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Writing

The Merchant of Venice

 

 

Interpretations of the dramatic play is very personal, and people’s reactions can be strikingly different.

Be aware of your feelings toward the main characters, Antonio and Shylock, Bassanio and Portia, Jessica and Lorenzo. Pay close attention to their behavior and their attitude toward one another; bring key quotes  (and citing) to explain your feelings. It is perfectly fine if your feelings change as you go on watching the play.

 

The Structure of the play:

 

Act I:  The Agreement

1.   Act I, Scene i. First 7 lines.  Antonio is depressed but doesn’t know why. He admits that “I have much ado to know myself”.

His friend, Bassanio, a young nobleman, admits to having many debts. His solution is to marry a rich lady from Belmont.

2.   Act I, Scene iii. The agreement.

3.   Act III, Scene I:  Shylock’s explains his drive for revenge, a very famous “I am a Jew” monologue. Just replace the word “Jew” by the word “Muslim”, or “Black” to understand the deep and universal meaning of this powerful text.

Read to the end of the scene, about Jessica, Shylock’s daughter.

4.   Act III, Scene iii. Shylock: “I’ll have my bond”.

5.   Act IV:  The Trial

 

*****After watching the play, or rather the movie made of the play,  read the short excerpts mentioned above, and pick the strongest quotes****

 

 

 

When you quote, you have to introduce the quote (by using signal phrases.) For example:   Shylock agrees to lend Antonio the money he needed to help Bassanio, on condition that if Antonio does not return the money on time, he will lose “equal pound of…[his]  fair flesh, to be cut off… (Act I, scene iii)

 

 

 

Each quote must be followed by citing. For example: Act I, Scene ii, p 9)

 

 

 

 

 

 

****About 500 words (quotes not included) ******

 

 

 

 

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1.) Give your definition for Success as it applies to one’s life.

 
2.) Write a brief Eulogy, an overview of your life as you would one day like to be remembered.
 
3.) List 5 areas of your own life that you think could be better managed. For each one, tell why they need attention, then create a plan to manage them better.  
Begin each part of the plan with the words “I am going to………”.  This is the way we make it a commitment.
 
4.) Put your Plan into practice for one week.  Keep notes.   Then write up a review of how it went.  Were you happy with the results?  How did this make your life better?
Was there anything that could be improved upon?

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REVIEWS ESSAY ASSIGNMENT

 

NOTE: Before you begin the following assignment, study “Part 3: Developing a Writing Process” in your textbook. Those brief chapters give excellent information on how to write a strong paper. To the point, the suggestions will help you organize and construct your essays.

 

REQUIREMENTS: The essay should be 2 to 3 typewritten pages, double-spaced, using Modern Language Association (MLA) format (see my sample essay showing the proper MLA style under Essay Examples).  

 

Remember to check the dates in the Course Calendar for the following steps:

 

Discussion post closes on the Review Essay Due date.

Prepare draft. Apply information from the “Reviews” Chapter  

DRAFT will be DUE to Canvas.

You will receive one of the papers for peer review ONLY IF YOU HAVE SUBMITTED A PAPER IN THE PEER REVIEW FOLDER before the deadline. Complete the peer review and submit to the peer review folder 

Refine your essay

Study grammar and punctuation links

 

  

ASSIGNMENT TOPIC: 

Following are choices for your review essay. You must choose one topic on which to write. You will also need to research your topic (instructions for research follow the essay assignment). Writing Today offers outlines for you to follow in structuring your review essay. Your choices for a topic follow.

 

a.Review a movie or a live performance that interests you. Situate the item for readers, offering background information (release dates, titles, directors, actors, running times for films etc.) For a live performance you could use a concert, a play, a dance performance, a symphony, the circus, or other performances (recorded live performances are allowed). For this choice you will find the essays in the “Readings” section of the “Reviews” chapter informative in the amount of detail you should use.  Be careful. If you use someone else’s review, I will recognize the style. Your review must be your own. Use the sample papers to show you what kind of information to include. REMEMBER TO CITE EVERYTHING THAT IS NOT YOUR OWN IDEA. Any quoted material must be followed by the site of origin in parentheses.  

If you pick a movie, here are a few things to keep in mind:

  • Movies follow specific genres (horror, romantic comedy, action, science fiction, documentary etc.). How well does this movie measure up to the genre and other movies in this genre?
  • People have commonly held expectations (criteria) about what makes this kind of movie good or bad. What are these criteria and how well does the movie satisfy them?
  • Your readers are college students, not the broader public. What expectations and interests do they have that might influence whether they would like or dislike the film?
  • Pay attention to how movies use shortcuts and cultural stereotypes to introduce and shape characters. How do movies reinforce or challenge cultural stereotypes?

 

b.Write a rant about something you despise. You could think of something you have experienced recently that you did not like at all. You could choose a book, a restaurant, a vacation spot, a hotel room, a store, or a job. Be sure that you can supply specific detail to support your claim.

c.  Write a rave about something you love. Use specific details about a book, a restaurant, a vacation spot, a store, or a job as in b above.

 

Suggest a topic that interests you and write an e-mail (using Mail Tool) to me with some details of why you want to write about this topic and how you will approach it.

 

 

REQUIRED IN EITHER OF THE CHOICES: Just as you used the poem in your memoir, you must use some sort of research to help you develop your idea. Perhaps you could use one of the essays in the text to show an example of another writer’s review of a similar topic. Cite your sources as I instruct below. Document the language properly, using the MLA format, and create a Works Cited page following the text’s directions or my example . You should format each entry according to my model (see below) in order to get credit – the mistakes should be minor ones, not the glaring absence of an attempt to imitate the style.

 

Develop your discussion in detail; use the sample essays in your text as your guide. Use the senses (as you did in your memoir) and develop specific detail (as much detail as you used in your memoir) about your subject. To get at the details in this regard, you may ask yourself questions such as those that I asked of you in your pre-writing for the memoir. The chapter also gives direction in your essay development.

 

PRE-WRITING (Complete all the steps below before you write your draft. Refine your draft before submitting it to the folder for your peer for review. The better your draft, the better feedback you will receive.)

 

PROCESS FOR WRITING THE REVIEW:

1.  Decide what point you want to make about the topic and make sure to direct your essay toward that stated point (not your first sentence!).  All detail should contribute to the unity of the essay. Remember, just as in the memoir, your first sentence should grab attention. But you need the statement of the point you wish to make somewhere in the introduction–most likely at the end. Re-read how to write an introduction in Chapter 16: “Organizing and Drafting”

 

2.Ask yourself why you want to make this point—to show how bad something is? to encourage something? to scare people into or away from something? to inform 

the audience about an important issue? use humor about a bad experience to show your audience some truth? and so forth.

 

3.Decide who will want to know what you are writing—your audience. Your essay could go into a newspaper column, and the readers would be your audience. Another audience might be a blog, where people might go online to read about a product. You would publish your opinion piece (review essay). Another audience might be people considering visiting this place—in a food magazine, or an entertainment magazine, etc. In that scenario, you are writing for a reason—what is the reason? That question applies in each of the possible audiences. THE STYLE OF YOUR WRITING WILL BE GOVERNED BY THE AUDIENCE THAT YOU CHOOSE. 

 

4.Select at least three or four major examples to illustrate the point you wish to make. Remember details require facts (named objects and people, dates, named places, etc.) and use of sensory detail.

 

5.You should question the topic that you have chosen to get a list of exacting detail. See the sample essays in the text to remind yourself about the kind of detail essential to a well written essay. Which example(s) will work best with your audience? Which ones will suit your purpose? Your details must align with your main point – or thesis statement–throughout. 

 

6.In what order will you present your examples in the body of your paper? Keep your purpose firmly in mind as you plan your organization. Create a rough outline and concept map. Remember, you will have to answer who, what, when, where, why, and how.

 

7.What will you include in your introduction? Look at Introductions in Chapter 16.  BE THINKING ABOUT YOUR TITLE. IT SHOULD REFLECT THE MAIN POINT YOU WANT TO MAKE. Notice titles on AOL and newspapers to see what experts do to make people want to read their writing. The title needs to invite curiosity about your subject.

 

8.  Think about your conclusion. Don’t be confused by the term “argument.” Every essay aims to convince the reader of the ideas presented. That makes essays a form of argument.

 

9.   Once you have completed all the steps above, write your essay from your outline.

 

REVISING THE REVIEW: ASK YOURSELF THE FOLLOWING QUESTIONS.

 

Exactly what idea am I trying to present? Have I used examples that best typify that idea? Do my examples illuminate my idea without introducing irrelevant material?

Are my examples interesting? Are they appropriate for the imagined audience?

Have I used an appropriate number of examples? At least three to four (3-4) major ones and perhaps some minor ones? Have I organized my paper effectively? Have I included specific, named objects that engage the senses in my detail?

 

Once you have considered all of the above, submit your draft for a peer review.

 

After receiving feedback on the draft, refine your essay. You may want to refer to Chapter 6 again to make sure that you have followed the steps presented there. Correct any weaknesses in structure and consult Purdue OWL for help with your weaknesses in grammar or punctuation.  Also look at my grammar and punctuation links for immediate connection with specific problems.

 

 

 

If you plan to visit the Writing Center for help, visit their site on the college website to sign up for a time once your draft is finished. You can also call any of the campus centers for an appt. Don’t forget that you have an online writing center to help you. Submit online and get a return in about three days–plan ahead.

 

 

INSTRUCTIONS FOR THE REQUIRED RESEARCH:

Chapter 27 in WT has a detailed explanation of the way to cite your sources (you will cite sources in this essay). There is also a research paper sample in that chapter (the MLA form is different from the one I show you in my example, which is your name, professor’s name, course, and the date) containing a model for the Works-Cited page you will need to include with this paper (I give you the same form below). Your Works Cited page stands alone and is the last page of your essay. It should be numbered with your header. The following is an example of the proper MLA format for documentation. Follow the form exactly as it appears below:

 

Works Cited

 

Lemire, Christy. “The Lego Movie.”  Richard Johnson-Sheehan and Charles Paine. Writing Today, 3d ed. New York: Longman, 2016. 105-107.

 

 

 

LIST YOUR ENTRIES ALPHABETICALLY ACCORDING TO THE LETTER OF THE FIRST WORD OF EACH ENTRY.

 

You will need to give in-text, parenthetical citations to show where you have used the words of a published source. First you cite the last name of the author, no comma, and the number of the page in parenthesis after your borrowed information. However, if you refer to his/her last name within your paper itself, then the page number only is listed within the parenthesis. Here’s an example: 

 

Dave Barry states in his humorous essay “The Lord of the Dance Doesn’t Have Anything on Me” that he would rather “watch a dog catch a Frisbee” than watch a ballet (647).

 

Otherwise, use the following format:

 

The essay “The Lord of the Dance Doesn’t Have Anything on Me” uses humor to make a point about … (Barry 647).

 

Chapter 27 will show you how to cite the information. 

 

For Web sources, use the author’s last name (if there is one). No page numbers are listed since it is a Web source. If there is no author, then provide a partial title of the Web site or the group that created the site (if available) in parentheses following the borrowed information (stop at the .edu, or .com, or .net–whichever site you have visited).

 

 

Example:  After the discussion of dance, the article reads, “No dance has ever been performed that could surpass the New York Ballet Company’s performance” (www.danceinstruction.com).

 

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Writing


I have 2 articles about” 
Genetically modified organisms ” all  you need to do for each article is summarizing  the article in half bag and on the other half write a short paragraph answering the fellowing questions: 

1-What makes this article a reliable reference?
2-What are the arguments presented?
3-What are the data given to support the argument?

The link to the articles is below 

 

 

 

Can Genetic Engineering Save the Florida Orange?

http://news.nationalgeographic.com/news/2014/09/140914-florida-orange-citrus-greening-gmo-environment-science/

 

Food: How Altered?

http://environment.nationalgeographic.com/environment/global-warming/food-how-altered/

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In this essay, you will explore a time when you saw or experienced an injustice–something that perhaps angered, upset, depressed, or confused you.  What you experienced might take the form of a single incident, or it could be a series of events enacting the same injustice.  Here is a simple example:  you saw someone in your family kick your dog once because that person was angry, or you saw that person kick the dog out of anger every day.  You could write about either the single or the repeated episodes.

Your essay should include three elements:

  1. A clear description of what happened, including what you did in response (if anything)
  2. A recounting of what you felt and thought at the time of the incident
  3. A reflection on what you feel and think now, as you look back on what happened.

You should clearly demonstrate the connection between the incident and the way it affected you by selecting appropriate evidence from your experience and making that evidence interesting to readers.  (The authority in autobiographical writing comes from the care with which you select your material and the richness of the details you present.)  It is equally important that your essay provides a rich reflection on how the experience shaped your attitudes and/or beliefs. 

Like all of the writing assignments, this one cannot be dashed off in one sitting. It requires that you do the following:

  • work hard to generate materials from your own experience (adding and cutting material as you decide what claim you want to make)
  • look for connections between your experience and your beliefs
  • find a claim or focus for your essay and develop that claim using both narrative and reflection.

A few tips:

  1. Narrative means that you’re telling a story; you will need to include concrete details to make the story come alive for your readers, but not so much detail that they get bogged down in minutiae. Choose details that illustrate your main point.
  2. Reflection meanthat you are not simply telling what happened, but are also thoughtfully considering how the experience affected you. A good essay will balance the use of narrative and reflection; the best essays interweave the two.

Length: between 1,000 and 1,250 words.  Double-space.

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due on or by February 14th at class time.

Answer the questions as completely as possible. There is no minimum or maximum length.

 

  1.      worth 20 points) At a recent family gathering you were “cornered” by your rather eccentric and strange uncle, Cliff. He is the one most of the family attempts to avoid. He asked about this semester at Avila and you mentioned you were taking an Ethics course. He said, “Ethics, what do you need to know? Everyone knows that ethics are absolute and things are either right or wrong.” You told him about the ethical theories of relativism, skepticism, teleological ethics, deontological ethics, utilitarianism, the categorical imperative, the veil of ignorance and the divine command theory. You also gave him ethical examples of each theory. What did you tell him?

 

2.   ( worth 20 points) Uncle Cliff was rather stubborn and said to you, “Well, sexual morality is very clear. We know what is sexually right or wrong, without question.” You responded by defining the traditional and libertarian views regarding pre-marital sex, extra-marital affairs, and sex between homosexuals. What did you say to him? (include the natural law theory)

 

3.  (worth 20 points) You also pointed out to uncle Cliff, 5 types, definitions and examples  of Fallacious Reasoning which are used in the media. What did you say to him?

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In this essay, you will explore a time when you saw or experienced an injustice–something that perhaps angered, upset, depressed, or confused you.  What you experienced might take the form of a single incident, or it could be a series of events enacting the same injustice.  Here is a simple example:  you saw someone in your family kick your dog once because that person was angry, or you saw that person kick the dog out of anger every day.  You could write about either the single or the repeated episodes.

Your essay should include three elements:

  1. A clear description of what happened, including what you did in response (if anything)
  2. A recounting of what you felt and thought at the time of the incident
  3. A reflection on what you feel and think now, as you look back on what happened.

You should clearly demonstrate the connection between the incident and the way it affected you by selecting appropriate evidence from your experience and making that evidence interesting to readers.  (The authority in autobiographical writing comes from the care with which you select your material and the richness of the details you present.)  It is equally important that your essay provides a rich reflection on how the experience shaped your attitudes and/or beliefs. 

Like all of the writing assignments, this one cannot be dashed off in one sitting. It requires that you do the following:

  • work hard to generate materials from your own experience (adding and cutting material as you decide what claim you want to make)
  • look for connections between your experience and your beliefs
  • find a claim or focus for your essay and develop that claim using both narrative and reflection.

A few tips:

  1. Narrative means that you’re telling a story; you will need to include concrete details to make the story come alive for your readers, but not so much detail that they get bogged down in minutiae. Choose details that illustrate your main point.
  2. Reflection meanthat you are not simply telling what happened, but are also thoughtfully considering how the experience affected you. A good essay will balance the use of narrative and reflection; the best essays interweave the two.

Length: between 1,000 and 1,250 words.  Double-space.

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Write a reflection essay based on the BLS Occupations Projects data discussed in class (see tab labeled “Computer related professions” in spreadsheet on the BLS occupation stats.xlsxPreview the documentView in a new window).

The purpose of the paper is to help you process the data and consider how it might be important to you and your professional goals.

As you get ready for the writing, here are some questions to get your thinking started:

  • What parts of the data was most interesting to you? Which occupations?
  • Which occupations might require more than just a BS degree?
  • Did any of the data surprise you or strike you as odd?
  • How does pay correlate to projected number of new jobs?
  • How does projected replacement needs data correlate to projected new jobs data?
  • Does any of the data cause you to doubt your career choice or to want to change to a different computer-related choice?

Here are the requirements of the assignment:

  • Your essay should be typed in Word, double-spaced, using a 12-point, serif, proportional spaced font (e.g. Times New Roman) for body text. Use one-inch margins. Titles and headings can be of another font.
  • A cover page should include the paper title, your name, the date, and the name of the course.
  • Not counting the cover page, the paper should be more than one and a half pages and no more than five pages long.
  • Indicate new paragraphs by indenting the first line by ½-inch, not an extra line.
  • Writing should be formal and correct, but first person may be used. Mechanics, usage, sentence formation, and paragraph formation will be allocated 40% of the points.
  • Poorly written essays will be graded for writing only and no points will be allocated for content.
  • contents are important as well

Possibly helpful references:

http://faculty.cascadia.edu/jvanleer/MTPE/Reflection%20Paper%20Guidelines.htm 

http://www.ehow.com/way_5184362_tips-writing-reflection-paper.html

http://owl.english.purdue.edu/owl/

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http://www.sustainability.vic.gov.au/services-and-advice/business/smarter-resources-smarter-business/energy-and-materials/case-studies

 

this is extra link 

 1- but the reference  like harvard  

2- do not copy make paraphrase  and  i but comment  the teacher in the word  

you can change any thing but  you must includ  this topic 

— i need it in monday  

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Audience: Academic

Purpose: To Explore and Inform

Genre: Expository

Format: Times New Roman, 12pt font, MLA, Double Spaced, Suggested page length is 3 pages

Research and write your own Job Description of the career you hope to obtain: duties, responsibilities, work hours, salary range, requirements for promotion, highest promotion possible, unemployment rate in the field, employment outlook during the next decade, need for further education (advanced degrees, special training), employment rate in terms of geography, and optimum age bracket (i.e. in football, is one considered “aged” after 35?).

To successfully complete this assignment, create a thesis driven essay presenting your audience with a clear demonstration of your future career. After providing an objective analysis of your career field, offer a subjective explanation as to why you are a good fit for the career.

 

Extra Credit: 10 points

Take the (free) Myers-Briggs personality test—this test is often used by professionals to indicate if you are a good fit for their company. Write a two paragraph reflection on the results. Paragraph one should offer a summary of the results; paragraph two should be your response to the results and whether or not you believe or do not believe your career fits the results.

http://www.mbtionline.com/

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Your best friend from high school has just asked you to evaluate their mother and your mother by a compare and contrast evaluation. Your best friend assures you that they will be your only audience for your written evaluation. Because your best friend is a real stickler for details, they ask that the compare and contrast evaluation be based on five criteria.

 

To earn full credit for this discussion your response must be a minimum of 100 words and address the following:

  • What five criteria will be used? Why did you choose those five? How are they defined? How are they measured?
  • Can any two mothers be evaluated with your criteria? Why or why not?
  • Would this evaluation be strengthened with more or less than five criteria? Why?
  • Would you have selected the same criteria if the audience for your evaluation was your ENG 105 professor? Why or why not?
  • What visual would strengthen your evaluation? Why?
  • If you were going to use a scholarly source to strengthen this evaluation, what would be the topic of the source material?

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Find a product/service that still exists today and started prior to 1950 and you can choose either of the following:

Describe the product/service and the company that owns the brand.

1.  track the product/service success and failures since it started

or

 

2. track the product/service logo changes since it started

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Using the library resources, choose one peer reviewed Civil or Environmental Journal Publication. Select one article from the publication that is of interest to you and summarize the article. The article must be published after August 2013. Also include the citation for the article you have chosen.  Your response should contain  correct grammar, spelling, and punctuation. Your score will be based on the correct use of grammar, spelling, punctuation, citations and your ability to summarize the article.

The following are formatting requirements:

  • 1 page
  • Double spaced
  • 1 in margins
  • Times 12 or Arial 10 font
  • Citation for the article

 

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I will upload pictures that have problem solution in this homework. All I want you to do is to write it in a word document and include the problem number with it

 

 

notice! some problem has more than one step and every step in different picture.

 

question #7 has just one step

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During the semester, each team member will serve in the capacity of team leader for two separate weeks during the term.  Beginning Week 3, your team will appoint a team leader which will rotate thereafter. It is your team’s responsibility to create and track this schedule.  Importantly, each team member should serve as team leader once before the midpoint of the semester (during Weeks 2-6) and at least once after the midpoint (during Weeks 8-13).

 

The team leader will be responsible for setting up team meetings, running the meetings, managing and coordinating team tasks, communicating with team members and the course instructor (if necessary), and turning in any project-related deliverables on behalf of the team. 

 

One week after your leadership period, you will individually prepare and submit a 2-3 double spaced page assignment that analyzes your own team leadership effectiveness and answers the questions below.

 

1.     How did your team members respond to your team leadership? In order to answer this question, you will need to ask for and gather specific feedback from your team members.

2.     Did you follow similar practices and behaviors each time you led the team? Why or why not? If you changed practices and behaviors, how did this reflect your own thoughts and/or the feedback provided by your team members?

3.     What particular management skills and/or theories from our class did you find most useful/valuable to you as team leader? Why?

4.     How did you handle challenges you faced as a team leader? Simply stating you did not experience any challenges is not sufficient!

5.     Identify one important lesson or key takeaway which you have learned about leadership from your experience and explain how you will apply it to other teams of which you are a part in the future (such as for other classes, sports or student organizations, and professional internships or jobs)?

 

 

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the paper about: I want to lose 20 pound of my weight throughout the term.

Students will be given the opportunities to identify a wellness/fitness area of their life that they would like to improve upon.  Students will take steps to improve throughout the term, and submit a 500 word essay detailing their progress, process and how they can apply the knowledge gained throughout the term.

 

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I need your help to answer three questions . you will have to read two short articles to find the answers . the answres does not requrid limited words . see the attached files .

the due time is 10 hours from now . please don’t copy or use any other sources .

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Read the case study. Then, write an essay responding to the question prompts.

The essay should be in APA format (i.e. cover page, in-text citations, references page….etc.). You need at least two sources (the book counts!) and make sure to provide correct in-text citations when necessary.

Essays must  be  two pages in length.

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 post a 150- to 350-word summary of the video or article you selected. 

I selected this article; Can handwriting make you smarter

By 

ROBERT LEE HOTZ

Updated April 4, 2016 2:08 p.m. ET

 

Laptops and organizer apps make pen and paper seem antique, but handwriting appears to focus classroom attention and boost learning in a way that typing notes on a keyboard does not, new studies suggest.

Students who took handwritten notes generally outperformed students who typed their notes via computer, researchers at Princeton University and the University of California at Los Angeles found. Compared with those who type their notes, people who write them out in longhand appear to learn better, retain information longer, and more readily grasp new ideas, according to experiments by other researchers who also compared note-taking techniques.

“The written notes capture my thinking better than typing,” said educational psychologist Kenneth Kiewra at the University of Nebraska in Lincoln, who studies differences in how we take notes and organize information.

 

Ever since ancient scribes first took reed pen to papyrus, taking notes has been a catalyst for the alchemy of learning, by turning what we hear and see into a reliable record for later study and recollection. Indeed, something about writing things down excites the brain, brain imaging studies show. “Note-taking is a pretty dynamic process,” said cognitive psychologist Michael Friedman at Harvard University who studies note-taking systems. “You are transforming what you hear in your mind.”

Researchers have been studying note-taking strategies for almost a century. Not until recently, though, did they focus on differences caused by the tools we use to capture information. Note-taking with a lead pencil, first mass-produced in the 17th Century, just isn’t so different than using a fountain pen, patented in 1827; a ballpoint pen, patented in 1888; or a felt-tipped marker, patented in 1910.

Today, however, virtually all college students have portable computers; lectures are the main vehicle for instruction; and the keyboard clatter of note-taking is the soundtrack of higher education.

Generally, people who take class notes on a laptop do take more notes and can more easily keep up with the pace of a lecture than people scribbling with a pen or pencil, researchers have found. College students typically type lecture notes at a rate of about 33 words a minute. People trying to write it down manage about 22 words a minute.

The very feature that makes laptop note-taking so appealing—the ability to take notes more quickly—was what undermined learning.

—Kenneth Kiewra at the University of Nebraska in Lincoln

In the short run, it pays off. Researchers at Washington University in St. Louis in 2012 found that laptop note-takers tested immediately after a class could recall more of a lecture and performed slightly better than their pen-pushing classmates when tested on facts presented in class. They reported their experiments with 80 students in the Journal of Educational Psychology.

Any advantage, though, is temporary. After just 24 hours, the computer note takers typically forgot material they’ve transcribed, several studies said. Nor were their copious notes much help in refreshing their memory because they were so superficial.

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In contrast, those who took notes by hand could remember the lecture material longer and had a better grip on concepts presented in class, even a week later. The process of taking them down encoded the information more deeply in memory, experts said. Longhand notes also were better for review because they’re more organized.

In three experiments during 2014, psychologists Pam A. Mueller at Princeton and Daniel Oppenheimer at UCLA arranged for students to listen to talks on a variety of topics including algorithms and bats, while taking notes either via keyboard or pen and paper. The 67 students were tested immediately afterward and then again a week later, after being given an opportunity to review their notes.

Those who wrote out their notes longhand took down fewer words, but appeared to think more intensely about the material as they wrote, and digested what they heard more thoroughly, the researchers reported in Psychological Science. “All of that effort helps you learn,” said Dr. Oppenheimer.

Laptop users instead took notes by rote, taking down what they heard almost word for word.

When tested, “the longhand note takers did significantly better than laptop note-takers despite the fact that laptop note takers had more notes to look at, “ Dr. Mueller said. “Having all these notes did not help refresh their recollection.”

The problem is a typist’s tendency to take verbatim notes. “Ironically, the very feature that makes laptop note-taking so appealing—the ability to take notes more quickly—was what undermined learning,” said Dr. Kiewra.

In one experiment, Dr. Mueller explicitly warned students using laptops to avoid taking verbatim notes, saying it would hurt their performance later. They couldn’t help themselves. “The tendency of people to take verbatim notes on a laptop is really hard to break,” she said. “It seemed really ingrained to type and type and type, even when you are told that it is not beneficial to your performance.”

These note-taking studies were conducted under laboratory conditions, but their findings likely apply equally wherever we try to collect our thoughts in writing, whether in a classroom, a business meeting or a doctor’s office, the experts said.

College lecture halls commonly are filled with students typing. At Princeton, about two-thirds of the students take class notes with laptops, while at UCLA less than half do. At the University of North Carolina, about 41% of students in a recent survey said they use laptops to take class notes.

“At Princeton, it was a sea of MacBooks,” said Dr. Mueller. “Few students were taking longhand notes.”

Any notes are better than none, studies show. While handwritten notes may be more memorable, there is room for improvement.

At the University of Nebraska, Dr. Kiewra conducted 16 experiments to gauge the completeness of handwritten notes and found that people usually took down only a third or so of the information presented. Moreover, in their haste to keep up with the spoken word, people omitted important qualifiers, failed to record context, and skipped key details.

Because it requires such concentration, the process of taking notes itself can be distracting. Dr. Kiewra recalled that when he was still a student, one of his professors banned note-taking in class because he wanted students to pay full attention to the lesson. The teacher instead supplied prepared notes for the entire class.

Nonetheless, Dr. Kiewra recalled that he continued taking his own notes, cradling his head in his arms to shield his notebook as he wrote. One day, however, the professor caught him in the act.

“Mr. Kiewra, are you taking notes in my classroom?” he demanded. The flustered student dissembled. “I’m only writing a letter to a friend back home.”

“Oh thank goodness,” the professor said. “I thought you were taking notes.”

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Utilizes the CONNECT diagnostic assessment tool, which determines and points out your strengths and areas for improvement in grammar, usage, vocabulary, and related skills.  Selections main ideas

Develop persuasive arguments using examples drawn from texts

Assess individual strengths and areas for improvement in writing

Develop thesis sentences and topic outlines

Evaluate the quality of source materials

 

 

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Assignment Instructions:

 

Pay particular attention to the four Parts and ensure you have addressed each of these sections: Today I am, I Promise To…, How I Will Become Part of the university Community, and Access the Rough Draft Reflection

 

Reflection Assignment rubuc format.

 

Revision Guidelines document found in this week’s to guide you through the revision process. A visual representation is a photo, illustration, painting, etc. or multimedia object that provides insight and understanding of a concept or event.

 

Media, websites, and documents you will use in the course.

 

  • from the learning resources to support your research and strengthen your academic argument. Although direct quotations are generally not as strong as paraphrases, they can add evidence and substance to your scholarly argument. Do keep in mind, however, that some instructors forbid direct quotations for some assignments.

 

  • You’ll be practicing these skills as you finalize your own draft of the reflection Assignment.

 

3- to 5-page paper that that represents a finalized version of your Reflection Paper Assignment. 

 

Make sure all four sections are included, you have a clear structure with an that you’ve met all AWE guidelines, as well as any expectations described in the Assignment Rubric.  Include your rough draft either as a separate file or at the end of your final draft to demonstrate the revisions you’ve made.   

 

 

 

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        Review and critique at least two of the sample online profiles using the ‘Professional Profile Guidelines and rubric document-Option A’ that can be found in this week’s  Explain in detail your score for both profiles

 

1- to 2-page written review and critique of the profiles. If you were the hiring manager who reviewed these two profiles, would you hire the candidates? Why or why not? Make sure to reference the scoring rubric in the Professional Profile Guidelines and Rubric document and to make specific recommendations about how the profiles could be improved.

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WRITING

1,000-1,500 words

 

Use at least six sources. Cite your sources according to MLA style and include a works cited page.

 

Incorporating secondary sources invokes a definition of writing as an act of social engagement; therefore, the final unit essay suggests an assignment relating to civic or social consciousness — in other words, how a given text connects to “real world” issues, problems, and ongoing debate. The source integration essay can invite students to synthesize the multiple perspectives of writers that they have studied. In this essay, students will use three rhetorical appeals to create an overall argument about a debatable topic. 

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Taira (Salmon) Brandt is the 35 year old daughter of Garret Salmon the owner of a medium sized party invitation company “Loads of Fun.” Taira has recently received a degree from UMUC in Business Management and is anxious to take over her father’s company.  She is a single mother, very attractive but a little retiring in her manner.  She and her father have been planning her take over for several years, ever since her ex-husband left the business after their divorce, an event that did not go unnoticed within the company.  Taira has always worked in some capacity within the company but never in a serious leadership role. She is simply known as the “boss’ daughter”.  Taira and her father have agreed that she will take over as CEO in the next two months. No one knows of this decision.

Having taken BMGT 365 Taira realizes that she has her work cut out for her if she is to be a good company leader. The first thing she has to do is take stock of the company. This is what she sees. The company has netted 1.5 million in sales for the last two years with no growth rate.  Costs have; however, increased 3 percent.  The company produces and sells a variety of invitation styles at different price points but her most popular items seem to be either the “budget” invitations or the “high end” expensive paper products.  Her sales people have traditionally only sold to card stores or stationers. The company has never sought to sell directly to the customer. Taira would like to explore the online market for future growth potential.  In addition to the new markets, Taira would like to revamp the company image and marketing plans. Taira’s father, the current CEO, was approached by a Singapore firm who would like ‘Loads of Fun.” to go into a joint venture with them to set up a separate web store that will sell invitations to Asia with local stores in Singapore. Taira and her father are uncomfortable with the approach because they lack understanding of the Asian culture but do see a great business opportunity.

There is another issue that is on Taira’s business agenda.  The company is located in Kent, Washington one of the largest lumber towns in the country.  Being close to the paper source has saved money in the past for the company but now pressure is on to seek “green” methods of production.  A recent article in the Kent County Gazette challenged “Loads of Fun.” to get in touch with their “green side.”

The business side seems solid right now but her father has never really changed things since he started the business forty years ago.  He has managed his way to success.  Her father… Taira thought is another matter. What is his role going to be?  He jokingly says that he wants to go into “semi-retirement” but never really says what that means.  In fact Taira’s not really sure that he wants to retire.  When she asks him what role he wants his reply is “I have just one request don’t make me a figurehead.  I would rather retire completely. You choose the job or have me retire either way I will do what you want. It is your show now sweetheart.”   Garret Salmon is an extrovert through and through.  He always wants to be near the action and thrives on running the company. His open personality and hands-on style has made the business what it is now.  Taira knows this is true but her role growing up as the “I’ll do any job girl” has made her privy to lots of company gossip.  She heard that the new middle management staff of which there are three, two men and one woman, say he is nice but too controlling. Others, who have been with Garret for the last 25 years, have given up trying to think for themselves, and just go with the flow.  Taira thinks, “Where do I put my father? I need to establish myself and my style with these people. I want to make big changes and I have to get them on board. Yet, I don’t want to lose my father’s knowledge and enthusiasm. I don’t want to lose him altogether.”

 

 

 

 

Assignment 2:  Loads of Fun

 

Purpose:

Leaders, as discussed in weeks 4, 5, and 6 have a need to develop as individuals in order to be successful relationship builders. The material in these weeks focus on the ways a leader may enhance his or her personality, emotional intelligence, and relationship building skills to engage and motivate employees.

 

In this assessment, students will read the case study provided. The goal of this assignment is for the students to write a paper which designs a personal leadership plan for Taira Brandt who is about to take over the family business. The plan should address how Taira can facilitate her role as daughter, leader, and change agent to make a successful transition from the boss’s daughter to CEO. In essence how will Taira best use her individual skills to transition to her new role as CEO?

 

Outcomes Met:

  • use leadership theories, assessment tools, and an understanding of the role of ethics, values, and attitudes to evaluate and enhance personal leadership skills
  • develop and implement methods for establishing a constructive organizational structure and culture that fosters positive employee and employer relationships
  • evaluate the culture and policies of an organization to recommend and implement improvements that support its vision, success, and sustainability
  • assess the interactions between the external environment and the organization to foster responsible and effective leadership and organizational practices

 

Instructions:

Step 1:  Review “How to Analyze a Case Study” under Week 4 Content.

Step 2:  Create a Word or Rich Text Format (RTF) document that is single-spaced, double-spaced between paragraphs, 12-point font.  The final product will be between 4-5 pages in length excluding the title page and reference page.

Step 3:  Review the assignment grading rubric.

Step 4:  Follow this format:

  • Title page with title, your name, the course, the instructor’s name;
  • Introduction paragraph in which purpose of the plan is explained.
  • Body Paragraphs:
  • Evaluate Taira’s current role in the business;
  • Discussion Taira’s  plans for business future;
  • What individual Leadership skills does Taira need to accomplish business goals?
  • Identify leadership relationship building challenges that are facing Taira;
  • Assess the environment for change in her plan.
  • Summary paragraph

 

Step 5:  In writing a case study, the writing is in the third person.  What this means is that there are no words such as “I, me, my, we, or us” (first person writing), nor is there use of “you or your” (second person writing).  If uncertain how to write in the third person, view this link:  http://www.quickanddirtytips.com/education/grammar/first-second-and-third-person

Step 6:  In writing this assignment, students are asked to support the reasoning using in-text citations and a reference list.  A reference within a reference list cannot exist without an associated in-text citation and vice versa.  View the sample APA paper under Week 4 content

Step 7:  In writing this assignment, students are expected to paraphrase and not use direct quotes.  Learn to paraphrase by reviewing this link:  https://writing.wisc.edu/Handbook/QPA_paraphrase2.html

Step 8:  Read critically and analyze the scenario provided under Week 6 Content. 

Step 9:  Jot down or highlight key facts from the scenario.  Consider making an outline to capture key points in the paper. 

Step 10:  In your paper, respond to the following elements of leadership and plan design:

  • Evaluate Taira’s current role in the business and how that affects her leadership potential
  • Describe specifically Taira’s business plans now and in the future (e.g. vision and mission, green plans etc.);
  • Leader as individual- assessments; style, and ways that Taira can best establish her personal self with the employees;
  • Identify the relationship building challenges facing Taira including current management staff and father and ways she can build the relationships to meet her goals;
  • Assess the environment for change and how Taira will implement the ideas she has to build her future at the business.

 

Step 11:  Create the introductory paragraph.  The introductory paragraph is the first paragraph of the paper but is typically written after writing the body of the paper (Questions students responded to above).  View this website to learn how to write an introductory paragraph:  http://www.writing.ucsb.edu/faculty/donelan/intro.html

Step 12:  Write a summary paragraph.  A summary paragraph restates the main idea(s) of the essay.  Make sure to leave a reader with a sense that the essay is complete.  The summary paragraph is the last paragraph of a paper.

Step 13:  Using the grading rubric as a comparison, read through the paper to ensure all required elements are presented.

Step 14: Proofread the paper for spelling and grammatical issues, and third person writing. 

  •          Use the spell and grammar check in Word as a first measure;
  •          Have someone who has excellent English skills to proof the paper;
  •          Consider submitting the paper to the Effective Writing Center (EWC).  The EWC will provide 4-6 areas that may need improvement.
  • APA style free from plagiarims A+

 

 

PAPER 2

 

The topic i choose was 

High school education does not get ready to college student to take college level classes. 

 

ASSIGNMENT:  Create a complete Annotated Bibliography for your course project using all the research sources you have found.  You should have at least four or more secondary academic-quality sources.  Your annotations should be evaluative and critical (not just descriptive).  [For more, see the tutorial How to Write an Annotated Bibliography.

GUIDANCE:  An Annotated Bibliography is a list of references on a single topic unified by a central thesis.  All research sources should be fully cited in correct APA format.  In addition, each source should have a critical evaluation (about three sentences long). The annotation represents your own original ideas expressed in your own words.  Do not copy-and-paste from the sources. See Annotated Bibliographies on the Purdue OWL website.

CONTENT:

(1) THESIS — Your project’s thesis should be stated first in your Annotated Bibliography.  A thesis is a single stand-alone sentence (with a subject and verb) which is a capsule summary of the one main point of your entire project.

(2) CITATIONS — Each research source should be documented individually in a references citation using full, correct APA format.  See APA style & format.  Arrange the list of citations in alphabetical order, based on the first word in each citation (usually the last name of the primary author).

(3) ANNOTATIONS — Each reference should also have an annotation that explains clearly why you chose the specific source, how it is relevant and valuable for your course project, and how you expect to use it in your final paper (WA8).  A good annotation is about 75-100 words long; has about three complete sentences; and supports your key points and generalities with specific details, hard facts, and concrete examples.

FORMAT:  Use standard business document style: 12-point regular Times New Roman font, single-spaced, in a Microsoft Word document (.docx).  

KEY GRADING FACTORS:

  • Gives strong critical evaluations of all sources showing their value and relevance
  • Gives full citations for all sources in correct APA format; document is formatted in correct APA style
  • Has complete, accurate publication information for all research sources
  • Links all research sources strongly and directly to thesis, theme, and outcome
  • Has strong, well-focused thesis; very specific & targeted; highly unified theme
  • Cites and evaluates four or more academic-quality sources
  • No typos, misspellings, or errors in English mechanics, with correct format for the e-document

LENGTH:  375-500 words (about two pages).

 

 

 

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Building upon the analytical skills learned in the previous unit, the rhetorical analysis asks students to consider the persuasive elements or structural features used to create or enhance textual meaning. In other words, this assignment shifts the analytical gaze away from textual interpretation and toward the rhetorical conventions that help to make meaning. In this essay, students will analyze how two different authors (writing on the same topic) appeal to ethos (values), pathos (emotion), and logos (logic). You will compare and contrast the authors’ opposing views. Who does a better job and why? What rhetorical devices / argumentative appeals does each author successfully (or unsuccessfully) use? This essay will allow you to decide which author used the best “ethos” argument, which author used the best “pathos” argument, etc. Additionally, this essay will help you consider what makes a successful and/or unsuccessful argument when you work on your Unit 4 essay. 

Ideas: topic, thesis/central idea, focus, purpose, audience: 20% 
Ideas should be clear, insightful, thought-provoking, and focused so that they consistently support the topic, thesis, and audience for the paper. 

Development: details, evidence, examples, logic, arguments: 20% 
Development should be fresh, with abundant details and examples that arouse audience interest and provide relevant, concrete, specific and insightful evidence in support of sound logic. 

Organization: structure, coherence, unity, transitions: 20%
Organization should be coherent, unified, and effective in support of the paper’s purpose, and should consistently demonstrate effective and appropriate rhetorical transitions between ideas and paragraphs. 

Mechanics: sentence structure, word choice, tone, grammar, spelling, punctuation: 20% 
Style should be confident, readable and rhetorically effective in tone, incorporating varied sentence structure, precise word choice, and correct grammar, spelling, and punctuation.

Format: presentation, sources, documentation, MLA style: 20% 
Format should meet all assignment directions, and should work expertly to support the essay’s purpose

 

 

“The Automation Myth” by Matthew Yglesias
http://www.vox.com/2015/7/27/9038829/automation-myth

“Better Than Human: Why Robots Will — And Must — Take Our Jobs” by Kevin Kelly
http://www.wired.com/2012/12/ff-robots-will-take-our-jobs/

“6 Charts That Prove We Actually Are Making Progress Towards Gender Equality” by Alanna Vagianos
http://www.huffingtonpost.com/2014/08/07/gender-equality-progress-council-on-contemporary-families_n_5654259.html

“Millennial Men Aren’t the Dads They Thought They’d Be” by Claire Cain Miller
http://www.nytimes.com/2015/07/31/upshot/millennial-men-find-work-and-family-hard-to-balance.html?_r=0

 

“How To Do What You Love” by Paul Graham 
http://www.paulgraham.com/love.html

“What It’s Like to Fail” by David Raether
http://priceonomics.com/what-its-like-to-fail/

“No, You Absolutely Do Not Have to Love Your Job” by Tracy Moore
http://jezebel.com/no-you-absolutely-do-not-have-to-love-your-job-1686132756

“My Daugher Went Away to Camp and Changed” by John Dickerson
http://www.slate.com/articles/life/family/2013/07/summer_camp_where_kids_grow_up_on_their_own_and_parents_back_home_stay_the.single.html

 

 

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1.

Exercise 7.13 Instructions:

  • Revise Exercise 7.13.  Change the memo to a letter with full block format.  Follow the format and example from the online lesson:  “Tips for Completing Exercise 7.13.”  Write the letter using “you-attitude” and positive emphasis.  Remember the “forbidden words” and use precise words and action verbs. 
  • When you are done with your letter, submit it as an attachment to this drop box. Double check your post to make sure your file truly did attach, that it is the correct file, and the file ends in .doc, .docx or .rtf (no other formats). 
  • You may need to create addresses and names for this letter.

2.

Exercise 7.4 and 8.5 Discussion

Instructions:

  • Answer the questions to Exercise 7.4 and 8.5.
  • When you are done writing your answers, post it in the discussion forum below. Double check your post to make sure your file truly did attach, that it is the correct file, and the file ends in .doc, .docx or .rtf (no other formats).
  • After posting your answers, reply and respond to at least two of your classmates’ posts. Consider the following:
    • In what ways do your classmate’s answers differ from yours?
    • What ideas do your classmate’s answers give you about what you might have included?
    • Make suggestions to your classmates about other missed points.
    • Your response should be about one paragraph in length, about 5-8 lines of text

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Unit 2 Essay: 1,000 – 1,500 words

First-Year Writing Essay 2 Rubric

Dr. Wheeler

In this unit, students develop an informed interpretation of a text, moving beyond summary or response into scholarly analysis. The textual analysis is meant to build on the critical skills of the first unit, but we will move from familiar personal experience to a primary text. We will begin to learn about the processes of annotation, paraphrasing, direct quotation, and proper source citation. Summary will inevitably play a role in the assignment, but that role should be subordinate to the careful analysis of the relation among parts. The assignment will also stress the process of identifying and developing a thesis statement based upon one’s analysis. Based on a required reading, the essay will answer these questions: How does the author accomplish his/her goal? How does he/she succeed in convincing you to change your mind or in persuading you to take action? You might consider using this formula: The author succeeds in convincing me of these two things, but fails to convince me in this third area.

Ideas: topic, thesis/central idea, focus, purpose, audience: 20% 
Ideas should be clear, insightful, thought-provoking, and focused so that they consistently support the topic, thesis, and audience for the paper. 

Development: details, evidence, examples, logic, arguments: 20% 
Development should be fresh, with abundant details and examples that arouse audience interest and provide relevant, concrete, specific and insightful evidence in support of sound logic. 

Organization: structure, coherence, unity, transitions: 20%
Organization should be coherent, unified, and effective in support of the paper’s purpose, and should consistently demonstrate effective and appropriate rhetorical transitions between ideas and paragraphs. 

Mechanics: sentence structure, word choice, tone, grammar, spelling, punctuation: 20% 
Style should be confident, readable and rhetorically effective in tone, incorporating varied sentence structure, precise word choice, and correct grammar, spelling, and punctuation.

Format: presentation, sources, documentation, MLA style: 20% 
Format should meet all assignment directions, and should work expertly to support the essay’s purpose

 

 

“Two Ways to Belong in America” by Mukherjee, page 504.

“The Company Man” by Ellen Goodman, page 454.

Alain de Botton, “Why You Will Marry the Wrong Person.”
http://www.nytimes.com/2016/05/29/opinion/sunday/why-you-will-marry-the-wrong-person.html

Sandra Barron, “R We D8Ting?”
http://www.nytimes.com/2005/07/24/fashion/sundaystyles/r-we-d8ting.html?_r=0

“A World Without Work” by Derek Thompson
http://www.theatlantic.com/magazine/archive/2015/07/world-without-work/395294/

“All the Single Ladies” by Kate Bolick
http://www.theatlantic.com/magazine/archive/2011/11/all-the-single-ladies/308654/

Jennifer Marshall, “Marriage: What Social Science Says and Doesn’t Say.”
http://www.heritage.org/research/reports/2004/05/marriage-what-social-science-says-and-doesnt-say

Sandra Tsing Loh, “Let’s Call the Whole Thing Off.”
http://www.theatlantic.com/magazine/archive/2009/07/lets-call-the-whole-thing-off/307488/

Amy Benfer, “When Date Night Is Not Enough.”
http://www.salon.com/2009/06/18/loh_on_divorce/

Amanda Fortini “Why Your Marriage Sucks.”
http://www.salon.com/2009/06/24/vindication_love/

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Writing

1.

  • Answer the questions to Exercise 6.6 and 6.7 in the post frame or attach a .doc, .docx. or .rtf file.
  • After posting your answers, reply and respond to at least two of your classmates’ letters. Consider the following: 
    • In what ways do your classmate’s answers differ from yours?
    • What ideas do your classmate’s answers give you about what you might have overlooked?
    • Make your response about one paragraph in length, or about 5-8 lines of text

2.

  • Revise Exercise 6.11.  Change the memo in the textbook example into a letter with full block format.  Follow the format and example in the online lesson: “Letter Format and Tips for Completing Exercise 6.11.”  Write the letter using “you attitude.”  You can create your own letterhead (business address at the top) and the address information for the recipient (inside address.) Remember the “forbidden words,” and strive to use precise words and action verbs in all your sentences.   
  • When you are done with your letter, post it in the discussion forum below. Double check your post to make sure your file truly did attach, that it is the correct file and that the file ends in .doc, .docx or .rtf (no other formats).  Submissions without attachments or attachments in the incorrect format will not receive credit.

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 post a 150- to 350-word summary of the video or article you selected. 

I selected this article; Can handwriting make you smarter

By 

ROBERT LEE HOTZ

Updated April 4, 2016 2:08 p.m. ET

 

Laptops and organizer apps make pen and paper seem antique, but handwriting appears to focus classroom attention and boost learning in a way that typing notes on a keyboard does not, new studies suggest.

Students who took handwritten notes generally outperformed students who typed their notes via computer, researchers at Princeton University and the University of California at Los Angeles found. Compared with those who type their notes, people who write them out in longhand appear to learn better, retain information longer, and more readily grasp new ideas, according to experiments by other researchers who also compared note-taking techniques.

“The written notes capture my thinking better than typing,” said educational psychologist Kenneth Kiewra at the University of Nebraska in Lincoln, who studies differences in how we take notes and organize information.

 

Ever since ancient scribes first took reed pen to papyrus, taking notes has been a catalyst for the alchemy of learning, by turning what we hear and see into a reliable record for later study and recollection. Indeed, something about writing things down excites the brain, brain imaging studies show. “Note-taking is a pretty dynamic process,” said cognitive psychologist Michael Friedman at Harvard University who studies note-taking systems. “You are transforming what you hear in your mind.”

Researchers have been studying note-taking strategies for almost a century. Not until recently, though, did they focus on differences caused by the tools we use to capture information. Note-taking with a lead pencil, first mass-produced in the 17th Century, just isn’t so different than using a fountain pen, patented in 1827; a ballpoint pen, patented in 1888; or a felt-tipped marker, patented in 1910.

Today, however, virtually all college students have portable computers; lectures are the main vehicle for instruction; and the keyboard clatter of note-taking is the soundtrack of higher education.

Generally, people who take class notes on a laptop do take more notes and can more easily keep up with the pace of a lecture than people scribbling with a pen or pencil, researchers have found. College students typically type lecture notes at a rate of about 33 words a minute. People trying to write it down manage about 22 words a minute.

The very feature that makes laptop note-taking so appealing—the ability to take notes more quickly—was what undermined learning.

—Kenneth Kiewra at the University of Nebraska in Lincoln

In the short run, it pays off. Researchers at Washington University in St. Louis in 2012 found that laptop note-takers tested immediately after a class could recall more of a lecture and performed slightly better than their pen-pushing classmates when tested on facts presented in class. They reported their experiments with 80 students in the Journal of Educational Psychology.

Any advantage, though, is temporary. After just 24 hours, the computer note takers typically forgot material they’ve transcribed, several studies said. Nor were their copious notes much help in refreshing their memory because they were so superficial.

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In contrast, those who took notes by hand could remember the lecture material longer and had a better grip on concepts presented in class, even a week later. The process of taking them down encoded the information more deeply in memory, experts said. Longhand notes also were better for review because they’re more organized.

In three experiments during 2014, psychologists Pam A. Mueller at Princeton and Daniel Oppenheimer at UCLA arranged for students to listen to talks on a variety of topics including algorithms and bats, while taking notes either via keyboard or pen and paper. The 67 students were tested immediately afterward and then again a week later, after being given an opportunity to review their notes.

Those who wrote out their notes longhand took down fewer words, but appeared to think more intensely about the material as they wrote, and digested what they heard more thoroughly, the researchers reported in Psychological Science. “All of that effort helps you learn,” said Dr. Oppenheimer.

Laptop users instead took notes by rote, taking down what they heard almost word for word.

When tested, “the longhand note takers did significantly better than laptop note-takers despite the fact that laptop note takers had more notes to look at, “ Dr. Mueller said. “Having all these notes did not help refresh their recollection.”

The problem is a typist’s tendency to take verbatim notes. “Ironically, the very feature that makes laptop note-taking so appealing—the ability to take notes more quickly—was what undermined learning,” said Dr. Kiewra.

In one experiment, Dr. Mueller explicitly warned students using laptops to avoid taking verbatim notes, saying it would hurt their performance later. They couldn’t help themselves. “The tendency of people to take verbatim notes on a laptop is really hard to break,” she said. “It seemed really ingrained to type and type and type, even when you are told that it is not beneficial to your performance.”

These note-taking studies were conducted under laboratory conditions, but their findings likely apply equally wherever we try to collect our thoughts in writing, whether in a classroom, a business meeting or a doctor’s office, the experts said.

College lecture halls commonly are filled with students typing. At Princeton, about two-thirds of the students take class notes with laptops, while at UCLA less than half do. At the University of North Carolina, about 41% of students in a recent survey said they use laptops to take class notes.

“At Princeton, it was a sea of MacBooks,” said Dr. Mueller. “Few students were taking longhand notes.”

Any notes are better than none, studies show. While handwritten notes may be more memorable, there is room for improvement.

At the University of Nebraska, Dr. Kiewra conducted 16 experiments to gauge the completeness of handwritten notes and found that people usually took down only a third or so of the information presented. Moreover, in their haste to keep up with the spoken word, people omitted important qualifiers, failed to record context, and skipped key details.

Because it requires such concentration, the process of taking notes itself can be distracting. Dr. Kiewra recalled that when he was still a student, one of his professors banned note-taking in class because he wanted students to pay full attention to the lesson. The teacher instead supplied prepared notes for the entire class.

Nonetheless, Dr. Kiewra recalled that he continued taking his own notes, cradling his head in his arms to shield his notebook as he wrote. One day, however, the professor caught him in the act.

“Mr. Kiewra, are you taking notes in my classroom?” he demanded. The flustered student dissembled. “I’m only writing a letter to a friend back home.”

“Oh thank goodness,” the professor said. “I thought you were taking notes.”

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Utilizes the CONNECT diagnostic assessment tool, which determines and points out your strengths and areas for improvement in grammar, usage, vocabulary, and related skills.  Selections main ideas

Develop persuasive arguments using examples drawn from texts

Assess individual strengths and areas for improvement in writing

Develop thesis sentences and topic outlines

Evaluate the quality of source materials

 

 

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Assignment Instructions:

 

Pay particular attention to the four Parts and ensure you have addressed each of these sections: Today I am, I Promise To…, How I Will Become Part of the university Community, and Access the Rough Draft Reflection

 

Reflection Assignment rubuc format.

 

Revision Guidelines document found in this week’s to guide you through the revision process. A visual representation is a photo, illustration, painting, etc. or multimedia object that provides insight and understanding of a concept or event.

 

Media, websites, and documents you will use in the course.

 

  • from the learning resources to support your research and strengthen your academic argument. Although direct quotations are generally not as strong as paraphrases, they can add evidence and substance to your scholarly argument. Do keep in mind, however, that some instructors forbid direct quotations for some assignments.

 

  • You’ll be practicing these skills as you finalize your own draft of the reflection Assignment.

 

3- to 5-page paper that that represents a finalized version of your Reflection Paper Assignment. 

 

Make sure all four sections are included, you have a clear structure with an that you’ve met all AWE guidelines, as well as any expectations described in the Assignment Rubric.  Include your rough draft either as a separate file or at the end of your final draft to demonstrate the revisions you’ve made.   

 

 

 

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        Review and critique at least two of the sample online profiles using the ‘Professional Profile Guidelines and rubric document-Option A’ that can be found in this week’s  Explain in detail your score for both profiles

 

1- to 2-page written review and critique of the profiles. If you were the hiring manager who reviewed these two profiles, would you hire the candidates? Why or why not? Make sure to reference the scoring rubric in the Professional Profile Guidelines and Rubric document and to make specific recommendations about how the profiles could be improved.

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WRITING

1,000-1,500 words

 

Use at least six sources. Cite your sources according to MLA style and include a works cited page.

 

Incorporating secondary sources invokes a definition of writing as an act of social engagement; therefore, the final unit essay suggests an assignment relating to civic or social consciousness — in other words, how a given text connects to “real world” issues, problems, and ongoing debate. The source integration essay can invite students to synthesize the multiple perspectives of writers that they have studied. In this essay, students will use three rhetorical appeals to create an overall argument about a debatable topic. 

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Taira (Salmon) Brandt is the 35 year old daughter of Garret Salmon the owner of a medium sized party invitation company “Loads of Fun.” Taira has recently received a degree from UMUC in Business Management and is anxious to take over her father’s company.  She is a single mother, very attractive but a little retiring in her manner.  She and her father have been planning her take over for several years, ever since her ex-husband left the business after their divorce, an event that did not go unnoticed within the company.  Taira has always worked in some capacity within the company but never in a serious leadership role. She is simply known as the “boss’ daughter”.  Taira and her father have agreed that she will take over as CEO in the next two months. No one knows of this decision.

Having taken BMGT 365 Taira realizes that she has her work cut out for her if she is to be a good company leader. The first thing she has to do is take stock of the company. This is what she sees. The company has netted 1.5 million in sales for the last two years with no growth rate.  Costs have; however, increased 3 percent.  The company produces and sells a variety of invitation styles at different price points but her most popular items seem to be either the “budget” invitations or the “high end” expensive paper products.  Her sales people have traditionally only sold to card stores or stationers. The company has never sought to sell directly to the customer. Taira would like to explore the online market for future growth potential.  In addition to the new markets, Taira would like to revamp the company image and marketing plans. Taira’s father, the current CEO, was approached by a Singapore firm who would like ‘Loads of Fun.” to go into a joint venture with them to set up a separate web store that will sell invitations to Asia with local stores in Singapore. Taira and her father are uncomfortable with the approach because they lack understanding of the Asian culture but do see a great business opportunity.

There is another issue that is on Taira’s business agenda.  The company is located in Kent, Washington one of the largest lumber towns in the country.  Being close to the paper source has saved money in the past for the company but now pressure is on to seek “green” methods of production.  A recent article in the Kent County Gazette challenged “Loads of Fun.” to get in touch with their “green side.”

The business side seems solid right now but her father has never really changed things since he started the business forty years ago.  He has managed his way to success.  Her father… Taira thought is another matter. What is his role going to be?  He jokingly says that he wants to go into “semi-retirement” but never really says what that means.  In fact Taira’s not really sure that he wants to retire.  When she asks him what role he wants his reply is “I have just one request don’t make me a figurehead.  I would rather retire completely. You choose the job or have me retire either way I will do what you want. It is your show now sweetheart.”   Garret Salmon is an extrovert through and through.  He always wants to be near the action and thrives on running the company. His open personality and hands-on style has made the business what it is now.  Taira knows this is true but her role growing up as the “I’ll do any job girl” has made her privy to lots of company gossip.  She heard that the new middle management staff of which there are three, two men and one woman, say he is nice but too controlling. Others, who have been with Garret for the last 25 years, have given up trying to think for themselves, and just go with the flow.  Taira thinks, “Where do I put my father? I need to establish myself and my style with these people. I want to make big changes and I have to get them on board. Yet, I don’t want to lose my father’s knowledge and enthusiasm. I don’t want to lose him altogether.”

 

 

 

 

Assignment 2:  Loads of Fun

 

Purpose:

Leaders, as discussed in weeks 4, 5, and 6 have a need to develop as individuals in order to be successful relationship builders. The material in these weeks focus on the ways a leader may enhance his or her personality, emotional intelligence, and relationship building skills to engage and motivate employees.

 

In this assessment, students will read the case study provided. The goal of this assignment is for the students to write a paper which designs a personal leadership plan for Taira Brandt who is about to take over the family business. The plan should address how Taira can facilitate her role as daughter, leader, and change agent to make a successful transition from the boss’s daughter to CEO. In essence how will Taira best use her individual skills to transition to her new role as CEO?

 

Outcomes Met:

  • use leadership theories, assessment tools, and an understanding of the role of ethics, values, and attitudes to evaluate and enhance personal leadership skills
  • develop and implement methods for establishing a constructive organizational structure and culture that fosters positive employee and employer relationships
  • evaluate the culture and policies of an organization to recommend and implement improvements that support its vision, success, and sustainability
  • assess the interactions between the external environment and the organization to foster responsible and effective leadership and organizational practices

 

Instructions:

Step 1:  Review “How to Analyze a Case Study” under Week 4 Content.

Step 2:  Create a Word or Rich Text Format (RTF) document that is single-spaced, double-spaced between paragraphs, 12-point font.  The final product will be between 4-5 pages in length excluding the title page and reference page.

Step 3:  Review the assignment grading rubric.

Step 4:  Follow this format:

  • Title page with title, your name, the course, the instructor’s name;
  • Introduction paragraph in which purpose of the plan is explained.
  • Body Paragraphs:
  • Evaluate Taira’s current role in the business;
  • Discussion Taira’s  plans for business future;
  • What individual Leadership skills does Taira need to accomplish business goals?
  • Identify leadership relationship building challenges that are facing Taira;
  • Assess the environment for change in her plan.
  • Summary paragraph

 

Step 5:  In writing a case study, the writing is in the third person.  What this means is that there are no words such as “I, me, my, we, or us” (first person writing), nor is there use of “you or your” (second person writing).  If uncertain how to write in the third person, view this link:  http://www.quickanddirtytips.com/education/grammar/first-second-and-third-person

Step 6:  In writing this assignment, students are asked to support the reasoning using in-text citations and a reference list.  A reference within a reference list cannot exist without an associated in-text citation and vice versa.  View the sample APA paper under Week 4 content

Step 7:  In writing this assignment, students are expected to paraphrase and not use direct quotes.  Learn to paraphrase by reviewing this link:  https://writing.wisc.edu/Handbook/QPA_paraphrase2.html

Step 8:  Read critically and analyze the scenario provided under Week 6 Content. 

Step 9:  Jot down or highlight key facts from the scenario.  Consider making an outline to capture key points in the paper. 

Step 10:  In your paper, respond to the following elements of leadership and plan design:

  • Evaluate Taira’s current role in the business and how that affects her leadership potential
  • Describe specifically Taira’s business plans now and in the future (e.g. vision and mission, green plans etc.);
  • Leader as individual- assessments; style, and ways that Taira can best establish her personal self with the employees;
  • Identify the relationship building challenges facing Taira including current management staff and father and ways she can build the relationships to meet her goals;
  • Assess the environment for change and how Taira will implement the ideas she has to build her future at the business.

 

Step 11:  Create the introductory paragraph.  The introductory paragraph is the first paragraph of the paper but is typically written after writing the body of the paper (Questions students responded to above).  View this website to learn how to write an introductory paragraph:  http://www.writing.ucsb.edu/faculty/donelan/intro.html

Step 12:  Write a summary paragraph.  A summary paragraph restates the main idea(s) of the essay.  Make sure to leave a reader with a sense that the essay is complete.  The summary paragraph is the last paragraph of a paper.

Step 13:  Using the grading rubric as a comparison, read through the paper to ensure all required elements are presented.

Step 14: Proofread the paper for spelling and grammatical issues, and third person writing. 

  •          Use the spell and grammar check in Word as a first measure;
  •          Have someone who has excellent English skills to proof the paper;
  •          Consider submitting the paper to the Effective Writing Center (EWC).  The EWC will provide 4-6 areas that may need improvement.
  • APA style free from plagiarims A+

 

 

PAPER 2

 

The topic i choose was 

High school education does not get ready to college student to take college level classes. 

 

ASSIGNMENT:  Create a complete Annotated Bibliography for your course project using all the research sources you have found.  You should have at least four or more secondary academic-quality sources.  Your annotations should be evaluative and critical (not just descriptive).  [For more, see the tutorial How to Write an Annotated Bibliography.

GUIDANCE:  An Annotated Bibliography is a list of references on a single topic unified by a central thesis.  All research sources should be fully cited in correct APA format.  In addition, each source should have a critical evaluation (about three sentences long). The annotation represents your own original ideas expressed in your own words.  Do not copy-and-paste from the sources. See Annotated Bibliographies on the Purdue OWL website.

CONTENT:

(1) THESIS — Your project’s thesis should be stated first in your Annotated Bibliography.  A thesis is a single stand-alone sentence (with a subject and verb) which is a capsule summary of the one main point of your entire project.

(2) CITATIONS — Each research source should be documented individually in a references citation using full, correct APA format.  See APA style & format.  Arrange the list of citations in alphabetical order, based on the first word in each citation (usually the last name of the primary author).

(3) ANNOTATIONS — Each reference should also have an annotation that explains clearly why you chose the specific source, how it is relevant and valuable for your course project, and how you expect to use it in your final paper (WA8).  A good annotation is about 75-100 words long; has about three complete sentences; and supports your key points and generalities with specific details, hard facts, and concrete examples.

FORMAT:  Use standard business document style: 12-point regular Times New Roman font, single-spaced, in a Microsoft Word document (.docx).  

KEY GRADING FACTORS:

  • Gives strong critical evaluations of all sources showing their value and relevance
  • Gives full citations for all sources in correct APA format; document is formatted in correct APA style
  • Has complete, accurate publication information for all research sources
  • Links all research sources strongly and directly to thesis, theme, and outcome
  • Has strong, well-focused thesis; very specific & targeted; highly unified theme
  • Cites and evaluates four or more academic-quality sources
  • No typos, misspellings, or errors in English mechanics, with correct format for the e-document

LENGTH:  375-500 words (about two pages).

 

 

 

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writing

Building upon the analytical skills learned in the previous unit, the rhetorical analysis asks students to consider the persuasive elements or structural features used to create or enhance textual meaning. In other words, this assignment shifts the analytical gaze away from textual interpretation and toward the rhetorical conventions that help to make meaning. In this essay, students will analyze how two different authors (writing on the same topic) appeal to ethos (values), pathos (emotion), and logos (logic). You will compare and contrast the authors’ opposing views. Who does a better job and why? What rhetorical devices / argumentative appeals does each author successfully (or unsuccessfully) use? This essay will allow you to decide which author used the best “ethos” argument, which author used the best “pathos” argument, etc. Additionally, this essay will help you consider what makes a successful and/or unsuccessful argument when you work on your Unit 4 essay. 

Ideas: topic, thesis/central idea, focus, purpose, audience: 20% 
Ideas should be clear, insightful, thought-provoking, and focused so that they consistently support the topic, thesis, and audience for the paper. 

Development: details, evidence, examples, logic, arguments: 20% 
Development should be fresh, with abundant details and examples that arouse audience interest and provide relevant, concrete, specific and insightful evidence in support of sound logic. 

Organization: structure, coherence, unity, transitions: 20%
Organization should be coherent, unified, and effective in support of the paper’s purpose, and should consistently demonstrate effective and appropriate rhetorical transitions between ideas and paragraphs. 

Mechanics: sentence structure, word choice, tone, grammar, spelling, punctuation: 20% 
Style should be confident, readable and rhetorically effective in tone, incorporating varied sentence structure, precise word choice, and correct grammar, spelling, and punctuation.

Format: presentation, sources, documentation, MLA style: 20% 
Format should meet all assignment directions, and should work expertly to support the essay’s purpose

 

 

“The Automation Myth” by Matthew Yglesias
http://www.vox.com/2015/7/27/9038829/automation-myth

“Better Than Human: Why Robots Will — And Must — Take Our Jobs” by Kevin Kelly
http://www.wired.com/2012/12/ff-robots-will-take-our-jobs/

“6 Charts That Prove We Actually Are Making Progress Towards Gender Equality” by Alanna Vagianos
http://www.huffingtonpost.com/2014/08/07/gender-equality-progress-council-on-contemporary-families_n_5654259.html

“Millennial Men Aren’t the Dads They Thought They’d Be” by Claire Cain Miller
http://www.nytimes.com/2015/07/31/upshot/millennial-men-find-work-and-family-hard-to-balance.html?_r=0

 

“How To Do What You Love” by Paul Graham 
http://www.paulgraham.com/love.html

“What It’s Like to Fail” by David Raether
http://priceonomics.com/what-its-like-to-fail/

“No, You Absolutely Do Not Have to Love Your Job” by Tracy Moore
http://jezebel.com/no-you-absolutely-do-not-have-to-love-your-job-1686132756

“My Daugher Went Away to Camp and Changed” by John Dickerson
http://www.slate.com/articles/life/family/2013/07/summer_camp_where_kids_grow_up_on_their_own_and_parents_back_home_stay_the.single.html

 

 

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Writing

1.

Exercise 7.13 Instructions:

  • Revise Exercise 7.13.  Change the memo to a letter with full block format.  Follow the format and example from the online lesson:  “Tips for Completing Exercise 7.13.”  Write the letter using “you-attitude” and positive emphasis.  Remember the “forbidden words” and use precise words and action verbs. 
  • When you are done with your letter, submit it as an attachment to this drop box. Double check your post to make sure your file truly did attach, that it is the correct file, and the file ends in .doc, .docx or .rtf (no other formats). 
  • You may need to create addresses and names for this letter.

2.

Exercise 7.4 and 8.5 Discussion

Instructions:

  • Answer the questions to Exercise 7.4 and 8.5.
  • When you are done writing your answers, post it in the discussion forum below. Double check your post to make sure your file truly did attach, that it is the correct file, and the file ends in .doc, .docx or .rtf (no other formats).
  • After posting your answers, reply and respond to at least two of your classmates’ posts. Consider the following:
    • In what ways do your classmate’s answers differ from yours?
    • What ideas do your classmate’s answers give you about what you might have included?
    • Make suggestions to your classmates about other missed points.
    • Your response should be about one paragraph in length, about 5-8 lines of text

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Unit 2 Essay: 1,000 – 1,500 words

First-Year Writing Essay 2 Rubric

Dr. Wheeler

In this unit, students develop an informed interpretation of a text, moving beyond summary or response into scholarly analysis. The textual analysis is meant to build on the critical skills of the first unit, but we will move from familiar personal experience to a primary text. We will begin to learn about the processes of annotation, paraphrasing, direct quotation, and proper source citation. Summary will inevitably play a role in the assignment, but that role should be subordinate to the careful analysis of the relation among parts. The assignment will also stress the process of identifying and developing a thesis statement based upon one’s analysis. Based on a required reading, the essay will answer these questions: How does the author accomplish his/her goal? How does he/she succeed in convincing you to change your mind or in persuading you to take action? You might consider using this formula: The author succeeds in convincing me of these two things, but fails to convince me in this third area.

Ideas: topic, thesis/central idea, focus, purpose, audience: 20% 
Ideas should be clear, insightful, thought-provoking, and focused so that they consistently support the topic, thesis, and audience for the paper. 

Development: details, evidence, examples, logic, arguments: 20% 
Development should be fresh, with abundant details and examples that arouse audience interest and provide relevant, concrete, specific and insightful evidence in support of sound logic. 

Organization: structure, coherence, unity, transitions: 20%
Organization should be coherent, unified, and effective in support of the paper’s purpose, and should consistently demonstrate effective and appropriate rhetorical transitions between ideas and paragraphs. 

Mechanics: sentence structure, word choice, tone, grammar, spelling, punctuation: 20% 
Style should be confident, readable and rhetorically effective in tone, incorporating varied sentence structure, precise word choice, and correct grammar, spelling, and punctuation.

Format: presentation, sources, documentation, MLA style: 20% 
Format should meet all assignment directions, and should work expertly to support the essay’s purpose

 

 

“Two Ways to Belong in America” by Mukherjee, page 504.

“The Company Man” by Ellen Goodman, page 454.

Alain de Botton, “Why You Will Marry the Wrong Person.”
http://www.nytimes.com/2016/05/29/opinion/sunday/why-you-will-marry-the-wrong-person.html

Sandra Barron, “R We D8Ting?”
http://www.nytimes.com/2005/07/24/fashion/sundaystyles/r-we-d8ting.html?_r=0

“A World Without Work” by Derek Thompson
http://www.theatlantic.com/magazine/archive/2015/07/world-without-work/395294/

“All the Single Ladies” by Kate Bolick
http://www.theatlantic.com/magazine/archive/2011/11/all-the-single-ladies/308654/

Jennifer Marshall, “Marriage: What Social Science Says and Doesn’t Say.”
http://www.heritage.org/research/reports/2004/05/marriage-what-social-science-says-and-doesnt-say

Sandra Tsing Loh, “Let’s Call the Whole Thing Off.”
http://www.theatlantic.com/magazine/archive/2009/07/lets-call-the-whole-thing-off/307488/

Amy Benfer, “When Date Night Is Not Enough.”
http://www.salon.com/2009/06/18/loh_on_divorce/

Amanda Fortini “Why Your Marriage Sucks.”
http://www.salon.com/2009/06/24/vindication_love/

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