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.

Essay about Study Guide - 2185 Words

CHAPTER 1 STUDY GUIDE Multiple Choice 1. In ancient cultures, the concept of victim was connected to: a. the notion of sacrifice. b. receiving payment for injuries. c. crime. d. natural disasters. 2. Which of the following correctly describes the relationship between victimology and criminology? a. Victimology encompasses several sub-disciplines, including criminology. b. Victimology can be considered an area of specialization within criminology. c. Victimologists only study the victims of crimes, and criminologists only study the offenders. d. The two disciplines are similar but there are clearly-defined boundaries between them. 3. In contemporary times, the term victim refers to individuals who†¦show more content†¦b. much of our economy and legal system depend upon the existence of offenders and victims. c. once offenders have paid their debt to society they should be left alone. d. most so-called â€Å"victims† deserved the harm they received. 20. Which of the following can undermine the ability of social scientists to achieve objectivity? a. personal experiences b. the discipline itself c. the mood of the times d. all of the above 21. The academic discipline of victimology can be traced back to: a. articles and research conducted in the 1940s and 1950s. b. a series of Supreme Court decisions in the early 20th Century. c. legislation passed by Congress in response to rising crime rates in the 1970s. d. the feminist movement of the 1960s. 22. Embezzlement by employees against their employers is an example of: a. vice. b. white-collar crime. c. street crimes. d. organized crime. 23. Drug smuggling and gun trafficking rackets run by mobsters are examples of: a. vice. b. white-collar crime. c. street crimes. d. organized crime. 24. Hostages often identify with their captors and develop anger toward the law enforcement officers who are trying to rescue them. This phenomenon is known as: a. reverse victimization. b. the Stockholm Syndrome. c. the Heisenberg Principle. d. identity transference. 25. Which of the following is true of street crime? a. it scares the public b. it preoccupies the mediaShow MoreRelatedEssay on The Importance of Heritage in Everyday Use829 Words   |  4 PagesAnswers. ENotes - Literature Study Guides, Lesson Plans, and More. Web. 14 Apr. 2011. http://www.enotes.com/everyday-use/q-and-a/what-theme-everyday-use-how-that-theme-2192. SparkNotes: Everyday Use: Analysis of Major Characters. SparkNotes: Todays Most Popular Study Guides. Web. 14 Apr. 2011. http://www.sparknotes.com/short-stories/everyday-use/canalysis.html. SparkNotes: Everyday Use: Themes, Motifs, and Symbols. SparkNotes: Todays Most Popular Study Guides. 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Colonial Indian Relations And The Impact On Colonization

COLONIAL-INDIAN RELATIONS AND THE IMPACT ON COLONIZATION Jacquelyn Henry University of Texas at Arlington HIST 1311-701: History of the United States to 1865 September 6, 2016 When discussing colonization, it is often asserted that European settlers contributed a variety of foreign changes, both negative and positive, to the local natives. Things such as plants, domesticated animals, advances in weaponry, European fashion, religion and foreign disease were just a few of the new concepts introduced to the Indians. It is easy to look at Europeans as vilified strangers in a new land taking that what does not belong to them, such as land, resources, and at times, even people. What if we were to look at things from a different perspective? What roles did the Indians play to impact the creation of the European colonies? Early relations amongst the natives and settlers exhibited a fluid balance of conflict and cooperation that facilitated, for both parties, economic opportunities based on trade, safety in the form of treaties and allies, and the potential gain of power. When establishing colonies, many Europeans did so on the premise that the new lands would prov ide a source of economic gain via flourishing crops, gainful resources, or sought after precious metals, and while this is true on some measures, another important source of revenue would come in the form of trade amongst the natives. With the influx of colonists came the new desire for foreign goods. TheShow MoreRelatedThe Causes And Results Of Bacon s Rebellion1499 Words   |  6 PagesThe causes and results of Bacon’s Rebellion had a significant impact on Virginia politics. It was the part of the continuing struggle to define between the Indian and white lands in Virginia. There were numerous disagreements on policies toward the natives. 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Deeper Insight by Use of Point of View †Summary Free Essays

Deeper Insight by Use of Point of View The majority of authors use literary elements to build up their story. However, the author of the short story â€Å"Barn Burning† uses one particular element to build up his own story in a very unique format. William Faulkner uses various literary elements in the story, but the most critical one is point of view. We will write a custom essay sample on Deeper Insight by Use of Point of View – Summary or any similar topic only for you Order Now Faulkner uses point of view to develop characters, the theme, and the plot of the story. Faulkner’s use of point of view helps the reader understand who the characters are, how the characters develop, and aids in understanding the characters actions throughout the story. Faulkner uses a nonparticipant narrator as well as Sarty’s thoughts and views for point of view. This unique usage provides readers to infer and interpret the characters. This point of view raises an interesting question. Does the narrator defend Abner throughout the story? The illustration of the fire building passage provides us with proof of the defense. †¦that the element of fire spoke to some deep mainspring of his father’s being, as the element of steel or of powder spoke to other men, as the one weapon for the preservation of integrity, else breath were not worth the breathing, and hence to be regarded with respect and used with discretion. † (Yunis 1). The narrator speaks of Abner’s use of fires as how he dealt with being in the lowest of low classes and his feeling of injustice. By the narrator focusing on the barn burnings in this way, it makes the reader feel sympathy for Sarty and the rest of his family without ever having to state it. Not only does it provide the reader with sympathy for the family, but also a better understanding of Abner. If the narrator did not inform us of the lowness of life Abner lived then the beating of his children, his unlawfulness, his disrespect, and his barn burning would just imply that he was evil. Abner was indeed a very evil man, but the defense of Abner by the narrator gives the reader a better understanding of Abner’s characteristics and actions. When the point of views shifts into Sarty’s thoughts, Sarty does not necessarily defend his father’s actions, knowing they are wrong, but instead tries to understand them. From the beginning of the story, when Sarty is asked to testify in the case involving his father and Mr. Harris, Sarty is conflicted. He knows he should be honest and tell the truth, but he knows loyalty is vital to his father. In the end, he chooses to follow his father’s commands. However, as Sarty matures he chooses to value honesty over loyalty which ends up costing his father’s life. Themes of â€Å"Barn Burning† greatly submerge from Faulkner’s use of point of view. One theme in particular is the theme of Sarty’s search for peace. Relating back to the courtroom case, Sarty is loyal to his father. His loyalty to his father brings only violence within his family and conflict within himself. Sarty finds no escape from the vicious environment he is surrounded in until they arrive at Major de Spain’s house. At this point the point of view shifts in and out between Sarty’s thoughts and the narrator. â€Å"Hit’s big as a courthouse he thought quietly; with a surge of peace and joy†¦They are safe from him. People whose lives are a part of this peace and dignity are beyond his touch†¦the spell of this peace and dignity rendering even the barns and stable and cribs which belong to it impervious to the puny flames he might contrive†¦Maybe he will feel it too. Maybe it will even change him now from what maybe he couldn’t help but be. † (Faulkner 159). Sarty believes at this point he will find peace at last, he has escaped violence, and that his father will change. He believes his father will see that the house is too magnificent to destroy. However, the size of the house does not faze his father. Only a few moments later Abner purposely steps in horse manure, walks into the house, and soils an expensive rug. Faulkner’s use of point of view is critical to the development of the plot of the story. By entering Sarty’s mind the reader understands how he is developing. The narrator aids in the plot build-up by describing the events occurring in the story. The reader learns at the beginning of the story (scene of courtroom) that Sarty is already conflicted between family loyalty and his own morals. At this point the reader understands that Sarty will eventually have to choose between family loyalty and his own morals. All of this sets up the plot of the story due to the fact that the climax of the story is Sarty’s final decision of this confliction. He struggles with this confliction throughout the story which first establishes itself at the beginning in the courtroom. Sarty’s decision to tell Major de Spain of his father’s plan to burn his barn exposes his ultimate choice of his own morals over family loyalty. Major de Spain shoots and kills his father because of Sarty’s warning that Abner was going to burn his barn. It is only after Abner’s death when Sarty finds something related to, but not quite peace. Although there will be no more fires, lies, beatings, and violence, his father is no more as well. The use of point of view is crucial to William Faulkner’s short story â€Å"Barn Burning†. Point of view helps the reader to learn who the characters are and the reasons behind their actions, provides a better insight to the themes of the story, and supports plot development. Without the unique use of point of view it would be very difficult to understand the story because â€Å"the narrator can do for Sarty what the young Sarty cannot: he understands Abner’s anti-social behavior, his anger†¦ an tell the truth about Abner’s fires†¦ † (Yunis 6). The use of point of view in this intricate form provides deeper insight to the story as a whole. Works Cited Faulkner, William. â€Å"Barn Burning. † Literature: An Introduction to Fiction, Poetry, Drama, and Writing. Ed. X. J. Kennedy and Dana Gioia. 11th ed. New York: Longman, 2010. 155-67. Print. Yunis, Susan S. â€Å"The Narrator of Faulkner’s â€Å"Barn Burning†. † The Faulkner Journal 6. 2 (Spring 1991): 23-31. Literary Resource Center. Web. 3 Oct. 2012. How to cite Deeper Insight by Use of Point of View – Summary, Papers