Tag: English

  • [Solved] English written Assignment

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  • [Solved] DEV

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    – ## DEVLOPMENTYOUNGYEARSASGIRL.docx – ## DEVLOPMENTYOUNGYEARSASGIRL.docx **## DEVLOPMENTYOUNGYEARSASGIRL.docx** **Read and Follow The Instructions Below Carefully:** **STEP 1**: Consider the following questions as you reflect on your developmental experiences. 1. Think back to your elementary and …

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    – ## DEVLOPMENTYOUNGYEARSASGIRL.docx

    – ## DEVLOPMENTYOUNGYEARSASGIRL.docx

    **## DEVLOPMENTYOUNGYEARSASGIRL.docx**

    **Read and Follow The Instructions Below Carefully:**

    **STEP 1**: Consider the following questions as you reflect on your developmental experiences.

    1. Think back to your elementary and junior high years. How would you describe your social competence and friendships?

    2. Body image is an important part of your self-esteem and is especially true during adolescence. Because of the rapid changes taking place, many adolescents are dissatisfied with their bodies. Think back to high school. How did you feel about your body? Try to imagine yourself on a typical day in high school. Compared to others, how did you feel about your: height, weight, breasts, muscles, ears, hips, legs, nose, hair, eyes, face, clothes, posture, nails, athletic ability, skin, teeth, smile, sexuality, and overall body? How do you think these early adolescent feelings have affected how you feel about yourself now?

    3. Now reflect on your adulthood experience. How do your feelings now contrast with your experiences in high school? How are your attitudes the same or different? How are your relationships the same or different? Do you plan to get married or are you already married or in a relationship? Do you have any children?

    4. What are your goals? When did you decide to go to college and why did you choose this college? Is this your first time in college? What difficulties are you experiencing? Is college like what you expected it to be; how is it different?

    **STEP 2**: Submit your assignment as
    **either** detailed responses to the questions,
    **OR** as a reflection essay (between 400-600 words) that describes your experiences through life.

    **Note**:
    **_APA Format is NOT Required._**

    **My Development Journal Grading Rubric:**

    | | | | | |
    | — | — | — | — | — |
    | Criteria | Proficient | Developing | Not Evident | Points |
    | Complete response | Writes in clear, descriptive sentences with no or few grammatical errors. Answers responses correctly and appropriately. | Does not provide enough detail in the responses, or responds incorrectly. | Incomplete responses or difficult to understand or follow. | __/10 |
    | Personal reflection | Shows personal reflection and includes examples from own experiences. | Demonstrates some personal reflection but is not thorough. | Does not include personal reflection or demonstrate understanding of the material. | __/10 |
    | Total: | __/20 |
    | |

    **## DEVLOPMENTYOUNGYEARSASGIRL.docx**

    **Read and Follow The Instructions Below Carefully:**

    **STEP 1**: Consider the following questions as you reflect on your developmental experiences.

    1. Think back to your elementary and junior high years. How would you describe your social competence and friendships?

    2. Body image is an important part of your self-esteem and is especially true during adolescence. Because of the rapid changes taking place, many adolescents are dissatisfied with their bodies. Think back to high school. How did you feel about your body? Try to imagine yourself on a typical day in high school. Compared to others, how did you feel about your: height, weight, breasts, muscles, ears, hips, legs, nose, hair, eyes, face, clothes, posture, nails, athletic ability, skin, teeth, smile, sexuality, and overall body? How do you think these early adolescent feelings have affected how you feel about yourself now?

    3. Now reflect on your adulthood experience. How do your feelings now contrast with your experiences in high school? How are your attitudes the same or different? How are your relationships the same or different? Do you plan to get married or are you already married or in a relationship? Do you have any children?

    4. What are your goals? When did you decide to go to college and why did you choose this college? Is this your first time in college? What difficulties are you experiencing? Is college like what you expected it to be; how is it different?

    **STEP 2**: Submit your assignment as
    **either** detailed responses to the questions,
    **OR** as a reflection essay (between 400-600 words) that describes your experiences through life.

    **Note**:
    **_APA Format is NOT Required._**

    **My Development Journal Grading Rubric:**

    | | | | | |
    | — | — | — | — | — |
    | Criteria | Proficient | Developing | Not Evident | Points |
    | Complete response | Writes in clear, descriptive sentences with no or few grammatical errors. Answers responses correctly and appropriately. | Does not provide enough detail in the responses, or responds incorrectly. | Incomplete responses or difficult to understand or follow. | __/10 |
    | Personal reflection | Shows personal reflection and includes examples from own experiences. | Demonstrates some personal reflection but is not thorough. | Does not include personal reflection or demonstrate understanding of the material. | __/10 |
    | Total: | __/20 |
    | |

    **## DEVLOPMENTYOUNGYEARSASGIRL.docx**

    **Read and Follow The Instructions Below Carefully:**

    **STEP 1**: Consider the following questions as you reflect on your developmental experiences.

    1. Think back to your elementary and junior high years. How would you describe your social competence and friendships?

    2. Body image is an important part of your self-esteem and is especially true during adolescence. Because of the rapid changes taking place, many adolescents are dissatisfied with their bodies. Think back to high school. How did you feel about your body? Try to imagine yourself on a typical day in high school. Compared to others, how did you feel about your: height, weight, breasts, muscles, ears, hips, legs, nose, hair, eyes, face, clothes, posture, nails, athletic ability, skin, teeth, smile, sexuality, and overall body? How do you think these early adolescent feelings have affected how you feel about yourself now?

    3. Now reflect on your adulthood experience. How do your feelings now contrast with your experiences in high school? How are your attitudes the same or different? How are your relationships the same or different? Do you plan to get married or are you already married or in a relationship? Do you have any children?

    4. What are your goals? When did you decide to go to college and why did you choose this college? Is this your first time in college? What difficulties are you experiencing? Is college like what you expected it to be; how is it different?

    **STEP 2**: Submit your assignment as
    **either** detailed responses to the questions,
    **OR** as a reflection essay (between 400-600 words) that describes your experiences through life.

    **Note**:
    **_APA Format is NOT Required._**

    **My Development Journal Grading Rubric:**

    | | | | | |
    | — | — | — | — | — |
    | Criteria | Proficient | Developing | Not Evident | Points |
    | Complete response | Writes in clear, descriptive sentences with no or few grammatical errors. Answers responses correctly and appropriately. | Does not provide enough detail in the responses, or responds incorrectly. | Incomplete responses or difficult to understand or follow. | __/10 |
    | Personal reflection | Shows personal reflection and includes examples from own experiences. | Demonstrates some personal reflection but is not thorough. | Does not include personal reflection or demonstrate understanding of the material. | __/10 |
    | Total: | __/20 |
    | |

    **## DEVLOPMENTYOUNGYEARSASGIRL.docx**

    **Read and Follow The Instructions Below Carefully:**

    **STEP 1**: Consider the following questions as you reflect on your developmental experiences.

    1. Think back to your elementary and junior high years. How would you describe your social competence and friendships?

    2. Body image is an important part of your self-esteem and is especially true during adolescence. Because of the rapid changes taking place, many adolescents are dissatisfied with their bodies. Think back to high school. How did you feel about your body? Try to imagine yourself on a typical day in high school. Compared to others, how did you feel about your: height, weight, breasts, muscles, ears, hips, legs, nose, hair, eyes, face, clothes, posture, nails, athletic ability, skin, teeth, smile, sexuality, and overall body? How do you think these early adolescent feelings have affected how you feel about yourself now?

    3. Now reflect on your adulthood experience. How do your feelings now contrast with your experiences in high school? How are your attitudes the same or different? How are your relationships the same or different? Do you plan to get married or are you already married or in a relationship? Do you have any children?

    4. What are your goals? When did you decide to go to college and why did you choose this college? Is this your first time in college? What difficulties are you experiencing? Is college like what you expected it to be; how is it different?

    **STEP 2**: Submit your assignment as
    **either** detailed responses to the questions,
    **OR** as a reflection essay (between 400-600 words) that describes your experiences through life.

    **Note**:
    **_APA Format is NOT Required._**

    **My Development Journal Grading Rubric:**

    | | | | | |
    | — | — | — | — | — |
    | Criteria | Proficient | Developing | Not Evident | Points |
    | Complete response | Writes in clear, descriptive sentences with no or few grammatical errors. Answers responses correctly and appropriately. | Does not provide enough detail in the responses, or responds incorrectly. | Incomplete responses or difficult to understand or follow. | __/10 |
    | Personal reflection | Shows personal reflection and includes examples from own experiences. | Demonstrates some personal reflection but is not thorough. | Does not include personal reflection or demonstrate understanding of the material. | __/10 |
    | Total: | __/20 |
    | |

    **## DEVLOPMENTYOUNGYEARSASGIRL.docx**

    **Read and Follow The Instructions Below Carefully:**

    **STEP 1**: Consider the following questions as you reflect on your developmental experiences.

    1. Think back to your elementary and junior high years. How would you describe your social competence and friendships?

    2. Body image is an important part of your self-esteem and is especially true during adolescence. Because of the rapid changes taking place, many adolescents are dissatisfied with their bodies. Think back to high school. How did you feel about your body? Try to imagine yourself on a typical day in high school. Compared to others, how did you feel about your: height, weight, breasts, muscles, ears, hips, legs, nose, hair, eyes, face, clothes, posture, nails, athletic ability, skin, teeth, smile, sexuality, and overall body? How do you think these early adolescent feelings have affected how you feel about yourself now?

    3. Now reflect on your adulthood experience. How do your feelings now contrast with your experiences in high school? How are your attitudes the same or different? How are your relationships the same or different? Do you plan to get married or are you already married or in a relationship? Do you have any children?

    4. What are your goals? When did you decide to go to college and why did you choose this college? Is this your first time in college? What difficulties are you experiencing? Is college like what you expected it to be; how is it different?

    **STEP 2**: Submit your assignment as
    **either** detailed responses to the questions,
    **OR** as a reflection essay (between 400-600 words) that describes your experiences through life.

    **Note**:
    **_APA Format is NOT Required._**

    **My Development Journal Grading Rubric:**

    | | | | | |
    | — | — | — | — | — |
    | Criteria | Proficient | Developing | Not Evident | Points |
    | Complete response | Writes in clear, descriptive sentences with no or few grammatical errors. Answers responses correctly and appropriately. | Does not provide enough detail in the responses, or responds incorrectly. | Incomplete responses or difficult to understand or follow. | __/10 |
    | Personal reflection | Shows personal reflection and includes examples from own experiences. | Demonstrates some personal reflection but is not thorough. | Does not include personal reflection or demonstrate understanding of the material. | __/10 |
    | Total: | __/20 |
    | |

    **## DEVLOPMENTYOUNGYEARSASGIRL.docx**

    **Read and Follow The Instructions Below Carefully:**

    **STEP 1**: Consider the following questions as you reflect on your developmental experiences.

    1. Think back to your elementary and junior high years. How would you describe your social competence and friendships?

    2. Body image is an important part of your self-esteem and is especially true during adolescence. Because of the rapid changes taking place, many adolescents are dissatisfied with their bodies. Think back to high school. How did you feel about your body? Try to imagine yourself on a typical day in high school. Compared to others, how did you feel about your: height, weight, breasts, muscles, ears, hips, legs, nose, hair, eyes, face, clothes, posture, nails, athletic ability, skin, teeth, smile, sexuality, and overall body? How do you think these early adolescent feelings have affected how you feel about yourself now?

    3. Now reflect on your adulthood experience. How do your feelings now contrast with your experiences in high school? How are your attitudes the same or different? How are your relationships the same or different? Do you plan to get married or are you already married or in a relationship? Do you have any children?

    4. What are your goals? When did you decide to go to college and why did you choose this college? Is this your first time in college? What difficulties are you experiencing? Is college like what you expected it to be; how is it different?

    **STEP 2**: Submit your assignment as
    **either** detailed responses to the questions,
    **OR** as a reflection essay (between 400-600 words) that describes your experiences through life.

    **Note**:
    **_APA Format is NOT Required._**

    **My Development Journal Grading Rubric:**

    | | | | | |
    | — | — | — | — | — |
    | Criteria | Proficient | Developing | Not Evident | Points |
    | Complete response | Writes in clear, descriptive sentences with no or few grammatical errors. Answers responses correctly and appropriately. | Does not provide enough detail in the responses, or responds incorrectly. | Incomplete responses or difficult to understand or follow. | __/10 |
    | Personal reflection | Shows personal reflection and includes examples from own experiences. | Demonstrates some personal reflection but is not thorough. | Does not include personal reflection or demonstrate understanding of the material. | __/10 |
    | Total: | __/20 |
    | |

    **## DEVLOPMENTYOUNGYEARSASGIRL.docx**

    **Read and Follow The Instructions Below Carefully:**

    **STEP 1**: Consider the following questions as you reflect on your developmental experiences.

    1. Think back to your elementary and junior high years. How would you describe your social competence and friendships?

    2. Body image is an important part of your self-esteem and is especially true during adolescence. Because of the rapid changes taking place, many adolescents are dissatisfied with their bodies. Think back to high school. How did you feel about your body? Try to imagine yourself on a typical day in high school. Compared to others, how did you feel about your: height, weight, breasts, muscles, ears, hips, legs, nose, hair, eyes, face, clothes, posture, nails, athletic ability, skin, teeth, smile, sexuality, and overall body? How do you think these early adolescent feelings have affected how you feel about yourself now?

    3. Now reflect on your adulthood experience. How do your feelings now contrast with your experiences in high school? How are your attitudes the same or different? How are your relationships the same or different? Do you plan to get married or are you already married or in a relationship? Do you have any children?

    4. What are your goals? When did you decide to go to college and why did you choose this college? Is this your first time in college? What difficulties are you experiencing? Is college like what you expected it to be; how is it different?

    **STEP 2**: Submit your assignment as
    **either** detailed responses to the questions,
    **OR** as a reflection essay (between 400-600 words) that describes your experiences through life.

    **Note**:
    **_APA Format is NOT Required._**

    **My Development Journal Grading Rubric:**

    | | | | | |
    | — | — | — | — | — |
    | Criteria | Proficient | Developing | Not Evident | Points |
    | Complete response | Writes in clear, descriptive sentences with no or few grammatical errors. Answers responses correctly and appropriately. | Does not provide enough detail in the responses, or responds incorrectly. | Incomplete responses or difficult to understand or follow. | __/10 |
    | Personal reflection | Shows personal reflection and includes examples from own experiences. | Demonstrates some personal reflection but is not thorough. | Does not include personal reflection or demonstrate understanding of the material. | __/10 |
    | Total: | __/20 |
    | |

    – 1
    – 2

  • [Solved] My bravest Moment

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    Executive Solution Overview

    – ## WorkL-1.docx **## WorkL-1.docx** My bravest moment began in 2016, when I made the hardest decision of my life: leaving Cuba, my medical career, my home, and, most painfully, my two young children. I was a married Cuban woman, a practicing doctor, and the mother of a nine-year-old daughter and a…

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    Assignment Prompt & Instructions

    – ## WorkL-1.docx

    **## WorkL-1.docx**

    My bravest moment began in 2016, when I made the hardest decision of my life: leaving Cuba, my medical career, my home, and, most painfully, my two young children. I was a married Cuban woman, a practicing doctor, and the mother of a nine-year-old daughter and a five-year-old son. Even though my heart was breaking, I knew I had to search for a better future for them. Still, nothing could prepare me for the pain of hugging them goodbye before beginning the journey to the United States.

    Together with my husband, I started a journey that lasted two months and six days, crossing several countries and eventually the Darién jungle. That place, feared by so many, tested every part of me—my physical strength, my emotional endurance, and my faith. There were days when exhaustion made me doubt, and nights when fear felt stronger than hope. But I kept moving forward, because every step meant one day closer to the chance of giving my children a safer and better life.

    Arriving in the United States felt like being born again. Starting from zero without my family, without my professional license, and with nothing but determination was another act of courage. I worked, studied, cried, and stood up again and again. I spent eight long years fighting to reunify my family, eight years waiting to hold my children without having to let go again.

    Today, when I look back, I realize that every sacrifice was worth it. My children are finally with me, my parents are here too, and even my little dog is part of our home. I also have a younger son, who is now five years old and was born in this country. Little by little, I rebuilt my life and my career. Today I am a PMHNP, and I am completing my Doctorate, something I never imagined would be possible during those painful early days of my journey.

    My bravest moment was not a single day or a single decision. It was the entire path: leaving my country, crossing the jungle, starting from nothing, studying tirelessly, and waiting patiently for the day my family would be whole again. Now, I feel deeply proud of the woman I have become. My story is a reminder that sacrifice, love, and faith can turn suffering into strength and dreams into reality.

    I would like to write essay for school based on my life story. It should be over 450 words.

    **## WorkL-1.docx**

    My bravest moment began in 2016, when I made the hardest decision of my life: leaving Cuba, my medical career, my home, and, most painfully, my two young children. I was a married Cuban woman, a practicing doctor, and the mother of a nine-year-old daughter and a five-year-old son. Even though my heart was breaking, I knew I had to search for a better future for them. Still, nothing could prepare me for the pain of hugging them goodbye before beginning the journey to the United States.

    Together with my husband, I started a journey that lasted two months and six days, crossing several countries and eventually the Darién jungle. That place, feared by so many, tested every part of me—my physical strength, my emotional endurance, and my faith. There were days when exhaustion made me doubt, and nights when fear felt stronger than hope. But I kept moving forward, because every step meant one day closer to the chance of giving my children a safer and better life.

    Arriving in the United States felt like being born again. Starting from zero without my family, without my professional license, and with nothing but determination was another act of courage. I worked, studied, cried, and stood up again and again. I spent eight long years fighting to reunify my family, eight years waiting to hold my children without having to let go again.

    Today, when I look back, I realize that every sacrifice was worth it. My children are finally with me, my parents are here too, and even my little dog is part of our home. I also have a younger son, who is now five years old and was born in this country. Little by little, I rebuilt my life and my career. Today I am a PMHNP, and I am completing my Doctorate, something I never imagined would be possible during those painful early days of my journey.

    My bravest moment was not a single day or a single decision. It was the entire path: leaving my country, crossing the jungle, starting from nothing, studying tirelessly, and waiting patiently for the day my family would be whole again. Now, I feel deeply proud of the woman I have become. My story is a reminder that sacrifice, love, and faith can turn suffering into strength and dreams into reality.

    I would like to write essay for school based on my life story. It should be over 450 words.

  • [Solved] English (ear)

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## thesisstatement2.1.docx – ## ThesisStatementAssignment.docx **## thesisstatement2.1.docx** 2.1 Thesis Statement **Part A** Developing a Thesis Statement In order to write a focused and organized essay, you need a strong thesis statement to guide your writing. It is a summary of the main points …

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    Assignment Prompt & Instructions

    – ## thesisstatement2.1.docx

    – ## ThesisStatementAssignment.docx

    **## thesisstatement2.1.docx**

    2.1 Thesis Statement

    **Part A**

    Developing a Thesis Statement

    In order to write a focused and organized essay, you need a strong thesis statement to
    guide your writing. It is a summary of the main points you plan to write about and
    communicates the significance of your topic. The reason for writing your essay is to prove
    your thesis statement to your audience. It appears at the end of your essay introduction.
    What makes a good thesis statement?
    • It makes a declarative statement with an interesting perspective that you can
    support and/or defend about your topic.
    • It controls the entire essay; it determines what you are going to say (and not say).
    Every paragraph in your essay exists only to support your thesis statement.
    • It provides structure for your essay. It signals what your purpose is and how your
    essay will be organized. (parallelism)
    o For example, you are going to write that, “Students should use effective study
    habits X, Y, and Z to be more successful in school.” This has now made your
    reader aware that you are going to have 3 important points to discuss (X, Y,
    and Z), and that they will appear in that order in your essay.
    How do I write my thesis statement?
    Before you write your thesis statement, you should decide on the purpose of your essay
    and determine at least 3 different pieces of evidence to support that purpose.
    1. Name your topic.
    2. Choose your purpose or focus.
    3. State your intentions by adding a group of words summarizing your main points as
    evidence.
    4. Create a working thesis statement using concrete and specific language.
    Example:
    TOPIC: Dog adoption
    PURPOSE: Argument in favor of dog adoptions
    MAIN POINTS:
    • adopting a dog saves lives.
    • provides a faithful friend and family member.
    • supports ethical breeding practices.
    • is cost-effective.
    • reduces overpopulation.

    **## ThesisStatementAssignment.docx**

    **Thesis Statement Assignment**

    Thesis statements are like movie, video game, and television series trailers; they give the viewer an insight into the film, video game, or television series and its main points and themes. A strong thesis is like a roadmap. It gives direction, has a clear point, and offers insight about the trailer’s message or theme. Thinking like a trailer editor helps you identify the main argument of a story and summarize it concisely for an audience. Use the trailers in the document below to practice writing strong thesis statements based on visual, thematic, and narrative evidence from the media.

    **_AI Reminder:_** _Review the English department's AI policy located in the syllabus and at the top of the Content area of Blackboard._
    _**AI should not be used to write any part of this assignment — I want your own thoughts.**_

    **Step 1: Practice Writing Thesis Statements Using Trailers**

    Create thesis statements for two (2) of the following trailers. In the attached document, use the
    **Guiding Questions** in the document below to assist your viewing and notetaking. You will want to watch each trailer
    at least twice to get all the important information you will need to write your thesis statements.

    **045 Thesis Statement_Trailer_Analysis Assignment Revised.docx**

    **Step 2: Reflection on Your Work**

    **Write a short paragraph (150-200 words)**
    **about your strongest thesis statement. Answer the following questions in your paragraph.**

    ·       Which trailer did you watch for this thesis statement? Why did you choose this one?

    ·       Have you seen the film, game, or series before? How did that help or hinder you?

    ·       Why do you feel this is your strongest thesis statement of the 3 you wrote?

    ·       What evidence from the trailer did you use to craft your thesis statement? (visuals, audio, dialogue, etc.) Be specific and clearly explain your reasoning.

    ·       Use the
    **Developing Thesis Statements Handout** section
    **“How will I know if my thesis statement works?”** from the module to help you justify your thesis statement.

    **Submit BOTH your 3 thesis statements and reflection paragraph in the same MLA-formatted Word document.**

    **## ThesisStatementAssignment.docx**

    **Thesis Statement Assignment**

    Thesis statements are like movie, video game, and television series trailers; they give the viewer an insight into the film, video game, or television series and its main points and themes. A strong thesis is like a roadmap. It gives direction, has a clear point, and offers insight about the trailer’s message or theme. Thinking like a trailer editor helps you identify the main argument of a story and summarize it concisely for an audience. Use the trailers in the document below to practice writing strong thesis statements based on visual, thematic, and narrative evidence from the media.

    **_AI Reminder:_** _Review the English department's AI policy located in the syllabus and at the top of the Content area of Blackboard._
    _**AI should not be used to write any part of this assignment — I want your own thoughts.**_

    **Step 1: Practice Writing Thesis Statements Using Trailers**

    Create thesis statements for two (2) of the following trailers. In the attached document, use the
    **Guiding Questions** in the document below to assist your viewing and notetaking. You will want to watch each trailer
    at least twice to get all the important information you will need to write your thesis statements.

    **045 Thesis Statement_Trailer_Analysis Assignment Revised.docx**

    **Step 2: Reflection on Your Work**

    **Write a short paragraph (150-200 words)**
    **about your strongest thesis statement. Answer the following questions in your paragraph.**

    ·       Which trailer did you watch for this thesis statement? Why did you choose this one?

    ·       Have you seen the film, game, or series before? How did that help or hinder you?

    ·       Why do you feel this is your strongest thesis statement of the 3 you wrote?

    ·       What evidence from the trailer did you use to craft your thesis statement? (visuals, audio, dialogue, etc.) Be specific and clearly explain your reasoning.

    ·       Use the
    **Developing Thesis Statements Handout** section
    **“How will I know if my thesis statement works?”** from the module to help you justify your thesis statement.

    **Submit BOTH your 3 thesis statements and reflection paragraph in the same MLA-formatted Word document.**

    **## thesisstatement2.1.docx**

    2.1 Thesis Statement

    **Part A**

    Developing a Thesis Statement

    In order to write a focused and organized essay, you need a strong thesis statement to
    guide your writing. It is a summary of the main points you plan to write about and
    communicates the significance of your topic. The reason for writing your essay is to prove
    your thesis statement to your audience. It appears at the end of your essay introduction.
    What makes a good thesis statement?
    • It makes a declarative statement with an interesting perspective that you can
    support and/or defend about your topic.
    • It controls the entire essay; it determines what you are going to say (and not say).
    Every paragraph in your essay exists only to support your thesis statement.
    • It provides structure for your essay. It signals what your purpose is and how your
    essay will be organized. (parallelism)
    o For example, you are going to write that, “Students should use effective study
    habits X, Y, and Z to be more successful in school.” This has now made your
    reader aware that you are going to have 3 important points to discuss (X, Y,
    and Z), and that they will appear in that order in your essay.
    How do I write my thesis statement?
    Before you write your thesis statement, you should decide on the purpose of your essay
    and determine at least 3 different pieces of evidence to support that purpose.
    1. Name your topic.
    2. Choose your purpose or focus.
    3. State your intentions by adding a group of words summarizing your main points as
    evidence.
    4. Create a working thesis statement using concrete and specific language.
    Example:
    TOPIC: Dog adoption
    PURPOSE: Argument in favor of dog adoptions
    MAIN POINTS:
    • adopting a dog saves lives.
    • provides a faithful friend and family member.
    • supports ethical breeding practices.
    • is cost-effective.
    • reduces overpopulation.

    **## ThesisStatementAssignment.docx**

    **Thesis Statement Assignment**

    Thesis statements are like movie, video game, and television series trailers; they give the viewer an insight into the film, video game, or television series and its main points and themes. A strong thesis is like a roadmap. It gives direction, has a clear point, and offers insight about the trailer’s message or theme. Thinking like a trailer editor helps you identify the main argument of a story and summarize it concisely for an audience. Use the trailers in the document below to practice writing strong thesis statements based on visual, thematic, and narrative evidence from the media.

    **_AI Reminder:_** _Review the English department's AI policy located in the syllabus and at the top of the Content area of Blackboard._
    _**AI should not be used to write any part of this assignment — I want your own thoughts.**_

    **Step 1: Practice Writing Thesis Statements Using Trailers**

    Create thesis statements for two (2) of the following trailers. In the attached document, use the
    **Guiding Questions** in the document below to assist your viewing and notetaking. You will want to watch each trailer
    at least twice to get all the important information you will need to write your thesis statements.

    **045 Thesis Statement_Trailer_Analysis Assignment Revised.docx**

    **Step 2: Reflection on Your Work**

    **Write a short paragraph (150-200 words)**
    **about your strongest thesis statement. Answer the following questions in your paragraph.**

    ·       Which trailer did you watch for this thesis statement? Why did you choose this one?

    ·       Have you seen the film, game, or series before? How did that help or hinder you?

    ·       Why do you feel this is your strongest thesis statement of the 3 you wrote?

    ·       What evidence from the trailer did you use to craft your thesis statement? (visuals, audio, dialogue, etc.) Be specific and clearly explain your reasoning.

    ·       Use the
    **Developing Thesis Statements Handout** section
    **“How will I know if my thesis statement works?”** from the module to help you justify your thesis statement.

    **Submit BOTH your 3 thesis statements and reflection paragraph in the same MLA-formatted Word document.**

    **## thesisstatement2.1.docx**

    2.1 Thesis Statement

    **Part A**

    Developing a Thesis Statement

    In order to write a focused and organized essay, you need a strong thesis statement to
    guide your writing. It is a summary of the main points you plan to write about and
    communicates the significance of your topic. The reason for writing your essay is to prove
    your thesis statement to your audience. It appears at the end of your essay introduction.
    What makes a good thesis statement?
    • It makes a declarative statement with an interesting perspective that you can
    support and/or defend about your topic.
    • It controls the entire essay; it determines what you are going to say (and not say).
    Every paragraph in your essay exists only to support your thesis statement.
    • It provides structure for your essay. It signals what your purpose is and how your
    essay will be organized. (parallelism)
    o For example, you are going to write that, “Students should use effective study
    habits X, Y, and Z to be more successful in school.” This has now made your
    reader aware that you are going to have 3 important points to discuss (X, Y,
    and Z), and that they will appear in that order in your essay.
    How do I write my thesis statement?
    Before you write your thesis statement, you should decide on the purpose of your essay
    and determine at least 3 different pieces of evidence to support that purpose.
    1. Name your topic.
    2. Choose your purpose or focus.
    3. State your intentions by adding a group of words summarizing your main points as
    evidence.
    4. Create a working thesis statement using concrete and specific language.
    Example:
    TOPIC: Dog adoption
    PURPOSE: Argument in favor of dog adoptions
    MAIN POINTS:
    • adopting a dog saves lives.
    • provides a faithful friend and family member.
    • supports ethical breeding practices.
    • is cost-effective.
    • reduces overpopulation.

    **## ThesisStatementAssignment.docx**

    **Thesis Statement Assignment**

    Thesis statements are like movie, video game, and television series trailers; they give the viewer an insight into the film, video game, or television series and its main points and themes. A strong thesis is like a roadmap. It gives direction, has a clear point, and offers insight about the trailer’s message or theme. Thinking like a trailer editor helps you identify the main argument of a story and summarize it concisely for an audience. Use the trailers in the document below to practice writing strong thesis statements based on visual, thematic, and narrative evidence from the media.

    **_AI Reminder:_** _Review the English department's AI policy located in the syllabus and at the top of the Content area of Blackboard._
    _**AI should not be used to write any part of this assignment — I want your own thoughts.**_

    **Step 1: Practice Writing Thesis Statements Using Trailers**

    Create thesis statements for two (2) of the following trailers. In the attached document, use the
    **Guiding Questions** in the document below to assist your viewing and notetaking. You will want to watch each trailer
    at least twice to get all the important information you will need to write your thesis statements.

    **045 Thesis Statement_Trailer_Analysis Assignment Revised.docx**

    **Step 2: Reflection on Your Work**

    **Write a short paragraph (150-200 words)**
    **about your strongest thesis statement. Answer the following questions in your paragraph.**

    ·       Which trailer did you watch for this thesis statement? Why did you choose this one?

    ·       Have you seen the film, game, or series before? How did that help or hinder you?

    ·       Why do you feel this is your strongest thesis statement of the 3 you wrote?

    ·       What evidence from the trailer did you use to craft your thesis statement? (visuals, audio, dialogue, etc.) Be specific and clearly explain your reasoning.

    ·       Use the
    **Developing Thesis Statements Handout** section
    **“How will I know if my thesis statement works?”** from the module to help you justify your thesis statement.

    **Submit BOTH your 3 thesis statements and reflection paragraph in the same MLA-formatted Word document.**

    – 1
    – 2

  • [Solved] SOCIAL PROBLEMS

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    Assignment Instructions. In examining crucial stages in adolescent development, respond to the following: Briefly discuss the following common social problems in today's youth: suicide, juvenile delinquency, and victimization. What recommendations would you make to help reduce these social problems?…

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    Assignment Prompt & Instructions

    Assignment Instructions. In examining crucial stages in adolescent development, respond to the following:
    Briefly discuss the following common social problems in today's youth: suicide, juvenile delinquency, and victimization.
    What recommendations would you make to help reduce these social problems?
    Paper Requirements. Provide a title page and reference page. Double-spaced, Times New Roman/12-point font, 1-inch margins in APA Format. Page length: 1-3 (first page – title page, second page – body, and third page – references).
    Note: References and citations (in-text) are required to be in American Psychological Association (APA) format. Refer to the Plagiarism Information & APA Format Examples section.
    PLEASE DO NOT COPY AND PASTE INFORMATION FROM SOURCES, THAT IS PLAGIARISM. PARAPHRASE OR SUMMARIZE INFORMATION. IF USING TURNITIN TO CHECK PLAGIARISM, BE SURE THE PERCENTAGE IS UNDER 20%.
    Social Problems in Adolescence Grading Rubric:
    Criteria Description Points
    Content & Understanding Clearly identifies and discusses all three social problems (suicide, juvenile delinquency, victimization) with accurate and relevant information demonstrating understanding of adolescent development. 10 points
    Recommendations & Application Provides thoughtful, realistic, and evidence-based recommendations to reduce or prevent these social problems; connects ideas to developmental psychology principles. 8 points
    Organization & Clarity Information is logically organized; paragraphs flow smoothly with clear topic sentences, transitions, and focus on the prompt. 4 points
    APA Format & Structure Includes title page, reference page, in-text citations, and overall formatting consistent with APA guidelines. 4 points
    Mechanics & Writing Quality Writing is clear, concise, and free of grammar, spelling, and punctuation errors. Proper academic tone used throughout. 4 points

  • [Solved] HELP WITH LEH 352

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    In-depth study guidance and analytical solution covering HELP WITH LEH 352.

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    Assignment Prompt & Instructions

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

  • [Solved] Eng (P)

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    Executive Solution Overview

    – ## mandatoryfinaldraft.docx – ## Draftrhetorical.docx **## mandatoryfinaldraft.docx** **Mandatory final draft of the rhetorical analysis (this was the rough draft). Can you please turn in a new paper that builds on the old one? This teacher is giving me hell with this assignment. Just do the best …

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    Assignment Prompt & Instructions

    – ## mandatoryfinaldraft.docx

    – ## Draftrhetorical.docx

    **## mandatoryfinaldraft.docx**

    **Mandatory final draft of the rhetorical analysis (this was the rough draft). Can you please turn in a new paper that builds on the old one? This teacher is giving me hell with this assignment. Just do the best you can.**

    Instructions

    Turn in a revised and edited version of the rhetorical analysis. For revision,

    1) think about appeals (ethos, pathos, and logos) and your responses to them as we are discussing in class this week

    2) break thoughts into unified and coherent paragraphs, connecting them with transitions, as we are also discussing this week

    Edit for all of the grammar that we've discussed (sentence-level construction, modifiers, and pronouns)

    **I'll grade 45% for the three body paragraphs, for unity and coherence as is related to the appeals and response to them.**

    **I'll grade 25% for the intro and conclusion (standard form).**

    **I'll grade 30% for editing as above.**

    **I'll take a 40% penalty for work that shows little to no substantive revision.**

    **## Draftrhetorical.docx**

    Perry May

    Frank Merksamer

    English 111

    **Draft of Rhetorical Analysis**

    The attempt of Nike’s advertisement featuring Colin Kaepernick's to use logical reasoning does not convience me to buy the product. This is because the logical connection it tries to create from the message, belief and sacrifice, does not fully support the reason for purchasing the shoes or products. The ad’s logic, "Believe in something. Even if it means sacrificing everything"(Nike, 2018), suggests that achieving the best outcomes or progress requires sticking to one's values or principles despite personal loss, which does not relate with buying the product. The creator reinforces their logical reasoning by using Kaepernick's real-life experiences as evidence since sacrifices his NFL carrer to protect against racial injustice, and slogan, “Just Do It!”. This establishes a cause-and-effect relationship that makes the ad’s argument logical and indicates Nike’s support principled risks. Although this logic makes sense, does not logically provide information about the product like the performance, quality or how purchasing the shoe actually supports the social change the slogan. The as assume that I will transfer the athlete’s moral stance into the brand, but this is an assumption that does not convience me to buy the product. In my perspective, the gap between the actual product and ad’s message keeps their logos from influencing me to consider or buy the product.

    The ad’s emotional appeal strongly influences me, but this does actually make me more willing to buy Nike products. The athlete’s image and the inspiring message that resonates with me is what draws my attention and curiosity about the product. The ad uses emotionally charged visuals of Kaepernick, as the black and white close-up of the athletes, which gives the image a serious face abd intimate feeling immediately draws my attention (Nike, 2018). The inspiring message, particularly the line about “sacrificing everything” heightens the ad’s emotional impact because I can resonate with it and invokes themes of commitment, courage and pain, The ad’s visual design is also simple, allowing the quote to stand out, which can appeals to as an invidual who seek bravery and inspiration. These emotional cues works on me because they make the ad feel more personal than commercial. Often, when I feel moved or inspired by something, I naturally want to align myself with the values the brand portrays, influencing me to by the product and become part of the brand. In my onion, the emotions the ad’s message evokes, solidarity and bravery, successfully pulls me towards supporting Nike or buying the product.

    As a big fan of Kaepernick, the ad’s association with him for this compaign persuades me to reconsider or buy the products. This association changes my perspective of the Nike, as it makes the brand credible and principled in a way that it can influence my decision to buy their products. The ad’s develops its credibility arounds public perception of Kaepernick's character, who is known for his integrity and activism, but his athletic skills. The central message in the ad reinforces his known act of risking his career for social justice as a courageous, making his behavior or trait a symbol of the message. The ad uses a the usual brand’s minimalist style and combines it with a recognizable slogan, 'swoosh' logo, and reputation as a leading sports brand, further adds to the ad's credibility and trust (Nike, 2018). Associating with Kaepernick makes me view Nike’s as a company that support social justice, increasing my interest in their product. Today, many brand’s priority financial gain, and influcers reputation over social issues or polictics, therefore, seeing a brand that supporting a controversial individual like Kaepernick for their moral reasoning, I view it as trustworthy and socially responsible, that’ is why the ad feels credible to me. As a young and socially conscious person, who value brands that are inclusive and support social justice issues, the use of the athlete in addition to the central message supports my final decision to buy the product and support Nike.

    Works Cited

    Mind Tools Content Team. (n.d.).
    _The rhetorical triangle: Making your communications persuasive._ Mind Tools.

    [https://www.mindtools.com/pages/article/RhetoricalTriangle.htm](https://www.mindtools.com/pages/article/RhetoricalTriangle.htm)

    Nike. (2018).
    _Believe in something. Even if it means sacrificing everything_ [Advertisement featuring Colin Kaepernick]. Nike Inc.

    UofLIFE (2013). Writing Center: Rhetorical Analysis. YouTube.
    [https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg](https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg)

    **## Draftrhetorical.docx**

    Perry May

    Frank Merksamer

    English 111

    **Draft of Rhetorical Analysis**

    The attempt of Nike’s advertisement featuring Colin Kaepernick's to use logical reasoning does not convience me to buy the product. This is because the logical connection it tries to create from the message, belief and sacrifice, does not fully support the reason for purchasing the shoes or products. The ad’s logic, "Believe in something. Even if it means sacrificing everything"(Nike, 2018), suggests that achieving the best outcomes or progress requires sticking to one's values or principles despite personal loss, which does not relate with buying the product. The creator reinforces their logical reasoning by using Kaepernick's real-life experiences as evidence since sacrifices his NFL carrer to protect against racial injustice, and slogan, “Just Do It!”. This establishes a cause-and-effect relationship that makes the ad’s argument logical and indicates Nike’s support principled risks. Although this logic makes sense, does not logically provide information about the product like the performance, quality or how purchasing the shoe actually supports the social change the slogan. The as assume that I will transfer the athlete’s moral stance into the brand, but this is an assumption that does not convience me to buy the product. In my perspective, the gap between the actual product and ad’s message keeps their logos from influencing me to consider or buy the product.

    The ad’s emotional appeal strongly influences me, but this does actually make me more willing to buy Nike products. The athlete’s image and the inspiring message that resonates with me is what draws my attention and curiosity about the product. The ad uses emotionally charged visuals of Kaepernick, as the black and white close-up of the athletes, which gives the image a serious face abd intimate feeling immediately draws my attention (Nike, 2018). The inspiring message, particularly the line about “sacrificing everything” heightens the ad’s emotional impact because I can resonate with it and invokes themes of commitment, courage and pain, The ad’s visual design is also simple, allowing the quote to stand out, which can appeals to as an invidual who seek bravery and inspiration. These emotional cues works on me because they make the ad feel more personal than commercial. Often, when I feel moved or inspired by something, I naturally want to align myself with the values the brand portrays, influencing me to by the product and become part of the brand. In my onion, the emotions the ad’s message evokes, solidarity and bravery, successfully pulls me towards supporting Nike or buying the product.

    As a big fan of Kaepernick, the ad’s association with him for this compaign persuades me to reconsider or buy the products. This association changes my perspective of the Nike, as it makes the brand credible and principled in a way that it can influence my decision to buy their products. The ad’s develops its credibility arounds public perception of Kaepernick's character, who is known for his integrity and activism, but his athletic skills. The central message in the ad reinforces his known act of risking his career for social justice as a courageous, making his behavior or trait a symbol of the message. The ad uses a the usual brand’s minimalist style and combines it with a recognizable slogan, 'swoosh' logo, and reputation as a leading sports brand, further adds to the ad's credibility and trust (Nike, 2018). Associating with Kaepernick makes me view Nike’s as a company that support social justice, increasing my interest in their product. Today, many brand’s priority financial gain, and influcers reputation over social issues or polictics, therefore, seeing a brand that supporting a controversial individual like Kaepernick for their moral reasoning, I view it as trustworthy and socially responsible, that’ is why the ad feels credible to me. As a young and socially conscious person, who value brands that are inclusive and support social justice issues, the use of the athlete in addition to the central message supports my final decision to buy the product and support Nike.

    Works Cited

    Mind Tools Content Team. (n.d.).
    _The rhetorical triangle: Making your communications persuasive._ Mind Tools.

    [https://www.mindtools.com/pages/article/RhetoricalTriangle.htm](https://www.mindtools.com/pages/article/RhetoricalTriangle.htm)

    Nike. (2018).
    _Believe in something. Even if it means sacrificing everything_ [Advertisement featuring Colin Kaepernick]. Nike Inc.

    UofLIFE (2013). Writing Center: Rhetorical Analysis. YouTube.
    [https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg](https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg)

    **## mandatoryfinaldraft.docx**

    **Mandatory final draft of the rhetorical analysis (this was the rough draft). Can you please turn in a new paper that builds on the old one? This teacher is giving me hell with this assignment. Just do the best you can.**

    Instructions

    Turn in a revised and edited version of the rhetorical analysis. For revision,

    1) think about appeals (ethos, pathos, and logos) and your responses to them as we are discussing in class this week

    2) break thoughts into unified and coherent paragraphs, connecting them with transitions, as we are also discussing this week

    Edit for all of the grammar that we've discussed (sentence-level construction, modifiers, and pronouns)

    **I'll grade 45% for the three body paragraphs, for unity and coherence as is related to the appeals and response to them.**

    **I'll grade 25% for the intro and conclusion (standard form).**

    **I'll grade 30% for editing as above.**

    **I'll take a 40% penalty for work that shows little to no substantive revision.**

    **## Draftrhetorical.docx**

    Perry May

    Frank Merksamer

    English 111

    **Draft of Rhetorical Analysis**

    The attempt of Nike’s advertisement featuring Colin Kaepernick's to use logical reasoning does not convience me to buy the product. This is because the logical connection it tries to create from the message, belief and sacrifice, does not fully support the reason for purchasing the shoes or products. The ad’s logic, "Believe in something. Even if it means sacrificing everything"(Nike, 2018), suggests that achieving the best outcomes or progress requires sticking to one's values or principles despite personal loss, which does not relate with buying the product. The creator reinforces their logical reasoning by using Kaepernick's real-life experiences as evidence since sacrifices his NFL carrer to protect against racial injustice, and slogan, “Just Do It!”. This establishes a cause-and-effect relationship that makes the ad’s argument logical and indicates Nike’s support principled risks. Although this logic makes sense, does not logically provide information about the product like the performance, quality or how purchasing the shoe actually supports the social change the slogan. The as assume that I will transfer the athlete’s moral stance into the brand, but this is an assumption that does not convience me to buy the product. In my perspective, the gap between the actual product and ad’s message keeps their logos from influencing me to consider or buy the product.

    The ad’s emotional appeal strongly influences me, but this does actually make me more willing to buy Nike products. The athlete’s image and the inspiring message that resonates with me is what draws my attention and curiosity about the product. The ad uses emotionally charged visuals of Kaepernick, as the black and white close-up of the athletes, which gives the image a serious face abd intimate feeling immediately draws my attention (Nike, 2018). The inspiring message, particularly the line about “sacrificing everything” heightens the ad’s emotional impact because I can resonate with it and invokes themes of commitment, courage and pain, The ad’s visual design is also simple, allowing the quote to stand out, which can appeals to as an invidual who seek bravery and inspiration. These emotional cues works on me because they make the ad feel more personal than commercial. Often, when I feel moved or inspired by something, I naturally want to align myself with the values the brand portrays, influencing me to by the product and become part of the brand. In my onion, the emotions the ad’s message evokes, solidarity and bravery, successfully pulls me towards supporting Nike or buying the product.

    As a big fan of Kaepernick, the ad’s association with him for this compaign persuades me to reconsider or buy the products. This association changes my perspective of the Nike, as it makes the brand credible and principled in a way that it can influence my decision to buy their products. The ad’s develops its credibility arounds public perception of Kaepernick's character, who is known for his integrity and activism, but his athletic skills. The central message in the ad reinforces his known act of risking his career for social justice as a courageous, making his behavior or trait a symbol of the message. The ad uses a the usual brand’s minimalist style and combines it with a recognizable slogan, 'swoosh' logo, and reputation as a leading sports brand, further adds to the ad's credibility and trust (Nike, 2018). Associating with Kaepernick makes me view Nike’s as a company that support social justice, increasing my interest in their product. Today, many brand’s priority financial gain, and influcers reputation over social issues or polictics, therefore, seeing a brand that supporting a controversial individual like Kaepernick for their moral reasoning, I view it as trustworthy and socially responsible, that’ is why the ad feels credible to me. As a young and socially conscious person, who value brands that are inclusive and support social justice issues, the use of the athlete in addition to the central message supports my final decision to buy the product and support Nike.

    Works Cited

    Mind Tools Content Team. (n.d.).
    _The rhetorical triangle: Making your communications persuasive._ Mind Tools.

    [https://www.mindtools.com/pages/article/RhetoricalTriangle.htm](https://www.mindtools.com/pages/article/RhetoricalTriangle.htm)

    Nike. (2018).
    _Believe in something. Even if it means sacrificing everything_ [Advertisement featuring Colin Kaepernick]. Nike Inc.

    UofLIFE (2013). Writing Center: Rhetorical Analysis. YouTube.
    [https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg](https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg)

    **## mandatoryfinaldraft.docx**

    **Mandatory final draft of the rhetorical analysis (this was the rough draft). Can you please turn in a new paper that builds on the old one? This teacher is giving me hell with this assignment. Just do the best you can.**

    Instructions

    Turn in a revised and edited version of the rhetorical analysis. For revision,

    1) think about appeals (ethos, pathos, and logos) and your responses to them as we are discussing in class this week

    2) break thoughts into unified and coherent paragraphs, connecting them with transitions, as we are also discussing this week

    Edit for all of the grammar that we've discussed (sentence-level construction, modifiers, and pronouns)

    **I'll grade 45% for the three body paragraphs, for unity and coherence as is related to the appeals and response to them.**

    **I'll grade 25% for the intro and conclusion (standard form).**

    **I'll grade 30% for editing as above.**

    **I'll take a 40% penalty for work that shows little to no substantive revision.**

    **## Draftrhetorical.docx**

    Perry May

    Frank Merksamer

    English 111

    **Draft of Rhetorical Analysis**

    The attempt of Nike’s advertisement featuring Colin Kaepernick's to use logical reasoning does not convience me to buy the product. This is because the logical connection it tries to create from the message, belief and sacrifice, does not fully support the reason for purchasing the shoes or products. The ad’s logic, "Believe in something. Even if it means sacrificing everything"(Nike, 2018), suggests that achieving the best outcomes or progress requires sticking to one's values or principles despite personal loss, which does not relate with buying the product. The creator reinforces their logical reasoning by using Kaepernick's real-life experiences as evidence since sacrifices his NFL carrer to protect against racial injustice, and slogan, “Just Do It!”. This establishes a cause-and-effect relationship that makes the ad’s argument logical and indicates Nike’s support principled risks. Although this logic makes sense, does not logically provide information about the product like the performance, quality or how purchasing the shoe actually supports the social change the slogan. The as assume that I will transfer the athlete’s moral stance into the brand, but this is an assumption that does not convience me to buy the product. In my perspective, the gap between the actual product and ad’s message keeps their logos from influencing me to consider or buy the product.

    The ad’s emotional appeal strongly influences me, but this does actually make me more willing to buy Nike products. The athlete’s image and the inspiring message that resonates with me is what draws my attention and curiosity about the product. The ad uses emotionally charged visuals of Kaepernick, as the black and white close-up of the athletes, which gives the image a serious face abd intimate feeling immediately draws my attention (Nike, 2018). The inspiring message, particularly the line about “sacrificing everything” heightens the ad’s emotional impact because I can resonate with it and invokes themes of commitment, courage and pain, The ad’s visual design is also simple, allowing the quote to stand out, which can appeals to as an invidual who seek bravery and inspiration. These emotional cues works on me because they make the ad feel more personal than commercial. Often, when I feel moved or inspired by something, I naturally want to align myself with the values the brand portrays, influencing me to by the product and become part of the brand. In my onion, the emotions the ad’s message evokes, solidarity and bravery, successfully pulls me towards supporting Nike or buying the product.

    As a big fan of Kaepernick, the ad’s association with him for this compaign persuades me to reconsider or buy the products. This association changes my perspective of the Nike, as it makes the brand credible and principled in a way that it can influence my decision to buy their products. The ad’s develops its credibility arounds public perception of Kaepernick's character, who is known for his integrity and activism, but his athletic skills. The central message in the ad reinforces his known act of risking his career for social justice as a courageous, making his behavior or trait a symbol of the message. The ad uses a the usual brand’s minimalist style and combines it with a recognizable slogan, 'swoosh' logo, and reputation as a leading sports brand, further adds to the ad's credibility and trust (Nike, 2018). Associating with Kaepernick makes me view Nike’s as a company that support social justice, increasing my interest in their product. Today, many brand’s priority financial gain, and influcers reputation over social issues or polictics, therefore, seeing a brand that supporting a controversial individual like Kaepernick for their moral reasoning, I view it as trustworthy and socially responsible, that’ is why the ad feels credible to me. As a young and socially conscious person, who value brands that are inclusive and support social justice issues, the use of the athlete in addition to the central message supports my final decision to buy the product and support Nike.

    Works Cited

    Mind Tools Content Team. (n.d.).
    _The rhetorical triangle: Making your communications persuasive._ Mind Tools.

    [https://www.mindtools.com/pages/article/RhetoricalTriangle.htm](https://www.mindtools.com/pages/article/RhetoricalTriangle.htm)

    Nike. (2018).
    _Believe in something. Even if it means sacrificing everything_ [Advertisement featuring Colin Kaepernick]. Nike Inc.

    UofLIFE (2013). Writing Center: Rhetorical Analysis. YouTube.
    [https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg](https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg)

    – 1
    – 2

  • [Solved] engl 045

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## the-black-cat.pdf – ## Edgarallenpoeblackcat.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 ha…

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    Assignment Prompt & Instructions

    – ## the-black-cat.pdf

    – ## Edgarallenpoeblackcat.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

    **## Edgarallenpoeblackcat.docx**

    **Engl 111**

    **Part A**

    Reading and responding to short story for literary analysis 300 words

    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)

    **Part B**

    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.

    **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 C**

    **_SPACE CAT!_**          Nonfiction Literary Analysis
    ![A cat in a space suit Description automatically generated](https://www.sweetstudy.com/questions/engl-045-20950551)

    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? | |

    ## image1.jpeg

    **## Edgarallenpoeblackcat.docx**

    **Engl 111**

    **Part A**

    Reading and responding to short story for literary analysis 300 words

    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)

    **Part B**

    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.

    **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 C**

    **_SPACE CAT!_**          Nonfiction Literary Analysis
    ![A cat in a space suit Description automatically generated](https://www.sweetstudy.com/questions/engl-045-20950551)

    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? | |

    ## 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

    **## Edgarallenpoeblackcat.docx**

    **Engl 111**

    **Part A**

    Reading and responding to short story for literary analysis 300 words

    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)

    **Part B**

    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.

    **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 C**

    **_SPACE CAT!_**          Nonfiction Literary Analysis
    ![A cat in a space suit Description automatically generated](https://www.sweetstudy.com/questions/engl-045-20950551)

    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? | |

    ## 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

    **## Edgarallenpoeblackcat.docx**

    **Engl 111**

    **Part A**

    Reading and responding to short story for literary analysis 300 words

    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)

    **Part B**

    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.

    **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 C**

    **_SPACE CAT!_**          Nonfiction Literary Analysis
    ![A cat in a space suit Description automatically generated](https://www.sweetstudy.com/questions/engl-045-20950551)

    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? | |

    ## image1.jpeg

    – 1
    – 2

  • [Solved] help

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    Executive Solution Overview

    hw help – ## extracredit.docx **## extracredit.docx** ou can complete this Extra Credit Written Assignment for 4 extra credit points. Please answer each question in detail (about a paragraph or more per question) in 250+ words minimum total for the entire assignment. Be sure to use professional lang…

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    Assignment Prompt & Instructions

    hw help

    – ## extracredit.docx

    **## extracredit.docx**

    ou can complete this Extra Credit Written Assignment for 4 extra credit points. Please answer each question in detail (about a paragraph or more per question) in 250+ words minimum total for the entire assignment.  Be sure to use professional language and grammar.  Include data from the website to support your answers.  This assignment is due Tuesday, 11/18 with a two-day grace period.

    1. Go to the BLS
    [Occupational Outlook HandbookLinks to an external site.](https://www.bls.gov/ooh/) and look up two careers that you may be interested in pursuing.  Provide some background about these careers.  Include data and information about these careers from the website.

    2. Does the information given about these careers match your expectations?

    3. Is there expected growth of jobs in these careers? How might it affect your likelihood of finding a job after graduation?

    4. What surprised you about the information that you learned in the Occupational Outlook Handbook?

    **## extracredit.docx**

    ou can complete this Extra Credit Written Assignment for 4 extra credit points. Please answer each question in detail (about a paragraph or more per question) in 250+ words minimum total for the entire assignment.  Be sure to use professional language and grammar.  Include data from the website to support your answers.  This assignment is due Tuesday, 11/18 with a two-day grace period.

    1. Go to the BLS
    [Occupational Outlook HandbookLinks to an external site.](https://www.bls.gov/ooh/) and look up two careers that you may be interested in pursuing.  Provide some background about these careers.  Include data and information about these careers from the website.

    2. Does the information given about these careers match your expectations?

    3. Is there expected growth of jobs in these careers? How might it affect your likelihood of finding a job after graduation?

    4. What surprised you about the information that you learned in the Occupational Outlook Handbook?

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    English assistance – ## Document1copy.docx **## Document1copy.docx** Paper 2 is an argumentative research paper and will focus on two (and only two texts that you find in the Durham Tech Library that address either an important issue in your current career or academic program and/or a social justice…

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    English assistance

    – ## Document1copy.docx

    **## Document1copy.docx**

    Paper 2 is an argumentative research paper and will focus on two (and only two texts that you find in the Durham Tech Library that address either an important issue in your current career or academic program and/or a social justice issue. You will find two credible and argumentative texts (articles or books) in our Durham Tech Library that are in opposition to your own stance on an important issue in your current career or academic program and/or a social justice issue. Paper 2 requires that you present in an unbiased manner the ideas of two texts with arguments in opposition to your own stance on the topic/ issue.

    Again, for Paper 2, you will research and respond to texts that stand in opposition to your own stance on a topic that meets the requirements.

    Paper 2 requires that you research and respond to two credible and argumentative texts (articles or books) that are in opposition to your own stance on the topic/issue. These texts must be texts that you find in the Durham Tech Library that address either an important issue in your current career or academic program and/or a social justice issue.

    These two credible and argumentative texts (articles or books) must be found in our Durham Tech Library.

    You are not permitted to use any other sources for Paper 2. You are not permitted to find or use sources that support your own position. You must address arguments found in the two credible and argumentative texts you find in the Durham Tech Library. Your work in Paper 2 is working with arguments in opposition to your own stance on the topic/issue. You will present the opposing arguments in an unbiased manner and demonstrate that you understand the arguments that are in opposition to your own stance on the topic/issue. You will demonstrate why your own stance on the issue is better.

    Be certain to meet all minimum requirements to even qualify for a score of Proficient in any given area of the grading rubric. Correcting grammar and mechanics alone is not sufficient if your argument, research, analysis, organization, etc. are not meeting at least Proficient levels.

    Place all Templates and Direct Quotations in Bold

    For all papers in this course, you are required to place all templates in bold and to place all direct quotations in bold.

    You are required to do this in your First Drafts and in your Final Versions of all papers.

    The templates provided in They Say/I Say are required.

    the temolates to suit vour nurose in the paper

    **## Document1copy.docx**

    Paper 2 is an argumentative research paper and will focus on two (and only two texts that you find in the Durham Tech Library that address either an important issue in your current career or academic program and/or a social justice issue. You will find two credible and argumentative texts (articles or books) in our Durham Tech Library that are in opposition to your own stance on an important issue in your current career or academic program and/or a social justice issue. Paper 2 requires that you present in an unbiased manner the ideas of two texts with arguments in opposition to your own stance on the topic/ issue.

    Again, for Paper 2, you will research and respond to texts that stand in opposition to your own stance on a topic that meets the requirements.

    Paper 2 requires that you research and respond to two credible and argumentative texts (articles or books) that are in opposition to your own stance on the topic/issue. These texts must be texts that you find in the Durham Tech Library that address either an important issue in your current career or academic program and/or a social justice issue.

    These two credible and argumentative texts (articles or books) must be found in our Durham Tech Library.

    You are not permitted to use any other sources for Paper 2. You are not permitted to find or use sources that support your own position. You must address arguments found in the two credible and argumentative texts you find in the Durham Tech Library. Your work in Paper 2 is working with arguments in opposition to your own stance on the topic/issue. You will present the opposing arguments in an unbiased manner and demonstrate that you understand the arguments that are in opposition to your own stance on the topic/issue. You will demonstrate why your own stance on the issue is better.

    Be certain to meet all minimum requirements to even qualify for a score of Proficient in any given area of the grading rubric. Correcting grammar and mechanics alone is not sufficient if your argument, research, analysis, organization, etc. are not meeting at least Proficient levels.

    Place all Templates and Direct Quotations in Bold

    For all papers in this course, you are required to place all templates in bold and to place all direct quotations in bold.

    You are required to do this in your First Drafts and in your Final Versions of all papers.

    The templates provided in They Say/I Say are required.

    the temolates to suit vour nurose in the paper