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  • Q1:Instructions by Student: The question is. Homework negatively impacts how students retain infornation. And I disagree that homework negatively affects students Need to make a presentation in 6 slides with speaker notes supporting my disagreement. Use 3 sources and APA formattingSee Answer
  • Q2:Strengthening Firearm Legislation: A Vital Step Towards Reducing Gun Violence Gun violence is one of the more talked-about and pressing problems in the United States of America, as the country has seen some grievous incidents related to gun violence in the past few decades. The issue has many layers on both community and individual levels. Accordingly, the solutions are not straight-forward, and involve complex factors ranging from human psychology to criminal implications. While several interventions and solutions have been implemented or proposed, the constructive approach points towards strengthening firearm legislation. This essay argues that strengthening gun-laws is the most effective solution to control gun violence by outlining its factors and potential impacts as compared to alternative solutions. One of the fundamental factors of addressing gun-violence issues is to identify the root-causes of gun-violence. Until source of the problem is not analyzed properly, state bodies can not address such social and national issue effectively. Several researchers have studied various attributes pertaining to gun violence. Researchers identify important characteristics and trends which the policymakers can use to solve social issues. For instance, research by Jehan et al. (2018) have explored the significance of firearm regulatory laws in avoiding gun-related accidents, injuries and fatalities. The authors have used a retrospective analyses of hospital admitted-patients on account of gun-violence induced trauma. The study presents important insights into the relationship between firearm legislation and public health outcomes. These published studied points towards the clear evidence of positive correlation between strengthening gun laws and reduced fatality ratios. Policymakers can use these evidence to direct their policies and structure their planning according to the scientific research. Moreover, several studies have focused on the analysis of factors involved in the gun-violence incidents concerning children. For example, Goyal (2019) reported that the states where gun laws were more severe and tightly imposed had recorded lower incidents of gun violence involving children. Furthermore, the author reported that firearm related-mortality rates of children were also lower in these states. The authors studied the difference between firearm-related violence in states with lenient firearm laws and with strict firearm laws for five years to conclude these findings. Specifically, they reported that the laws related to making background checks a requirement were very effective in helping curb the gun-violence problem. Thus, there is much evidence that points towards the prospective ability of legislative solution to be an effective one. One way to identify a problem is to see its results and how the problem is reflecting on society. In this context, gun violence would first be connected to the death of on duty officers. Although a lot may disagree, police officers on duty shoot more often because of the reckless use of guns by criminals. Thinking about this logically, police officers are armed vigilantes tat face different typed of criminals each day, and while they are trained to handle a variety of weapons, the people they deal with on a day-to-day basis are not. An article by (J.G,2023) Claims that in 2021, 537 deaths were directly related to law enforcement. This number tells us that 537 people could’ve been given a chance of rehabilitation to society rather than getting shot to death, and the only thing that decided their demise was the gun they got a hold of due too little to no gun legislations. Another heart-breaking part of society that is being affected by this are the children. Many kids around the U.S. This burden is carried by all people involved in stopping the madness of gun violence and is a huge motivator on why people started to realize that gins are creating more harm than benefit. An article was published that claimed an approximate decline in pediatrics mortality rate by 21241 on the course of five years (M. K,2019). This number when thought about in the context that none of these kids have carried a gun in their life or posed any threats is really sickening. Children who are not even responsible for their selves yet are involved in vicious shootings. The article’s data clearly shows an obvious relationship between states with strict gun laws and increase of pediatric mortality (M. K,2019) . The former information goes to show the brutality of the situation and that when it comes to gun violence, morals and mercy are not considered. If we took a more general approach and looked at the data of all parts of society together, the death rate according to (NCGVR, 2024) is 106 people that die via gunshots. A number this great emphasizes the fact that gun violence needs to be put down by strict rules and better legislations. Internalizing the fact that 40,000 people in the USA die yearly (NCGVR,2024) is impossible to any sane mind as these are numbers that we usually see in wars and not in our daily lives. The numbers presented shows us how a huge demographic of the modern society is de-sensitized to gun crimes because they are either under informed or are the criminals responsible for these killings. That is why research on this topic is necessary and a priority, and on a hopeful note, organizations like Brady United push this agenda and fights for a better tomorrow (Brady, 2017). Apart from the critical evidence provided in the context, there are other important factors that highlights the important of strengthening the firearm legislation. For one, these laws offer a comprehensive and broadly applicable solution. By making gun-owning laws strict for all, a positive culture based on mutual respect instead of fear is promoted. In addition to that, individualistic risks involved in the firearm related incidents are very hard to predict. Therefore, making guns unnecessary for all can be the best solution. The strengthened firearm laws provide the most effective and practical approach to this idealistic solution. In other words, promoting gun-free culture and gun-safety culture can in turn promote safe environment for at-risk individuals. The same recommendations were reported in the publication of the Prevention Institute, a firearm concerning law firm, in 2022. The report claimed that “Implementing laws to govern the possession of firearms is the best way to fight and reduce the cases of gun violence.” The institute advocated for making gun ownership more scrutinized and restrictive. The recommended that only trained and specifically licensed personnel should be allowed to carry firearms. By holding the gun industry accountable and producing severe penalties for irregularities in gun-law compliances, governments can achieve safe and peaceful social environments under their governance. However, alternative solution approaches relying completely on the security personnel carrying firearm involves several points that can turn out to be setbacks and harmful. Even though this law reduced the common-ness of owning a gun, it fails to address the root cause of the gun violence. Also, it creates a bias and an unbalanced power structure, which does not issue the problem of at-risk individuals. In conclusion, strengthening firearm legislation represents a key solution towards addressing the pressing gun violence in the USA. By analyzing reports and data, implementing targeted interventions, and promoting a culture of responsible gun ownership, policymakers can make meaningful progress in communities and saving lives. References: Goyal, M. K., Patel, S. J., Fabio, A., Iqbal, S. F., Ray, K. N., & Cunningham, R. M. (2019). The Effect of State-Level Firearm Regulations on Firearm-Related Injuries in Children. Pediatrics, 144(2), e20183283. https://publications.aap.org/pediatrics/article/144/2/e20183283/38493/State-Gun-Laws-and-Pediatric-Firearm-Related?autologincheck=redirected Jehan, F., Pandit, V., O'Keeffe, T., Azim, A., Jain, A., A Tai, S., Tang, A., Khan, M., Kulvatunyou, N., Gries, L., & Joseph, B. (2018). The burden of firearm violence in the United States: stricter laws result in safer states. Journal of injury & violence research, 10(1), 11–16. https://doi.org/10.5249/jivr.v10i1.951 Prevention Institute. (2022). Gun Violence Must Stop. Here’s What We Can Do to Prevent More Deaths. Prevention Institute. Preventioninstitute.org. https://www.preventioninstitute.org/focus-areas/preventing-violence-andreducing-injury/preventing-violence-advocacy John Gramlich. (April 26,2023). What the data says about gun deaths in the U.S. PewResearchCenter. https://www.pewresearch.org/short-reads/2023/04/26/what-the-data-says-about-gun-deaths-in-the-u-s/ Goyal, M. K., Patel, S. J., Fabio, A., Iqbal, S. F., Ray, K. N., & Cunningham, R. M. (2019). The Effect of State-Level Firearm Regulations on Firearm-Related Injuries in Children. Pediatrics, 144(2), e20183283. https://publications.aap.org/pediatrics/article/144/2/e20183283/38493/State-Gun-Laws-and-Pediatric-Firearm-Related?autologincheck=redirected Brady. (2017). Effects of Gun Violence. Retrieved from: https://www.bradyunited.org/issue/effects-of-gun-violence NCGVR org. (2024). Why Fund Gun Violence Research. Retrieved from: https://www.ncgvr.org/why-fund-gun-violence-research.html#:~:text=Guns%20kill%20nearly%2040%2C000%20people,numbers%20of%20deaths%20and%20injuriesSee Answer
  • Q3:PMU PRINCE MOHAMMAD BIN FAHD UNIVERSITY UNIV 1211: Professional Development and Competencies Assignment 4 My Career Path within a Selected Company Individual Presentation 15 points Purpose of Assignment Each student will develop, present, and submit a PowerPoint presentation based on his/her career path (IT, Business, Engineering) and the company he/she would like to work for to achieve their "Dream Job." https://careercenter.missouristate.edu/students/What-can-I-do-with-this-major.htm This assignment not only aims to encourage students to explore the nature and challenges of their majors, but to also aims provide them with the chance to express such issues through written and verbal communication where they can use different techniques, media, and technology to showcase their journey This assignment will also help students identify the possible career choices across different industries within their chosen major. It will help prepare them for their career by showcasing academic, industry, and professional competencies and goals. Objectives · To help students investigate the different aspects of their field and thus develop a better understanding of the nature of their majors early in their course of study · To help students become aware of the different challenges and opportunities they may encounter before and after they graduate · To help students become seriously involved in developing the professional skills that can help them become competitive and thus successful in their future career · To help students identify specific career paths within industries related to their major . To help students understand the career ladder of their career choice and the requirements needed to progress from one level to the next until they achieve their desired position · To help students conduct simple research to collect data that addresses important issues relevant to their field · To get students involved in preparing and giving an effective, informative PowerPoint presentation that meets predetermined criteria Instructional Media: Tools and Resources The instructor will use the following technology and media: 1. Blackboard 2. PowerPoint Students will need to explore online articles, reports, and different resources to assist them in understanding the different organizational structures of companies, ethics, demands and opportunities, hiring criteria, and occupations within their industry. Minimum Requirements PowerPoint Presentation: 1. See the RUBRIC for Minimum Requirements for the PPT and Presentation 2. Minimum of 7 minutes per presenter 3. 17 slides minimum 4. Prepare attractive slides that add to your presentation 5. Explain each key point on all of your slides 6. DO NOT cut and paste your report into your slides 7. ONLY Original Work will be accepted 8. Due to large class sizes, students must stick to the schedule or forfeit their scheduled presentation and lose 50% of their total grade. Submission Criteria 1. Submit a Soft Copy to Blackboard the day before the student's scheduled presentation. If the PPT is not submitted ahead of time, the student will not present as per the schedule and will be deducted 50% of the total grade. CRITERIA PPT Presentation Content SCORE Slide 1: Introduction Introduce yourself and the company you want to work at 0.5 Slide 2: Foundational Information State the following: 1. your major 2. your career aspirations 3. where you would like to work upon graduating 4. why you chose this company History of the Company Side 3: 1. location Background of Company 0.5 2. founding year and person/people 0.5 3. what it does 4. its markets 5. number of employees today Slide 4: Opportunities you will have available to you when you join the company (list Opportunities at least 4) : 0.5 1. Training 2. Accommodations 3. Promotions 4. Working overseas 5. Salary increases Slide 5: Provide information regarding the company' s ethics - Code of Conduct Ethics 1. Do they have one 2. What are the basics /0.5 Slide 6: Interview: Conduct an interview with a person from your dream job/company. Ask them 3 questions including "What do you look for in a new hire?" 0.5 Interview a Representative 1. Person' s name 2. Position 3. Date of interview 4. State the questions and the answers Highlight 3 Challenges and Demands that you may encounter in the workplace during a career at the company such as those listed below: Slide 7: Challenges and Demands 1. Language 2. Extra study 3. Learning new skills 4. Shift work. 0.5 Slide 8: SMART Include your SMART analysis and briefly explain 0.5 Slide 9: SWOT Include your SWOT analysis and briefly explain /1 Slide 10-11: Academic Path: Discuss your academic Academic Path career path that will be need for your dream job: /1 1. Bachelor, Masters, PhD as required 2. Specifics of that degree 3. Languages 4. Accreditation, licensing Slides 12-15: Career Path 1. the name of the position (4) 2. particular skills, certificates, or training you will need (4) 3. and the number of years you should work in the position before you can advance up to the next position (4) 4. Explain any tables you use and their contents (4) /1 Career Path: Highlight four job positions from your introductory job to your DREAM JOB as you may pass through on a career path at the company. For each job position give: (one slide per position) Conclusion: Slide 16: Conclusion 1. Restate the purpose of the assignment 2. Summary of the key points /1 .. Slide 17: References: References 1. Minimum of 3 relevant references in text of report 2. Correct APA citations /1 PPT Mechanics Soft Copy Soft copy submitted as required /1 Slides Organization: logical, orderly, correct number of slides Presentation: bullets, borders, fonts, colourful, attractiveness, interesting, eye-catching English Proficiency /1 Supplementary Information Originality Minimum of 17 slides Fill the slides Include at least one of the following (Note: PPT template drawings and images are not included) : Video clips, charts, graphs, etc. 11 Presenter Connecting with the Audience Asking Audience Questions (at least 1) /1 Relating to the Audience Includes Explanations /1 Knowledge Includes Examples Answering Questions Doesn' t just READ the PPT Speaker Style Professionalism: knows the PPT, familiar with the content, i. e. word pronunciation Sound: clear, loud /1 FINAL TOTAL /20See Answer
  • Q4:Instructions: review this peer-reviewed journal article included. Jot down notes and key information. Create a visual abstract using the software or app of your team's choice (for example, PowerPoint, Google Slides, Canva, etc.). Include all the components from Figure 2 above. Colors and aesthetics can be of your choice, Do remember that text is minimal because these are meant to be highly visual summaries that use images and icons instead of words. For this assignment, the visual has already been started. I just want someone to make it better and perfect for submission. Need to make the visuals more good, by including more information and finish it. Make sure the information is relevant to the scientific journal I attached. Need to make them look better. just add more information if needed. USE POWER POINT.See Answer
  • Q5:This is the presentation - https://www.canva.com/design/DAGCX5nfows/IDZhsghwb hT- e29lj2oQQ/edit?utm_content=DAGCX5nfows&utm_campaign=designshare&utm_medium =link2&utm_source=sharebutton Needs to edit the PowerPoint Font and speech, you can add and you can delete, summarizing some information, adding some, and making it organized. Needs formatting to be consistent with the report, but please do not make any modifications to the report, just PowerPoint.See Answer
  • Q6:Here we need to do : presentation outline ONLY like example added Topic : How bullying affects mental health? Referencing style : APASee Answer
  • Q7:International Foundation Programme EF3020 Academic Practice 350061 Case Study Materials 2023-2024 EF3020 Summative 1 Individual Presentation (40%) Module Learning Outcomes being assessed: MLO1 Develop use of a range of study and research skills needed for academic study. MLO3 Develop understanding of appropriate academic style for different types of written text which may be produced in an academic context. Task You have a case study featuring an example student studying on an International Foundation Programme. This student will be preparing for a written assignment and facing some challenges. You must prepare a 5-8 minute pre-recorded presentation with accompanying slides which advises the student on how to apply relevant study skills to successfully complete their assignment. Your presentation must: Use research to identify and discuss 2-3 appropriate academic and study skills required to help the student in overcoming their challenges. A minimum of 3 appropriate sources should be used to support your research, and these sources must be referenced appropriately. You must clearly demonstrate your understanding of what these skills involve by creating an appropriate action plan to support the student (MLO1) Provide clear guidance to the student on the correct use of academic style for their written assignment (MLO3) Important: You must not write the example assignment itself. Your task is to create and deliver a pre-recorded presentation advising an example student on how to prepare for their example assignment, as detailed in the case study provided. By doing this, you will demonstrate your awareness of how to approach the types of assignments students typically encounter in their undergraduate studies and will show how to overcome common challenges encountered during university study. Nadia: Background: Age: 18 years old Nationality: Moroccan Pathway: Humanities Nadia’s Assessment Brief: Nadia needs to prepare for the following assessment: Produce an individual argumentative essay of 1000 words which discusses the following topic: “A rtificial I ntelligence (AI) is having a negative impact on students’ education”. To what extent do you agree with this statement? You must use appropriate sources to support your arguments. Nadia’s Challenges: It is week 3 of her course and Nadia’s essay needs to be submitted in week 9. She wants to start her assignment early, but she doesn’t know where to start: Nadia wrote all her essays on paper in school and has never had to do an essay electronically or submit her work to Blackboard before. She has never needed to type an essay before and is nervous about her IT skills. Although Nadia attends all her classes, she hasn’t taken any notes so far and is worried about remembering everything from her classes this term when it’s time to write her essay. Nadia has some of her own ideas about the topic but doesn’t know where to start with using appropriate sources correctly in her work. Nadia has had feedback from her tutor about her writing style and knows that she needs to make it more academic but isn’t sure what this means for her assessment. Assessment Checklist: Before submitting your assessment, please check your work carefully and make sure you have: Read the case study carefully Identified 2-3 academic and study skills that will help this student overcome their specific challenges Researched the academic and study skills you have identified, and used this research to inform your presentation Used these skills areas to create an action plan to support the student in completing their assignment successfully and on time Given the student guidance on how to write in an appropriate academic style for their assignment. This should be specific guidelines which show you understand appropriate academic style, not just a resource or reference to look at Included full references for the sources used in your research into academic and study skills, using either APA (if you are a Business and Law student) or Harvard (if you are a student on any other pathway) referencing https://library.northumbria.ac.uk/skillsplus/referencing Submission Checklist: Remember that you must submit two things for this assessment: The PowerPoint slides for your presentation to the Turnitin submission point on Blackboard Your Panopto recording of your presentation to the submission point on Blackboard EF3020 Academic Practice Summative Assessment 1 Case Study – 2023/2024See Answer
  • Q8:New Perspectives PowerPoint 365/2021 | Module 1: End of Module Project 1 New Perspectives PowerPoint 365/2021 | Module 1: End of Module Project 1 SafeWay Insurance Creating a Presentation GETTING STARTED Save the file NP_PPT365_2021_EOM1-1_FirstLastName_1.pptx as NP_PPT365_2021_EOM1-1_FirstLastName_2.pptx Edit the file name by changing “1” to “2”. If you do not see the .pptx file extension, do not type it. The file extension will be added for you automatically. To complete this Project, you will also need the following files: Support_PPT365_2021_EOM1-1_Car.jpg Support_PPT365_2021_EOM1-1_House.jpg With the file NP_PPT365_2021_EOM1-1_FirstLastName_2.pptx open, ensure that your first and last name is displayed in the presenter notes on Slide 1. If the presenter notes do not display your name, delete the file and download a new copy. PROJECT STEPS You are a marketing intern for SafeWay Insurance, a local family-owned insurance company. The company is getting ready to host a luncheon for potential new clients. You have been assigned to create a presentation highlighting the insurance policies, services and support available to clients. Begin by selecting the Blue variant for the slide design, then changing the theme colors to Blue Warm and the theme fonts to Candara. Go to Slide 1 and add SafeWay Insurance as the presentation title. Add Services and Support as the subtitle text placeholder. Select the text, then change the text highlight color to yellow. On Slide 3 ("Home Insurance"), use the content placeholder to insert the photo Support_PPT365_2021_EOM1-1_House.jpg. Change the photo compression settings to Web (150 ppi) only to this picture. [Mac Hint – On-screen (150 ppi).] Change the Width of the picture to 4.0". Use the Smart Guides to position the picture in the bottom right corner as shown in Figure 1. Figure 1: Home Picture Positioned on Slide 3 With Slide 3 still displaying, delete the word "Cottage" in the third bullet item under "Homeowners Insurance". Type Holiday Home. Cut the bulleted item "Add-ons", then paste the item below "Tenant Insurance". Add the following as subpoints to the "Add-ons" bullet: Flood Tornado On Slide 4 ("Vehicle Insurance"), reduce the indent for the bulleted item "RV Insurance". Insert the Support_PPT365_2021_EOM1-1_Car.jpg photo. Crop the picture to the oval shape. Change the width of the shape to 6.0". Use Smart Guides to position the picture on the right side of the slide as shown in Figure 2. Figure 2: Car Picture Positioned on Slide 4 On Slide 6 ("Benefits of SafeWay Insurance"), select sympathy in the bullet item under "Receive caring service from our dedicated staff". Use the Thesaurus to insert the first synonym for "sympathy" that appears at the top of the synonym list. Check the Spelling and Grammar in the presentation to identify and correct any spelling errors. Ignore the suggested spelling change for all instances of SafeWay. On the last slide in the presentation, select the text "Every Claim, Every Time". Clear all formatting, then format the text as follows: select the Arial font, change the font color to Blue, Accent 3 (7th column, 1st row in the Theme Colors). Apply bold and italics. Change the font size to 28 point then apply the Offset: Bottom Right shadow text effect (1st row, 1st column in the Outer section). Use the Format Painter to copy the formatting to each of the three lines of text "We Deliver Satisfaction." In Slide Sorter view, your presentation should look like the Final Figure on the following page. Save your changes, close the presentation, and exit PowerPoint. Follow the directions on the website to submit your completed project. Final Figure © merrymuuu/Shutterstock; © Breadmaker/Shutterstock; © REDPIXEL.PL/Shutterstock 2See Answer
  • Q9:TẢI ĐÃI Northumbria University NEWCASTLE TASK 2 - CREATING YOUR INTRODUCTION How to Start a Presentation: 15 Ways to Set the Stage & Hook Your Audience VENNGAGE Last session we blocked out your slides and bullets and pointed out what was going on each but now it's time to finalise them! We are going to focus on your Introduction first! In your groups, you have 10-20 minutes to finalise this slide. INTRODUCTION What was your task? How did you approach the project? What was included in your initial action plan? Your task was to design and create a professional website, representing your respective fields, in groups using Wix. How did you approach the project? You should answer this so it directly leads into the next slide e.g., "As this was the first time my team created a website, we started with research to help us gain the knowledge and skill we would need to design and create the website". And that would lead to the next slide showing your research. Remember that your slides should have minimal text and just show key points and images that back up what you say e.g. the statement above. This should 1 slide and take you around 1 minute to present. TÃI BÃI Northumbria University NEWCASTLE WHAT THIS LOOKS LIKE Don't forget to make it your own! Newcastle . London . Amsterdam Your introduction page can look like a range of designs but is primarily a big image, shape, an a big title with minimum text Remember, even though there isn't much text this is where you will discuss, what was your task and how you approached it. COMMERCE Business PRESENTATION TEMPLATE --- Coworking Space Proposal Template TẢI TŘI m Northumbria University NEWCASTLE TASK 3 - CREATING YOUR RESEARCH PAGE We are going to focus on your Research page! In your groups, you have 10-20 minutes to finalise this slide. This slide should include images of your research and points that you will be focusing on when presenting YOUR RESEARCH Discuss what you looked at it influence your website. Did you look at other websites for inspiration? Research into font and/or colour pallets? (You do not have you show what you looked at, but you should reference it when comparing to your website. For example, "Here you can see we looked at adobe colour to get a vibrant colour pallet) REMEMBER! All images that are not yours need to be Harvard-referenced with a bibliography located on the very last slide This should be 1 slide and take you around 1-2 minute to present Northumbria University NEWCASTLE TASK 4 - CREATING YOUR DEVELOPMENT PAGE We are going to focus on your Development page! In your groups, you have 10-20 minutes to finalise this slide. This slide should include images of your development (your sketches/ layouts) and points that you will be focusing on when presenting Northumbria University NEWCASTLE Newcastle · London · Amsterdam TASK 5 - SLIDE REVEW At this point you should have two slides fialised! Week 5 - Web Design, Coding and Presentation · Visible to students - W5.1 - Task 1 - Website Review Visible to students . W5.3 - Task 5 - Slide Design Review O Visible to students . Take a screenshot of your slides and drop it into the "W5.3 - Task 1 - Slide Review" discussion on BB. As a class we are going to look through the websites and discuss what is working well for others and now you can adapt those techniques to your website. Make sure you are constructive about your feedback! And task notes on thing you could apply to make your website better! DEVELOPMENT How did you visualise the website in the early planning stage? Did you sketch a layout? Create a mood board of references. This should be 1 slide and take you around 1 minute to present TŘI TẢI m Northumbria University NEWCASTLE TASK 6 - CREATING YOUR WEBSITE PAGE We are going to focus on your Website page! In your groups, you have 10-20 minutes to finalise this slide. This slide should include a full image of your website and points that you will be focusing on when presenting. Do not forget that you need a link to your website YOUR WEBSITE This slide shows of your website in full and discusses the following in each section (Page a nice screenshot or save it as a PNG and put it into your slide Show your website in full and discuss the following in each section: 1. Present how you each demonstrated your practical skills to create the website. This should be a range of skills that you have learned in this module. 2. You should expand on what you did, and the steps and thoughts behind the process. a) What tasks do you both/all take on, did you play to each other's strengths (someone was good at design so they focused on the layout while someone else designed the text) THIS SLIDE MUST HAVE A LIKE TO YOUR WEBSITE THAT LETS VIEWS VISIT YOUR SITE !! This should be 1 slide and take you around 1 minute to present m Northumbria University NEWCASTLE TASK 7 - CREATING YOUR CONCLUSION PAGE We are going to focus on your Conclusion page! In your groups, you have 10-20 minutes to finalise this slide. This slide should include images of your research and points that you will be focusing on when presenting CONCLUSION o Warp up everything in a nice bow o Reflection on your website, discussing what you learned from experiences and if you were to do it again what would you change? This should be 1 slide and take you around under/around 1 minute to presentSee Answer
  • Q10:Grade Scale Modified by instructor Points (max 100.00) Feb 9, 2024, 7:42 AM Instructions The first thing is to read the American Academy of Religion K-12 Guidelines in their entirety. You need to be conversant with the terms and approaches of religious literacy, including: · Religion as belief, behavior, and belonging. · Approaches to the study of religion- literary, historical, cultural, traditions. · Religions are Internally Diverse · Religions are Dynamic · Religions are Embedded in Culture You should spend some time reading the 'Snapshots of Practice' in the Appendix to the Guidelines. There you will see real classroom examples of each of the principles and approaches listed above. Being familiar with the terms and approaches to the study of religion, apply those principles to the materials in the Pilgrimage and Religious Tourism exhibit. You will create a power point of between 9 and 250 slides in which you use evidence from the exhibit to illustrate some or all of the principles and approaches described above. Your power point slides may be photos, text, or both. In the info box at the bottom of each slide explain what you are doing, and why you have chosen what is on the slide as evidence of the particular principles or approach you see. Another way to organize the slides would be to do what the 'Snapshots of Practice' in the Guidelines do. That is, you can write your presentation as though you were designing instructional materials on pilgrimage for use in a classroom. In the info boxes at the bottom of each slide you should identify not only the principles you are using but also which approach you are taking in the 'lesson' (the literary, historical, traditions, or cultural approaches). In either case, if you are working in a group you should identify in each slide who contributed to the slide in terms of content and analysis. Due Weds 21 Feb, 11.55 PM. Additional resources for assignment we need to provide minimum of 9 slides, and you need to use the pictures from the next filesSee Answer
  • Q11:CHAPTER 1 Present and Past; Simple and Progressive PRETEST: What do I already know? Write "C" if a sentence has the correct verb form and "I" for incorrect. Check your answers below. After you complete each chart listed, make any necessary corrections. 1. _ Air is consisting of oxygen, nitrogen, and other gases. (1-1) 2. I am working overtime this week. (1-1) 3. Does the copy machine working right now? (1-2) 4. We aren't knowing Sami's wife. (1-3) 5. My cell phone network is always being slow. (1-3) 6. Gloria canceled her doctor's appointment because she felt better. (1-4) 7. _ I turned on the stove, am boiling the water, and forget to put in the rice. (1-4) 8. A few children drawed some pictures this morning while the teacher was talking. (1-5) 9. - When I turned the key, the car wasn't starting. (1-5) 10. I was going to call you, but my phone died. (1-6) Incorrect sentences: 1, 3, 4, 5, 7, 8, 9 EXERCISE 1 > Warm-up. (Chart 1-1) Match the description with the sentence. Which sentences do you agree with? a. action happening right now b. general truth c. habit 1. _ I look at the stars every night. 2. __ I'm looking at an astronomy textbook. The earth revolves around the sun. Present and Past; Simple and Progressive 1 1-1 Simple Present and Present Progressive This basic diagram will be used in all tense descriptions. now past future SIMPLE PRESENT (a) Water consists of hydrogen and oxygen. (b) The average person breathes* 21,600 times a day. The simple present says that something was true in the past, is true in the present, and will be true in the future. It expresses general statements of fact and general truths. ***** (c) The world is round. (d) I get up at seven every morning. (e) I always eat a salad for lunch. PRESENT PROGRESSIVE (f) The students are sitting at their desks right now. The present progressive expresses an activity that is in progress at the moment of speaking. The present progressive is a temporary activity that began in the past, is continuing at present, and will probably end at some point in the future. *See Appendix Chart E-2 for spelling rules for -ing verbs and Appendix Chart E-6 for final -s pronunciation. EXERCISE 2 . Let's talk. (Chart 1-1) Work in small groups. Each member of the group should contribute one sentence for each topic. Share some of your sentences with the class. 1. Tell your group one daily habit you have. 2. Look around the room. Make a sentence about one activity that is happening right now. 3. In one sentence, state a general truth about the world. EXERCISE 3 > Looking at grammar. (Chart 1-1) Complete the sentences. Use the simple present or the present progressive of the verbs in parentheses. 1. a. Kristin is in the shower. She (wash) is washing her hair. b. Kristin (wash) her hair every other day or so. 2. a. Tony usually (sit) in the front row during class. b. Today he (sit) in the last row. 3. a. Lars (work) the night shift on weekends. b. He's not home now. He (work) a double shift. 4. a. After six days of rain, I'm glad that the sun (shine) The simple present is used to express habitual or everyday activities. 10 12 start MOU finish? (g) I need an umbrella because it is raining. (h) I am taking five courses this semester. progress In 7 6 8 2 Partner A Partner B Examples: PARTNER A: In picture 1, the boy is watching sports on TV. He is holding a remote. He is changing channels. He is looking for a baseball game. Etc. PARTNER B: In picture 2, the boy is not watching TV. He is playing the guitar. Maybe he is practicing a popular song. Etc. EXERCISE 5 > Looking at grammar. (Chart 1-1) Choose the correct completion(s). Discuss your answers with the class. 1. In early summer, the sun 9:00 P.M. in my hometown. a. sets (It's a general statement of fact.) b. is setting (It's happening right now.) c. Both are possible. 2. It's a beautiful evening. I'm sitting outside. The sun behind the mountains. a. sets (It's a general truth.) b. is setting (It's happening right now.) c. Both are possible. Present and Past; Simple and Progressive 3 b. Every morning, the sun (shine) in my bedroom window and (wake) me up. 2 CHAPTER 1 5. a. Babies (grow) very quickly. Newborn babies are very different from three-month olds. b. Your baby (grow) so fast. She isn't a newborn anymore! 6. a. Please be quiet. I (try) to concentrate on my math homework. b. Each day, our math teacher (try) but I am very confused. to explain the material clearly, EXERCISE 4 > Let's talk. (Chart 1-1) With a partner, take turns making a few sentences about each picture. Use the present progressive. You can be imaginative! O 11 around 3. Rice __ in about 15 minutes. a. cooks (It's a general truth.) b. is cooking (It's happening right now.) c. Both are possible. 4. Hurry! The rice _over onto the stove. a. boils (It's a general statement of fact.) b. is boiling (It's happening right now.) c. Both are possible. 5. Dr. Costa __ his hospital patients before office hours. a. visits (It's a habitual activity.) b. is visiting (It's happening right now.) c. Both are possible. 6. Leo __ his bike through downtown traffic every day to work. a. rides (It's a habitual activity.) b. is riding (It's happening right now.) c. Both are possible. 7. Jenna for her grandparents at their hotel. a. works (It's a habitual activity.) b. is working (It's happening right now.) c. Both are possible. 8. Francine and Marco each other several times a day. a. text (It's a habitual activity.) b. are texting (It's happening right now.) c. Both are possible. EXERCISE 6 > Listening. (Chart 1-1) Listen to the sentences. Choose all the correct completions. Outdoors 1. right now. every day. in the summer. 2. today. in the winter. every April. 3. every year. right now. this week. 4. right now. today. every winter. 5. every summer. right now. in the spring. 6. this week. every January. every winter. EXERCISE 8 > Warm-up. (Chart 1-2) Choose the correct completions. 1. Cold air isn't / doesn't rise. 2. What is / does water consist of? 3. Is / Does the earth spinning rapidly or slowly? 1-2 Simple Present and Present Progressive: Affirmative, Negative, Question Forms Simple Present Present Progressive AFFIRMATIVE 1 help. 1 am You, We, They He, She, It help. You, We, They He, She, It helping. helping. are helps. is helping. NEGATIVE 1 do not help. 1 You, We, They He, She, It do not does not am not are not helping. helping. help. You, We, They He, She, It is not help. helping. QUESTION Do 1 help? Am 1 helping? helping? Do you, we, they he, she, it help? Are you, we, they he, she, it Does help? Is helping? When do - help? When am - helping? EXERCISE 9 > Looking at grammar. (Chart 1-2) Complete the sentences with Do, Does, Is, or Are. On an Airplane 7. right now. every summer. this month. EXERCISE 7 > Reading and grammar. (Chart 1-1) Read the passage. Add the endings -s/-es where necessary. You may need to change -y to -ies. Write Ø for no ending. Do you know these words? 1. Are you ready for takeoff? 8. they serve food on this flight? 2. the plane taking off soon? 9. the movie beginning? 3. you nervous? 10. you like to fly? - amazing 4. you have your seat belt on? 11. the co-pilot flying the plane? 5. the seats comfortable? 12. the pilot sleep during the flight? Our Amazing Heart The heart is an amazing organ. It beat_ 100,000 1 - organ -pump 6. your seat comfortable? 13. the pilots sleep during the flight? 7. the seat go back more? 14. the plane on autopilot? EXERCISE 10 > Trivia game. (Chart 1-2) Work in teams. Make true sentences. The team with the most correct answers (factually and grammatically) wins. Use the simple present or present progressive. - oxygen times a day and pump __ 2 2,000 gallons of blood through - waste - tissues 60,000 miles of blood vessels in our bodies. Blood carry __ fresh oxygen from our lungs to all the parts of 3 the body. It also remove waste from our tissues. Here 1. Ice (melt) doesn't melt at 32°F (0℃). is an interesting fact: when we laugh __ , up to 20% more 5 2. Cold weather (cause) fingernails to grow faster. 6 through our body, so laughter is good for our hearts. blood go 3. The average person ( fall) asleep in seven minutes. 4. Salt water ( freeze) at the same temperature as freshwater. 4 CHAPTER 1 Present and Past; Simple and Progressive 5 5. Our noses ( grow) longer as we age. 6. Our feet (become) smaller as we age. 7. Red blood cells in our body (divide) right now. 8. On average, a person (blink ) more than 20,000 times a day. 9. Honey (spoil) 10. A cat (use) its whiskers for hunting. 11. The earth (revolve) around the moon right now. 12. The earth ( get) warmer according to scientists. EXERCISE 11 > Reading and grammar. (Charts 1-1 and 1-2) Choose the correct completions. Tornadoes Tornadoes occur / are occurring in most areas of the world. However, the plains of the 1 United States have / are having the most. (Plains are large areas of flat land with 2 few trees.) Tornado Alley, a frequent area for tornadoes, stretches / is stretching from Texas to North Dakota. Because tornadoes form / are forming over flat areas of land, they are not / do not so common in the mountains. Cold air meets / is meeting warm 6 air, usually in a thunderstorm. The winds make / are making a spiral or funnel cloud that 5 sometimes reaches 320 miles per hour. They pick up / are picking up cars, trees, and houses. 00 Sometimes this debris flies / is flying for miles. Strong tornadoes cause / are causing a lot 10 of damage. Surprisingly, the funnel cloud doesn't last / isn't lasting long, usually less than = ten minutes. Right now a tornado forms / is forming 12 over the plains. People seek / are seeking 13 shelter in underground areas such as basements. Several storm chasers get / are getting ready to follow the tornado and collect data. They listen / are listening to weather radios for 15 storm updates. Are you / Do you familiar with tornadoes? 16 Are you / Do you have tornadoes in your area? 17 disagree doubt mean recognize remember suppose appreciate care about please prefer dislike fear hate mind belong possess own consist of contain hear sound agree promise desire need exist matter seem look like amaze resemble surprise understand want wish (c) I think that your cousin is very nice. (d) I'm thinking about my trip to Rome. Some verbs, like think, have both non-progressive meanings and progressive meanings. In (c): think means "believe." In (d): am thinking means "thoughts are going around in my mind right now." Common Verbs with Both Non-Progressive and Progressive Meanings (like think) NON-PROGRESSIVE PROGRESSIVE look It looks cold outside. Olga is looking out the window. appear Jack appears to be tired today. She's appearing on a TV show today. think I think that Mr. Liu is a good teacher. I'm thinking about my family right now. feel I feel that Mr. Liu is a good teacher. I'm feeling a little tired today. have I have a bike. I'm having a good time. see Do you see that bird? The doctor is seeing a patient right now. The chef is tasting the soup. taste The soup tastes salty. smell Something smells bad. What is it? love Ken loves his baby daughter. Ann is smelling the perfume to see if she wants to buy it. Ken is enjoying parenthood. In fact, he's loving it! Al is ill but won't see a doctor. He is being foolish." be Mary is old and wise. *Amlislare being + an adjective describes temporary behavior. In the example, Al is usually not foolish, but right now he is acting that way. 6 CHAPTER 1 EXERCISE 12 > Warm-up. (Chart 1-3) Choose the correct completions. 1. The chef is in his kitchen right now. He a. cooks b. is cooking 2. He some soup. a. tastes b. is tasting too salty. a. tastes b. is tasting 4. He. _it. a. doesn't like b. isn't liking 1-3 Verbs Not Usually Used in the Progressive (Stative Verbs) (a) I know your cousin. (b) INCORRECT: I-am-lenewing your cousin. Some verbs, like know, are stative or non-progressive. They describe states, not actions, and are rarely used in progressive tenses. ("States" are conditions or situations that exist.) Common Verbs That Are Usually Non-Progressive (like know) know believe like Present and Past; Simple and Progressive 7 EXERCISE 13 > Reading, grammar, and speaking. (Charts 1-1 -+ 1-3) Part I. Read the paragraph. Underline the verbs that are generally non-progressive. Then write the correct verb endings in the list of benefits: - s, -es, or -ies. Write Ø for no ending. A Summer Internship Lilly wants to get a job as a restaurant chef. Her culinary arts instructor believes a summer internship at a major restaurant is a good idea. Interns work for free or for a low wage, but they understand that they are receiving valuable experience in return. Some schools offer credit for an internship, and some companies hire their interns when the internship is over. Following are other benefits: 1. An internship apply __ classroom knowledge to real-world work experience. 2. It provide __ on-the-job training. 3. It teach __ important workplace habits (e.g., being on time) and workplace etiquette (how to behave at a company). 4. Interns learn __ about various jobs and opportunities within a company. 5. It give __ students the chance to network with employees. 6. The job experience look __ good on a résumé. Part II. Find information about a volunteer organization that interests you. It could be a club at your school, a group in your community, a world organization, etc. Make a list of the ways it is helpful. Write 5-7 sentences and present them to the class. Title your list: Benefits of EXERCISE 14 > Let's talk. (Chart 1-3) Discuss the differences in meaning of the italicized verbs in each group of sentences. Work in pairs, in small groups, or as a class. At the Park 1. a. These flowers smell good. b. Jane is smelling the flowers. 2. a. I think this park is beautiful. b. I need to relax. I am thinking about all the homework I have. 3. a. You look cold. I'll lend you my coat. b. I'm looking at the sky. A storm is coming. 4. a. I see a colorful kite. It's over there. b. Alex is coming later. He is seeing a doctor about his headaches. c. Jack and Ann come here every weekend. They are seeing each other. 5. a. I remember my first time here. Do you remember yours? b. I'm remembering a family picnic here with my cousins. It's a happy memory. 6. a. The children want a snack. They're hungry. b. The children are being awfully quiet. What are they doing? 8 CHAPTER 1 7. a. Every weekend there is an outdoor play here. Some of my friends are appearing in it. b. There is a man coming toward us. He's smiling. He appears to know us. 8. a. Gabriel is being rude. He's just sitting there, not talking to anyone. b. No, he isn't rude. He's just shy. 9. a. The baby is feeling the grass. b. The grass feels soft. c. I need to sit down. I'm not feeling well right now. d. I feel that it is important to take care of our parks. EXERCISE 15 > Looking at grammar. (Chart 1-3) Choose the correct completions. 1. This isn't my book. It __ to Mai. a. belongs b. is belonging 4. Olga is smiling. She _a good time. a. has b. is having 2. Ask Ahmed for your book. He. a. has b. is having 5. Relax. Everything is OK. I __ you. a. believe b. am believing 3. Your book is over there. Ahmed a. holds b. is holding it. 6. My computer says my file no longer a. exists b. is existing EXERCISE 16 > Let's talk. (Charts 1-1 -> 1-3) With a partner, choose one of the pictures and complete the related conversation. Then practice your conversation and perform it for the class. You can look at your book before you speak. When you speak, look at your partner. 1. A: Mmmm. That looks 2. A: You look B: Thanks. It's fresh out of the oven. B: I am. A: Is it __? A: What's B: Yes. And it's my own recipe. Would you B: I A: You need to A: Wow! It tastes B: B: I know, but I have too much/many. Present and Past; Simple and Progressive 9 EXERCISE 17 > Looking at grammar. (Charts 1-1 -> 1-3) Choose the correct completions. 1. A: What are you looking / do you look at? B: You! You look / are looking like your father. A: Are you thinking / Do you think so? Many people tell me I am resembling / resemble my mother. B: I see / am seeing your father's face when I look at you. 2. A: Why are mosquitos existing / do mosquitos exist? B: I know / am knowing one reason: they are a food source for other animals. 3. Right now I sit / am sitting in the cafeteria. Yoko texts / is texting. Ming is opening / opens his lunch. Jae is taking / takes a bite of his sandwich. Ali is staring / stares off into space. He seems / is seeming to be daydreaming, but perhaps he thinks / is thinking about the test next hour. What do you think / are you thinking Ali is doing / does? EXERCISE 18 > Grammar and listening. (Charts 1-1 -+ 1-3) Complete the sentences with the given verbs. Then listen to the forecast and check your answers. Weather Report Hello, this is Gayle Givens, your WWKK weather reporter. Well, it certainly (be) a beautiful day today. I (stand) here at City Park and boy,* the sun sure (shine) Hundreds of people (enjoy) the warmer temperatures today. There (be) not a cloud in the sky. We (look) at a perfect day right now, but it (look) 2. Martha is in science class. The chemistry experiment she (do) is dangerous, so right now she (be) very careful. She (want, not) to spill any of the chemical. She (be, always) careful when she does a chemistry experiment. 3. Right now I (look) at Nicole. She (look) angry. I wonder what's the matter. She (have) a frown on her face. She certainly (have, not) any fun right now. 4. A: How (you, like) the soup? (it, need) more garlic? B: No, it (taste) delicious. It (remind) me of my mom's soup. EXERCISE 20 > Reading and writing. (Charts 1-1 -> 1-3) Part I. Read the review of the movie. Underline the verbs. What verb tense is used to describe the action? Do you know these words? - unjustly - accuse - marshall - VOW - dam The Fugitive The Fugitive is an action-packed, - pharmaceutical edge-of-your-seat movie. The police unjustly accuse Dr. Richard - suspenseful Kimball, the main character, of his wife's murder. A court finds him guilty and sentences him to death. On the way to jail, the prison bus crashes and Kimball escapes. A U.S. marshall, Samuel Gerard, vows to catch Kimball. Several times he almost succeeds, but Kimball stays one step ahead of Gerard. In one incredible scene, Kimball jumps from the top of a dam into a river to escape. Kimball doesn't want Gerard to catch him, but he also wants to solve the murder of his wife. His search for answers takes him to Chicago. He finds upsetting information about a friend and the friend's work with a pharmaceutical company. After many suspenseful scenes, Kimball finds the real killers and leads Gerard to them. Part II. Action in stories (books, movies, TV shows, etc.) is often told in the simple present tense. Find a movie you like. In simple English, tell what happens, give details about the movie, and tell how it ends. Here are some possible ways to begin: · __ is an inspiring/exciting/funny/etc., movie. (The main character) ... · A dramatic/suspenseful/exciting movie is . In this movie, ... . (The name of the movie) is about __. In this movie, ... Part III. Edit your paragraph. Underline the verbs. Did you use present tense? Check for the correct use of the third person -s/-es/-ies endings. 2 3 4 5 THE FUGITIVE 6 like some clouds (form) 7 air (move) in. We ( forecast) 8 over the ocean and colder cooler 9 10 rain (be) temperatures for tomorrow. I (think) 11 unlikely, 12 however. Stay tuned for the three-day forecast right after this message. EXERCISE 19 > Looking at grammar. (Charts 1-1 -> 1-3) Complete the sentences. Use the simple present or the present progressive of the verbs in parentheses. 1. Look! It (begin) Is beginning to rain. Unfortunately, I (have, not ** ) an umbrella with me. I (own, not) an umbrella. Spiro is lucky. He (wear) a raincoat. I (wear) a waterproof hat on rainy days. *Boy is an exclamation to express a strong feeling; similar to toot. ** A form of do is usually used in the negative when the main verb is have, especially in American English (AmE) but also commonly in British English (BrE): I don't have a car. Using have without a form of do is also possible but less common: I haven't a car. 10 CHAPTER 1 Present and Past; Simple and Progressive 11 EXERCISE 21 > Warm-up. (Chart 1-4) Ask another classmate these questions. Share your answers with the class. Find out the most common answers. 1. In what century did your great-grandparents live? They lived in the . 2. Where did they grow up? They grew up in (city/country) century. 1-4 Simple Past Tense (a) It snowed* yesterday. (b) Tom watched TV last night. At one particular time in the past, this happened. It began and ended in the past. Most simple past verbs add -ed, as in (a) and (b). (c) Jack went to work early. (d) I came to work late. (e) We saw a great movie last night. Some verbs have irregular past tense forms, as in (c). (d), and (e). NOTE: See Appendix Chart E-9 for a list of irregular verb forms. (f) Emily was at the office this morning. (g) You were tired yesterday. The simple past forms of be are was and were, as in (f) and (g). (h) Andrew caught the ball, ran down the field, and scored a point. Note that in a series of actions, the verbs are the same tense, as in (h). INCORRECT: Andrew caught the ball, is-running down the field, and seere a point. Regular Verb Forms AFFIRMATIVE 13 NEGATIVE QUESTION 1 You He, She, It We They helped . did not help. Did Did Did Did 1 you he, she, it we they help? Irregular Verb Forms AFFIRMATIVE 1 You He, She, It We They Dic NEGATIVE QUESTION 1 - 1 You He, She, It ate. You He, She, It We They Did Did Did he, she, it Did we they 1 you eat? PARTNER A: (book closed) PARTNER B: (book open) We They did not eat. Did 1. have a great trip? 2. come back feeling rested? 3. meet all your cousins? 4. hang out with* local people? 5. do a lot of tourist activities? 8. speak a little Greek? 9. eat in typical Greek restaurants? 10. lie on the beach? 11. buy some Greek sandals? 12. bring me a souvenir? 6. excited to be there? 7. spend time in museums? Be Verb Forms AFFIRMATIVE NEGATIVE QUESTION I, He, She, It You, We, They was were here. here. I. He, She, It You, We, They was not were not here. here. Was Were I, he, she, it you, we, they here? here? *See Appendix Chart E-5 for information about final -ed pronunciation. 12 CHAPTER 1 EXERCISE 22 > Looking at grammar. (Chart 1-4) Complete the sentences with the correct simple past form of the verb. An Online Order 1. Anders (order) printer ink online last Monday. 2. The next morning he (realize) colored ink too. he (need) 3. He (try) to call the company to add more, but no one (answer) , and there (be) no voicemail. 4. Anders (worry) that the website (be) fake. 5. He (email) the company and (explain) his situation. 6. The manager (respond) a few hours later and (fix) the order quickly. 7. Anders (relax) email from the company. when he (receive) a confirmation EXERCISE 23 > Let's talk: pairwork. (Chart 1-4) Take turns asking and answering questions. You can answer yes or no. SITUATION: You just came back from a vacation in Greece. Your friend is asking you questions. Examples: fly back last night? PARTNER A: Did you fly back last night? PARTNER B: Yes, I flew back last night. happy to see your cousins? PARTNER A: Were you happy to see your cousins? PARTNER B: Yes, I was happy to see my cousins. PARTNER A: (book open) PARTNER B: (book closed) 13. take a lot of photos? 14. sad to leave Greece? *hang out with = spend time with Present and Past; Simple and Progressive 13 EXERCISE 24 > Looking at grammar. (Chart 1-4) Complete the sentences with the correct forms of verbs that make sense. More than one verb may be appropriate. Some answers are negative. SITUATION 1: Maria visited a friend at the hospital. A woman in the elevator had a cold and sneezed several times. The next day, ... ache eat feel have leave make schedule speak to take wake up 1. Maria in the morning with a fever and headache. well. 6. a picture. 7. my hand. 8. the washing machine? 9. at the sad ending. 10. over the fence. from math class. some money from the bank. some rice. these jeans? the actors. very quickly. was cooking. my shirt? when the play finished. in a sunny spot. EXERCISE 26 > Reading and grammar. (Chart 1-4) Part I. Read the passage. Underline the past tense verbs. AN INCREDIBLE FEAT In 2011, at the age of 100, Fauja Singh did something incredible: he ran a 26-mile (42 km.) marathon! He was the first 100-year-old to ever run a marathon. Singh decided he wanted to compete in races when he saw a marathon race on TV. He was 89! He didn't know much about training and showed up for his first session in a suit and tie. Originally from India, Singh moved to England in the 1990s after his wife and son died. At the time, he said he felt more dead than alive. He was very depressed and later believed that long-distance running saved him. He competed in his first marathon in London at the age of 89. He prepared for it in only ten weeks. His best time was at the 2003 Toronto Waterfront Marathon. He ran it in five hours and 40 minutes. Singh became world-famous and even carried the Olympic torch in 2012. In 2013, he decided to retire from long- distance running and completed his last marathon in Hong Kong. Do you know these words? - feat - show up - marathon - session - compete - retire - training 2. She 3. Her entire* body 4. She her temperature with a thermometer. 5. She a high fever. 6. She the house all day. 7. She a few spoonfuls of chicken soup. 8. She the nurse at the doctor's office. 9. She an appointment for the following day. SITUATION 2: Professor Moore is our new math teacher. He is very hard to follow. Yesterday, he ... confuse fill introduce leave speak 10. too fast. FLORA Running in the London Marathon, 2004 Part II. Complete the sentences with the verbs in the box. Cover the reading. be / become carry feel leave retire run wear 11. the material to us quickly. 12. the board with examples. 13. time for questions, unfortunately. 14. everyone in the class. EXERCISE 25 > Listening. (Chart 1-4) Listen to the beginning of each sentence. Circle the correct completion(s). More than one completion may be possible. 1. happy. HAN good about my decision. on some ice. 1. Fauja Singh became a marathon runner when he was depressed. 2. two classes. about his wife. at night. 2. He a suit and tie to his first training. 3. He India after the death of his wife and son. 4. At the age of 89, he his first marathon. 5. Before he began training, he said he more dead than alive. 6. His best running time five hours and 40 minutes. Present and Past; Simple and Progressive 15 3. the car with gas? sick? OK? several faces. for several hours. 4. with colored pencils. 5. in the woods. some money. the rain. *entire = whole 14 CHAPTER 1 7. He the Olympic torch in 2012. 8. He from marathon running in 2013. EXERCISE 27 > Warm-up. (Chart 1-5) Write the sentence (a. or b.) that correctly describes each scene. a. Rita was standing under a tree when it began to rain. b. Rita stood under a tree when it began to rain. 1st: It began to rain. 2nd: Rita stood under a tree. 1. 1st: Rita stood under a tree. 2nd: It began to rain. 2. 1-5 Simple Past vs. Past Progressive SIMPLE PAST (a) I walked to school yesterday. (b) John lived in Paris for ten years, but now he lives in Rome. (c) I bought a new car three days ago. (d) Rita stood under a tree when it began to rain. If a sentence contains when and has the simple past in both clauses, the action in the when-clause happens first. In (d): 1st: The rain began. 2nd: Rita stood under a tree. 16 CHAPTER 1 PAST PROGRESSIVE (g) I was walking down the street when it began to rain. (h) While I was walking down the street, it began to rain. (i) Rita was standing under a tree when it began to rain. (i) At eight o'clock last night, I was studying. (k) While I was studying in one room of our apartment, my roommate was having a party in the other room. In (g): 1st: I was walking down the street. 2nd: It began to rain. Both actions occurred at the same time, but one action began earlier and was in progress when the other action occurred. In (j): My studying began before 8:00, was in progress at that time, and probably continued. Sometimes the past progressive is used in both parts of a sentence when two actions are in progress simultaneously. EXERCISE 28 > Looking at grammar. (Chart 1-5) Write "1" before the action that started first. Write "2" before the action that started second. A Stormy Walk Home 1. Hi Mom. I was leaving you a voicemail when you picked up .* a. 1 I was leaving you a voicemail. b. _ 2 You picked up. 2. I had a terrible walk home. When the storm started, I was coming home from work. a. The storm started. b. I was coming home. 3. A painter next door was climbing a ladder when lightning hit the house. a. A painter was climbing a ladder. b. Lightning hit the house. 4. I heard him yell while I was running for cover. a. I heard him yell. b. __ I was running for cover. 5. He fell off the ladder when he saw the flash. Fortunately he's OK. a. He fell off the ladder. He saw the flash. *pick up (the phone) = answer the phone Present and Past; Simple and Progressive 17 * (e) When Mrs. Chu heard a strange noise, she got up to investigate. (f) When I dropped my cup, the coffee spilled on my lap. The simple past indicates that an activity or situation began and ended at a particular time in the past. EXERCISE 29 > Looking at grammar. (Chart 1-5) Complete the sentences. Use the simple past or the past progressive of the verbs in parentheses. Last Night 1. Between 5:00 and 7:00 P.M, I (sit) was sitting in class. I had a lot of things on my mind. I (think) about some family issues. I (listen, not) to the teacher. 2. It was a beautiful evening when I walked home. The moon (shine) over the water, and a warm breeze (blow) 3. I (stop) by a friend's apartment, but he (be, not) home. He (sit) in heavy traffic. He (get, not) home until 10:00. 4. My neighbors (argue) about something when I (walk) by them outside my apartment building. 5. A package (wait) for me at home. I (open) it and (find) an early birthday present. 6. While I (read) to my nephew, he ( fall) asleep, so I (cover) him up and (sneak) out of the room. EXERCISE 30 > Let's talk. (Chart 1-5) Choose the question or statement you would expect the speaker to say. Discuss your answers. Work in pairs, in small groups, or as a class. 1. When I went to bed late last night, I noticed that the light was on in your bedroom. a. Were you reading? b. Did you read? 2. Jane's cousin was at the party last night. a. Were you meeting him? b. Did you meet him? 3. A small airplane flew over our house several times last night. a. We were sitting out on the patio, and it made us nervous. b. We sat out on the patio, and it made us nervous. 4. I'm not sure if I met Carol Jones at the party last night. Describe her for me. a. What was she wearing? b. What did she wear? EXERCISE 31 > Looking at grammar. (Chart 1-5) With a partner, take turns asking and answering the questions. Choose all the expected answers. 1. What were you doing at 5:00 A.M .? 1. a. I was sleeping. b. I dreamed. C. I was lying in bed. car illegally. 3. ask / decide / look / see / work A: How did it go? (you) the manager for a raise when you 2. What did you do when you got home last night? 2. a. I was cooking dinner. b. I made dinner. c. I fixed dinner. 18 CHAPTER 1 3. What were you thinking about? 3. a. I was thinking about all the things I need to do today. b. I was thinking about my family. c. I was remembering my wedding day. 4. What did your mom like best about her vacation? 4. a. She was liking the beach. b. She enjoyed the warm weather. c. She was enjoying the swimming pool. 5. Who were you texting just now? 5. a. I text my mom. b. I am telling my manager I'm sick. c. I was texting a friend. 6. What did your friend make for breakfast? 6. a. He had eggs and coffee. b. He was having rice. c. He was making toast and tea. 7. Where did you live when you were younger? 7. a. We lived in this town for a while. b. We moved around a lot. c. We were moving from town to town. 8. Where were you going when I called you? 8. a. I was walking to the bus. b. I went to the bus stop. c. I was heading* downtown. *heading = going EXERCISE 32 > Grammar and speaking. (Chart 1-5) Work with a partner. Complete the sentences with the given verbs and the words in parentheses. Use the simple past or the past progressive. Practice one of the conversations and perform it for the class or a small group. You can look at your book before you speak. When you speak, look at your partner. 1. break / cross / slip A: How (you) your arm? B: I on the ice while I the street in front of the dorm. 2. find / look / park A: You're a half-hour late. Where were you? B: I for a place to park. A: (you) one? B: Well, yes and no. I my her yesterday? B: No, she on a big presentation for next week. She pretty busy. I to wait until later. Present and Past; Simple and Progressive 19 4. want | miss / be / give A: (you) B: No, I in the meeting? the bus and (not) to walk into the room while Dr. Romero his speech. 5. drive / get | happen | keep | pay | see A: I had a bad day yesterday. B: Oh? What ? A: I a traffic ticket. B: Really? That's too bad. What was it for? A: For running a red light. I home and (not) attention to the road. I (not) the red light and just driving. EXERCISE 33 > Listening. (Chart 1-5) Part I. Anna had a scary experience last night. Listen to her story with your book closed. Then open your book and listen to the statements. Circle "T" for true and "F" for false. 1. TI 2. T F 3. T F 4. T F 5. T F 6. T F Part II. Listen again. Complete the sentences with the verbs you hear. A Scary Night I a terrible experience last night. You won't 1 believe what happened! A man into my apartment 2 while I was asleep. There I was, just sleeping peacefully when someone the glass in the sliding door! 3 no 1-6 Unfulfilled Intentions: Was / Were Going To (a) Jack was going to go to the movie last night, but he changed his mind. Was / were going to talk about past intentions. Usually, these are unfulfilled intentions, i.e., activities someone intended to do but did not do. The meaning in (a): Jack was planning to go to the movie, but he didn't go. (b) I was planning to go, but I didn't. I was hoping to go, but I couldn't. I was intending to go, but I didn't. I was thinking about going, but I didn't. Other ways of expressing unfulfilled intentions are to use plan, hope, intend, and think about in the past progressive, as in (b). EXERCISE 35 > Looking at grammar. (Chart 1-6) Choose all the sentences that are true about the given sentence. 1. I was going to pay you back for the taxi. a. I paid you back. b. I was planning to pay you back. c. I didn't pay you back. 2. I was going to stay home on my day off, but I had too much work at the office. a. I was intending to stay home. b. I worked at the office. c. I had a lot of work, but I stayed home. 3. Jared was going to the hospital to see his mother when he began to feel ill. a. Jared was on his way to the hospital. b. Jared had plans to see his mother but needed to change them. c. Jared didn't go to the hospital. 4. My dad was going to surprise my mom with jewelry for her birthday. a. He wanted to give her jewelry. b. He gave her some jewelry. c. He didn't surprise her with jewelry. 5. I was going to the train station when I remembered your phone call. a. I was planning to go to the train station, but I didn't. b. I was on my way to the train station. c. I didn't go to the train station. Present and Past; Simple and Progressive 21 The sound me up. I the 4 5 sliding door open, so I reached for the phone by the bed and called the as I told the operator there was an intruder in my home. police. My voice 6 I in my bedroom closet when the burglar into my 7 room. Soon I sirens as the police 8 to my building. From the crack in the closet door, I the burglar as he 12 outside with my laptop. The police jumped out of their cars and followed him, but he managed to get away in a car that was waiting for him. The police back in their cars and drove after him. 13 Later I learned that they him a few miles from my building. I really frightened by all this. It really 15 16 me, as you can imagine. I'm staying at my sister's house for the rest of the week. 20 CHAPTER 1 EXERCISE 34 > Warm-up. (Chart 1-6) Circle yes if the speaker is expressing an intention or plan; circle no if not. 1. I am going to call you at 9:00 tomorrow. yes no 2. I was going to call you, but I couldn't find your phone number. yes no 3. I was going to class when I ran into a friend from my childhood. yes no 4. I was planning to go to college right after high school but yes then decided to work for a year first. 9 10 11 EXERCISE 36 > Writing or speaking. (Chart 1-6) Take turns completing the sentences. Work in pairs or small groups. Share some of your answers with the class. 1. I was going to get up early this morning, but 2. I was planning to visit you this weekend, but 3. I was going to call you on your birthday, but 4. We were hoping to see that movie in a theater, but 5. I was going to text you, but 6. We were going to invite Thomas to go out to dinner with us, but 7. I was going to replace my computer with a tablet, but. EXERCISE 37 > Check your knowledge. (Chapter 1 Review) Correct the errors. 1. Breakfast is an important meal. I'm always eat a big breakfast. 2. While I was working in my office yesterday, my cousin stops by to visit me. 3. Yuki staied home because she catched a bad cold. 4. My brother is looks like our father, but I am resembling my mother. 5. Jun, are you listen to me? I am talk to you! 6. While I was surfing the Internet yesterday, I was finding a really interesting website. 7. Did you spoke English before you were come here? 8. I am not agree with your opinion. 9. My roommate usually watch television, listen to music, or going out in the evening. 10. Right now Sally in the kitchen eating breakfast. 11. While I'm driving home last night, I heared a strange noise in the engine. 12. Why you talking about me? I'm not appreciate that. 13. Yesterday, while I was sitting at my computer, Shelley was suddenly coming into the room. I wasn't knowing she was there. I was concentrate hard on my work. When she suddenly speak, I am jump. She startle me. EXERCISE 38 > Reading and writing. (Chapter 1) Part I. Read the journal entry. Underline the past tense verbs. Do you know these words? A Hopeful Beginning - somewhat - embarrassed - Syllabus - interrupt Today was my first day at the university, and I was late for class. I didn't remember the name of the building and went to the wrong one. After about ten minutes of confusion, I finally found the right class and walked in somewhat embarrassed. A girl with a friendly smile moved her books off the chair next to her. I sat down. The professor was going over the syllabus. I didn't have a copy, but I didn't want to interrupt him. The girl next to me shared hers. The course looked interesting but difficult. I wondered if all my classes had this much work. Then the teacher announced study groups. My new friend and I were in the same group. She introduced herself during the break, and I felt very comfortable when I spoke with her. Maybe the class is going to be OK after all. Part II. Write a journal entry about your experience in a class on your first day of school. 1. Begin with It was my first day at the university I in high school / in English class / etc. 2. What was the teacher doing when you walked in? What were other students doing? 3. Did you notice anyone or anything special? 4. How did you feel? 5. What were your first impressions about the class and what were your thoughts later? WRITING TIP It is important to consider your first piece of writing a draft, not your finished copy. When you begin to write, jot down ideas first and then sentences. As you write your paragraph, you can always change, reorder, or delete ideas. After you finish the paragraph, edit it carefully. Correct any errors in your next draft. Then read it again and make additional changes or rewrite if necessary. You might need to do this a few more times. It may sound like a long process, but your writing will be much better. Part III. Edit your writing. Check for the following: 1. indented paragraph 2. use of the simple past for an activity that began and ended at a particular time in the past 3. use of the past progressive for an activity in progress in the past 4. correct spelling (use a dictionary or spell-check) Fluency Practice. Work with a partner. Take three minutes to tell your partner about your experience on the first day of school. Then describe your experience to another student in two minutes. Finally, take one minute to describe your experience to a third student. Did the final time you spoke feel more comfortable and easier than the first time? 22 CHAPTER 1 Present and Past; Simple and Progressive 23See Answer
  • Q12:INSTRUCTION- We have all the verbs and pronouns in the chart. We don't know how they are used in the sentence. There are 3 incorrect and need help knowing which 3 they are in the chart and how they are used.See Answer
  • Q13:Description Instructions For this assignment, you will write two paragraphs. Each paragraph should be 12-18 sentences long. You will show your ability to use the grammar we have been studying in written English. Follow the required format when typing your assignment. Save both paragraphs in one Word document and submit. You should write all assignments in English using the best grammar, vocabulary, and sentence structure possible. DO NOT write any assignment in your native language and use a translating tool to translate it into English. DO NOT use a resource that uses artificial intelligence to write the assignment for you. This does not give the opportunity to practice using the English we are studying. DO NOT use translating or writing tools on any required assignments. This will result in a zero for the assignment. Topic Choose one of the following topics. Topic Choose one of the following topics. You should not answer each question individually. Just use the questions to help you develop your ideas before you begin writing. Topic 1 Describe the state of the world in the year of your birth. What significant or historical events occurred or were occurring at that time? Who were the leaders of your country? Then describe the changes that have occurred since that time and discuss the state of the world today. Topic 2 Describe your family in the year you were born. What were they living and working? Were they in a good situation? Who did your family consist of? Who in your family hadn't been born yet? Then describe the changes in your family that have occurred since the year of your birth and your family's current situation. Grading Refora haninning your accionment cao the rubric holow family hadn't been born yet? Then describe the changes in your family that have occurred since the year of your birth and your family's current situation. Grading Before beginning your assignment, see the rubric below for grading criteria. To earn full credit for the "Grammar" criterion on the rubric, you must correctly use: -all present tenses (simple, progressive, perfect and perfect progressive) -all past tenses (simple, progressive, perfect and perfect progressive) -progressive and non-progressive verbs -time words and expressions as necessary For instructions how to submit your assignment as a Word document, go to How do I upload a file as an assignment submission.See Answer
  • Q14:Assignment English as a Global Language Around the world, the English language is being used for communication among people who come from various language backgrounds—in fact, a majority of English users today grew up speaking other languages. As a result of these language contacts, the English language itself is changing its shape. While some people resist change, there is not much any individual—or a group of people—can do to reverse the trend. In fact, no one owns the language. Yet, people have various views about what English is or should be. One way to understand different perspectives on an issue is to conduct a rhetorical analysis of texts--spoken or written. Rhetorical analysis is a way of analyzing what the text can tell us not only about the subject and argument strategies but also about the interrelationship among the writer, the audience, the genre and arguments as well as the cultural values of the writer and of the knowledge community. For this writing project, write a 1300-1500 words, 5 to 6 double-spaced page rhetorical analysis essay (a kind of critical analysis essay) that examines an argument about English as a global language. Start by identifying a text that presents an argument about global English. The text can be of any genre—including newspaper editorial, opinion sections of newspapers or magazines, blogs, websites, advertisements, signs, posters, and so on. (Keep in mind that analyzing short texts could require more effort in interpreting and explaining the text and its context). Use either MLA or APA as your citation format. Once you have identified the text for analysis, explore the text and its context by considering the following questions: What is the writer’s purpose in writing the text? What kind of situation is the text responding to? Who is the writer? How does the writer establish his or her credibility? What is the writer’s attitude toward the subject? How do you know? Who is the primary audience? Who is the secondary audience? What is the major argument and how is it being built? What are some of the supporting arguments? What other arguments or perspectives are represented? What is the genre and what are some of the characteristic features that are expected? What are the characteristics that are actually found in the text? Is the text effective in communicating the main point to the audience? What can you say about the values and assumptions that are shared by members of the knowledge community? In addition to analyzing the text itself, you may also find it useful to find out about the medium in which the text was presented. Explore these and other related questions thoroughly to generate ideas for your writing. Learning Objectives In this project, you will learn to Analyze persuasive texts by examining the rhetorical context, argument strategies and textual features Understand how to analyze the rhetorical features of various types of texts and images Understand various perspectives on the global spread of the English language Examine how arguments can be developed and presented to accomplish a rhetorical purpose Write a critical analysis essay using the framework of rhetorical analysis Audience The audience for this project will be students and scholars of rhetoric who are interested in learning more about how texts are used to create meaning and to persuade the audience. It will be especially appealing to readers who are interested in understanding the changes that are happening to the English language as a result of the global spread of the language. Keep in mind that some of the readers may not have read the text being analyzed--you need to describe the text and its context as well as its relevant parts for them before analyzing the details. Consider submitting your rhetorical analysis essay to Young Scholars in Writing, a journal dedicated to publishing undergraduate student research in writing and rhetoric. Genre: Rhetorical Analysis A rhetorical analysis essay (a kind of critical analysis essay) analyzes how a text accomplishes its purpose by examining its purpose, writer’s identity construction, audience characteristics and needs, and the use of argument strategies and evidence in the larger context of the writing situation and of the cultural values and assumptions of the knowledge community. A rhetorical analysis essay often begins by introducing the text being analyzed and the context in which it was presented. The introduction also presents--explicitly or implicitly--the focus of the analysis or the main argument based on the analysis, which is usually about the effectiveness of the text in accomplishing its rhetorical goal or particular ways in which those goals are accomplished or not accomplished. Typically, the main part of the essay presents an overview of the text and its context, followed by the analysis of various rhetorical features that are relevant to your main argument presented at the beginning. The analysis may be organized by different rhetorical features, by the order of the original text, or by particular effects and how they are created, among other possibilities. The essay usually closes by returning to your main argument and by discussing its significance to the reader of your analysis. What are the readers to take away from your argument? How would you like them to understand the text you are analyzing and the subject being discussed in the text? What are the implications of your analysis in understanding or responding to the text being analyzed, or in constructing similar texts in the future? NOTE:- Make sure the outline is brief, preferably in bullet points, and includes your tentative thesis statement. sample link :- https://slc.berkeley.edu/writing-worksheets-and-other-writing-resources/how-outlineSee Answer
  • Q15:2. Choose a destination that has experienced a decline in tourism demand, analyse its historical development patterns and discuss the strategies to counteract the decline. (Questions related to this essay should be directed to Jason Chen)See Answer
  • Q16:Instructions by Student: Assessments You will be assessed for your Knowledge of the subject matter – Knowledge of theories and concepts introduced during the module and through individual research for the case study Application to practice – The ability to correctly apply theories and concepts to the case studies during analysis Critical evaluation – Analysis of evidence for/against relevant theories and concepts supporting each case study. Structure and presentation – Clearly structured, complete, and logically written essay about the case study. Attention to all of the formatting requirements, including citations of relevant sources and a full reference list at the end of the assignment in the Harvard Style. The Task 1500 words total Coursework Assessment (CWA) Title: CWA Case Study Essays The CWA is divided into two parts: two case study essays. The two case study essays must be submitted together in ONE assignment file ONLY. You are not permitted to submit the assignments separately, there is only the facility for a one-time submission. 2 x 750 words essays= 1500 words excluding the List of References which will be the last section of your CWA document. Two case studies will be presented to you during the semester and you will be required to write a 750-word essay for each case study. Each case study analysis will require you to respond to the (guided) questions provided. You must use the OB literature from the module, and apply your knowledge to present your understanding of the case. Each essay should be no more than 750 words and written in your own words. You are advised to avoid copying chunks of text from the case. Part 1 will be released at the end of the first two OB blocks (i.e. weeks 1, 2, 3 & 4) Part 2 will be released at the end of the last OB block (i.e. weeks 5, 6, 7 & 8). The Format Each case study essay will be presented as an essay with an Introduction, main text, Conclusion and References. Introduction Your introduction should be brief and approximately 6-8 lines long in length. An introduction informs the reader about the main argument, ideas and key case study issues your essay covers. So, keep it short and ensure that it is easy to read and understand. Main text (do not use this as an actual heading in your two essays) The main text (or body) of your essay needs to communicate to the reader your analysis of the case. You should rationally and systematically discuss the key case study issues, challenges, positives and negatives of the case. This must be done by connecting and applying them to the theories you have studied in the relevant OB course blocks for each essay. You should argue in a professional way that provides a clear academic viewpoint and reveals a capacity to see the ideas and topics covered from several stakeholder perspectives. Ensure that you cite relevant academic literature from your OB course. Please explain the OB theories you use in your essay only in so far as it makes it evident how they are applied and connected to your case analysis. In general, try to paraphrase others' work and ideas. Therefore, rather than using long direct quotations from the case study or the academic literature, you should state them succinctly and in your own words. Please give a minimum of 5 and maximum of 8 recommendations in each essay. Throughout your assignment, you must use the Harvard Referencing style, presenting it in the format recommended and approved by the University of Nottingham. Conclusion This summarises your main case study findings, your key ideas and major argument. It presents the reader with a sense of closure as well as some knowledge of the way forward from here. It should be approximately 8-12 lines of text in length. References On the final pages of the assignment, you need to provide a list of references. While it is understood that you will have a set of references for Part 1 and Part 2, they should be integrated and combined into ONE LIST OF REFERENCES, stated in alphabetical author order. Your list of references is not included in the word count. Do not provide a bibliography, only reference the publications that you have cited somewhere in the text of your two case essays. The main textbook, Buchanan & Huczynski (2019), for this module counts as just one reference, no matter how many chapters and pages you cite from it within the text of your two case study essays. You must cite in the text and state in the list of references a minimum of 16 of the weekly readings available in the reading list on Moodle. A minimum of 8 references will be from the further reading for Part 1 case study (available in weeks 1, 2, 3, & 4), and a minimum of 8 references will be from the further reading for Part 2 case study (available in weeks 5, 6, 7 & 8). You must also use an Assignment Cover Sheet with your CWA at the time of submission stating the total word count. The Marking Rubric (assessment criteria) is also available on Moodle. Font: Verdana 11 point Spacing: 1.5 spaced Margins: Normal (2.5cm) Referencing: Harvard citation style (the document is available on Moodle) Do not cite lecture slides as academic references, for example, (Lecture slide week 5, 2024) is not acceptable. If you find an idea or a concept mentioned in one of the lecture slides, it is highly likely to be available in more detail somewhere in the textbook, or in one or more of the further readings. Please note: The two case essays (case study 1 and case study 2) are not to be answered as a set of numbered guideline questions with their respective answers. The guideline questions are intended as guiding questions on the OB case topics and issues you need to address in your case study essays and analyses. Their purpose is to help you to write a meaningful and relevant argument and analysis. The set of case questions are ultimately intended to encourage the BUSI1029 module group of students to create and produce for their CWA a diverse set of individual ideas, arguments, and analyses.See Answer
  • Q17:Assignment Instructions : Need to do the reflection part in 2 pages and need to do the speech for the video part for 5-8 minutesSee Answer
  • Q18:Instructions Student Choice: Should wealthy people pay more taxes In the Persuasive Research Paper, you will simply want to take a position on an issue of your choice, using research to support your position and to try to convince others to adopt your position. This paper should be at least 4-6 pages long (a minimum of 1000-1500 words, not including the final Works Cited), it should include at least four sources, and it should accomplish the following: * State your audience. * Clearly articulate your position as well as the reasons why you hold this position, using evidence to support the validity of your stance. * Present information confidently and efficiently. * Use established information for support, as well as personal “evidence” (if applicable) such as short anecdotes and examples from your own experience, or the experience of others. * Maintain a persuasive tone that will be accessible (not alienating or insulting) to your particular audience. MLA cited reference style.See Answer

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