Category: English

[Solved] W_1301_MM

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Need help with a question – ## MWP3MindMapInstuctions.docx – ## MWP3EssayInstructions.docx **## MWP3MindMapInstuctions.docx** Stewart-Steele 1 Professor Stewart-Steele English 1301 **MWP #3** **Mind Map Instructions** **Purpose:** Mapping out your ideas helps with the writing process, and for some, …

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Assignment Prompt & Instructions

Need help with a question

– ## MWP3MindMapInstuctions.docx

– ## MWP3EssayInstructions.docx

**## MWP3MindMapInstuctions.docx**

Stewart-Steele 1

Professor Stewart-Steele

English 1301

**MWP #3**

**Mind Map Instructions**

**Purpose:** Mapping out your ideas helps with the writing process, and for some, seeing that process visually helps with organization. Before diving into writing, you will spend some time collecting your thoughts and how those thoughts function in your essay.

**Assignment:** Create a power point that is a visual representation of your thoughts/ brainstorming activity.

**Constraints:** You will create a 6-slide power point that establishes a visual flow chart of your essay. The power point will need to include the following:

Title Page (slide #1)

Selected imagine (Slide #2)

Introduction (slide #3)

3 key terms (slides #4, #5, #6)

Conclusion (slide #7)

Works Cited page (slide #8)

**Complete your Brainstorming activity found within the essay instruction before you attempt this assignment.**

**Components (Note: Complete Components in this Order)**

**Key Terms:** First work on the body of your essay (labeled Key Terms there should be 3 for this essay); doing so helps you focus your ideas before attacking the introduction or your thesis. Your key terms should flow in order, whether that be (Chronologically, Logical, or by Importance). The order you choose should, in some way, link itself to the next key term. You should write a minimum of
**three-four sentences** about each key term.
**Note: The key terms should only be one or two words.**

**Conclusion:** After you have your key terms in order, focus on what you want, the reader to take away from your essay. (The Conclusion). Write
**three sentences** with your reader in mind. What are you trying to help the reader understand, take on as their own beliefs, and or what do you want the reader to do with the information you have provided?

**Introduction:** Your introduction is a way to help the reader understand what the main idea is of your essay, or what your essay will be comprised of. Think of your reader as a person who knows nothing about what you have learned or read about. Meaning provide background information about the major subject, here you should provide a minimum of
**four sentences**.

**Thesis:** Your thesis should do two things, help the reader transition from your introduction into the body of your essay, and support the ways you have chosen to argue your main idea. Your thesis should include your key terms and be presented in the same order you have selected for Stewart-Steele 2

your body paragraphs (Chronologically, Logical, or Importance). Your thesis should be only
**one or two sentences.**

**Research:** You should be using your knowledge for this essay.
**DO NOT use google** to gain information. If you need to further your knowledge you can obtain Scholarly journals/ articles from the following approved search engines; Jstor, and library. I have provided you with these links within the menu tab of our blackboard course forum. Make sure to keep notes of your research for both in text citations and a work cited page.

**## MWP3EssayInstructions.docx**

Professor xxxx

xxxx

**PAPER #3:**

**Explanatory Synthesis of an Ethical Perspective on a**

**Cultural or Ethnic Group**

**Weight**: 20% of the Final Grade

**Length and Formatting:** 6-8 pages, typed, double-spaced, with a left-justified margin, black 12-point, Times New Roman font, written in 3rd person.

**Brainstorming for the Essay:** Think about essays one and two write a few sentences about what Ethical Perspectives are at play in and among Social Circles, Communities, Education, and Employment within those essays. Next, in one sentence try to flesh out what Ethical Perspective Trevor Noah is pointing out, and what are the main points with which he seemed to want to leave readers. (Remember this is not a book report, you are using Trevor Noah as a starting point to help ground and provide evidence for your Synthesis.) Then, underneath each sentence list the evidence provided by each of the writers such as: examples? Numeric data? Or Something else?

**Assignment:** What is an ethical position that the population should adopt, on the role of cultural activism in relationship to formal or informal situations among Racial Group Dominance and Subordination? Consider: The value of how social circles among cultures work, how communities view cultural activism that is not of their own native origin, how educational and employment opportunities differ.

There is not one definitive answer here, but a range of possible positions, each of which may affect how we see and treat people who continue to survive in a socially controversial world. For example, the position that the majority population takes on this topic may influence the level of respect that your readers give to people who learn how to deal with different cultures. Or the position that you propose may ultimately influence the value with which many of your peers continue forming their own social circles, communities, education, or employment.

· As you write your paper, you should give specific evidence from 3 of the (individual chapters) within Trevor Noah.

· You should provide what the perspectives are within social circles, communities, education, or employment; the perspectives may overlap with one or more of the works that you cite, but even so, the highlighted position should come across clearly.

· Include one visual to illustrate your own perspective.

**Audience:** Imagine that your paper will be read by local city leaders who can influence the higher education and job training options in Houston. These leaders are studying the perspectives of community members like you before they do further research and then make recommendations to local leaders in education, business, and industry about the kinds of postsecondary education and/or job training to support in the coming years.

**Research:** If you choose to obtain outside sources you are limited to 2 sources only. Do not use Google. Resources that can be used for this assignment should only be comprised of in-class text, Jstor, or the Library. If you choose to utilize quotes from these sources for this paper, you will need to make sure you are introducing the quote or quotes correctly, make sure that it is absolutely necessary to have the author's words exactly and not your own words.

**Rationale:** Accurately and respectfully synthesizing other people’s texts is a large part of working with complex ideas and identifying your own position in relation to others’ ideas marks you as a discerning thinker and writer. These are among the skills that you will continue refining in ENGL 1302 and beyond. Additionally, this assignment gives you your most formal audience yet, and in doing so, the assignment forces you to polish your prose by the time you complete your final draft. Many, though not all, college and professional writing situations will require a writing tone that is formal but not stuffy. With Paper #3, you can practice using that tone.

1

**## MWP3EssayInstructions.docx**

Professor xxxx

xxxx

**PAPER #3:**

**Explanatory Synthesis of an Ethical Perspective on a**

**Cultural or Ethnic Group**

**Weight**: 20% of the Final Grade

**Length and Formatting:** 6-8 pages, typed, double-spaced, with a left-justified margin, black 12-point, Times New Roman font, written in 3rd person.

**Brainstorming for the Essay:** Think about essays one and two write a few sentences about what Ethical Perspectives are at play in and among Social Circles, Communities, Education, and Employment within those essays. Next, in one sentence try to flesh out what Ethical Perspective Trevor Noah is pointing out, and what are the main points with which he seemed to want to leave readers. (Remember this is not a book report, you are using Trevor Noah as a starting point to help ground and provide evidence for your Synthesis.) Then, underneath each sentence list the evidence provided by each of the writers such as: examples? Numeric data? Or Something else?

**Assignment:** What is an ethical position that the population should adopt, on the role of cultural activism in relationship to formal or informal situations among Racial Group Dominance and Subordination? Consider: The value of how social circles among cultures work, how communities view cultural activism that is not of their own native origin, how educational and employment opportunities differ.

There is not one definitive answer here, but a range of possible positions, each of which may affect how we see and treat people who continue to survive in a socially controversial world. For example, the position that the majority population takes on this topic may influence the level of respect that your readers give to people who learn how to deal with different cultures. Or the position that you propose may ultimately influence the value with which many of your peers continue forming their own social circles, communities, education, or employment.

· As you write your paper, you should give specific evidence from 3 of the (individual chapters) within Trevor Noah.

· You should provide what the perspectives are within social circles, communities, education, or employment; the perspectives may overlap with one or more of the works that you cite, but even so, the highlighted position should come across clearly.

· Include one visual to illustrate your own perspective.

**Audience:** Imagine that your paper will be read by local city leaders who can influence the higher education and job training options in Houston. These leaders are studying the perspectives of community members like you before they do further research and then make recommendations to local leaders in education, business, and industry about the kinds of postsecondary education and/or job training to support in the coming years.

**Research:** If you choose to obtain outside sources you are limited to 2 sources only. Do not use Google. Resources that can be used for this assignment should only be comprised of in-class text, Jstor, or the Library. If you choose to utilize quotes from these sources for this paper, you will need to make sure you are introducing the quote or quotes correctly, make sure that it is absolutely necessary to have the author's words exactly and not your own words.

**Rationale:** Accurately and respectfully synthesizing other people’s texts is a large part of working with complex ideas and identifying your own position in relation to others’ ideas marks you as a discerning thinker and writer. These are among the skills that you will continue refining in ENGL 1302 and beyond. Additionally, this assignment gives you your most formal audience yet, and in doing so, the assignment forces you to polish your prose by the time you complete your final draft. Many, though not all, college and professional writing situations will require a writing tone that is formal but not stuffy. With Paper #3, you can practice using that tone.

1

**## MWP3MindMapInstuctions.docx**

Stewart-Steele 1

Professor Stewart-Steele

English 1301

**MWP #3**

**Mind Map Instructions**

**Purpose:** Mapping out your ideas helps with the writing process, and for some, seeing that process visually helps with organization. Before diving into writing, you will spend some time collecting your thoughts and how those thoughts function in your essay.

**Assignment:** Create a power point that is a visual representation of your thoughts/ brainstorming activity.

**Constraints:** You will create a 6-slide power point that establishes a visual flow chart of your essay. The power point will need to include the following:

Title Page (slide #1)

Selected imagine (Slide #2)

Introduction (slide #3)

3 key terms (slides #4, #5, #6)

Conclusion (slide #7)

Works Cited page (slide #8)

**Complete your Brainstorming activity found within the essay instruction before you attempt this assignment.**

**Components (Note: Complete Components in this Order)**

**Key Terms:** First work on the body of your essay (labeled Key Terms there should be 3 for this essay); doing so helps you focus your ideas before attacking the introduction or your thesis. Your key terms should flow in order, whether that be (Chronologically, Logical, or by Importance). The order you choose should, in some way, link itself to the next key term. You should write a minimum of
**three-four sentences** about each key term.
**Note: The key terms should only be one or two words.**

**Conclusion:** After you have your key terms in order, focus on what you want, the reader to take away from your essay. (The Conclusion). Write
**three sentences** with your reader in mind. What are you trying to help the reader understand, take on as their own beliefs, and or what do you want the reader to do with the information you have provided?

**Introduction:** Your introduction is a way to help the reader understand what the main idea is of your essay, or what your essay will be comprised of. Think of your reader as a person who knows nothing about what you have learned or read about. Meaning provide background information about the major subject, here you should provide a minimum of
**four sentences**.

**Thesis:** Your thesis should do two things, help the reader transition from your introduction into the body of your essay, and support the ways you have chosen to argue your main idea. Your thesis should include your key terms and be presented in the same order you have selected for Stewart-Steele 2

your body paragraphs (Chronologically, Logical, or Importance). Your thesis should be only
**one or two sentences.**

**Research:** You should be using your knowledge for this essay.
**DO NOT use google** to gain information. If you need to further your knowledge you can obtain Scholarly journals/ articles from the following approved search engines; Jstor, and library. I have provided you with these links within the menu tab of our blackboard course forum. Make sure to keep notes of your research for both in text citations and a work cited page.

**## MWP3EssayInstructions.docx**

Professor xxxx

xxxx

**PAPER #3:**

**Explanatory Synthesis of an Ethical Perspective on a**

**Cultural or Ethnic Group**

**Weight**: 20% of the Final Grade

**Length and Formatting:** 6-8 pages, typed, double-spaced, with a left-justified margin, black 12-point, Times New Roman font, written in 3rd person.

**Brainstorming for the Essay:** Think about essays one and two write a few sentences about what Ethical Perspectives are at play in and among Social Circles, Communities, Education, and Employment within those essays. Next, in one sentence try to flesh out what Ethical Perspective Trevor Noah is pointing out, and what are the main points with which he seemed to want to leave readers. (Remember this is not a book report, you are using Trevor Noah as a starting point to help ground and provide evidence for your Synthesis.) Then, underneath each sentence list the evidence provided by each of the writers such as: examples? Numeric data? Or Something else?

**Assignment:** What is an ethical position that the population should adopt, on the role of cultural activism in relationship to formal or informal situations among Racial Group Dominance and Subordination? Consider: The value of how social circles among cultures work, how communities view cultural activism that is not of their own native origin, how educational and employment opportunities differ.

There is not one definitive answer here, but a range of possible positions, each of which may affect how we see and treat people who continue to survive in a socially controversial world. For example, the position that the majority population takes on this topic may influence the level of respect that your readers give to people who learn how to deal with different cultures. Or the position that you propose may ultimately influence the value with which many of your peers continue forming their own social circles, communities, education, or employment.

· As you write your paper, you should give specific evidence from 3 of the (individual chapters) within Trevor Noah.

· You should provide what the perspectives are within social circles, communities, education, or employment; the perspectives may overlap with one or more of the works that you cite, but even so, the highlighted position should come across clearly.

· Include one visual to illustrate your own perspective.

**Audience:** Imagine that your paper will be read by local city leaders who can influence the higher education and job training options in Houston. These leaders are studying the perspectives of community members like you before they do further research and then make recommendations to local leaders in education, business, and industry about the kinds of postsecondary education and/or job training to support in the coming years.

**Research:** If you choose to obtain outside sources you are limited to 2 sources only. Do not use Google. Resources that can be used for this assignment should only be comprised of in-class text, Jstor, or the Library. If you choose to utilize quotes from these sources for this paper, you will need to make sure you are introducing the quote or quotes correctly, make sure that it is absolutely necessary to have the author's words exactly and not your own words.

**Rationale:** Accurately and respectfully synthesizing other people’s texts is a large part of working with complex ideas and identifying your own position in relation to others’ ideas marks you as a discerning thinker and writer. These are among the skills that you will continue refining in ENGL 1302 and beyond. Additionally, this assignment gives you your most formal audience yet, and in doing so, the assignment forces you to polish your prose by the time you complete your final draft. Many, though not all, college and professional writing situations will require a writing tone that is formal but not stuffy. With Paper #3, you can practice using that tone.

1

**## MWP3MindMapInstuctions.docx**

Stewart-Steele 1

Professor Stewart-Steele

English 1301

**MWP #3**

**Mind Map Instructions**

**Purpose:** Mapping out your ideas helps with the writing process, and for some, seeing that process visually helps with organization. Before diving into writing, you will spend some time collecting your thoughts and how those thoughts function in your essay.

**Assignment:** Create a power point that is a visual representation of your thoughts/ brainstorming activity.

**Constraints:** You will create a 6-slide power point that establishes a visual flow chart of your essay. The power point will need to include the following:

Title Page (slide #1)

Selected imagine (Slide #2)

Introduction (slide #3)

3 key terms (slides #4, #5, #6)

Conclusion (slide #7)

Works Cited page (slide #8)

**Complete your Brainstorming activity found within the essay instruction before you attempt this assignment.**

**Components (Note: Complete Components in this Order)**

**Key Terms:** First work on the body of your essay (labeled Key Terms there should be 3 for this essay); doing so helps you focus your ideas before attacking the introduction or your thesis. Your key terms should flow in order, whether that be (Chronologically, Logical, or by Importance). The order you choose should, in some way, link itself to the next key term. You should write a minimum of
**three-four sentences** about each key term.
**Note: The key terms should only be one or two words.**

**Conclusion:** After you have your key terms in order, focus on what you want, the reader to take away from your essay. (The Conclusion). Write
**three sentences** with your reader in mind. What are you trying to help the reader understand, take on as their own beliefs, and or what do you want the reader to do with the information you have provided?

**Introduction:** Your introduction is a way to help the reader understand what the main idea is of your essay, or what your essay will be comprised of. Think of your reader as a person who knows nothing about what you have learned or read about. Meaning provide background information about the major subject, here you should provide a minimum of
**four sentences**.

**Thesis:** Your thesis should do two things, help the reader transition from your introduction into the body of your essay, and support the ways you have chosen to argue your main idea. Your thesis should include your key terms and be presented in the same order you have selected for Stewart-Steele 2

your body paragraphs (Chronologically, Logical, or Importance). Your thesis should be only
**one or two sentences.**

**Research:** You should be using your knowledge for this essay.
**DO NOT use google** to gain information. If you need to further your knowledge you can obtain Scholarly journals/ articles from the following approved search engines; Jstor, and library. I have provided you with these links within the menu tab of our blackboard course forum. Make sure to keep notes of your research for both in text citations and a work cited page.

**## MWP3EssayInstructions.docx**

Professor xxxx

xxxx

**PAPER #3:**

**Explanatory Synthesis of an Ethical Perspective on a**

**Cultural or Ethnic Group**

**Weight**: 20% of the Final Grade

**Length and Formatting:** 6-8 pages, typed, double-spaced, with a left-justified margin, black 12-point, Times New Roman font, written in 3rd person.

**Brainstorming for the Essay:** Think about essays one and two write a few sentences about what Ethical Perspectives are at play in and among Social Circles, Communities, Education, and Employment within those essays. Next, in one sentence try to flesh out what Ethical Perspective Trevor Noah is pointing out, and what are the main points with which he seemed to want to leave readers. (Remember this is not a book report, you are using Trevor Noah as a starting point to help ground and provide evidence for your Synthesis.) Then, underneath each sentence list the evidence provided by each of the writers such as: examples? Numeric data? Or Something else?

**Assignment:** What is an ethical position that the population should adopt, on the role of cultural activism in relationship to formal or informal situations among Racial Group Dominance and Subordination? Consider: The value of how social circles among cultures work, how communities view cultural activism that is not of their own native origin, how educational and employment opportunities differ.

There is not one definitive answer here, but a range of possible positions, each of which may affect how we see and treat people who continue to survive in a socially controversial world. For example, the position that the majority population takes on this topic may influence the level of respect that your readers give to people who learn how to deal with different cultures. Or the position that you propose may ultimately influence the value with which many of your peers continue forming their own social circles, communities, education, or employment.

· As you write your paper, you should give specific evidence from 3 of the (individual chapters) within Trevor Noah.

· You should provide what the perspectives are within social circles, communities, education, or employment; the perspectives may overlap with one or more of the works that you cite, but even so, the highlighted position should come across clearly.

· Include one visual to illustrate your own perspective.

**Audience:** Imagine that your paper will be read by local city leaders who can influence the higher education and job training options in Houston. These leaders are studying the perspectives of community members like you before they do further research and then make recommendations to local leaders in education, business, and industry about the kinds of postsecondary education and/or job training to support in the coming years.

**Research:** If you choose to obtain outside sources you are limited to 2 sources only. Do not use Google. Resources that can be used for this assignment should only be comprised of in-class text, Jstor, or the Library. If you choose to utilize quotes from these sources for this paper, you will need to make sure you are introducing the quote or quotes correctly, make sure that it is absolutely necessary to have the author's words exactly and not your own words.

**Rationale:** Accurately and respectfully synthesizing other people’s texts is a large part of working with complex ideas and identifying your own position in relation to others’ ideas marks you as a discerning thinker and writer. These are among the skills that you will continue refining in ENGL 1302 and beyond. Additionally, this assignment gives you your most formal audience yet, and in doing so, the assignment forces you to polish your prose by the time you complete your final draft. Many, though not all, college and professional writing situations will require a writing tone that is formal but not stuffy. With Paper #3, you can practice using that tone.

1

– 1
– 2

November 5, 2026
[Solved] engl 045-111

✓ Verified Academic Solution Available

Executive Solution Overview

– ## the-black-cat.pdf – ## engl045-111.docx **## the-black-cat.pdf** The Black Cat TOMORROW I DIE. Tomorrow I die1, and today I want to tell the world what happened and thus perhaps free my soul from the horrible* weight which lies upon it. But listen! Listen, and you shall hear how I have been de…

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Assignment Prompt & Instructions

– ## the-black-cat.pdf

– ## engl045-111.docx

**## the-black-cat.pdf**

The Black Cat

TOMORROW I DIE. Tomorrow I die1, and today I want to
tell the world what happened and thus perhaps free my soul
from the horrible* weight which lies upon it.

But listen! Listen, and you shall hear how I have been
destroyed.

When I was a child I had a natural goodness of soul
which led me to love animals — all kinds of animals, but espe-
cially those animals we call pets, animals which have learned to
live with men and share their homes with them. There is some-
thing in the love of these animals which speaks directly to the
heart of the man who has learned from experience how uncer-
tain and changeable is the love of other men.

I was quite young when I married. You will understand
the joy I felt to find that my wife shared with me my love for
animals. Quickly she got for us several pets of the most like-
able kind. We had birds, some goldfish, a fine dog, and a cat.

The cat was a beautiful animal, of unusually large size,
and entirely black. I named the cat Pluto2, and it was the pet I
liked best. I alone fed it, and it followed me all around the
house. It was even with difficulty that I stopped it from fol-
lowing me through the streets.

Our friendship lasted, in this manner, for several years,
during which, however, my own character became greatly
changed. I began to drink too much wine and other strong
drinks. As the days passed I became less loving in my manner;
I became quick to anger; I forgot how to smile and laugh. My
wife — yes, and my pets, too, all except the cat — were made
to3 feel the change in my character.

One night I came home quite late from the inn*, where I
now spent more and more time drinking. Walking with uncer-
tain step, I made my way with effort into the house. As I
entered I saw — or thought I saw — that Pluto, the cat, was
trying to stay out of my way, to avoid me. This action, by an
animal which I had thought still loved me, made me angry
beyond reason. My soul seemed to fly from my body. I took a
small knife* out of my coat and opened it. Then I took the
poor animal by the neck and with one quick movement I cut
out one of its fear-filled eyes!

Slowly the cat got4 well. The hole* where its eye had
been was not a pretty thing to look at, it is true; but the cat no
longer appeared to suffer any pain. As might be expected,
however, it ran from me in fear whenever* I came near. Why
should it not run? Yet this did not fail to anger me. I felt
growing inside myself a new feeling. Who has not, a hundred
times, found himself doing wrong, doing some evil* thing for
no other reason than because he knows he should not? Are not
we humans at all times pushed, ever driven5 in some unknown
way to break the law just because we understand it to be the
law?

One day, in cold blood6, I tied a strong rope* around
the cat’s neck, and taking it down into the cellar* under the
house I hung it from one of the wood beams* above my head.
I hung it there until it was dead. I hung it there with tears* in
my eyes, I hung it because I knew it had loved me, because I
felt it had given me no reason to hurt it, because I knew that
my doing so was a wrong so great, a sin so deadly* that it
would place my soul forever outside the reach of the love of
God!

47

That same night, as I lay sleeping, I heard through my
open window the cries of our neighbors. I jumped from my
bed and found that the entire house was filled with fire. It was
only with great difficulty that my wife and I escaped. And
when we were out of the house, all we could do was stand and
watch it burn to the ground. I thought of the cat as I watched
it burn, the cat whose dead body I had left7 hanging in the
cellar. It seemed almost that the cat had in some mysterious*
way caused the house to burn so that it could make me pay
for my evil act, so that it could take revenge* upon me.

Months went by, and I could not drive the thought of the
cat out of my mind. One night I sat in the inn, drinking, as
usual. In the corner I saw a dark object that I had not seen
before. I went over to see what it could be. It was a cat, a
cat almost exactly like Pluto. I touched it with my hand and

petted it, passing my hand softly along its back. The cat rose
and pushed its back against my hand.

Suddenly I realized that I wanted the cat. I offered to
buy it from the innkeeper, but he claimed he had never seen
the animal before. As I left the inn, it followed me, and I
allowed it to do so. It soon became a pet of both my wife and
myself.

The morning after I brought it home, however, I dis-
covered that this cat, like Pluto, had only one eye. How was it
possible that I had not noticed this the night before? This fact
only made my wife love the cat more. But I, myself, found a
feeling of dislike* growing in me. My growing dislike of the
animal only seemed to increase its love for me. It followed me,
followed me everywhere*, always. When I sat, it lay down
under my chair. When I stood up it got between my feet8 and
nearly made me fall. Wherever I went, it was always there. At
night I dreamed of it. And I began to hate* that cat!

One day my wife called to me from the cellar of the old
building where we were now forced to live. As I went down
the stairs*, the cat, following me as always, ran under my feet
and nearly threw me down.

In sudden anger, I took a knife and struck wildly at the
cat. Quickly my wife put out her hand and stopped my arm.
This only increased my anger and, without thinking, I turned
and put the knife’s point deep into her heart! She fell to the
floor and died without a sound.

I spent9 a few moments looking for the cat, but it was
gone. And I had other things to do, for I knew I must do
something with the body, and quickly. Suddenly I noted a
place in the wall of the cellar where stones had been added to
the wall to cover an old fireplace* which was no longer
wanted. The walls were not very strongly built, and I found I
could easily take down those stones. Behind them there was,
as I knew there must be, a hole just big enough to hold the
body. With much effort I put the body in and carefully put
the stones back in their place. I was pleased to see that it was
quite impossible for anyone to know that a single stone had
been moved.

Days passed. Still there was no cat. A few people came
and asked about my wife; but I answered them easily. Then
one day several officers of the police came. Certain that they
could find nothing, I asked them in10 and went with them as
they searched.

Finally they searched the cellar from end to end. I
watched them quietly, and, as I expected, they noticed
nothing. But as they started up the stairs again, I felt myself
driven by some unknown inner force to let them know, to
make them know, that I had won the battle*.

“The walls of this building,” I said, “are very strongly
built; it is a fine old house.” And as I spoke I struck with my
stick that very place in the wall behind which was the body of
my wife. Immediately I felt a cold feeling up and down my
back as we heard coming out of the wall itself a horrible cry.

For one short moment the officers stood looking at each
other. Then quickly they began to pick at the stones, and in a
short time they saw before them the body of my wife, black
with dried blood and smelling of decay*. On the body’s head,
its one eye filled with fire, its wide open mouth the color of
blood, sat the cat, crying out its revenge!*

48

– Edgar Allan Poe 508_47
– Edgar Allan Poe 508_48
– Edgar Allan Poe 508_49
– Edgar Allan Poe 508_50

**## engl045-111.docx**

**Part A**

Write a 150-word-minimum A.C.E.S. analysis based on the article "Evidence Shows AI Systems are Already Too Much Like Humans. Will that be a Problem?" Read the article carefully and discuss any
**ONE** of the SPACECAT ideas you wrote notes about; that is, choose a row on SPACECAT, and analyze the article for that aspect of analysis. Do NOT choose the “S” row, because we know very little about this author, and I don’t want you to research it; I want you to get all of your examples’ details from this article’s text. Again, check out the A.C.E.S. paragraph example and replicate those procedures as you write your analysis. Remember to use a QUOTE from the text, because I will be grading your accurate and effective quoting technique, based on that lesson this week.

[https://theconversation.com/evidence-shows-ai-systems-are-already-too-much-like-humans-will-that-be-a-problem-256980](https://theconversation.com/evidence-shows-ai-systems-are-already-too-much-like-humans-will-that-be-a-problem-256980)

**ACES:** Remember to introduce your author and title,
**answer** the question using language from the prompt
**, cite** a strong quote which proves your answer,
**explain** how that quote supports the answer, and
**summarize** your findings with no new information.

**Part B**

**_SPACE CAT!_**          Nonfiction Literary Analysis
![A cat in a space suit Description automatically generated](https://www.sweetstudy.com/questions/engl-045-111-20951197)

Fill out any
**5 rows** to help analyze our article entitled, “Evidence Shows AI Systems are Already Too Much Like Humans. Will that be a Problem?”
**I did “Speaker” for you, so choose 5 others.** You can bullet your ideas or write incomplete sentences on this, but try to reveal specific details from the article's text. Filling this out will help you write the ACES analysis for this week. [25 pts]

| | | |
| — | — | — |
| **S** | **Speaker:**<br>**Who is the speaker/writer? What do we know about them?** | We know the authors are Sandra Peter, the Director of Sydney Executive Plus, University of Sydney; Jevin West, Professor, University of Washington; and Kai Riemer, Professor of Information Technology and Organisation, University of Sydney. They are professional experts in sociology and artificial intelligence. |
| **P** | **Purpose:**<br>What is the speaker/writer hoping to accomplish? What do they want the audience to do after listening or reading? | |
| **A** | **Audience:**<br>Who is the speaker/writer talking to and targeting? How do we know? | |
| **C** | **Context:**<br>What is the time and place of this passage? What is happening in the world as it relates to the subject of the passage or the speaker/writer? | |
| **E** | **Exigence:**<br>What was the spark that moved the speaker/writer? How did that event impact the speaker/writer? | |
| **C** | **Choices:**<br>What are the rhetorical choices the speaker/writer makes in this passage? Look at the structure, recurrent words or phrases, comparisons, calls to action, anecdotes, and choice of words. | |
| **A** | **Appeals:**<br>Which appeals did the speaker/writer use? (ethos, pathos, logos) | |
| **T** | **Tone:**<br>What is the speaker’s/writer’s attitude toward the subject? Does it stay the same throughout the passage? Which words demonstrate this tone? | |

_**Make a copy, download it to your computer, fill it out as directed, turn it into a PDF, hand it in.**_

**Part C**

**Mandatory draft of the literary analysis (Edgar Allen Poe-The Black Cat)**

**Revisit your pre-writing assignment, the planning document, and the video that I provided with the read-me file for the week**. You should also do the they-say reading for the week as it will help with the underlying concepts of literary analysis.

I would like you to create a small literary analysis essay, body only (3 paragraphs). We'll cover the pattern for those paragraphs in class, but as a reminder, look at the planning document and its three questions for the three paragraphs, in order.

I would like you to use ONLY the Poe text, which you should create a reference for. When citing, follow this MLA rule:

1) call him Edgar Allan Poe the first time that you use his name

2) call him Poe every time after

3) use his name every time that you reference the text

**I will grade 50% for your original interpretation of Poe's text and 50% for the clarity with which you lay out the paragraphs (unity and coherence as discussed).**

**Part D (Edgar Allen Poe Black Cat)**

**Planning for the literary analysis**

Instructions

Objectives:

\* plan to build thematic analysis from the particulars of a passage

\* plan to follow your theme over the course of a text

\* plan to interpret the significance of your theme in the world

Instructions (use freewriting or bulleting to address the following):

1. find a passage in Poe and loosely analyze how the language works. You might want to think about particular writing structures and literary elements like irony, repetition, metaphor, etc. Think about a particular theme and how the language helps you to see it.

2. loosely follow the theme in the rest of the text, paying attention to at least two other parts of the text or to the major plot developments.

3. loosely interpret the significance of the theme in the world. Why should we think about it or care, and how does the text lead you to this significance?

**Part D**

reading and responding to short story for literary analysis

Instructions

Read Edgar Allan Poe's
_Black Cat_ and take notes. Prepare for the literary analysis project by:

1) recording the major themes and plot points that you spot in the story

2) raising three questions about what you see in the story, questions that might need to be resolved with historical or literary research

3) identifying three passages that best help you to understand the story's overall meaning, followed by some brief thoughts or questions about those passages

[the-black-cat.pdf](https://durhamtech.instructure.com/courses/16475/files/2035260/download?wrap=1) [Download the-black-cat.pdf](https://durhamtech.instructure.com/courses/16475/files/2035260/download?download_frd=1)

## image1.jpeg

**## engl045-111.docx**

**Part A**

Write a 150-word-minimum A.C.E.S. analysis based on the article "Evidence Shows AI Systems are Already Too Much Like Humans. Will that be a Problem?" Read the article carefully and discuss any
**ONE** of the SPACECAT ideas you wrote notes about; that is, choose a row on SPACECAT, and analyze the article for that aspect of analysis. Do NOT choose the “S” row, because we know very little about this author, and I don’t want you to research it; I want you to get all of your examples’ details from this article’s text. Again, check out the A.C.E.S. paragraph example and replicate those procedures as you write your analysis. Remember to use a QUOTE from the text, because I will be grading your accurate and effective quoting technique, based on that lesson this week.

[https://theconversation.com/evidence-shows-ai-systems-are-already-too-much-like-humans-will-that-be-a-problem-256980](https://theconversation.com/evidence-shows-ai-systems-are-already-too-much-like-humans-will-that-be-a-problem-256980)

**ACES:** Remember to introduce your author and title,
**answer** the question using language from the prompt
**, cite** a strong quote which proves your answer,
**explain** how that quote supports the answer, and
**summarize** your findings with no new information.

**Part B**

**_SPACE CAT!_**          Nonfiction Literary Analysis
![A cat in a space suit Description automatically generated](https://www.sweetstudy.com/questions/engl-045-111-20951197)

Fill out any
**5 rows** to help analyze our article entitled, “Evidence Shows AI Systems are Already Too Much Like Humans. Will that be a Problem?”
**I did “Speaker” for you, so choose 5 others.** You can bullet your ideas or write incomplete sentences on this, but try to reveal specific details from the article's text. Filling this out will help you write the ACES analysis for this week. [25 pts]

| | | |
| — | — | — |
| **S** | **Speaker:**<br>**Who is the speaker/writer? What do we know about them?** | We know the authors are Sandra Peter, the Director of Sydney Executive Plus, University of Sydney; Jevin West, Professor, University of Washington; and Kai Riemer, Professor of Information Technology and Organisation, University of Sydney. They are professional experts in sociology and artificial intelligence. |
| **P** | **Purpose:**<br>What is the speaker/writer hoping to accomplish? What do they want the audience to do after listening or reading? | |
| **A** | **Audience:**<br>Who is the speaker/writer talking to and targeting? How do we know? | |
| **C** | **Context:**<br>What is the time and place of this passage? What is happening in the world as it relates to the subject of the passage or the speaker/writer? | |
| **E** | **Exigence:**<br>What was the spark that moved the speaker/writer? How did that event impact the speaker/writer? | |
| **C** | **Choices:**<br>What are the rhetorical choices the speaker/writer makes in this passage? Look at the structure, recurrent words or phrases, comparisons, calls to action, anecdotes, and choice of words. | |
| **A** | **Appeals:**<br>Which appeals did the speaker/writer use? (ethos, pathos, logos) | |
| **T** | **Tone:**<br>What is the speaker’s/writer’s attitude toward the subject? Does it stay the same throughout the passage? Which words demonstrate this tone? | |

_**Make a copy, download it to your computer, fill it out as directed, turn it into a PDF, hand it in.**_

**Part C**

**Mandatory draft of the literary analysis (Edgar Allen Poe-The Black Cat)**

**Revisit your pre-writing assignment, the planning document, and the video that I provided with the read-me file for the week**. You should also do the they-say reading for the week as it will help with the underlying concepts of literary analysis.

I would like you to create a small literary analysis essay, body only (3 paragraphs). We'll cover the pattern for those paragraphs in class, but as a reminder, look at the planning document and its three questions for the three paragraphs, in order.

I would like you to use ONLY the Poe text, which you should create a reference for. When citing, follow this MLA rule:

1) call him Edgar Allan Poe the first time that you use his name

2) call him Poe every time after

3) use his name every time that you reference the text

**I will grade 50% for your original interpretation of Poe's text and 50% for the clarity with which you lay out the paragraphs (unity and coherence as discussed).**

**Part D (Edgar Allen Poe Black Cat)**

**Planning for the literary analysis**

Instructions

Objectives:

\* plan to build thematic analysis from the particulars of a passage

\* plan to follow your theme over the course of a text

\* plan to interpret the significance of your theme in the world

Instructions (use freewriting or bulleting to address the following):

1. find a passage in Poe and loosely analyze how the language works. You might want to think about particular writing structures and literary elements like irony, repetition, metaphor, etc. Think about a particular theme and how the language helps you to see it.

2. loosely follow the theme in the rest of the text, paying attention to at least two other parts of the text or to the major plot developments.

3. loosely interpret the significance of the theme in the world. Why should we think about it or care, and how does the text lead you to this significance?

**Part D**

reading and responding to short story for literary analysis

Instructions

Read Edgar Allan Poe's
_Black Cat_ and take notes. Prepare for the literary analysis project by:

1) recording the major themes and plot points that you spot in the story

2) raising three questions about what you see in the story, questions that might need to be resolved with historical or literary research

3) identifying three passages that best help you to understand the story's overall meaning, followed by some brief thoughts or questions about those passages

[the-black-cat.pdf](https://durhamtech.instructure.com/courses/16475/files/2035260/download?wrap=1) [Download the-black-cat.pdf](https://durhamtech.instructure.com/courses/16475/files/2035260/download?download_frd=1)

## image1.jpeg

**## the-black-cat.pdf**

The Black Cat

TOMORROW I DIE. Tomorrow I die1, and today I want to
tell the world what happened and thus perhaps free my soul
from the horrible* weight which lies upon it.

But listen! Listen, and you shall hear how I have been
destroyed.

When I was a child I had a natural goodness of soul
which led me to love animals — all kinds of animals, but espe-
cially those animals we call pets, animals which have learned to
live with men and share their homes with them. There is some-
thing in the love of these animals which speaks directly to the
heart of the man who has learned from experience how uncer-
tain and changeable is the love of other men.

I was quite young when I married. You will understand
the joy I felt to find that my wife shared with me my love for
animals. Quickly she got for us several pets of the most like-
able kind. We had birds, some goldfish, a fine dog, and a cat.

The cat was a beautiful animal, of unusually large size,
and entirely black. I named the cat Pluto2, and it was the pet I
liked best. I alone fed it, and it followed me all around the
house. It was even with difficulty that I stopped it from fol-
lowing me through the streets.

Our friendship lasted, in this manner, for several years,
during which, however, my own character became greatly
changed. I began to drink too much wine and other strong
drinks. As the days passed I became less loving in my manner;
I became quick to anger; I forgot how to smile and laugh. My
wife — yes, and my pets, too, all except the cat — were made
to3 feel the change in my character.

One night I came home quite late from the inn*, where I
now spent more and more time drinking. Walking with uncer-
tain step, I made my way with effort into the house. As I
entered I saw — or thought I saw — that Pluto, the cat, was
trying to stay out of my way, to avoid me. This action, by an
animal which I had thought still loved me, made me angry
beyond reason. My soul seemed to fly from my body. I took a
small knife* out of my coat and opened it. Then I took the
poor animal by the neck and with one quick movement I cut
out one of its fear-filled eyes!

Slowly the cat got4 well. The hole* where its eye had
been was not a pretty thing to look at, it is true; but the cat no
longer appeared to suffer any pain. As might be expected,
however, it ran from me in fear whenever* I came near. Why
should it not run? Yet this did not fail to anger me. I felt
growing inside myself a new feeling. Who has not, a hundred
times, found himself doing wrong, doing some evil* thing for
no other reason than because he knows he should not? Are not
we humans at all times pushed, ever driven5 in some unknown
way to break the law just because we understand it to be the
law?

One day, in cold blood6, I tied a strong rope* around
the cat’s neck, and taking it down into the cellar* under the
house I hung it from one of the wood beams* above my head.
I hung it there until it was dead. I hung it there with tears* in
my eyes, I hung it because I knew it had loved me, because I
felt it had given me no reason to hurt it, because I knew that
my doing so was a wrong so great, a sin so deadly* that it
would place my soul forever outside the reach of the love of
God!

47

That same night, as I lay sleeping, I heard through my
open window the cries of our neighbors. I jumped from my
bed and found that the entire house was filled with fire. It was
only with great difficulty that my wife and I escaped. And
when we were out of the house, all we could do was stand and
watch it burn to the ground. I thought of the cat as I watched
it burn, the cat whose dead body I had left7 hanging in the
cellar. It seemed almost that the cat had in some mysterious*
way caused the house to burn so that it could make me pay
for my evil act, so that it could take revenge* upon me.

Months went by, and I could not drive the thought of the
cat out of my mind. One night I sat in the inn, drinking, as
usual. In the corner I saw a dark object that I had not seen
before. I went over to see what it could be. It was a cat, a
cat almost exactly like Pluto. I touched it with my hand and

petted it, passing my hand softly along its back. The cat rose
and pushed its back against my hand.

Suddenly I realized that I wanted the cat. I offered to
buy it from the innkeeper, but he claimed he had never seen
the animal before. As I left the inn, it followed me, and I
allowed it to do so. It soon became a pet of both my wife and
myself.

The morning after I brought it home, however, I dis-
covered that this cat, like Pluto, had only one eye. How was it
possible that I had not noticed this the night before? This fact
only made my wife love the cat more. But I, myself, found a
feeling of dislike* growing in me. My growing dislike of the
animal only seemed to increase its love for me. It followed me,
followed me everywhere*, always. When I sat, it lay down
under my chair. When I stood up it got between my feet8 and
nearly made me fall. Wherever I went, it was always there. At
night I dreamed of it. And I began to hate* that cat!

One day my wife called to me from the cellar of the old
building where we were now forced to live. As I went down
the stairs*, the cat, following me as always, ran under my feet
and nearly threw me down.

In sudden anger, I took a knife and struck wildly at the
cat. Quickly my wife put out her hand and stopped my arm.
This only increased my anger and, without thinking, I turned
and put the knife’s point deep into her heart! She fell to the
floor and died without a sound.

I spent9 a few moments looking for the cat, but it was
gone. And I had other things to do, for I knew I must do
something with the body, and quickly. Suddenly I noted a
place in the wall of the cellar where stones had been added to
the wall to cover an old fireplace* which was no longer
wanted. The walls were not very strongly built, and I found I
could easily take down those stones. Behind them there was,
as I knew there must be, a hole just big enough to hold the
body. With much effort I put the body in and carefully put
the stones back in their place. I was pleased to see that it was
quite impossible for anyone to know that a single stone had
been moved.

Days passed. Still there was no cat. A few people came
and asked about my wife; but I answered them easily. Then
one day several officers of the police came. Certain that they
could find nothing, I asked them in10 and went with them as
they searched.

Finally they searched the cellar from end to end. I
watched them quietly, and, as I expected, they noticed
nothing. But as they started up the stairs again, I felt myself
driven by some unknown inner force to let them know, to
make them know, that I had won the battle*.

“The walls of this building,” I said, “are very strongly
built; it is a fine old house.” And as I spoke I struck with my
stick that very place in the wall behind which was the body of
my wife. Immediately I felt a cold feeling up and down my
back as we heard coming out of the wall itself a horrible cry.

For one short moment the officers stood looking at each
other. Then quickly they began to pick at the stones, and in a
short time they saw before them the body of my wife, black
with dried blood and smelling of decay*. On the body’s head,
its one eye filled with fire, its wide open mouth the color of
blood, sat the cat, crying out its revenge!*

48

– Edgar Allan Poe 508_47
– Edgar Allan Poe 508_48
– Edgar Allan Poe 508_49
– Edgar Allan Poe 508_50

**## engl045-111.docx**

**Part A**

Write a 150-word-minimum A.C.E.S. analysis based on the article "Evidence Shows AI Systems are Already Too Much Like Humans. Will that be a Problem?" Read the article carefully and discuss any
**ONE** of the SPACECAT ideas you wrote notes about; that is, choose a row on SPACECAT, and analyze the article for that aspect of analysis. Do NOT choose the “S” row, because we know very little about this author, and I don’t want you to research it; I want you to get all of your examples’ details from this article’s text. Again, check out the A.C.E.S. paragraph example and replicate those procedures as you write your analysis. Remember to use a QUOTE from the text, because I will be grading your accurate and effective quoting technique, based on that lesson this week.

[https://theconversation.com/evidence-shows-ai-systems-are-already-too-much-like-humans-will-that-be-a-problem-256980](https://theconversation.com/evidence-shows-ai-systems-are-already-too-much-like-humans-will-that-be-a-problem-256980)

**ACES:** Remember to introduce your author and title,
**answer** the question using language from the prompt
**, cite** a strong quote which proves your answer,
**explain** how that quote supports the answer, and
**summarize** your findings with no new information.

**Part B**

**_SPACE CAT!_**          Nonfiction Literary Analysis
![A cat in a space suit Description automatically generated](https://www.sweetstudy.com/questions/engl-045-111-20951197)

Fill out any
**5 rows** to help analyze our article entitled, “Evidence Shows AI Systems are Already Too Much Like Humans. Will that be a Problem?”
**I did “Speaker” for you, so choose 5 others.** You can bullet your ideas or write incomplete sentences on this, but try to reveal specific details from the article's text. Filling this out will help you write the ACES analysis for this week. [25 pts]

| | | |
| — | — | — |
| **S** | **Speaker:**<br>**Who is the speaker/writer? What do we know about them?** | We know the authors are Sandra Peter, the Director of Sydney Executive Plus, University of Sydney; Jevin West, Professor, University of Washington; and Kai Riemer, Professor of Information Technology and Organisation, University of Sydney. They are professional experts in sociology and artificial intelligence. |
| **P** | **Purpose:**<br>What is the speaker/writer hoping to accomplish? What do they want the audience to do after listening or reading? | |
| **A** | **Audience:**<br>Who is the speaker/writer talking to and targeting? How do we know? | |
| **C** | **Context:**<br>What is the time and place of this passage? What is happening in the world as it relates to the subject of the passage or the speaker/writer? | |
| **E** | **Exigence:**<br>What was the spark that moved the speaker/writer? How did that event impact the speaker/writer? | |
| **C** | **Choices:**<br>What are the rhetorical choices the speaker/writer makes in this passage? Look at the structure, recurrent words or phrases, comparisons, calls to action, anecdotes, and choice of words. | |
| **A** | **Appeals:**<br>Which appeals did the speaker/writer use? (ethos, pathos, logos) | |
| **T** | **Tone:**<br>What is the speaker’s/writer’s attitude toward the subject? Does it stay the same throughout the passage? Which words demonstrate this tone? | |

_**Make a copy, download it to your computer, fill it out as directed, turn it into a PDF, hand it in.**_

**Part C**

**Mandatory draft of the literary analysis (Edgar Allen Poe-The Black Cat)**

**Revisit your pre-writing assignment, the planning document, and the video that I provided with the read-me file for the week**. You should also do the they-say reading for the week as it will help with the underlying concepts of literary analysis.

I would like you to create a small literary analysis essay, body only (3 paragraphs). We'll cover the pattern for those paragraphs in class, but as a reminder, look at the planning document and its three questions for the three paragraphs, in order.

I would like you to use ONLY the Poe text, which you should create a reference for. When citing, follow this MLA rule:

1) call him Edgar Allan Poe the first time that you use his name

2) call him Poe every time after

3) use his name every time that you reference the text

**I will grade 50% for your original interpretation of Poe's text and 50% for the clarity with which you lay out the paragraphs (unity and coherence as discussed).**

**Part D (Edgar Allen Poe Black Cat)**

**Planning for the literary analysis**

Instructions

Objectives:

\* plan to build thematic analysis from the particulars of a passage

\* plan to follow your theme over the course of a text

\* plan to interpret the significance of your theme in the world

Instructions (use freewriting or bulleting to address the following):

1. find a passage in Poe and loosely analyze how the language works. You might want to think about particular writing structures and literary elements like irony, repetition, metaphor, etc. Think about a particular theme and how the language helps you to see it.

2. loosely follow the theme in the rest of the text, paying attention to at least two other parts of the text or to the major plot developments.

3. loosely interpret the significance of the theme in the world. Why should we think about it or care, and how does the text lead you to this significance?

**Part D**

reading and responding to short story for literary analysis

Instructions

Read Edgar Allan Poe's
_Black Cat_ and take notes. Prepare for the literary analysis project by:

1) recording the major themes and plot points that you spot in the story

2) raising three questions about what you see in the story, questions that might need to be resolved with historical or literary research

3) identifying three passages that best help you to understand the story's overall meaning, followed by some brief thoughts or questions about those passages

[the-black-cat.pdf](https://durhamtech.instructure.com/courses/16475/files/2035260/download?wrap=1) [Download the-black-cat.pdf](https://durhamtech.instructure.com/courses/16475/files/2035260/download?download_frd=1)

## image1.jpeg

**## the-black-cat.pdf**

The Black Cat

TOMORROW I DIE. Tomorrow I die1, and today I want to
tell the world what happened and thus perhaps free my soul
from the horrible* weight which lies upon it.

But listen! Listen, and you shall hear how I have been
destroyed.

When I was a child I had a natural goodness of soul
which led me to love animals — all kinds of animals, but espe-
cially those animals we call pets, animals which have learned to
live with men and share their homes with them. There is some-
thing in the love of these animals which speaks directly to the
heart of the man who has learned from experience how uncer-
tain and changeable is the love of other men.

I was quite young when I married. You will understand
the joy I felt to find that my wife shared with me my love for
animals. Quickly she got for us several pets of the most like-
able kind. We had birds, some goldfish, a fine dog, and a cat.

The cat was a beautiful animal, of unusually large size,
and entirely black. I named the cat Pluto2, and it was the pet I
liked best. I alone fed it, and it followed me all around the
house. It was even with difficulty that I stopped it from fol-
lowing me through the streets.

Our friendship lasted, in this manner, for several years,
during which, however, my own character became greatly
changed. I began to drink too much wine and other strong
drinks. As the days passed I became less loving in my manner;
I became quick to anger; I forgot how to smile and laugh. My
wife — yes, and my pets, too, all except the cat — were made
to3 feel the change in my character.

One night I came home quite late from the inn*, where I
now spent more and more time drinking. Walking with uncer-
tain step, I made my way with effort into the house. As I
entered I saw — or thought I saw — that Pluto, the cat, was
trying to stay out of my way, to avoid me. This action, by an
animal which I had thought still loved me, made me angry
beyond reason. My soul seemed to fly from my body. I took a
small knife* out of my coat and opened it. Then I took the
poor animal by the neck and with one quick movement I cut
out one of its fear-filled eyes!

Slowly the cat got4 well. The hole* where its eye had
been was not a pretty thing to look at, it is true; but the cat no
longer appeared to suffer any pain. As might be expected,
however, it ran from me in fear whenever* I came near. Why
should it not run? Yet this did not fail to anger me. I felt
growing inside myself a new feeling. Who has not, a hundred
times, found himself doing wrong, doing some evil* thing for
no other reason than because he knows he should not? Are not
we humans at all times pushed, ever driven5 in some unknown
way to break the law just because we understand it to be the
law?

One day, in cold blood6, I tied a strong rope* around
the cat’s neck, and taking it down into the cellar* under the
house I hung it from one of the wood beams* above my head.
I hung it there until it was dead. I hung it there with tears* in
my eyes, I hung it because I knew it had loved me, because I
felt it had given me no reason to hurt it, because I knew that
my doing so was a wrong so great, a sin so deadly* that it
would place my soul forever outside the reach of the love of
God!

47

That same night, as I lay sleeping, I heard through my
open window the cries of our neighbors. I jumped from my
bed and found that the entire house was filled with fire. It was
only with great difficulty that my wife and I escaped. And
when we were out of the house, all we could do was stand and
watch it burn to the ground. I thought of the cat as I watched
it burn, the cat whose dead body I had left7 hanging in the
cellar. It seemed almost that the cat had in some mysterious*
way caused the house to burn so that it could make me pay
for my evil act, so that it could take revenge* upon me.

Months went by, and I could not drive the thought of the
cat out of my mind. One night I sat in the inn, drinking, as
usual. In the corner I saw a dark object that I had not seen
before. I went over to see what it could be. It was a cat, a
cat almost exactly like Pluto. I touched it with my hand and

petted it, passing my hand softly along its back. The cat rose
and pushed its back against my hand.

Suddenly I realized that I wanted the cat. I offered to
buy it from the innkeeper, but he claimed he had never seen
the animal before. As I left the inn, it followed me, and I
allowed it to do so. It soon became a pet of both my wife and
myself.

The morning after I brought it home, however, I dis-
covered that this cat, like Pluto, had only one eye. How was it
possible that I had not noticed this the night before? This fact
only made my wife love the cat more. But I, myself, found a
feeling of dislike* growing in me. My growing dislike of the
animal only seemed to increase its love for me. It followed me,
followed me everywhere*, always. When I sat, it lay down
under my chair. When I stood up it got between my feet8 and
nearly made me fall. Wherever I went, it was always there. At
night I dreamed of it. And I began to hate* that cat!

One day my wife called to me from the cellar of the old
building where we were now forced to live. As I went down
the stairs*, the cat, following me as always, ran under my feet
and nearly threw me down.

In sudden anger, I took a knife and struck wildly at the
cat. Quickly my wife put out her hand and stopped my arm.
This only increased my anger and, without thinking, I turned
and put the knife’s point deep into her heart! She fell to the
floor and died without a sound.

I spent9 a few moments looking for the cat, but it was
gone. And I had other things to do, for I knew I must do
something with the body, and quickly. Suddenly I noted a
place in the wall of the cellar where stones had been added to
the wall to cover an old fireplace* which was no longer
wanted. The walls were not very strongly built, and I found I
could easily take down those stones. Behind them there was,
as I knew there must be, a hole just big enough to hold the
body. With much effort I put the body in and carefully put
the stones back in their place. I was pleased to see that it was
quite impossible for anyone to know that a single stone had
been moved.

Days passed. Still there was no cat. A few people came
and asked about my wife; but I answered them easily. Then
one day several officers of the police came. Certain that they
could find nothing, I asked them in10 and went with them as
they searched.

Finally they searched the cellar from end to end. I
watched them quietly, and, as I expected, they noticed
nothing. But as they started up the stairs again, I felt myself
driven by some unknown inner force to let them know, to
make them know, that I had won the battle*.

“The walls of this building,” I said, “are very strongly
built; it is a fine old house.” And as I spoke I struck with my
stick that very place in the wall behind which was the body of
my wife. Immediately I felt a cold feeling up and down my
back as we heard coming out of the wall itself a horrible cry.

For one short moment the officers stood looking at each
other. Then quickly they began to pick at the stones, and in a
short time they saw before them the body of my wife, black
with dried blood and smelling of decay*. On the body’s head,
its one eye filled with fire, its wide open mouth the color of
blood, sat the cat, crying out its revenge!*

48

– Edgar Allan Poe 508_47
– Edgar Allan Poe 508_48
– Edgar Allan Poe 508_49
– Edgar Allan Poe 508_50

**## engl045-111.docx**

**Part A**

Write a 150-word-minimum A.C.E.S. analysis based on the article "Evidence Shows AI Systems are Already Too Much Like Humans. Will that be a Problem?" Read the article carefully and discuss any
**ONE** of the SPACECAT ideas you wrote notes about; that is, choose a row on SPACECAT, and analyze the article for that aspect of analysis. Do NOT choose the “S” row, because we know very little about this author, and I don’t want you to research it; I want you to get all of your examples’ details from this article’s text. Again, check out the A.C.E.S. paragraph example and replicate those procedures as you write your analysis. Remember to use a QUOTE from the text, because I will be grading your accurate and effective quoting technique, based on that lesson this week.

[https://theconversation.com/evidence-shows-ai-systems-are-already-too-much-like-humans-will-that-be-a-problem-256980](https://theconversation.com/evidence-shows-ai-systems-are-already-too-much-like-humans-will-that-be-a-problem-256980)

**ACES:** Remember to introduce your author and title,
**answer** the question using language from the prompt
**, cite** a strong quote which proves your answer,
**explain** how that quote supports the answer, and
**summarize** your findings with no new information.

**Part B**

**_SPACE CAT!_**          Nonfiction Literary Analysis
![A cat in a space suit Description automatically generated](https://www.sweetstudy.com/questions/engl-045-111-20951197)

Fill out any
**5 rows** to help analyze our article entitled, “Evidence Shows AI Systems are Already Too Much Like Humans. Will that be a Problem?”
**I did “Speaker” for you, so choose 5 others.** You can bullet your ideas or write incomplete sentences on this, but try to reveal specific details from the article's text. Filling this out will help you write the ACES analysis for this week. [25 pts]

| | | |
| — | — | — |
| **S** | **Speaker:**<br>**Who is the speaker/writer? What do we know about them?** | We know the authors are Sandra Peter, the Director of Sydney Executive Plus, University of Sydney; Jevin West, Professor, University of Washington; and Kai Riemer, Professor of Information Technology and Organisation, University of Sydney. They are professional experts in sociology and artificial intelligence. |
| **P** | **Purpose:**<br>What is the speaker/writer hoping to accomplish? What do they want the audience to do after listening or reading? | |
| **A** | **Audience:**<br>Who is the speaker/writer talking to and targeting? How do we know? | |
| **C** | **Context:**<br>What is the time and place of this passage? What is happening in the world as it relates to the subject of the passage or the speaker/writer? | |
| **E** | **Exigence:**<br>What was the spark that moved the speaker/writer? How did that event impact the speaker/writer? | |
| **C** | **Choices:**<br>What are the rhetorical choices the speaker/writer makes in this passage? Look at the structure, recurrent words or phrases, comparisons, calls to action, anecdotes, and choice of words. | |
| **A** | **Appeals:**<br>Which appeals did the speaker/writer use? (ethos, pathos, logos) | |
| **T** | **Tone:**<br>What is the speaker’s/writer’s attitude toward the subject? Does it stay the same throughout the passage? Which words demonstrate this tone? | |

_**Make a copy, download it to your computer, fill it out as directed, turn it into a PDF, hand it in.**_

**Part C**

**Mandatory draft of the literary analysis (Edgar Allen Poe-The Black Cat)**

**Revisit your pre-writing assignment, the planning document, and the video that I provided with the read-me file for the week**. You should also do the they-say reading for the week as it will help with the underlying concepts of literary analysis.

I would like you to create a small literary analysis essay, body only (3 paragraphs). We'll cover the pattern for those paragraphs in class, but as a reminder, look at the planning document and its three questions for the three paragraphs, in order.

I would like you to use ONLY the Poe text, which you should create a reference for. When citing, follow this MLA rule:

1) call him Edgar Allan Poe the first time that you use his name

2) call him Poe every time after

3) use his name every time that you reference the text

**I will grade 50% for your original interpretation of Poe's text and 50% for the clarity with which you lay out the paragraphs (unity and coherence as discussed).**

**Part D (Edgar Allen Poe Black Cat)**

**Planning for the literary analysis**

Instructions

Objectives:

\* plan to build thematic analysis from the particulars of a passage

\* plan to follow your theme over the course of a text

\* plan to interpret the significance of your theme in the world

Instructions (use freewriting or bulleting to address the following):

1. find a passage in Poe and loosely analyze how the language works. You might want to think about particular writing structures and literary elements like irony, repetition, metaphor, etc. Think about a particular theme and how the language helps you to see it.

2. loosely follow the theme in the rest of the text, paying attention to at least two other parts of the text or to the major plot developments.

3. loosely interpret the significance of the theme in the world. Why should we think about it or care, and how does the text lead you to this significance?

**Part D**

reading and responding to short story for literary analysis

Instructions

Read Edgar Allan Poe's
_Black Cat_ and take notes. Prepare for the literary analysis project by:

1) recording the major themes and plot points that you spot in the story

2) raising three questions about what you see in the story, questions that might need to be resolved with historical or literary research

3) identifying three passages that best help you to understand the story's overall meaning, followed by some brief thoughts or questions about those passages

[the-black-cat.pdf](https://durhamtech.instructure.com/courses/16475/files/2035260/download?wrap=1) [Download the-black-cat.pdf](https://durhamtech.instructure.com/courses/16475/files/2035260/download?download_frd=1)

## image1.jpeg

– 1
– 2

November 5, 2026
[Solved] Importance of writing

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what you believe to be the importance of writing? – ## Part21.docx – ## Part21.docx – 1301ImportanceofWritingEssaybyTabathaRhodesonPreziDesign.mhtml **## Part21.docx** Jones 2 Quincy Jones Tabatha Rhodes ENGL1301 9 October 2025 When learning to write, it’s important to begin with higher order concer…

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Assignment Prompt & Instructions

what you believe to be the importance of writing?

– ## Part21.docx

– ## Part21.docx

– 1301ImportanceofWritingEssaybyTabathaRhodesonPreziDesign.mhtml

**## Part21.docx**

Jones 2

Quincy Jones

Tabatha Rhodes

ENGL1301

9 October 2025

When learning to write, it’s important to begin with higher order concerns. Doing this will develop a starting point. This specific point is made in Branson’s argument.

This paper will explore the ideas discussed in Tyler Branson’s “
_First-Year Composition Prepares Students For Academic Writing_”. As Branson explains, one of the most important aspects of writing is to “prioritize higher order concerns in writing like argument, analysis, audience, purpose, and context” (Branson). To prioritize higher order is to put grammar on a lower level of priority and focus on getting your argument and analysis across to the audience would create a connection. Focusing on purpose would convey understanding of the topic.

It is important to apply higher order concerns because it allows you to write more fluidly without stopping because grammar can always be fixed later. Focusing on this helps in the writing process and helps get ideas down on paper. All these things are examples of higher order concerns and focusing on them is important because it illustrates the starting point in writing. Although there are many things to consider when writing, the reason higher order concerns are so important is because it helps to pull the audience into the passage and explain your point of view.

Personally, learning to focus on higher order concerns has helped me to find a starting point in my own writing. For instance, when working on my discussion post, I chose an article that resonated with me and used it to guide my ideas, demonstrating how higher order thinking can lead to a more purposeful and connected writing process.

Prioritizing higher order concerns in writing, such as argument, analysis, audience, purpose, and context helps build a solid foundation for clear and impactful communication. This approach has allowed me to develop greater confidence in my writing process. As I continue to grow as a writer, keeping these concerns at the center of my writing will be necessary to thoughtful and effective work,

                                                                                Work Sited

Branson, Tyler “First-Year Composition Prepares Students For Academic Writing” Bad Ideas About Writing, Edited by Cheryal E. Ball et at, West Virginia University Libraries Digital Publishing Institute.
**First-Year Composition Prepares Students For Academic Writing**

**## Part21.docx**

Jones 2

Quincy Jones

Tabatha Rhodes

ENGL1301

9 October 2025

When learning to write, it’s important to begin with higher order concerns. Doing this will develop a starting point. This specific point is made in Branson’s argument.

This paper will explore the ideas discussed in Tyler Branson’s “
_First-Year Composition Prepares Students For Academic Writing_”. As Branson explains, one of the most important aspects of writing is to “prioritize higher order concerns in writing like argument, analysis, audience, purpose, and context” (Branson). To prioritize higher order is to put grammar on a lower level of priority and focus on getting your argument and analysis across to the audience would create a connection. Focusing on purpose would convey understanding of the topic.

It is important to apply higher order concerns because it allows you to write more fluidly without stopping because grammar can always be fixed later. Focusing on this helps in the writing process and helps get ideas down on paper. All these things are examples of higher order concerns and focusing on them is important because it illustrates the starting point in writing. Although there are many things to consider when writing, the reason higher order concerns are so important is because it helps to pull the audience into the passage and explain your point of view.

Personally, learning to focus on higher order concerns has helped me to find a starting point in my own writing. For instance, when working on my discussion post, I chose an article that resonated with me and used it to guide my ideas, demonstrating how higher order thinking can lead to a more purposeful and connected writing process.

Prioritizing higher order concerns in writing, such as argument, analysis, audience, purpose, and context helps build a solid foundation for clear and impactful communication. This approach has allowed me to develop greater confidence in my writing process. As I continue to grow as a writer, keeping these concerns at the center of my writing will be necessary to thoughtful and effective work,

                                                                                Work Sited

Branson, Tyler “First-Year Composition Prepares Students For Academic Writing” Bad Ideas About Writing, Edited by Cheryal E. Ball et at, West Virginia University Libraries Digital Publishing Institute.
**First-Year Composition Prepares Students For Academic Writing**

**1301ImportanceofWritingEssaybyTabathaRhodesonPreziDesign.mhtml**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/1301importanceofwritingessaybytabatharhodesonprezidesign-mhtml-10457397)

**1301ImportanceofWritingEssaybyTabathaRhodesonPreziDesign.mhtml**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/1301importanceofwritingessaybytabatharhodesonprezidesign-mhtml-10457397)

**## Part21.docx**

Jones 2

Quincy Jones

Tabatha Rhodes

ENGL1301

9 October 2025

When learning to write, it’s important to begin with higher order concerns. Doing this will develop a starting point. This specific point is made in Branson’s argument.

This paper will explore the ideas discussed in Tyler Branson’s “
_First-Year Composition Prepares Students For Academic Writing_”. As Branson explains, one of the most important aspects of writing is to “prioritize higher order concerns in writing like argument, analysis, audience, purpose, and context” (Branson). To prioritize higher order is to put grammar on a lower level of priority and focus on getting your argument and analysis across to the audience would create a connection. Focusing on purpose would convey understanding of the topic.

It is important to apply higher order concerns because it allows you to write more fluidly without stopping because grammar can always be fixed later. Focusing on this helps in the writing process and helps get ideas down on paper. All these things are examples of higher order concerns and focusing on them is important because it illustrates the starting point in writing. Although there are many things to consider when writing, the reason higher order concerns are so important is because it helps to pull the audience into the passage and explain your point of view.

Personally, learning to focus on higher order concerns has helped me to find a starting point in my own writing. For instance, when working on my discussion post, I chose an article that resonated with me and used it to guide my ideas, demonstrating how higher order thinking can lead to a more purposeful and connected writing process.

Prioritizing higher order concerns in writing, such as argument, analysis, audience, purpose, and context helps build a solid foundation for clear and impactful communication. This approach has allowed me to develop greater confidence in my writing process. As I continue to grow as a writer, keeping these concerns at the center of my writing will be necessary to thoughtful and effective work,

                                                                                Work Sited

Branson, Tyler “First-Year Composition Prepares Students For Academic Writing” Bad Ideas About Writing, Edited by Cheryal E. Ball et at, West Virginia University Libraries Digital Publishing Institute.
**First-Year Composition Prepares Students For Academic Writing**

**## Part21.docx**

Jones 2

Quincy Jones

Tabatha Rhodes

ENGL1301

9 October 2025

When learning to write, it’s important to begin with higher order concerns. Doing this will develop a starting point. This specific point is made in Branson’s argument.

This paper will explore the ideas discussed in Tyler Branson’s “
_First-Year Composition Prepares Students For Academic Writing_”. As Branson explains, one of the most important aspects of writing is to “prioritize higher order concerns in writing like argument, analysis, audience, purpose, and context” (Branson). To prioritize higher order is to put grammar on a lower level of priority and focus on getting your argument and analysis across to the audience would create a connection. Focusing on purpose would convey understanding of the topic.

It is important to apply higher order concerns because it allows you to write more fluidly without stopping because grammar can always be fixed later. Focusing on this helps in the writing process and helps get ideas down on paper. All these things are examples of higher order concerns and focusing on them is important because it illustrates the starting point in writing. Although there are many things to consider when writing, the reason higher order concerns are so important is because it helps to pull the audience into the passage and explain your point of view.

Personally, learning to focus on higher order concerns has helped me to find a starting point in my own writing. For instance, when working on my discussion post, I chose an article that resonated with me and used it to guide my ideas, demonstrating how higher order thinking can lead to a more purposeful and connected writing process.

Prioritizing higher order concerns in writing, such as argument, analysis, audience, purpose, and context helps build a solid foundation for clear and impactful communication. This approach has allowed me to develop greater confidence in my writing process. As I continue to grow as a writer, keeping these concerns at the center of my writing will be necessary to thoughtful and effective work,

                                                                                Work Sited

Branson, Tyler “First-Year Composition Prepares Students For Academic Writing” Bad Ideas About Writing, Edited by Cheryal E. Ball et at, West Virginia University Libraries Digital Publishing Institute.
**First-Year Composition Prepares Students For Academic Writing**

**1301ImportanceofWritingEssaybyTabathaRhodesonPreziDesign.mhtml**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/1301importanceofwritingessaybytabatharhodesonprezidesign-mhtml-10457397)

**## Part21.docx**

Jones 2

Quincy Jones

Tabatha Rhodes

ENGL1301

9 October 2025

When learning to write, it’s important to begin with higher order concerns. Doing this will develop a starting point. This specific point is made in Branson’s argument.

This paper will explore the ideas discussed in Tyler Branson’s “
_First-Year Composition Prepares Students For Academic Writing_”. As Branson explains, one of the most important aspects of writing is to “prioritize higher order concerns in writing like argument, analysis, audience, purpose, and context” (Branson). To prioritize higher order is to put grammar on a lower level of priority and focus on getting your argument and analysis across to the audience would create a connection. Focusing on purpose would convey understanding of the topic.

It is important to apply higher order concerns because it allows you to write more fluidly without stopping because grammar can always be fixed later. Focusing on this helps in the writing process and helps get ideas down on paper. All these things are examples of higher order concerns and focusing on them is important because it illustrates the starting point in writing. Although there are many things to consider when writing, the reason higher order concerns are so important is because it helps to pull the audience into the passage and explain your point of view.

Personally, learning to focus on higher order concerns has helped me to find a starting point in my own writing. For instance, when working on my discussion post, I chose an article that resonated with me and used it to guide my ideas, demonstrating how higher order thinking can lead to a more purposeful and connected writing process.

Prioritizing higher order concerns in writing, such as argument, analysis, audience, purpose, and context helps build a solid foundation for clear and impactful communication. This approach has allowed me to develop greater confidence in my writing process. As I continue to grow as a writer, keeping these concerns at the center of my writing will be necessary to thoughtful and effective work,

                                                                                Work Sited

Branson, Tyler “First-Year Composition Prepares Students For Academic Writing” Bad Ideas About Writing, Edited by Cheryal E. Ball et at, West Virginia University Libraries Digital Publishing Institute.
**First-Year Composition Prepares Students For Academic Writing**

**## Part21.docx**

Jones 2

Quincy Jones

Tabatha Rhodes

ENGL1301

9 October 2025

When learning to write, it’s important to begin with higher order concerns. Doing this will develop a starting point. This specific point is made in Branson’s argument.

This paper will explore the ideas discussed in Tyler Branson’s “
_First-Year Composition Prepares Students For Academic Writing_”. As Branson explains, one of the most important aspects of writing is to “prioritize higher order concerns in writing like argument, analysis, audience, purpose, and context” (Branson). To prioritize higher order is to put grammar on a lower level of priority and focus on getting your argument and analysis across to the audience would create a connection. Focusing on purpose would convey understanding of the topic.

It is important to apply higher order concerns because it allows you to write more fluidly without stopping because grammar can always be fixed later. Focusing on this helps in the writing process and helps get ideas down on paper. All these things are examples of higher order concerns and focusing on them is important because it illustrates the starting point in writing. Although there are many things to consider when writing, the reason higher order concerns are so important is because it helps to pull the audience into the passage and explain your point of view.

Personally, learning to focus on higher order concerns has helped me to find a starting point in my own writing. For instance, when working on my discussion post, I chose an article that resonated with me and used it to guide my ideas, demonstrating how higher order thinking can lead to a more purposeful and connected writing process.

Prioritizing higher order concerns in writing, such as argument, analysis, audience, purpose, and context helps build a solid foundation for clear and impactful communication. This approach has allowed me to develop greater confidence in my writing process. As I continue to grow as a writer, keeping these concerns at the center of my writing will be necessary to thoughtful and effective work,

                                                                                Work Sited

Branson, Tyler “First-Year Composition Prepares Students For Academic Writing” Bad Ideas About Writing, Edited by Cheryal E. Ball et at, West Virginia University Libraries Digital Publishing Institute.
**First-Year Composition Prepares Students For Academic Writing**

**1301ImportanceofWritingEssaybyTabathaRhodesonPreziDesign.mhtml**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/1301importanceofwritingessaybytabatharhodesonprezidesign-mhtml-10457397)

– 1
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– 3

November 5, 2026
[Solved] help

✓ Verified Academic Solution Available

Executive Solution Overview

study – ## hapter11WrittenAssignment.docx **## hapter11WrittenAssignment.docx** **hapter 11 Written Assignment** **Purpose**: The purpose of this assignment is to gain a deeper understanding of the loanable funds market and how businesses invest. **Skills**: This assignment should help with your org…

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study

– ## hapter11WrittenAssignment.docx

**## hapter11WrittenAssignment.docx**

**hapter 11 Written Assignment**

**Purpose**: The purpose of this assignment is to gain a deeper understanding of the loanable funds market and how businesses invest.

**Skills**: This assignment should help with your organizational, analytical and written communication skills.

**Knowledge:** This assignment should help you develop a deeper understanding of derived demand, investment, the loanable funds market and return on investment.

**Task:** Please answer the questions below in 250+ words total. Take the time to truly reflect and explore each question, coming up with a well developed answer. Be sure to proofread for typos and other spelling/grammar mistakes. Please number your responses and answer the questions in both A and B below.

Watch the following video about outsourcing by John Stossel and answer the questions that follow:
[https://youtu.be/8eU96kROClk](https://youtu.be/8eU96kROClk)

1. Explain the term Business Investment.

2. How is the outsourcing of jobs and production a part of business investment? Why do companies outsource production to other countries?

3. Who in the U.S. is helped and hurt by outsourcing? Provide concrete examples.

4. What parts of John Stossel's agreement about outsourcing do you agree with?

5. What parts of John Stossel's agreement about outsourcing do you disagree with?

6. Overall, are you for or against outsourcing and why?

**Criteria for success:**

1. Follow all instructions carefully.

2. Please type your document using a word processing software and submit to the Dropbox in Word format.

3. Write more than the minimum writing requirement of 250+ words.

4. Include detailed explanations and examples. You must explain all answers in detail in at least a paragraph for each answer (short answers will lose credit). Write in complete sentences.

5. Number your answers.

6. Do your own work! The use of AI, Grammarly or cheating websites is not allowed on this assignment and a score of zero will be earned on this assignment if detected. If you use outside resources, they must be cited or score will be zero.

7. Use
**professional grammar and punctuation** in this college level course. Avoid “text” or “twitter speak” when corresponding. If you use outside resources, be sure to cite them.

**## hapter11WrittenAssignment.docx**

**hapter 11 Written Assignment**

**Purpose**: The purpose of this assignment is to gain a deeper understanding of the loanable funds market and how businesses invest.

**Skills**: This assignment should help with your organizational, analytical and written communication skills.

**Knowledge:** This assignment should help you develop a deeper understanding of derived demand, investment, the loanable funds market and return on investment.

**Task:** Please answer the questions below in 250+ words total. Take the time to truly reflect and explore each question, coming up with a well developed answer. Be sure to proofread for typos and other spelling/grammar mistakes. Please number your responses and answer the questions in both A and B below.

Watch the following video about outsourcing by John Stossel and answer the questions that follow:
[https://youtu.be/8eU96kROClk](https://youtu.be/8eU96kROClk)

1. Explain the term Business Investment.

2. How is the outsourcing of jobs and production a part of business investment? Why do companies outsource production to other countries?

3. Who in the U.S. is helped and hurt by outsourcing? Provide concrete examples.

4. What parts of John Stossel's agreement about outsourcing do you agree with?

5. What parts of John Stossel's agreement about outsourcing do you disagree with?

6. Overall, are you for or against outsourcing and why?

**Criteria for success:**

1. Follow all instructions carefully.

2. Please type your document using a word processing software and submit to the Dropbox in Word format.

3. Write more than the minimum writing requirement of 250+ words.

4. Include detailed explanations and examples. You must explain all answers in detail in at least a paragraph for each answer (short answers will lose credit). Write in complete sentences.

5. Number your answers.

6. Do your own work! The use of AI, Grammarly or cheating websites is not allowed on this assignment and a score of zero will be earned on this assignment if detected. If you use outside resources, they must be cited or score will be zero.

7. Use
**professional grammar and punctuation** in this college level course. Avoid “text” or “twitter speak” when corresponding. If you use outside resources, be sure to cite them.

November 5, 2026
[Solved] Speech notes

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In-depth study guidance and analytical solution covering Speech notes.

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Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 5, 2026
[Solved] Annotated Bibliography

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– ## Untitleddocument42.pdf **## Untitleddocument42.pdf** Write it as a student in college Week 4 Assignment: Annotated Bibliography Due Sunday by 11:59pm Points 50 Submitting a text entry box or a file upload Available Nov 17 at 12am – Nov 26 at 11:59pm For your Signature Assignment for this course…

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Assignment Prompt & Instructions

– ## Untitleddocument42.pdf

**## Untitleddocument42.pdf**

Write it as a student in
college

Week 4 Assignment:
Annotated Bibliography

Due Sunday by 11:59pm
Points 50
Submitting a text entry box or a file upload
Available Nov 17 at 12am – Nov 26 at 11:59pm

For your Signature Assignment for this course, you will submit a written or video
response to a case study, incorporating at least three scholarly sources including your
textbook.

This week, you will prepare for the Signature Assignment by creating an annotated
bibliography.

1. Review the Signature Assignment instructions. The Signature Assignment is
due in Week 8.

2. Watch the Case Study
https://westcoastuniversity.h5p.com/content/1292236092251886428

3. Links to an external site.
4.
5. Read details about the case study below.
6. Locate four (4) scholarly resources to be used as you complete the Signature

Assignment.

For each source:

[https://canvas.westcoastuniversity.edu/courses/71092/assignments/2049507](https://canvas.westcoastuniversity.edu/courses/71092/assignments/2049507)

[https://westcoastuniversity.h5p.com/content/1292236092251886428](https://westcoastuniversity.h5p.com/content/1292236092251886428)

[https://westcoastuniversity.h5p.com/content/1292236092251886428](https://westcoastuniversity.h5p.com/content/1292236092251886428)

[https://westcoastuniversity.h5p.com/content/1292236092251886428](https://westcoastuniversity.h5p.com/content/1292236092251886428)

● List the source in APA Style. The references should be organized
alphabetically by the author on the References list.

● Follow the source with a brief annotation that summarizes the source
information (approximately 3–5 sentences). You may quote briefly from the
source, but do not copy and paste from the abstract. Include internal citations
as needed

● In 1 or 2 sentences, explain and evaluate the source’s relevance and
significance to your thesis. Does the information from this source support or
discredit your thesis?

● Use an academic tone and style.

Case Study Details (read after viewing the case study video):

Neuroscience: Sarah's difficulties in language acquisition, social communication, and
attention, alongside abnormalities in brain development, particularly in areas associated
with language processing, attention, and emotional regulation, suggest underlying
neurobiological factors. The decreased activity in the prefrontal cortex points to deficits
in executive functioning and cognitive control. These findings highlight the intricate
interplay between brain regions and their effect on cognitive and behavioral functioning.

Consciousness and Cognitive Functioning: Sarah's level of consciousness appears
intact, but her cognitive abilities are significantly affected. Her awareness may be
compromised in social contexts due to difficulties in social communication. Attentional
deficits and executive dysfunction likely contribute to her challenges in maintaining
focus and expressing thoughts verbally. These factors collectively influence her level of
consciousness and cognitive processing.

Thinking and Learning: Sarah's cognitive processes are impaired, particularly in
abstract thinking, problem-solving, and academic performance. These challenges align
with the characteristics of neurodevelopmental disorders like autism spectrum disorder
(ASD), affecting her ability to navigate academic tasks and everyday problem-solving
situations effectively.

Development and Memory: Sarah's developmental milestones are delayed, and it's
evident in her struggles with language acquisition and social communication skills since
early childhood. Her memory processes may also be affected with weaknesses in
encoding, storage, and retrieval of information. However, she may possess strengths in
certain mnemonic abilities, which could be explored further to support her learning and
development.

Psychological Disorders: Based on Sarah's presentation and assessments, she
meets the criteria for autism spectrum disorder (ASD). This diagnosis encompasses her

difficulties in social communication, restricted interests, and repetitive behaviors. The
effects of ASD on Sarah's psychological well-being underscores the importance of early
intervention and comprehensive support to address her complex needs effectively.

Motivation and Emotion: Sarah's motivation levels appear low, possibly influenced by
her difficulties in social interaction and academic performance. Additionally, her
challenges with emotional regulation contribute to her withdrawn behavior and overall
adjustment. Understanding these factors is crucial in developing tailored interventions to
enhance her motivation and emotional well-being.

Visit these sources to learn more about the annotated bibliography:

●
● Annotated Bibliography Template

●

Visit the Writing Resources link under the Student Resources Tab to learn more about
annotated bibliographies.

Rubric
PSYC_160_OL – Annotated Bibliography

Criteria Ratings Pts

[https://canvas.westcoastuniversity.edu/courses/71092/files/30202418?wrap=1](https://canvas.westcoastuniversity.edu/courses/71092/files/30202418?wrap=1)

[https://canvas.westcoastuniversity.edu/courses/71092/files/30202418/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/71092/files/30202418/download?download_frd=1)

[https://canvas.westcoastuniversity.edu/courses/71092/files/30202418/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/71092/files/30202418/download?download_frd=1)

This
criterion
is linked
to a
Learning
Outcome

Annotate
d
Bibliogra
phy

20 to >17.33 ptsExceeds ExpectationsSources are highly relevant to the topic
and add greatly to research potential. Few, if any, additional sources are needed.
All sources are from credible, scholarly, peer-reviewed materials. All main/critical
points of the research study are included for each annotation. Annotations
succinctly and comprehensively describe the source material.

17.33 to >15.8 ptsMeets ExpectationsSome sources are relevant to the topic.
May require additional sources. Most sources are from credible, scholarly,
peer-reviewed materials. Main/critical points of the research study are included
but may be lacking in detail for each annotation. Most annotations are succinct
and generally describe the source material.

15.8 to >11.8 ptsApproaches ExpectationsFew sources are relevant to the
topic. Requires additional sources. Some sources are from credible, scholarly,
peer-reviewed materials. Main/critical points of the research study are lacking in
detail for each annotation. Some annotations are succinct and generally describe
the source material.

11.8 to >0 ptsNot Meeting ExpectationsSources are not relevant to the topic.
Extensive additional research is needed. Sources lack credibility. Main/critical
points of the research study are absent or significantly lacking in detail for each
annotation and/or some annotations may be missing.

20
pts

This
criterion
is linked
to a
Learning
Outcome

Review/
Critique
of
Scholarly
Researc
h

20 to >17.33 ptsExceeds ExpectationsFully answers all questions posed and
demonstrates a sophisticated ability to critically think about and evaluate scholarly
research. Provides substantial, relevant, and clear explanations that are insightful
and well-supported.

17.33 to >15.8 ptsMeets ExpectationsAnswers all questions posed and
demonstrates ability to critically think about and evaluate scholarly research.
Provides explanations that are well-supported.

15.8 to >11.8 ptsApproaches ExpectationsAnswers most questions posed and
demonstrates some ability to critically think about and evaluate scholarly
research.

11.8 to >0 ptsNot Meeting ExpectationsMost questions posed are not
answered. Work does not demonstrate the student's ability to critically think about
and evaluate scholarly research.

20
pts

This
criterion
is linked
to a
Learning
Outcome

APA
Style

5 to >4.5 ptsExceeds ExpectationsThe assignment accurately and consistently
follows APA Style. Meets length and formatting requirements of the assignment.

4.5 to >3.95 ptsMeets ExpectationsThe assignment consistently follows current
APA Style with only isolated and inconsistent mistakes. Mostly meets length and
formatting requirements of the assignment.

3.95 to >2.95 ptsApproaches ExpectationsThe assignment has numerous
errors in APA Style. Reflects incomplete knowledge of APA Style. May not meet
length and formatting requirements of the assignment.

2.95 to >0 ptsNot Meeting ExpectationsThe assignment has significant errors
in APA Style. Does not meet length and formatting requirements of the
assignment.

5
pts

This
criterion
is linked
to a
Learning
Outcome

Writing
Mechani
cs

5 to >4.5 ptsExceeds ExpectationsThe writing demonstrates sophisticated
clarity and conciseness and is extremely well organized. Punctuation, spelling,
and capitalization are all correct with minimal to no errors.

4.5 to >3.95 ptsMeets ExpectationsThe writing is clear, concise, and well
organized. May contain a few punctuation, spelling, or capitalization errors.

3.95 to >2.95 ptsApproaches ExpectationsWriting lacks clarity, conciseness, or
organization. Several errors in punctuation, spelling, and capitalization detract
from the readability of the paper.

2.95 to >0 ptsNot Meeting ExpectationsThe writing is unfocused and poorly
organized. Many errors in punctuation, spelling, and capitalization detract from
the readability of the paper.

5
pts

Total Points: 50

Template for the bibliography

Annotated Bibliography

Your Name Here

University Name

Course Number: Course Name

Instructor’s Name

Due Date

2

Below are sample entries for an Annotated Bibliography. A bibliography is a list of sources

are relevant to your research, and an annotation is a short summary (150-200 words) desc

the source. Sometimes, you may be asked to evaluate the source as well as summarize it.

all your items are listed, rearrange the items so the final version is in

alphabetical order

. Make

sure to save this and remove all directions for formatting.

The

Publication Manual of the American Psychological Association

(7th ed.) states the

following formatting rules:

•

The text and the reference list should be double-spaced.

•

Numbering starts on the title page, at the top right of the page.

•

There should be 1 inch (2.54 cm) margins all around (top, bottom, left, and right) on each

page.

•

Use Times Roman font, or a similar serif font.

•

Reference list entries must have a hanging indent

•

Each annotation should be a new paragraph below its reference entry. Indent the entire

annotation 0.5 in. from the left margin.

3

Annotated Bibliography

American Psychological Association. (2020).

Publication manual of the American Psychological

Association

(7

th

ed.). https://doi.org/10.1037/0000165-000

Highlight this passage and replace it with your annotation. In a descriptive annotation,

you merely describe what the book, web page, or article is about. In a critical

bibliography, you provide a descriptive annotation, and you evaluate the success or

reliability of the book, web page, or article. You might also compare or contrast the

source with another source on the topic.

Barthelemy, J., & Geyer, D. (2005). An empirical investigation of IT outsourcing versus

outsourcing in France and Germany.

Information & Management, 42,

533-542.

https://doi:10.1016/j.im.2004.02.005

Highlight this passage and replace it with your annotation. In a descriptive annotation,

you merely describe what the book, web page, or article is about. In a critical

bibliography, you provide a descriptive annotation, and you evaluate the success or

reliability of the book, web page, or article. You might also compare or contrast the

source with another source on the topic

– Write it as a student in college
– Week 4 Assignment: Annotated Bibliography
– Rubric

**## Untitleddocument42.pdf**

Write it as a student in
college

Week 4 Assignment:
Annotated Bibliography

Due Sunday by 11:59pm
Points 50
Submitting a text entry box or a file upload
Available Nov 17 at 12am – Nov 26 at 11:59pm

For your Signature Assignment for this course, you will submit a written or video
response to a case study, incorporating at least three scholarly sources including your
textbook.

This week, you will prepare for the Signature Assignment by creating an annotated
bibliography.

1. Review the Signature Assignment instructions. The Signature Assignment is
due in Week 8.

2. Watch the Case Study
https://westcoastuniversity.h5p.com/content/1292236092251886428

3. Links to an external site.
4.
5. Read details about the case study below.
6. Locate four (4) scholarly resources to be used as you complete the Signature

Assignment.

For each source:

[https://canvas.westcoastuniversity.edu/courses/71092/assignments/2049507](https://canvas.westcoastuniversity.edu/courses/71092/assignments/2049507)

[https://westcoastuniversity.h5p.com/content/1292236092251886428](https://westcoastuniversity.h5p.com/content/1292236092251886428)

[https://westcoastuniversity.h5p.com/content/1292236092251886428](https://westcoastuniversity.h5p.com/content/1292236092251886428)

[https://westcoastuniversity.h5p.com/content/1292236092251886428](https://westcoastuniversity.h5p.com/content/1292236092251886428)

● List the source in APA Style. The references should be organized
alphabetically by the author on the References list.

● Follow the source with a brief annotation that summarizes the source
information (approximately 3–5 sentences). You may quote briefly from the
source, but do not copy and paste from the abstract. Include internal citations
as needed

● In 1 or 2 sentences, explain and evaluate the source’s relevance and
significance to your thesis. Does the information from this source support or
discredit your thesis?

● Use an academic tone and style.

Case Study Details (read after viewing the case study video):

Neuroscience: Sarah's difficulties in language acquisition, social communication, and
attention, alongside abnormalities in brain development, particularly in areas associated
with language processing, attention, and emotional regulation, suggest underlying
neurobiological factors. The decreased activity in the prefrontal cortex points to deficits
in executive functioning and cognitive control. These findings highlight the intricate
interplay between brain regions and their effect on cognitive and behavioral functioning.

Consciousness and Cognitive Functioning: Sarah's level of consciousness appears
intact, but her cognitive abilities are significantly affected. Her awareness may be
compromised in social contexts due to difficulties in social communication. Attentional
deficits and executive dysfunction likely contribute to her challenges in maintaining
focus and expressing thoughts verbally. These factors collectively influence her level of
consciousness and cognitive processing.

Thinking and Learning: Sarah's cognitive processes are impaired, particularly in
abstract thinking, problem-solving, and academic performance. These challenges align
with the characteristics of neurodevelopmental disorders like autism spectrum disorder
(ASD), affecting her ability to navigate academic tasks and everyday problem-solving
situations effectively.

Development and Memory: Sarah's developmental milestones are delayed, and it's
evident in her struggles with language acquisition and social communication skills since
early childhood. Her memory processes may also be affected with weaknesses in
encoding, storage, and retrieval of information. However, she may possess strengths in
certain mnemonic abilities, which could be explored further to support her learning and
development.

Psychological Disorders: Based on Sarah's presentation and assessments, she
meets the criteria for autism spectrum disorder (ASD). This diagnosis encompasses her

difficulties in social communication, restricted interests, and repetitive behaviors. The
effects of ASD on Sarah's psychological well-being underscores the importance of early
intervention and comprehensive support to address her complex needs effectively.

Motivation and Emotion: Sarah's motivation levels appear low, possibly influenced by
her difficulties in social interaction and academic performance. Additionally, her
challenges with emotional regulation contribute to her withdrawn behavior and overall
adjustment. Understanding these factors is crucial in developing tailored interventions to
enhance her motivation and emotional well-being.

Visit these sources to learn more about the annotated bibliography:

●
● Annotated Bibliography Template

●

Visit the Writing Resources link under the Student Resources Tab to learn more about
annotated bibliographies.

Rubric
PSYC_160_OL – Annotated Bibliography

Criteria Ratings Pts

[https://canvas.westcoastuniversity.edu/courses/71092/files/30202418?wrap=1](https://canvas.westcoastuniversity.edu/courses/71092/files/30202418?wrap=1)

[https://canvas.westcoastuniversity.edu/courses/71092/files/30202418/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/71092/files/30202418/download?download_frd=1)

[https://canvas.westcoastuniversity.edu/courses/71092/files/30202418/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/71092/files/30202418/download?download_frd=1)

This
criterion
is linked
to a
Learning
Outcome

Annotate
d
Bibliogra
phy

20 to >17.33 ptsExceeds ExpectationsSources are highly relevant to the topic
and add greatly to research potential. Few, if any, additional sources are needed.
All sources are from credible, scholarly, peer-reviewed materials. All main/critical
points of the research study are included for each annotation. Annotations
succinctly and comprehensively describe the source material.

17.33 to >15.8 ptsMeets ExpectationsSome sources are relevant to the topic.
May require additional sources. Most sources are from credible, scholarly,
peer-reviewed materials. Main/critical points of the research study are included
but may be lacking in detail for each annotation. Most annotations are succinct
and generally describe the source material.

15.8 to >11.8 ptsApproaches ExpectationsFew sources are relevant to the
topic. Requires additional sources. Some sources are from credible, scholarly,
peer-reviewed materials. Main/critical points of the research study are lacking in
detail for each annotation. Some annotations are succinct and generally describe
the source material.

11.8 to >0 ptsNot Meeting ExpectationsSources are not relevant to the topic.
Extensive additional research is needed. Sources lack credibility. Main/critical
points of the research study are absent or significantly lacking in detail for each
annotation and/or some annotations may be missing.

20
pts

This
criterion
is linked
to a
Learning
Outcome

Review/
Critique
of
Scholarly
Researc
h

20 to >17.33 ptsExceeds ExpectationsFully answers all questions posed and
demonstrates a sophisticated ability to critically think about and evaluate scholarly
research. Provides substantial, relevant, and clear explanations that are insightful
and well-supported.

17.33 to >15.8 ptsMeets ExpectationsAnswers all questions posed and
demonstrates ability to critically think about and evaluate scholarly research.
Provides explanations that are well-supported.

15.8 to >11.8 ptsApproaches ExpectationsAnswers most questions posed and
demonstrates some ability to critically think about and evaluate scholarly
research.

11.8 to >0 ptsNot Meeting ExpectationsMost questions posed are not
answered. Work does not demonstrate the student's ability to critically think about
and evaluate scholarly research.

20
pts

This
criterion
is linked
to a
Learning
Outcome

APA
Style

5 to >4.5 ptsExceeds ExpectationsThe assignment accurately and consistently
follows APA Style. Meets length and formatting requirements of the assignment.

4.5 to >3.95 ptsMeets ExpectationsThe assignment consistently follows current
APA Style with only isolated and inconsistent mistakes. Mostly meets length and
formatting requirements of the assignment.

3.95 to >2.95 ptsApproaches ExpectationsThe assignment has numerous
errors in APA Style. Reflects incomplete knowledge of APA Style. May not meet
length and formatting requirements of the assignment.

2.95 to >0 ptsNot Meeting ExpectationsThe assignment has significant errors
in APA Style. Does not meet length and formatting requirements of the
assignment.

5
pts

This
criterion
is linked
to a
Learning
Outcome

Writing
Mechani
cs

5 to >4.5 ptsExceeds ExpectationsThe writing demonstrates sophisticated
clarity and conciseness and is extremely well organized. Punctuation, spelling,
and capitalization are all correct with minimal to no errors.

4.5 to >3.95 ptsMeets ExpectationsThe writing is clear, concise, and well
organized. May contain a few punctuation, spelling, or capitalization errors.

3.95 to >2.95 ptsApproaches ExpectationsWriting lacks clarity, conciseness, or
organization. Several errors in punctuation, spelling, and capitalization detract
from the readability of the paper.

2.95 to >0 ptsNot Meeting ExpectationsThe writing is unfocused and poorly
organized. Many errors in punctuation, spelling, and capitalization detract from
the readability of the paper.

5
pts

Total Points: 50

Template for the bibliography

Annotated Bibliography

Your Name Here

University Name

Course Number: Course Name

Instructor’s Name

Due Date

2

Below are sample entries for an Annotated Bibliography. A bibliography is a list of sources

are relevant to your research, and an annotation is a short summary (150-200 words) desc

the source. Sometimes, you may be asked to evaluate the source as well as summarize it.

all your items are listed, rearrange the items so the final version is in

alphabetical order

. Make

sure to save this and remove all directions for formatting.

The

Publication Manual of the American Psychological Association

(7th ed.) states the

following formatting rules:

•

The text and the reference list should be double-spaced.

•

Numbering starts on the title page, at the top right of the page.

•

There should be 1 inch (2.54 cm) margins all around (top, bottom, left, and right) on each

page.

•

Use Times Roman font, or a similar serif font.

•

Reference list entries must have a hanging indent

•

Each annotation should be a new paragraph below its reference entry. Indent the entire

annotation 0.5 in. from the left margin.

3

Annotated Bibliography

American Psychological Association. (2020).

Publication manual of the American Psychological

Association

(7

th

ed.). https://doi.org/10.1037/0000165-000

Highlight this passage and replace it with your annotation. In a descriptive annotation,

you merely describe what the book, web page, or article is about. In a critical

bibliography, you provide a descriptive annotation, and you evaluate the success or

reliability of the book, web page, or article. You might also compare or contrast the

source with another source on the topic.

Barthelemy, J., & Geyer, D. (2005). An empirical investigation of IT outsourcing versus

outsourcing in France and Germany.

Information & Management, 42,

533-542.

https://doi:10.1016/j.im.2004.02.005

Highlight this passage and replace it with your annotation. In a descriptive annotation,

you merely describe what the book, web page, or article is about. In a critical

bibliography, you provide a descriptive annotation, and you evaluate the success or

reliability of the book, web page, or article. You might also compare or contrast the

source with another source on the topic

– Write it as a student in college
– Week 4 Assignment: Annotated Bibliography
– Rubric

November 5, 2026
[Solved] English English homework

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November 5, 2026
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Assignment Prompt & Instructions

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November 5, 2026
[Solved] English

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Executive Solution Overview

In-depth study guidance and analytical solution covering English.

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Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
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Assignment Prompt & Instructions

Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 5, 2026
[Solved] English 101

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this assignment requires a traditional five-paragraph structure that includes: • an opening paragraph with a clear thesis • three body paragraphs that explore different aspects of the setting in the selected short story, each supported with cited textual evidence **(no outside sources)** • a final p…

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Assignment Prompt & Instructions

this assignment requires a traditional five-paragraph structure that includes:
• an opening paragraph with a clear thesis
• three body paragraphs that explore different aspects of the setting in the selected short story, each supported with cited textual evidence **(no outside sources)**
• a final paragraph that wraps up the discussion
You will choose one of the short stories we studied over the past two weeks—either _“The Cask of Amontillado”_ or _“The Yellow Wallpaper”_—and examine how the historical, physical, or geographical setting influences the characters and events. You may focus on one of these elements or combine them. For example, you might concentrate on the historical background in all three body paragraphs, or you could discuss two geographical aspects and one physical detail. You’re free to focus on just one type of setting or mix the three as needed. Your work must be based solely on the stories from the “Setting Analysis” module.

November 5, 2026