English

Slavery And Its Effects To Society

Slavery And Its Effects To Society

Required Resources

Read/review the following resources for this activity:

  • Minimum of 5 scholarly sources (This includes the sources from the annotated bibliography. Additional sources may be included as appropriate.) ATTACHED

Instructions
This week you will submit your final paper.

The paper should include the following:

  • Create your own 4-6 paragraph “dilemma” based on the controversial topic you chose in Week 3.
  • Apply Kant’s Categorical Imperative to the dilemma.
  • Apply one other method you have encountered in lecture material and the readings.
  • State which of the two methods you selected you prefer and why.
  • Use the 5 articles from your annotated bibliography. (Additional academic scholarly research from the past 5 years can be included as well.)

Include a reference page at the end of your paper in APA format that includes your bibliography with the annotations removed and any other sources used in your final paper.

Paragraphs

  • Paragraphs are composed around topics, which naturally and organically emerge from a complex, focused, and sophisticated thesis.
  • Each paragraph explores one topic and one topic only.
  • Topics directly relate to the thesis and are not theses in and of themselves.
  • The paragraph completely and fully develops and explains the topic and provides details, examples, illustrations, and quotations from research as well as from the primary texts.
  • Topics and paragraphs rise above commonplace thinking and summary.
  • Quoted material is used powerfully to support analytical points (and not as padding).
  • There is a graceful transition to the next paragraph.
  • The ideas explored are significant, substantive, and instructive.
  • Ideas/topics support the overarching thesis so that the paper is a unified whole, and not a concatenation of appended mini-essays.

Grammar/Mechanics/Style

  • Grammar refers to the correct usage of Standard American English.
  • Mechanics refers to idiomatic conventions (capitalization of proper nouns, spelling, and punctuation).
  • Style refers to persuasiveness, sophistication, wit, and transcendent quality.
  • Sentences should be varied in length and complexity without loss of clarity or precision of meaning.
  • Style makes a paper a pleasure to read.

Writing Requirements (APA format)

  • Length: 10 pages (not including title page or references page)
  • 1-inch margins
  • Double spaced
  • 12-point Times New Roman font
  • Title page
  • References page (minimum of 5 scholarly resources – remove annotations; format hanging indents)
  • Pagination (upper right of the page)
  • In-text citations correspond to full reference on a reference page

Grading
This activity will be graded based on Course Project Grading Rubric

Rubric

Course Project Grading Rubric – 200 pts

Course Project Grading Rubric – 200 pts

CriteriaRatingsPts
This criterion is linked to a Learning OutcomeLength
10.0 ptsOutstanding

Meets length requirement

0.0 ptsNo Effort
10.0 pts
This criterion is linked to a Learning OutcomeContent
20.0 ptsOutstanding

Addresses all aspects of the assignment.

17.0 ptsAbove Average

Addresses most aspects of the assignment.

15.0 ptsAverage

Addresses some aspects of the assignment.

12.0 ptsBelow Average

Addresses few aspects of the assignment.

0.0ptsNo Effort
20.0 pts
This criterion is linked to a Learning OutcomeAnalysis
50.0 ptsOutstanding

Throughout the whole work, the writing shows depth of critical thought; leverages readings and course materials in support of writer’s evident effort to understand ethical problems; establishes good use of theoretical underpinnings.

42.5 ptsAbove Average

Throughout most of the work, the writing shows depth of critical thought; leverages readings and course materials in support of writer’s evident effort to understand ethical problems; establishes good use of theoretical underpinnings.

37.5 ptsAverage

Throughout some of the work, the writing shows depth of critical thought; leverages readings and course materials in support of writer’s evident effort to understand ethical problems; establishes good use of theoretical underpinnings.

30.0 ptsBelow Average

Throughout little of the work, the writing shows depth of critical thought; leverages readings and course materials in support of writer’s evident effort to understand ethical problems; establishes good use of theoretical underpinnings.

0.0ptsNo Effort
50.0 pts
This criterion is linked to a Learning OutcomeOrganization
50.0 ptsOutstanding

Ideas are logically organized, including inviting introduction (with a thesis statement) and a satisfactory conclusion, that come together in complete concepts.

42.5 ptsAbove Average

Ideas are well organized, including inviting introduction (with a thesis statement) and a satisfactory conclusion, with complete concepts.

37.5 ptsAverage

Organization and concepts need some restructuring.

30.0 ptsBelow Average

Organization and concepts are difficult to follow and incomplete.

0.0ptsNo Effort
50.0 pts
This criterion is linked to a Learning OutcomeWriting / Presentation
50.0 ptsOutstanding

Throughout the whole work, the writing/presentation actively engages with the topic; is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety; has a professional and consistent format and articulates clearly (presentation).

42.5 ptsAbove Average

Throughout most of the work, the writing/presentation actively engages with the topic; is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety; has a professional and consistent format and articulates clearly (presentation).

37.5 ptsAverage

Throughout some of the work, the writing/presentation actively engages with the topic; is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety; has a professional and consistent format and articulates clearly (presentation).

30.0 ptsBelow Average

Throughout little of the work, the writing/presentation actively engages with the topic; is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety; has a professional and consistent format and articulates clearly (presentation).

0.0ptsNo Effort
50.0 pts
This criterion is linked to a Learning OutcomeAPA: Citation and Reference Formatting
20.0 ptsOutstanding

Throughout the whole work, in-text references are formatted using APA style; references page/slide includes complete bibliographic information for sources using APA style; format (margins, spacing font size) adheres to APA style (paper).

17.0 ptsAbove Average

Throughout most of the work, in-text references are formatted using APA style; references page/slide includes complete bibliographic information for sources using APA style; format (margins, spacing font size) adheres to APA style (paper).

15.0 ptsAverage

Throughout some of the work, in-text references are formatted using APA style; references page/slide includes complete bibliographic information for sources using APA style; format (margins, spacing font size) adheres to APA style (paper).

12.0 ptsBelow Average

Throughout little of the work, in-text references are formatted using APA style; references page/slide includes complete bibliographic information for sources using APA style; format (margins, spacing font size) adheres to APA style (paper).

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GCU ELM 480 Clinical Field Experience A: Using Technology and Media in the Classroom

GCU ELM 480 Clinical Field Experience A: Using Technology and Media in the Classroom

Clinical Field Experience A: Using Technology and Media in the Classroom

Using technology-based resources within the English language arts classroom supports real-world applications and helps to inspire teachers in their lesson planning and instructional practices. Continually exploring technology resources that can be utilized within the classroom demonstrates a teaching best practice.

Allocate at least 4 hours in the field to support this field experience.

Observe an English language arts lesson taught by a certified K-8 teacher that integrates educational technology to enhance instruction. During the observation, take note of how technology was used and its effectiveness.

Following your observation, collaborate with your mentor teacher to discuss the integration of technology in the ELA classroom. Specifically discuss with your mentor teacher his or her practices related to ensuring the safe, legal, and ethical use of technology in the classroom.

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.

In 500-750 words, reflect on your observation and discussion by addressing the following:

  • During the lesson you observed, what technology resources did your mentor teacher use?
  • Describe the ways in which the observed technology positively or negatively contributed to instruction and engagement.
  • What specific additional technology could have been used within the lesson and how would you have used them?
  • How does your mentor teacher ensure the safe, legal, and ethical use of technology and information accessed from the technological resources?
  • Explain how you will use your findings related to the use of technology in ELA instruction in your future professional practice.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

2 Attachments

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Term paper 1500-2000 words

Term paper 1500-2000 words

Dialect Discrimination in the courtroom

Research suggests that using a nonstandard dialect in the courtroom may have detrimental effects on a speaker’s position in the courtroom due to dialect discrimination. For example, Rachel Jeantel, who is trilingual, spoke a nonstandard dialect of American English during her testimony as a key witness for the prosecution in the trial of Robert Zimmerman (the man who killed Trayvon Martin). Rickford (2016) argues that Rachel Jeantel’s dialect interacted with jurors’ perceptions about her credibility as a witness in the trial. In this paper I will review research that explores how one’s accent and dialect can affect how a person is treated in the courts, whether the person is the accused or a witness.

Sources to Consult

Dixon, J. A., & Mahoney, B. (2004). The effect of accent evaluation and evidence on a suspect’s perceived guilt and criminality. The Journal of Social Psychology, 144(1), 63-73.

Dixon, J. (2002). Accents of Guilt? Journal of Language and Social Psychology., 21(2), 162-168.
Eligon, J. (Jan. 26, 2019). Speaking Black Dialect in Courtrooms Can Have Striking Consequences. New

York Times, p. NA(L). Gale General OneFile,

https://link.gale.com/apps/doc/A571076338/ITOF?u=c… .

Rickford, J. (2016). Language and linguistics on trial: Hearing Rachel Jeantel (and other vernacular

speakers) in the courtroom and beyond. Language 92(4), 948-988.
Rigogliso, M. (Dec 2, 2014). Stanford linguist says prejudice toward African American dialect can result in

unfair rulings. Stanford News. https://news.stanford.edu/news/2014/december/vernacular-

trial-testimony-120214.html

Shousterman, C. (Oct 30, 2013). Linguistic prejudice is a real prejudice (and has real consequences). The Online Journal on African American English. https://aaenglish.wordpress.com/2013/10/30/linguistic-prejudice-is-a-real-prejudice-and-has- real-consequences/

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English100 Analyzing Stories

English100 Analyzing Stories

Write an essay analyzing one or more aspects of Kate Chopin’s “The Story of an Hour”.The goal is to convince readers that your interpretation adds to the conversation about this story among members in this class.Back up your analysis with reasons and support (examples and textual evidence) from the story.

I do have outline for this essay.

Requirements:

● 3-4 pages, double-spaced

● MLA format/Works Cited

● A clear thesis statement Note:Be cautious not to summarize the story or to assert an

obvious fact about the story.

● 2-3 reasons for the thesis statement

● Textual evidence and examples from the story for support Note:When pulling material from

the story to use as evidence, parenthetical citations should look like this: (par. 12).

● Excellent source integration (“Using Sources to Support Your Ideas,” pp. 542-553).It’s important to

know how to use ellipsis marks and brackets correctly when writing an Analyzing Stories essay.

● Stellar paragraphing, “to group related ideas and details” (see Chapter 13:Cueing the

Reader/Paragraphing pp. 456-469).

 

● Very few proofreading errors

I do have outline for this essay.

my outline to you

I. Thesis: Sum up all the related arguments of your story interpretation.

A. First argument/assertion/interpretation

1. textual evidence (par. ?) [Note: No parenthetical needed for Kincaid]

2. textual evidence (par. ?)

B. Second argument/assertion/interpretation

1. textual evidence (par.?)

2. textual evidence (par.?)

C. Third argument/assertion/interpretation

1. textual evidence (par.?)

2. textual evidence (par.?)

Thesis: Kate Chopin’s “The Story of an Hour” argues that an individual discovers their self-identity only after being free from confinement. The story also argues that freedom is a very powerful force that affects mental or emotional state of a person, and many freedoms that women desired were denied to them because of the repressive nature of marriage and more broadly, society.

  • Her Husband’s death made her see something she hasn’t seen before and might likely never have seen if he had lived: her desire for self-determination.
  • freedom is a very powerful force that affects mental or emotional state of a person
  • “Free, free, free” (part.11). “Her pulses beat fast” (part.11)
  • “She would live for herself” (part14)

1.” Physical exhaustion that hunted her body and seemed to reach into her soul” (part 4)

2.’’ A sob came up into her throat and shook her”

C. She experiences at the secret of joy

1. “Free! Body and soul free” (part16)

2. “She was so shocked” (paert19)

I got this cooment from my professor.?

Before beginning to write the essay, I suggest rewriting the outline as a sort of plan. Do you mean to focus on these three main ideas: (1) the husband’s death brings out a desire for self-assertion (2) freedom affects a person mentally (3) freedom affects a person physically. Lastly, how do these three assertions work together toward an overall thesis (or do they satisfy the thesis you include in your outline)?

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