Logic and Paper Essay Example for Free

Logic and Paper Essay Papers written collaboratively will use different warrants and/or different forms of argumentation to support the claim and grounds of a paper as opposed to a paper writing a paper individually. One may suggest that the warrant of a paper is the most difficult element in supporting the claims and grounds of a paper. The warrant is used to connect the claims and grounds of a paper. â€Å"Without a warrant a reader may not reach the same connection or make similar connections between a claim and evidence as a writer† (Morse, 2010). Collaboratively, different warrants will arise in a paper to bring together the validity of the evidence presented. Having more than one perspective in a team paper is key. It allows various facts and statistics to be introduced and considered. â€Å"It eliminates the possibility of errors arising out failures and considers the effect of contributing elements† (Jones, 2010). In addition, a different perspective when writing collaboratively, creativity is embraced. Different ideas come to the forefront, which may not have come to light without different varies being heard. This creativity helps the reader to connect the claim and evidence which is known as the warrants. â€Å"As writers we must guide our readers through our logic and convince them that our interpretation is logical and sound† (Morse, 2010). Lastly, collaboratively, teams can determine when a paper is good enough using various methods. Team members can establish represents that needs to be met and if they are met before starting and ending a paper. On the contrary, writing a paper individually will bring forth only one warrant in a paper because only one perspective is in place. He or she brain storms alone and revises alone. â€Å"Basically, there are just too many people, too many ideas, and too many â€Å"experts† to come to an agreement and achieve a good result. It is simply why we have to constantly be reminded that there is â€Å"no ‘I’ in team† (Mattoon, Marc). When writing collaboratively, one determines whether an argument represents one’s own position by the tone and wording put forth in a paper. The tone is not always easy to figure out. One must determine the audience and look for clues to see how the author feels and the content of the paper. Depending on whether the author wants to sound formal or sarcastic will in turn determine the actual words used in the piece and how the author chooses to put those words together. Word choices, such as the adjectives used to explain something, and comparisons made are also key in determining one’s own position. References Jones, N. (2010,July). Collaboration at Work: A Look at the Pros and Cons. Retrieved from http://www. brighthub. com/office/collaboration/articles/73856. aspx Mattoon, L. (March, 2012). Working in a Team: Advantages and Disadvantages. Retrieved from http://www. job-interview-site. com Morse, S. (2010, June). Writers Handbook. Retrieved from http://www. uci. edu/programs/humcore/student/Writershandbook/ch9_cew_morse. html.

Developmental Stages Essay -- essays research papers

What is their developmental level? Piaget During Kindergarten, the child is in Piaget’s preoperational stage. This stage last from ages 2-7 years. Throughout this stage, the child is not able to see things from anyone else’s perspective but their own. The child has a lack of conservation and is unable to understand that if a substance is rearranged it is still the same amount. Irreversibility is also present and the child does not understand that certain processes can be undone. The child has the inability to reason about transformations and focuses primarily on static situations. The child strongly believes in single classification and does not understand that one entity can hold two or more positions. The child has transductive reasoning and combines unrelated facts together to obtain their own belief. Kolhberg During Kindergarten, the child is in Kolhberg’s preconvetional morality which is based from his three levels and six stages of moral reasoning. In level one of this theory, there are two stages the child will enter. This stage is seen in pre-school age children through high school. For the duration of stage one, the child will formulate decisions that are best for their well-being. They will try to avoid punishment at all cost and maintain a strong sense of obedience. The child will do this with no regards for the feelings of others. The child will obey rules given chiefly by powerful authority figures (i.e. parents, teachers, babysitters, family, etc.). During t...

Belonging Creative Writing Essay

Frame the story with similar characters/ setting/ symbol /comment at beginning and ending Use a limited time frame = sense of urgency (24 hours, one morning, a season, a term, an interview) exploding a moment – 15 minutes Use a single context or setting Explore no more than 2 main ideas re belonging Focus on moments and feelings Have a ‘twist’ at the end Show don’t tell (‘She smiles’ = belonging, without further comment() Use flash backs and flash forwards ie non-linear stories Objects as symbols (eg red hair, ragged appearance show exclusion) Challenge assumptions about belonging (a character responds to exclusion by engaging with situation) Challenge or play with stereotypes (lack of education does not mean lack of intelligence or ability) Use a comment by omniscient author (to reinforce or cast doubt on a character’s actions or attitudes) Multiple voices & perspectives, / points of view-Switch between characters w. opposing pov. Do not start every sentence with â€Å"I† if using 1st person narrative Distinctive voice – to maintain consistent language or idiom of  the character is essential Use sophisticated language – some 3 and 4 syllable words AND PLEASE: no ‘dying’ stories, designed to elicit sympathy! DO reflect and practise – Read short stories for ideas -PLAN, PLAN – your beginning and ending – FRAME IT LANGUAGE: For description of events, characters, places, give details and use: Sensual imagery -size, shape, texture Smell, touch, sound & vivid, sophisticated expression Avoid -Bland, overworked, clichà ©d vocabulary Mixing tenses in verbs (either present or past tense) s CREATIVE WRITING ON THE CONCEPT OF BELONGING Selecting a topic on belonging that deals imaginatively with identity, experience, relationships, acceptance, understanding links with people, community or the larger world writing imaginatively means writing in a way that is different to the everyday familiar images. but, avoid being philosophical. Show your ideas on isolation through events, actions of characters and dialogue. write about a topic with which you are most familiar but finding unusual and fresh ways to think about it and describe it. The first paragraph must engage the reader. Show – don’t tell. For example, it is better to describe a scene, something like, â€Å"I trembled with an expectation that the dark shadow in the moonlit window was inside the room† rather than to say â€Å"I was afraid†. Write metaphorically. For example, â€Å"A tiny green seed was planted in my mind and since green is the colour of fertility and growth, the idea sprouted and grew taller than the beanstalk.† Use Language features to create visual, auditory, tactile and olfactory imagery. Similes- The wind tore at her face, like an angry tiger. Strong verbs – tore, crashed, gurgled Metaphors – A tiny green seed was planted in my mind. adverbs and adjectives – briskly, gruffly Point of view – a perspective from which the story is told. A character in the story or, for example, a pair of ballet shoes use of first person â€Å"I† for the audience to become engaged use of third person, â€Å"he, she, they† for sustained story telling. Tense the present tense provides a strong sense of immediacy past tense works well for most stories a story set in the future is more difficult to achieve a story told in flashback, starting from the ending, looking back on choices that brought the character to this point – sometimes works well if it is brought back into the present with skill. Expression – use clear English with correct spelling and fluency of expression. Use the ‘s and contractions (I’m, don’t) correctly. Use a Thesaurus to broaden your range of vocabulary: Choose words that accurately describe a situation. For example a disaster – crash, panic, caution, explosion, destruction, crisis. Structure include dialogue – conversations between characters to develop the character, personality, motivation or attitude – only essential details should be included. punctuate direct speech correctly. For example, â€Å"The river moved,† she said, â€Å"I don’t recognise this place.† Always write on a new line when quoting direct speech. introduction – engaging and interesting, for example, begin with a single word or short phrase correct paragraphing – use a new paragraph for each new idea, change of place, time or focus. link paragraphs to each other vary sentence lengths to help change tone and add interest. conclusion should provide a resolution for all the problems or issues in the story which may be surprising or unpredictable Avoid boring introductions. clichà ©s – expressions that are familiar, repeated over and over and therefore lacking in freshness. For example â€Å"run of the mill†, â€Å"true blue Aussie†. unnecessary dialogue. being philosophical. Show your ideas on isolation through the events, actions of characters and dialog. CHECKLIST-Quality writing – aim to have your story stand out Opening – original / innovative Ideas – engaging, interesting, different, unusual Language techniques – similes, metaphors, adverbs, adjectives Structure – paragraphing, varied sentence lengths, range of punctuation Clear link / response to the question Conclusion – surprising / unpredictable PRACTICE WRITING TASK Using an event as a trigger for ensuing action, conversation, conflict. Task: Write a ONE PAGE narrative involving three people where character is revealed. The theme is belonging. The cup smashed. (This is your opening sentence.) 1. Continue this as a narrative. Imagine 3 characters: describe them. (Include, detail, adjectives, strong verbs and similes.) 2. Imagine a setting. Describe it. 3. Write the ensuing conversation. Complete the story showing subsequent events and choices made by the characters. (1,2 and 3 may be done in any order. ) 4. Provide a resolution of some sort, whether satisfactory or not for each character, perhaps unexpected. Do NOT use words to denote emotion or attitude such as angry, rude, annoying, bored. Instead – through their actions and words only, have the characters reveal their personalities, attitudes and values. Note the way these traits are revealed in the lines below (after the trigger event): Trigger event: A faint noise began rumbling high up in his bony throat beneath the pure white hairs of his old man’s beard. †¦ Nurse Truman squatted down beside the old man. Mrs McDonald glared at her like a kookaburra confronted with a black snake in its nest. Sister Carr folded her arms. Here, we see that one character is sympathetic, one angry and one does not wish to be involved. Yet, this is only implied or shown through body language and use of strong verbs, not stated outright.

CNU Acceptance Rate, SAT/ACT Scores, GPA

Christopher Newport University is a public liberal arts college with an acceptance rate of 68%. The university is located on a 260-acre campus in Newport News, Virginia. Among undergraduates, majors in business, social science, psychology, and biology are popular. CNU has over 200 student clubs and organizations, including an active fraternity and sorority community. The CNU Captains compete primarily in the Capital Athletic Conference. Considering applying to Christopher Newport College? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, Christopher Newport University had an acceptance rate of 68%. This means that for every 100 students who applied, 68 students were admitted, making CNUs admissions process somewhat competitive. Admissions Statistics (2017-18) Number of Applicants 7,430 Percent Admitted 68% Percent Admitted Who Enrolled (Yield) 24% SAT Scores and Requirements Christopher Newport University has a test-optional admissions policy. Applicants with a GPA of 3.5 or higher in a rigorous high school curriculum, or those who rank in the top 10% of their class, are eligible to apply test-optional. During the 2017-18 admissions cycle, 89% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 570 650 Math 540 630 ERW=Evidence-Based Reading and Writing This admissions data tells us that of those students who submitted scores during the 2017-18 admissions cycle, most of  Christopher Newport Universitys admitted students fall within the  top 35% nationally  on the SAT. For the evidence-based reading and writing section, 50% of students admitted to CNU scored between 570 and 650, while 25% scored below 570 and 25% scored above 650. On the math section, 50% of admitted students scored between 540 and 630, while 25% scored below 540 and 25% scored above 630. Applicants with a composite SAT score of 1280 or higher will have particularly competitive chances at Christopher Newport University. Requirements Christopher Newport University does not require SAT scores for admission for students who rank in the top 10% of their class or those with an average GPA of 3.5 and above. For students who choose to submit scores, note that CNU participates in the scorechoice program, meaning that the admissions office will consider your highest score from each individual section across all SAT test dates. Christopher Newport does not require the essay section of the SAT. ACT Scores and Requirements Christopher Newport University has a test-optional admissions policy. Applicants with a GPA of 3.5 or higher in a rigorous high school curriculum, or those who rank in the top 10% of their class, are eligible to apply test-optional. During the 2017-18 admissions cycle, 27% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile Composite 23 28 This admissions data tells us that of those who submitted scores during the 2017-18 admissions cycle, most of Christopher Newport Universitys admitted students fall within the  top 31% nationally  on the ACT. The middle 50% of students admitted to CNU received a composite ACT score between 23 and 28, while 25% scored above 28 and 25% scored below 23. Requirements Note that CNU does not require ACT scores for admission for students who rank in the top 10% of their class or those with an average GPA of 3.5 and above. For students who choose to submit scores, Christopher Newport does not superscore ACT results; your highest composite ACT score will be considered. CNU does not require the optional ACT writing section. GPA In 2018, the average high school GPA of Christopher Newport Universitys incoming freshmen class was 3.81, and 56% of incoming students had average GPAs of 3.75 and above. These results suggest that most successful applicants to Christopher Newport University have primarily A grades. Self-Reported GPA/SAT/ACT Graph Christopher Newport University Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Christopher Newport University. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in with a free Cappex account. Admissions Chances Christopher Newport University, which accepts over two-thirds of applicants, has a somewhat competitive admissions pool. However, CNU also has a  holistic admissions  process and is test-optional, and admissions decisions are based on more than numbers. A strong  application essay  and  glowing letters of recommendation  can strengthen your application, as can participation in meaningful  extracurricular activities  and a  rigorous course schedule with an upward trend in grades. The college is looking for students who will contribute to the campus community in meaningful ways, not just students who show promise in the classroom.  CNU strongly recommends that applicants participate in an optional interview as a way to get to know the university and demonstrate interest. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades and scores are outside of Christopher Newports average range. In the graph above, the blue and green dots represent accepted students. You can see that the majority of successful applicants had high school GPAs of B or better, combined SAT scores of about 1050 or higher, and ACT composite scores of 21 or better. A significant percentage of successful applicants had grades in the A range. If You Like Christopher Newport University, You May Also Like These Schools University of VirginiaCollege of William and MaryGeorge Mason UniversityJames Madison UniversityElon University All admissions data has been sourced from the National Center for Education Statistics and Christopher Newport University Undergraduate Admissions Office.