed that differences in opinions and perspectives in as far as moral philosophy is concerned has existed since time immemorial. Better still, thorough examination of the term moral philosophy may not be simply concluded to infer pure right or wrong bearing in mind that social theorist have for a long time differed sharply on the subject. Some have argued that as much as the concept of wrong and right are relative, moral philosophy may not significantly be different especially when addressed from a social theoretical point of view. That perception changed in the era of enlightenment with the introduction of Emanuel Kant whereby happiness was and is still considered relative. In Kantian view of categorical imperative, there is demand that we should act on the ‘maxim of universality’ (Clark, 2006, p.25). The second Kantian assumption is that we should avoid using others as means to our happy ends. The advent of twenty-first century saw the emergence of periods referred to as morality, values and ethical and decision-making that revolutionized moral philosophy. The present period is referred to as the ethical-risk-management period whereby identifications of risks associated with core human service values are highly emphasized (Clark, 2006). Such changes, both in the perception and application of moral philosophy to human service have been common throughout human history. Emphatically, core human service values have remained to be conflicting and debatable issues because th e foundations of morality and their definitions have been greatly different.Advertising We will write a custom essay sample on Core Human Service Values with Reference to Moral Philosophy specifically for you for only $16.05 $11/page Learn More This is because their basics have been entirely based on the pleasure, happiness, coexistence and realism which people experience in the course of interaction and widely believing that the basis of morality of what should be either right or wrong should arise from the level of contentment it brings to the people involved in any form of interaction. On this assumption, the basis of core human values depends on the level of emotional satisfaction brought in the people involved in any form of intercourse. On the other hand, emotional gratifications are vastly different in dissimilar individuals given that there are explicitly clear individual differences in different people. Therefore, the definition of core human v alues remains elusive and at some point, highly conflicting since the causes of joy and dissatisfaction are distantly different. Winslow (2006), points out that contention has thus remained in the globalization of core human values and therefore, there is need to understand the correct foundations of morality, societies, their influences, the current state and the future as regards past and present beliefs. The philosophical view of the world from the foundation of morality Morality is the guidance of individual interactions within societies in the world for a natural and peaceful co-existence with justified actions and their effects and consequences. As such it has greatly impacted the way we view the world today. Basing on the initial tenets of morality, still the values of morality are directed toward the happy ending of an individual. The development of knowledge has taken the meta-ethical approach of moral philosophy and consequentialism has been used in the derivation of socia l governing frameworks. Many societies have drawn their moral values exclusively from the idea of consequentialism and this has created a link between the past moral philosophical concepts and the present. Thus modern ethics involving deontological and pragmatic ethics that ruptured with the onset of Kantian and Dewey views have changed the post-modern approach to morality and ethics (Parrott, 2006).Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More The political realities of the present have also grown to cater for the rights of diverse individuals with much consideration of human rights unlike the eras of the first and the second world wars whereby the rights of the majority were decided by individuals or the minorities. This has been made possible by the formation and an observant body for human rights, which is the United Nations and consequently other Marxist governing social bodies influenced by his social theories. Initially, the values of morality were dogmatic in nature whereby morality did not give provisions for individual autonomy. But that has changed with the introduction of differing views of morality and moral philosophy and the expansion of the perspectives of core human service values (Jouffroy, 2001). Information of core human service values The core human service values have been heavily influenced by the past believes in moral philosophy. With highly differing opinions of precedent basic moral principles, t he core human service values have demanded universality in them. The present era has seen the acceptance of specific values in the evaluation of core service values between individuals. These values, which shall be discussed in sequence in their nature, include; valuing humanity which entails respect for others and human rights, valuing choice which is entirely recognition of individual autonomy, valuing difference which demands non-discrimination and great respect for variety, valuing positive change which entails social justice and valuing quality service which entails competence, transparency, impartiality, integrity, reliability and honesty (Reamer, 2006). Radical nature of core service values Basically the core service ideas and value of choice of citizenship can be considered radical since there is the crossing over of societal boundaries and hence introduction of new moral values to new societies which becomes heavily contested. Gender equality and empowered are also radicall y challenging in that these values were not presented in the foundational stages of morality (Nash, 2001). They thus require maximum attention in handling them since new tactics and moral perspectives are required. Parrott (2006) contends that regional differences might impact the implementation of these service values due to rigid traditional service values. Thirdly, with the observation of the international human rights, anti-oppressive behavior has sharply risen for demand of immediate observations of human rights. Participation in such activity or any inter-demographic activity has also become radical since there is need for identification for easier cross-border acceptance. Traditional On the other hand, respect for immediate people in the society or the work place can be regarded as traditional since there is involvement in direct interaction and right-specification in most societies. As a result, this makes it a traditional core service value arising from traditional morals. Other values like equality of opportunity also lie in the traditional value table since it is common morality that opportunity should be equally available but contest has arisen in it due to lack of observation of moral foundations. If the latter could be agreed upon, then the gap between proponents and opponents of moral philosophy could be narrowed significantly. Impact on practice ethics and approaches The nature of the core service values has significantly impacted on ethics and especially in regard to moral philosophy. As a result, the contempoaray society and approaches in the societies differently. To begin with, valuing humanity like gender equality and differences like empowerment has been a major challenge in implementation since traditional values have not yet fully acknowledged them either in the culture-morals or work places. Valuing social justice like accepting positive change has impacted different morals and ethics to accepting and embracing all that facilitates pos itive change (Rickaby, 2007). The directed impact on the core service values is different from each other depending on their category as either traditional or radical. From the discussion above, it is clearly evident that morality can be traced back to the years before the birth of Christ. Since then, its premises have narrowly remained unchanging until early twentieth century. Furthermore, contributions by Kant and Dewey have greatly affected modern moral philosophy and hence the subsequent delivery of core human service values. In Kantian view of categorical imperative, there is demand that we should act on the ‘maxim of universality’ and secondly avoid using others as means to our joyful ends in order to be morally and ethically upright. Morality is the regulation of individual interactions within societies in the world for accepted and serene co-existence with justified actions and their effects and consequences. Thus numerous societies have drawn their moral values entirely from the idea of consequentialism and this has formed a link between the past moral philosophical concepts and the present. The core human service values have been heavily influenced by the past believes in moral philosophy. With highly conflicting opinions of precedent basic moral principles, the core human service values have insisted universality in them. The impact of moral philosophy on core human services has been rampant. For instance, valuing humanity such as those addressing gender equity and empowerment has been a major challenge to accomplish since traditional values have not yet fully recognized them either in the culture-morals or work places. Valuing social justice such as being tolerant to positive change has impacted diverse morals and ethics. In a more interesting perspective though, it is profound to underscore the fact that the concept of moral philosophy may have positively impacted specific societies largely due to unique belief systems that abhor cert ain practices like gender inequity. References Clark, C. (2006). Moral Character in Social Work. British Journal of Social Work, 36(1): 75-89. Haven, J. (2008). Moral philosophy including theoretical and practical ethics. New York: Sheldon Publishers Ltd. Jouffroy, T. (2001). Moral philosophy: extracts from Jouffroy. London: McMillan Maritain, J. (1996). Moral philosophy:A historical and critical survey of the great systems, London: Wiley and sons Nash, M. (2001). Social Work in Aotearoa New Zealand: Its Origins and Traditions in Connolly, M. (ed) New Zealand Social Work: Contexts and Practice. Auckland: Oxford University Press. Paley, W. Judd, B. (2000). Moral philosophy: Abridged and adapted to the Constitution, laws, and usages of the USA. New York: Collin Hannay Ltd. Parrott, L. (2006). Values and Ethics in Social Work Practice: Transforming SWPractice, London: Learning Matters Ltd. Reamer, F. (2006). Social Work Values and Ethics. New York: Columbia University Press. Rickaby , J. (2007). Moral Philosophy. Middlesex: Echo Library. Winslow, H. (2006). Moral philosophy: analytical, synthetical, and practical. London: McMillan publishers. This essay on Core Human Service Values with Reference to Moral Philosophy was written and submitted by user Mark S. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Com+155+-+Course+Syllabus (1).Doc Essays

Com+155+-+Course+Syllabus (1).Doc Essays Com+155+-+Course+Syllabus (1).Doc Essay Com+155+-+Course+Syllabus (1).Doc Essay [pic] |Course Syllabus Axia College/College of Humanities COM/155 Version 3 University Composition and Communication I | |Copyright  © 2011, 2010, 2009 by University of Phoenix. All rights reserved. Course Description This course addresses the key elements necessary for effective academic writing in college. The course begins with focus on prewriting strategies and builds to drafting and revising essays. In addition, the course includes skill development at the sentence and paragraph level. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials McLean, S. (2011). Writing for success (1st ed. ). Irvington, NY: Flat World Knowledge, Inc. Axia College’s Short Form Writing Style Handbook, available online via the student website. Axia College’s Writing Style Handbook, available online at https://ecampus. phoenix. edu/secure/aapd/CWE/pdfs/Axiawriting_style_handbook. pdf All electronic materials are available on the student website. Week One: Proper Sentence Structure | | |Details |Due |Points | |Objectives |Identify the components of a basic sentence. | | | | |Identify the four most serious writing errors. | | | |Course Preparation |Read the course description and objectives. | | | |Read the instructor’s biography and post your own. | | | |Reading |Read Section 1. 1: Components of a Sentence in Ch. 2 of Writing for Success. | | | |Reading |Read Section 1. 2: Sentence Structure, Including Fragmen ts and Run-ons in Ch. 2 of Writing for| | | | |Success. | | | |Reading |Read Section 2. : Agreement in Ch. 2 of Writing for Success. | | | |Reading |Read Section 2. 2: Errors in Subject-Verb Agreement in Ch. 2 of Writing for Success. | | | |Reading |Read Section 3. 1: Regular Verbs in Ch. 2 of Writing for Success. | | | |Reading |Read Section 3. 2: Irregular Verbs in Ch. 2 of Writing for Success. | | | |Reading |Read Section 3. 3: Maintaining Consistent Verb Tense in Ch. of Writing for Success. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. | |1 | |Assignment |Resource: Axia College Material: Appendix A | |5 | |Sentence Structure Review |Read Appendix A. | | | |Review the eight sentences. | | | | |Identify which of the four errors, if any, is present in each sentence. | | | | |Rewrite the sentence so that it is a grammatically correct s entence. | | | | |Post your assignment as a Microsoft ® Word attachment. | | | Week Two: Verb Problems | | |Details |Due |Points | |Objectives | | | | | |Define subject–verb agreement. | | | | |Identify how to avoid mistakes in verb tense. | | | |Explain when to use each tense. | | | |Reading |Review Section 2. 1: Agreement in Ch. 2 of Writing for Success. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |1 | |Nongraded Activities and |Access the Toolwire ® Learnscape: Overview of the CWE through the link located on the student | | | |Preparation |website. | | | |Learnscape Activities | | | | | |Complete the Learnscape Activities. | | | | | | | | |Subject–Verb Agreement | | | | | | | | | |Resource: Axia College Material: Appendix B | | | | |Follow the directions in Appendix B to complete the following exercises on MyWri tingLab: | | | | | | | | | |Sentence to Paragraph: Complete Sentences and Subjects and Verbs | | | | | | | | | |Access the Grammar Mechanics section of the Grammar and Writing Guides. | | | | | | | | |Click Library. | | | | |Go to the Center for Writing Excellence. | | | | |Click Tutorials Guides. | | | | |Click the Grammar and Writing Guides under Grammar Tutorials. | | | | |Click on Grammar Mechanics. | | | | |Finally, click Subject–Verb Agreement. | | | | |Review the information provided. | | | | | | | | | | | | | |Post your assignment for faculty review. | | | | | | | | | |Feedback Question (optional): How are your reading strategies working for you? Is reading the| | | | |content of this course the same as or different from reading content in other courses? Is it | | | | |easier? Is it harder? Do you have any suggestions for how to make reading this sort of | | | | |content more effective for yourself? | | | |Assignment |Resource: Weekly Readings | |5 | |Verb Practice | | | | | |Write five sentences about the role of ducation in successful financial planning, in which | | | | |you correctly use a different verb tense in each sentence. | | | | | | | | | |Mark each verb used in bold and, in parentheses, identify the specific tense used. | | | | | | | | | |Post your submission as an attachment. | | | Week Three: Punctuation and Capitalization | | |Details |Due |Points | |Objectives | | | | | |Recognize the appropriate use of punctuation. | | | | |Demonstrate proper use of capital letters. | | | | |Differentiate between plurals and possessives. | | | |Reading |Read Section 4: Capitalization in Ch. 2 of Writing for Success. | | |Reading |Read Ch. 3 of Writing for Success. | | | |Reading |Read Section 2. 1: Common Spelling Rules in Ch. 4 of Writing for Success. | | | |Reading |Read Section 5. 1: Simple Verb Tenses in Ch. 5 of Writing for Success. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |1 | |Nongraded Activities and |Resource: Axia College Material: Appendix B | | | |Preparation |Follow the directions in Appendix B to complete the following exercise on MyWritingLab: | | | |Capitalization | | | | | |Mechanics: Commas and Mechanics: Apostrophes | | | | | | | | | |Access the Grammar Mechanics section of the Grammar and Writing Guides. | | | | | | | | | |Click Library. | | | | |Go to the Center for Writing Excellence. | | | | |Click Tutorials Guides. | | | |Click the Grammar and Writing Guides under Grammar Tutorials. | | | | |Click on Grammar Mechanics. | | | | |Finally, click Subject–Verb Agreement. | | | | |Review the information provided. | | | | | | | | | | Post your assignment for faculty review. | | | |Feedback Question (optional): Is writing in college what you expected it to be? What | | | | |challenges have you found to being an effective college writer? | | | |Assignment |Resource: Axia College Material: Appendix C | |5 | |Identifying Errors in Writing |Review the passage in Appendix C. | | | | | | | | | |The passage has 20 errors related to the concepts covered this week. | | | |Mark each of the errors in bold and make the correction in parentheses after the error. | | | | |Example: My cars interior is black. | | | | |This must be marked as follows: My cars (car’s) interior is black. | | | | | | | | | |Post your assignment as a Microsoft ® Word attachment. | | | Week Four: Proper Word Use | | |Details |Due |Points | |Objectives | | | | | |Demonstrate proper word choice for a complete sentence. | | | | |Identify commonly confused word mistakes. | | | |Reading |Read Ch. 4 of Writing for Success. | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. | |1 | |Nongraded Activities and |Review the Word Choice video located on the student website. | | | |Preparation |Feedback Question (optional): Make a plan to organize your first academic paper. Include | | | |Word Choice |references to the Axia College’s Short Form Writing Style Handbook. This plan must include | | | | |your time management preparation and elements of how to maintain a healthy stress level, | | | | |because this is your first academic paper. | | | |Assignment |Resources: Weekly Readings; Axia College Material: Appendix D | |10 | |Sentence Correction and | | | | |Changes in Writing |This assignment has three distinct parts. | | | | | | | | |First, determine whether the sample sentences in Appendix D are correct. If it is not | | | | |correct, make the correction needed. | | | | |Second, write five sentences in which you address changes in your writing. | | | | |Third, write a brief 100-word explanation in which you explain how the material studied this | | | | |week has changed the way you write. | | | | | | | | |Provide at least two specific examples of changes you have implemented based on what you | | | | |learned this week. | | | | |Post your submission as a Microsoft ® Word attachment. | | | |Week Five: Use of Substitution for Nouns | | |Details |Due |Points | |Objectives | | | | | |Define the function of a pronoun. | | | |Explain how to use a pronoun correctly. | | | | |Summarize appropriate use of pronouns for academic writing. | | | |Reading |Review Section 5: Pronouns in Ch. 2 of Writing for Success. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |1 | |Nongraded Activities and |Access the Toolwire ® Learnscape: Working with the CWE through the link located on the student| | | |Preparation |website. | | | |Pronouns |Complete the Learnscape Activities. | | | | | | | | | |Pronouns | | | | | | | | | |Access the Grammar Mechanics section of the Grammar and Writing Guides. | | | | | | | | |Click Library. | | | | |Go to the Center for Writing Excellence. | | | | |Click Tutorials Guides. | | | | |Click the Grammar and Writing Guides under Grammar Tutorials. | | | | |Click on Gr ammar Mechanics. | | | | |Finally, click Pronouns. | | | |Review the information provided. | | | | | | | | | |Post the screenshot of the completed activities. | | | | | | | | | |Feedback Question (optional): How are your organization skills working for you? What is | | | | |working? What challenges remain? | | |Assignment |Resource: Weekly Readings | |5 | |Pronoun Practice | | | | | |Write several sentences describing a recent interaction with a friend or family member about | | | | |personal finance or credit cards. This interaction may be imagined or real. | | | | | | | | | |Use at least five different pronouns in your sentences. | | | | | | | | | |Identify all pronouns used by bolding them. | | | | | | | | |Post your assignment as a Microsoft ® Word attachment. | | | |Week Six: Adjectives and Adverbs | | |Details |Due |Points | |Objectives | | | | | |Describe the use of an adjective. | | | |Describe the use of an adverb. | | | | |Differentiate between an adjective and adverb. | | | |Reading |Read Section 6: Adjectives and Adverbs in Ch. 2 of Writing for Success. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |1 | |Nongraded Activities and |Resource: Axia College Material: Appendix B | | | |Preparation | | | | |Choosing the Right Words – |Follow the directions in Appendix B to complete the following exercises on MyWritingLab: | | | |Adjectives and Adverbs | | | | | |Choosing the Right Words: Adjectives | | | | |Choosing the Right Words: Adverbs | | | | | | | | | |Post your assignments for faculty review. | | | | | | | | |Feedback Question (optional): Imagine you are expected to write a three-page paper. Design an| | | | |organizational and time management plan to complete this paper. Keep in mind the paper | | | | |requirements are to select a topic, write a thesis, write supporting material, and inclu de a | | | | |minimum of three sources. | | |Assignment |Resource: Weekly Readings | |8 | |Review – Adjectives, Adverbs, |Use at least five adverbs and five adjectives to write a brief review of a movie, sporting | | | |and Comparisons |event, musical performance, or television show. | | | | |Bold each adverb. | | | | |Underline each adjective. | | | | |Compare the event to one or more similar events. When comparing, use at least three | | | | |comparatives and three superlatives. | | | | |Post your assignment for faculty review. | | | |Week Seven: Topic Sentences and Writing Paragraphs | | |Details |Due |Points | |Objectives | | | | | |Explain effective practices for developing a topic sentence. | | | |Explain effective means for writing a paragraph. | | | |Reading |Read Section 2: Effective Means for Writing a Paragraph in Ch. 6 of Writing for Success. | | | |Reading |Read the Axia College Short Form Writing Style Handbook. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |1 | |Nongraded Activities and |Resource: Center for Writing Excellence | | | |Preparation | | | | |Topic Sentences |Access the Grammar Mechanics section of the Grammar and Writing Guides. | | | | | | | | | |Click Library. | | | | |Go to the Center for Writing Excell ence. | | | | |Click Tutorials Guides. | | | |Click the Grammar and Writing Guides under Grammar Tutorials. | | | | |Click on Writing Style. | | | | |Finally, click Topic Sentence. | | | | |Review the information provided. | | | | | | | | | |Feedback Question (optional): Have you been using the Center for Writing Excellence? How has in which you do the following: | | | | | | | | | |Identify which paragraph was more effective and analyze why this was so. | | | | |Include a discussion of sentence variety and the rhythm of the author’s writing. | | | | |Focus on the writing rather than the opinions presented. | | | | |Underline your topic sentence. | | | | | | | | | |Submit your paragraph to WritePointSM in the Center for Writing Excellence. | | | | | | | | |Review the feedback provided by the Center for Writing Excellence and make corrections to | | | | |your paragraph. | | | | | | | | | |When doing so, understand that WritePointSM may be helpful but is not always correct. Make , in which you describe the feedback you | | | | |received from WritePointSM, providing specific examples of helpful suggestions, as well as | | | | |ones you felt may have been incorrect and why you think that is the case. | | | | | | | | |Underline your topic sentence. | | | | | | | | | |Write a third and final paragraph in which describe your strategy for using WritePointSM in | | | | |the future. | | | | | | | | |Include a discussion of how to accommodate submission and feedback time. | | | | |Underline your topic sentence. | | | | | | | | | |Post your three paragraphs as a Microsoft ® Word attachment. | | | Optional Discussion Questions Week One Discussion Questions List at least one of the serious writing errors identified in Ch. 2, Section 1 of Writing for Success and identify how such an error could negatively affect your writing. Identify which of the four most serious writing errors listed in Ch. 2, Section 1 of Writing for Success you find challenging to overcome i n your own writing. State a method to avoid this error. What are the key lessons you learned from these activities? How might the exercises help you as you work on improving your writing? Chapter 2, Section 1. 1 of Writing for Success provides information about verbs. List the difference between a linking verb and an action verb. Use at least one example of each type of verb in a sentence. Explain the role of verbs and nouns. Describe their usage and the most common ways that they are misused. Week Two Discussion Questions How might a potential employer evaluate your writing if you did not use proper verb tenses? Why? Identify the five trouble spots located in Ch. 2, Section 2. 2: â€Å"Errors in Subject Verb Agreement† of the text to help avoid making mistakes in subject-verb agreement. Which mistake do you think is the worst? Why? This week, we discussed verb usage by focusing on subject–verb agreement and verb tenses. Based on the grammar apply section of MyWri tingLab, what lessons have you learned that will change the way you write in the future? What is the definition of subject–verb agreement? Provide one example of how to avoid making mistakes in verb tense and explain why this information will help your writing skills. What are the definitions of the past progressive and future progressive tenses? Write two sentences about family financial goals using the past progressive and future progressive tenses. Week Three Discussion Questions Often, students rely on improper punctuation and capitalization because of the popularity and convenience of sending text messages. In academic writing, however, you must strive to use appropriate punctuation and capitalization. Why do you need to use appropriate punctuation, including plurals and possessives, in your writing? Chapter 3, Section 1. 1 of the text provides examples of how comma placements may completely change the meaning of a sentence. Knowing this, what can you do as a writer to ensure your comma usage helps you to communicate clearly? Review the lessons on commas and apostrophes in MyWritingLab. Based on what you learned, what can you do to minimize errors when using commas and apostrophes in your writing? Write three sentences using plurals correctly and three sentences using possessives correctly on the topic of how to store personal financial information effectively and efficiently. Chapter 2, Section 4. 2 of the text shows examples of proper nouns that need to be capitalized. List four examples of capitalized proper nouns from this chapter. Explain your strategy for determining when to use capitalized proper nouns in the future. Week Four Discussion Questions Writing errors, such as those identified in the readings for this week, may influence the way a reader interprets your writing. A resume that is marred by grammatical errors, for example, may prevent a job candidate from progressing to the interview s tage. Do you think it is appropriate for people to be judged based on their writing? Explain your answer. List five commonly confused word mistakes. Then, demonstrate their correct usage in well-written sentences. This week, the discussions have focused on the importance of word choice and avoiding commonly confused words. Identify three key strategies to ensure you will choose words correctly in the future to improve your writing. Chapter 4 of the text mentions that a thesaurus is a helpful tool. One challenge of using a thesaurus is that each word has its own connotation, and although the meanings may be similar, there are often subtle differences. Think about the following pairs of words: confident and arrogant, quiet and introverted, pure and naive. The general meaning is the same, but one word in each pair typically has a positive connotation, whereas the other has a negative connotation. Write one sentence using each word to demonstrate that you understand the correct connotation. When using synonyms, what steps might you take to ensure your word choice carries the correct connotation? Spelling errors may be eliminated by using spell check. Spell checks often do not catch errors if the wrong word is chosen, however. This has led to common writing errors such as advice instead of advise, loose instead of lose, and there instead of their. Describe your strategies that ensure you will not make these kinds of mistakes. Week Five Discussion Questions Write six original sentences in which pronouns are used in a consistent manner. What strategies might a writer use to ensure pronouns are used effectively? Rewrite the first sentence of Ch. 2, Section 5 of the text in your own words. Identify commonly used pronouns. Explain why using pronouns may help make your writing more effective. This week, we discussed how to properly use pronouns. You have been asked to complete several exercises to help practice using pronouns effectively. Explain which of these exercises you found most useful and elaborate on how it will help your writing in the future. The words who and whom are often used incorrectly. Review Ch. 2, Section 5. 3 â€Å"Who vs. Whom† of the text. Imagine that you are teaching an ESL (English as a second language) student about how to use who and whom. Provide an explanation to make it easy for him or her to understand the concept. Provide at least three examples using each pronoun. Academic writing standards generally condemn the use of first- and second-person pronouns such as I, me, my, you, and your. Why do you think this is the case? Week Six Discussion Questions Review Ch. 2, Section 6 of the text. Describe your experience with credit and credit cards in a brief paragraph using at least five adverbs and five adjectives in your description. Bold the adverbs and underline the adjectives. What is the most effective way to determine whether a word is an adjective or an adverb? Students are often confused about the use of the words good and well in their writing. Write a 100-word passage to Scott McLean, the author of the course’s textbook, in which you describe five details from her book that are good and five details about the book that are written well. It is not unusual for writers to confuse adverbs and adjectives. How did the material in MyWritingLab help reduce the possibility of confusion? Describe the strategies you have developed to avoid confusing the use of adverbs and adjectives in the future. Find a movie review in an online publication for a movie currently playing in theaters. Post the link to the review for the class and provide five examples of how the reviewer used adverbs and five examples of the use of adjectives. Has the reviewer used them effectively? Why or why not? Compare and contrast your abilities as an academic writer now as opposed to when you began at Axia College. Using four comparatives and four superlatives within your responses, explain what has led to these changes and what changes you will make in the future. Week Seven Discussion Questions Based on the readings in Ch. , Section 2 of the text, identify key points to keep in mind when writing a topic sentence. How might these key points help you write effectively? This week, you were asked to review the Topic Sentence section in the Center for Writing Excellence. Using the topic of home ownership versus leasing, identify a topic and provide a topic sentence you would use in a paragraph about the topic. After reviewing the information in Ch. 6, Section 2 of the text, identify the three key parts of a paragraph. Page 186 of the text has five paragraphs. Review the five paragraphs and identify which you think is most effective. Explain why you think it is the most effective. When writing a paragraph, it is important that the topic sentence and supporting points within that paragraph be directly related. What would be the reaction of a reader if the topic sentences in an essay did not coincide with the supporting points? Week Eight Discussion Questions Read the summary paragraph on the bottom of p. 177 of the text. Identify the author’s goal in writing the paragraph. How effectively do you think the author met that goal? Read the two-paragraph analysis passage on p. 177 of the text. Identify the purpose of the writing. Pages 1? 3 of the Guidelines for Writi ng Academic Essays in the Center for Writing Excellence show different types of essays. Explain the key differences between the types of essays. Read the second paragraph of the synthesis passage. It may be found on p. 178 of the text. Using your reading for the week and this paragraph in particular, answer the following questions. o What is the key objective when writing a paragraph on synthesis? o Do you feel the author was effective? Review the evaluation paragraph on p. 179 of the text. Identify what the author did well and what the author could have done better. Explain what situations lend themselves to evaluation. Week Nine Discussion Questions It is important to consider sentence variety and rhythm in your writing. Define sentence variety and rhythm in your own words and explain how they interact in effective writing. Define repetition in writing and explain why it is important to avoid repeating words or phrases when you create an academic essay. You will be required to write multiple paragraph essays in future courses. One common mistake to avoid is writing paragraphs that are too short or too long. After reviewing the sentence variety exercises for this week, how can you ensure that your paragraphs are of an appropriate length? Review the example paragraphs on p. 202 of the text. In what ways, if any, are these changes significant? What specific modifications make one paragraph more effective than the other? What are two common mistakes a writer might make that could cause his or her writing to be ineffective for readers? What steps might you take to avoid these mistakes early in the writing stage, thereby communicating more efficiently and effectively? Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. 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