Food and Culture Essay Example

Food and Culture Essay Example Food and Culture Essay Food and Culture Essay Name: Course: Lecturer: Date: : Food and Culture Question 1 There are several carnivalesque activities this semester such as subverting the common beliefs on food. Question 2 Drinks happen to fall under the category of foodways just as other foods. Foodways means everything we eat or consume why we eat it, and its meaning. Therefore, drinks being part of what we consume fall under the category of foodways. Question 3 The center of the difference between esoteric and exoteric is on the state of consciousness. Esoteric means the inner sense of consciousness that is contemplative, meditative and mystical while exoteric means the outer consciousness that is governed by sensory organs or can be perceived physically. Question 4 An example of a food that was considered inedible and turned to edibleness is the kiwi fruit that was a rarity but now included in school lunch programs. Pizza is another example that started as an ethnic food but now popular in many parts of the world. Question 5 When we say that we consider our bodies inviolable, it means they cannot be violated. Question 6 When we say making tomatoes it means preparing them for making meals such as cutting them or peeling off their skin. Question 7 Nationalism is a form of patriotism with which individuals are associated with a nation. It is the same way that food can be associated to some people within a nation. Question 8 Packaging is just meant to be a form of storing the food in good order while manufacturing at most time is meant to preserve the food for a long time. This does not change or transform the food into another food. Thus, it can be considered traditional. Question 9 The rite of passage takes a basic three-part structure of separation, liminal period, and reassimilation. This means that a person is first separated from past, then enters a transformation period, and then accepted in the next status. Question 10 The difference between unpalatable and inedible is that unpalatable may be eaten but it is not delicious or tasty to the person eating it. On the other hand, inedible means it cannot be eaten at all. Question 11 Why should we study food and culture? What does the folklorist bring to its study? Many people or almost all recognize the fact that we are what we eat. As human beings, we are animals with bodies that require nourishing. Therefore, having knowledge of what one eats is very important since not all food is good for us. Additionally, people will have different preferences where what might be good for one may be bad for another. The study of food offer people a good understanding of what they eat. Additionally, different foods will provide different nutrients while different people will require different nutrition. Therefore, with knowledge of food, one will be in a position to know what food best serves their bodies. Folklore is the study of traditional culture and meaning of all its forms including food. Folklore plays a good role in the study of food since it considers the history and culture of each food. It considers where certain foods originated from, their meaning, and how they were prepared. Folklore further provides the evolution of food, how it has come to evolve. It studies the role of food in cultural background, providing a good understanding of food that we eat.

Wisdom Derived from a Rotator Cuff Injury

Wisdom Derived from a Rotator Cuff Injury Today I did an arm balance in yoga. Six months ago, this feat would not have been anything remarkable. I grew up doing gymnastics, and maintained my strength and balance so that I could still, at age 46, support myself on my arms in various poses and postures. I prided myself on my ability to do things the 20-somethings next to me were too weak or unpracticed to do. I posted pictures of myself on Facebook doing yoga. I even made it into the video my yoga studio produced. Then, something happened. My rotator cuffs, which had been hurting on and off for years but not really cramping my style, started screaming loudly enough that I had to listen. I experienced days where I was unable to lift a glass, much less support my entire body weight on my arms. I knew something needed to change. The first step in my process was somewhere between giving up and acceptance. The challenge was to accept the possibility that I might never do arm balances again, while at the same time not completely giving up on the possibility. This balance was much harder to achieve than a side crow pose. I realized that a big part of my identity was wrapped up in what I could do physically. And now I couldn’t do those things. Who was I now? As human beings, we have a tendency to wrap up our identities in a lot of things: our jobs, our children, our relationships, our bodies, and more. The fact is, we are still ourselves when any of these other things change. But this truth is a difficult one to remember. â€Å"I am not my arm balances.† â€Å"I am not my arm balances.† â€Å"I am not my arm balances.† I repeated this mantra daily as I went to yoga classes and skipped my favorite poses. I repeated it as I kept my hands on my hips instead of stretching them out in Warrior Two. I repeated it as I went to â€Å"Therapeutic Yoga† class instead of my beloved Vinyasa Flow. I shared with my yoga teachers, both old and new, that I was not able to do the things I used to do. I felt scared and sad telling them. I felt like I was admitting failure (does this sound familiar?). But soon I became a model of caring for myself and modifying poses to what my body needed. I cried through classes sometimes, but I kept going, and even got compliments from new teachers on my practice. Ha. All this time I thought they were complimenting me because I could do those fancy poses. But, as it turned out, I really was more than my arm balances. Taking Action Over these many months, while accepting my limitations, I also was doing everything I could figure out to do to heal my shoulders. I went to physical therapy and did my exercises regularly. If something hurt I didn’t do it. I asked strong-looking guys to lift my bag when I traveled on airplanes. I stopped swimming, which was my other love, and started working out on the elliptical machine. I spent time lifting light weights to strengthen my upper body in new ways. I discovered cold laser therapy and started going for weekly treatments. I put Arnica and Helichrysum oil on my shoulders. I got MRIs and visited with a surgeon who told me (thankfully) that he did not see a need for surgery. He gave me new exercises that my physical therapist had not provided. I started to heal. Sharing As I have shared with more and more people about my pain and my process, I’ve heard that many others are going through similar shoulder challenges. Several of my yoga teachers have rotator cuff pain, as do some of the students in my classes. My mom and a few of my cousins have these issues too. I am excited to share with them what I’ve learned and what they can do to prevent further injury to themselves. So many people have this pain, and so few know what to do to strengthen themselves. Even physical therapists don’t know this stuff. I now want to share with anyone who will listen. Don’t keep doing what you’ve been doing, hoping things will change. I tried that, and I ended up unable to lift a glass of water. To some of you, doing an arm balance might sound like something impossibly difficult that you might never achieve in your lifetime. Thankfully, you are not your arm balances, or your lack of arm balances, or whatever physical feats you can or can’t do. You are not your job or your relationship. You are your inner strength and being. And you can build outer strength that might make new things possible. Today, I went to yoga class and did an arm balance. I am still not my arm balances, but it sure feels good to have gotten myself here.

Practicing in argumentative writing Essay Example | Topics and Well Written Essays - 1250 words

Practicing in argumentative writing - Essay Example Academic argumentation aids a student acquire knowledge, promote scientific thinking and enhance comprehension of history and social studies. Moreover, written argumentation leads to an increase in motivation and problem-solving performance within the academic setting. Thus, it is essential for a student to understand, evaluate and construct written arguments in various areas. Purposeful writing Writing ability plays an essential role in student learning since writing creates an environment for developing cognitive and organizational strategies where a student can link fresh concepts with familiar ones, as well as synthesizing knowledge, exploring relations and implications. As a writer, I have been motivated to write and maintain positive attitude regarding the writing process. Moreover, I have learned to bear certain goals when writing thus, I have been able to hold the view that results of my writing is worth the time and the effort used. As a writer, I am able to draw upon the lo ng-term memory and have topic, linguistic and genre knowledge in developing a written text. Moreover, I have been able to ensure that as a writer I understand the audience to whom I am writing to; nevertheless, I have a weakness in understanding how to alter a topic and apply linguistic and genre knowledge. In purposeful writing, long-term memory represent three core elements that underlie cognitive processes essential in writing: which include reflection commonly regarded as planning; text production which involves generating and drafting text and then text interpretation also known as revision. Effective functioning of an individual’s memory is essential in the writing process since it may require a writer to retrieve information from the memory. Argumentative writing demands various cognitive processes; thus, as a writer I am aware of the several elements that are specific to certain genres. In developing a purposeful writing, I essentially keep the audience in mind since failure to adhere can irritate the audience. Thus, in striving to be a strong writer I strive to be competent and confident with the use of various techniques in order to engage the audience. Collections of my previous writings have strong organizational plan with clear sentence sense and variety. Moreover, I endeavor the selection of vocabulary which is appropriate for certain writings and ensuring few spelling and conventional errors. As a writer who enjoys the pursuit of independent writing I like to show originality, liveliness, humor and excitement in engaging with the audience and sustaining quality throughout. Thus, being a comfortable writer helps in developing skills and confidence, this in return aids the use of techniques in engaging the audience; therefore, as a writer in Purposeful wring I have a high degree of confidence. In academic setting, prior knowledge of a context is essential in understanding a text, which is useful in considering academic writing because readi ng and writing relate closely in a school setting. Writing is powerful since it matters to me and has the chance of affecting others; moreover, writing is pleasurable since putting pen on paper to shape sentences, paragraphs and essays involves tone, rhythm and texture of language. Many people never write unless there is absolute a reason therefore, an individual works on a text because of an explicit purpose one tries to accomplish. As a writer, the purpose of writing is to inform others regarding a certain topic the audience needs to know. Therefore, as a writer I have been ensuring that my writings are persuasive enough in my academic essays since being a composition student

The Music of Michael Jackson Essay Example | Topics and Well Written Essays - 1750 words

The Music of Michael Jackson - Essay Example Jackson had become a celebrity in popular music by early phases of 1980s. Most of Jackson’s songs, for example, â€Å"Thriller†, "Billie Jean" and "Beat It" were particularly fundamental for his success in popular music. The video of these songs melted away racial barriers in the media industry, particularly music television. The album â€Å"Thriller,† 1982, remains Jackson’s all time best-selling album, not only in the United States, but also in the entire world. Even though Jackson had become noticeable in the world of popular music, his fame would rise higher in 1982 following the release of â€Å"Thriller†, which added seven more Grammy Awards to his already existing pool of awards. â€Å"Thriller† stayed on top of the chart, Billboard 200, for thirty-seven weeks. The album appeared in the top 10 of the 200 chart for eighty continuous weeks. The â€Å"Thriller† album created a historic moment by featuring for the first time seven t op ten singles in Billboard Hot 100. By March 2009, the Recording Industry Association of America (RIAA) had certified 29 million shipment of â€Å"Thriller†, which accorded the album the United States’ Double Diamond status. The 1983 release of â€Å"Thriller†, a video that takes approximately fourteen minutes, marked the turn of events in the music industry as concerns racial barriers, particularly of the most popular television entertainment channel, Music Television Channel (MTV). â€Å"Jackson continued as a pioneer in the black culture when he broke barriers by appearing on MTV and by breaking sales records with the 1982 album, "Thriller."† (Alban, 2009, Para 4). â€Å"Thriller† video would later define the path for music videos of other musicians in the later periods. The important contribution of Jackson’s â€Å"Thriller† is further noticed when the Library of Congress chose the music video as a representative of American cult ure that needs preservation in 2009.

Papa johns Essay Example for Free

Papa johns Essay Fried Oysters cassia salt, seaweed salad 11. 95 39. 95 cup of clam chowder, steamers, mussels, chourico, corn on the cob, steamed 1-1. 25 lb. lobster (larger sizes available please inquire) Crispy Montauk Calamari 12. 95 Baked Stuffed Lobster add 6. 00 Shrimp Wontons 10. 95 steamed or fried with seaweed salad Wood Grilled †¢ regular †¢ spicy †¢ Rhode Island style (hot peppers and garlic) †¢ Thai style (pineapple and peanuts) Sriracha Popcorn Shrimp 9. 95 shrimp scallop buttery cracker stuf? ng comes with choice of two house sides or opt for two premium sides for an addi onal 1. 50 each kettle corn, sriracha mayo Bang Bang Cauliflower kung pao 5. 95 Warm Spinach and Feta Dip 6. 95 whole wheat pita chips Beef Lettuce Wraps 8. 95 kimchi, scallion ginger sauce Chowders Salads New England Clam Chowder cup 5. 25 bowl 7. 50 Lite Clam Chowder cup 5. 25 bowl 7. 50 Swordfish Tuna* cooked medium rare Faroe Island Salmon Arctic Char Bluefish Rainbow Trout Shrimp Sea Scallops Haddock Marinated Steak Tips* 29. 95 29. 95 25. 95 25. 95 19. 95 19. 95 22. 95 Market Price 23. 95 18. 95 add a skewer of scallops 8. 95 or shrimp 6. 95.selections based on quality and availability Fish Chowder cup 5. 25 bowl 7. 50 Lobster Bisque cup 7. 50 bowl 11. 50 authentic creamy bisque garnished with lobster House Salad 6. 50 cherry tomato, shaved carrot and sunflower seeds, creamy romano peppercorn dressing or tomato balsamic vinaigrette Wedge Salad 9. 95 blue cheese, bacon, tomatoes and blue cheese vinaigrette Classic Caesar Salad 6. 50 romaine, garlic croutons, shaved romano, creamy dressing chnut/fram/pbdy/sshore dinner 111213 *Consuming raw or undercooked meats, poultry, seafood, shellfish, or eggs may increase your risk of foodborne illness. More information about the safety of consuming raw food is available upon request. Legal Classics Legal’s Signature Crab Cake Combo 29. 95 one jumbo lump crab cake, grilled shrimp and scallops mustard sauce, seasonal salad Legal’s Signature Crab Cakes two jumbo lump crab cakes, mustard sauce, seasonal salad 28. 95 Baked Stuffed Shrimp Casserole jumbo shrimp, buttery crabmeat stuffing, choice of one house side 25. 95 Nutty Atlantic Salmon almond encrusted, sauteed in a lemon caper butter sauce, mushroom ravioli and spinach 25. 95 Shrimp and Garlic sauteed with tomato, scallions and mushrooms, tossed with fresh pasta 22. 95 Lemon Caper Grey Sole lemon beurre blanc, jasmine rice, sauteed spinach 26. 95 Anna’s Baked Boston Scrod 21. 95 seasoned crumbs, roasted tomato, jasmine rice, seasonal vegetables (cod or haddock depending on landings) Wood Grilled Assortment* 27. 95 chef’s choice of three fish (can be cooked medium rare), shrimp, scallops, choice of two house sides Jasmine Special steamed shrimp and broccoli over jasmine rice with melted monterey jack cheese (available with brown rice) 22. 95 Cioppino lobster, scallops, shrimp, calamari, littlenecks, mussels and whitefish in a light tomato broth 27. 95 Vegetarian Box (vegan friendly, contains nuts/peanuts) 19. 95 sesame soy stir-fried vegetables, Thai red coconut curry sauce, cashews, tofu and brown rice, with Shrimp 25. 95 or Scallops 26. 95 Seafood Casserole 26. 95 scallops, shrimp, lobster, whitefish and cheese baked with sherry garlic butter or cream sauce, choice of one house side Surf Turf Crispy Fried french fries and cole slaw Creekstone 6 oz. filet, smoked shrimp butter, choice of two house sides. Fisherman’s Platter 27. 95 shrimp, scallops, calamari, clams whitefish Grilled Shrimp, Scallops Filet* 40. 95 New England Fried Clams 24. 50 Baked Stuffed Shrimp Filet* 40. 95 Creekstone 6 oz. filet, smoked shrimp butter, choice of two house sides Steamed 1 1. 25 lb. Lobster Filet* 44. 95 whole-bellied, sweet petite Fish Chips regular or spicy 16. 95 Creekstone 6 oz. filet, smoked shrimp butter, choice of two house sides Shrimp 22. 95 Wood Grilled Creekstone 8 oz. Filet Mignon* 33. 50 Sea Scallops Market Price smoked shrimp butter, choice of two house sides *can be undercooked upon request Marinated Grilled Chicken 21. 95 broccoli, mashed potatoes, lemon chive butter sauce House Sides french fries onion strings brown rice broccoli cheese cole slaw (1. 95) a la carte house sides 4. 50 Crispy Fried Fillets †¢ Cod 21. 95 †¢ Haddock 23. 95 †¢ Sole 26. 95 Premium Sides seaweed salad jasmine rice mashed potatoes baked potato jalapeno cheddar polenta sauteed kale 1. 50 honey yogurt, roasted peanuts roasted mushrooms 1. 50 con? t shallots, herb oil, garlic butter. Flavors roasted root vegetables 1. 50 black pepper orange caramel sauce a la carte premium sides 5. 50 everything spice cajun spice chettinad spice red onion jam shandong sauce lemon chive butter smoked shrimp butter Please note: Before placing your order, please inform your server if a person in your party has a food allergy. *Consuming raw or undercooked meats, poultry, seafood, shellfish, or eggs may increase your risk of foodborne illness. More information about the safety of consuming raw food is available upon request. chnut/fram/pbdy dinner 111213.

The Trend Towards Longer Work Days: No End in Sight :: Business Management Human Resources

The Trend Towards Longer Work Days: No End in Sight One of the most common conceptions of the East Asian people and the East Asian way of life is their undeniably strong work ethic. Many people in the West believe that Asians are probably the most hardworking people on Earth . Many facts, including most of the available official statistics, support the view that Asians do indeed work longer weeks than Europeans. A Singaporean, working for a private company with at least 25 employees, worked 47.1 hours on average in 1995, plus 4.6 hours of overtime (Department of Statistics, Singapore). Compare that to the average working time for a Swede, who works 34.1 hours per week (SCB Statistics Sweden). The average Japanese factory worker worked for a total of 2124 hours in 1990, compared to 1683 hours for a French worker (Japan External Trade Organisation, JETRO). The most obvious answer to this question is Confucianism. Confucian-based societies in Asia have during the recent decades been characterized by rapid economic growth. "[Confucian] values permeate all of Asia, not just the Chinese part of it" (Rohwer). Diligence is one of the basic values of Confucianism, together with perseverance, moderation and education. In the Confucian model, the society is based on authority and unequal relationships between people: father and son, master and servant, husband and wife, etc. In this society, someone always has authority over someone else's life. Confucianism is also very elitist - a person does not have to understand it, but he does have to follow it in order to maintain the stability in society (more about Confucianism can be learnt from Encyclopedia Britannica). Because of this, hard work has always been a virtue in a Confucian society. If a person living in a Confucian society did not consider work being a virtue, the model made sure t hat someone else, the "top-half" of the unequal relationship, reminded the "lazy" person and made sure he or she would return to the right path. This top-down style is further strengthened by the strong role the family has in the system. A person is to a greater extent considered being a part of a family, rather than an individual. All this fortifies the incentives to work hard. The Confucian system, when applied to the extreme, does not give anyone a choice of choosing another way of life.

Causes of the American Civil War

A common assumption to explain the cause of the American Civil War was that the North was no longer willing to tolerate slavery as being part of the fabric of US society. Also, that the political power brokers in Washington were planning to abolish slavery throughout the Union. Therefore for many people slavery is the key issue to explain the causes of the American Civil War. However, it is not as simple as this and slavery, while a major issue, was not the only issue that pushed America into the Great American Tragedy.By April 1861, slavery had become hopelessly entangled and complex with state rights, the power of the federal government over the states and the South’s way of life – all of which made a major contribution to the causes of the American Civil War. By 1860, America could not be seen as being a standardized society. Clearly defined areas could be identified that had different outlooks and different values. This was later to be seen in the North versus South divide that created the two sides in the war. The South was an agricultural region where cotton and tobacco were the main backbone to the region’s economic strength.The area relied on exports to markets in Western Europe and the class structure that could be found in the UK, for example, was mimicked in the southern states. In the South, the local plantation owner was a ‘king’ within his own area and locals would be respectful toward such men. The whole structure was represented as a strictly Christian society that had men at the top while those underneath were expected and required to accept their social status. Social advancement was possible, but consistently it was done within the senior families of a state, who were the economic, political and legal brokers of their state.Within this structure was the wealth that these families had built up. It cannot be denied that a huge part of this wealth came from the fact that the plantation owners oriented the work o n their plantations around slave labor. As repugnant as it may be to those in the 21st Century, slavery was simply seen as part of the southern way of life. Without slavery, the economic influence of these leading families would have been seriously dented and those they employed and paid – local people who would have recognized how important the local plantation owner was to their own well-being – simply accepted this as how it is.When the dark clouds of war gathered in 1860-61, many in the South saw their way of life being threatened. Part of that was slavery but it was not the only part. The North was almost in complete contrast to the South. In the lead up to April 1861, the North was industrializing at a very fast rate. Entrepreneurs were accepted and, in fact, were seen as being vital to furthering industrial development of America. You did not have to stay in your social place and social mobility was common. It was always possible but most of America’s bes t entrepreneurs based themselves in the North where the backbone of social class was weaker.The North was also a sophisticated mixture of nationalities and religions – far more so than the South. There can be little doubt that there were important groups in the North that were anti-slavery and wanted its abolition throughout the Union. However, there were also groups that were undecided and those who knew that the North’s economic development was based not only on entrepreneurial skills, but also on the input of poorly paid workers who were not slaves but lived lives not totally removed from those in the South.While they had their freedom and were paid, their lifestyle was at best very harsh. While the two sides that made up the American Civil War were apart in many areas, it became worse when the view in the South was that the North would try to force its values on the South. In 1832, South Carolina passed an act that declared that Federal tariff legislation of 1828 a nd 1832 could not be enforced onto states and that after February 1, 1833 the tariffs would not be recognized in the state. This brought South Carolina into direct conflict with the Federal government in Washington, DC.Congress pushed through the Force Bill that made it possible for the President to use military force to bring any state into line with regards to realize Federal law. On this occasion, the threat of military force worked. People in South Carolina vowed, however, it would be the last time. It was now that slavery became mixed up with state rights – just how much power a state had compared to federal authority. State rights became combined with slavery. The key issue was whether slavery would be allowed in the newly created states that were joining the Union.This disagreement further developed with the Louisiana Purchase of 1803 whereby Kansas, among others, was purchased by the federal government. Kansas was officially opened to settlement in 1854 and there was a rush to settle in the state between those who supported slavery and those who opposed it. The state became a place of violence between the two groups and Kansas got the nickname ‘Bleeding Kansas’ in acknowledgment of what was going on there. However on January 29, 1861, Kansas was admitted to the Union as a slave-free state.Many in the traditional slave states saw this as the first step towards abolishing slavery throughout the Union and thus the destruction of the southern way of life. When South Carolina seceded from the Union on December 20, 1860, the first state to do so, it was a sign that the state no longer felt part of the United States of America and that America as a nation was being conquered by a federal government comfortable in the views of the North. Whether this is true or not, is not relevant as it was felt to be true by many South Carolinians. The secession of South Carolina pushed other southern states into doing the same.With such a background of d istrust between most southern states and the government in Washington, it only needed one incident to set off a civil war and that occurred at Fort Sumter in April 1861. The Civil War was one of the most tragic wars in American history. More Americans died than in all other wars combined. Brother fought against brother and the nation was torn apart. In the end, we must look at the important consequences of the conflict. The nation was reunited and the southern states were not allowed to secede. The South was placed under military rule and divided into military districts.Southern states then had to apply for readmission to the Union. The Federal government proved itself supreme over the states. Basically this was a war over states rights and federalism and the victor was the power of the national government. Slavery was in fact ended. While slavery was not officially outlawed until the passage of the 13th Amendment, the slaves were set free upon the end of the war. Reconstruction, th e plan to rebuild America after the war, began. Industrialism began as a result of the increase in wartime production and the development of new technologies.

Night World : Daughters of Darkness Chapter 17

Well, she wasn't telling humans anything-but she did defy the authority of the Night World,† Ash said in his most lazy, careless voice. Quinn said succinctly, â€Å"How?† It was late Monday afternoon and the sun was streaming through the western windows of the Burdock farmhouse. Ash was wearing a brand-new shirt bought at the Briar Creek general store, a turtleneckwith long sleeves that covered the almost-healedscars on his throat and arms. His jeans werebleached white, his hair was combed over the scabon the back of his head, and he was playing the scene of his life. â€Å"She knew about a rogue werewolf and didn't tell.anybody about him.† â€Å"So she was a traitor. And what did you do?† Ash shrugged. â€Å"Staked her.† Quinn laughed out loud. â€Å"No, really,† Ash said earnestly, looking intoQuinn's face with what he knew were wide, guileless eyes-probably blue. â€Å"See?† Without taking his eyes from Quinn's he whipped a pink-and-green country quilt off the bundle on the couch. Quinn's eyebrows flew upward. He stared for a moment at Aunt Opal, who had been cleaned so that you'd never know she'd ever been buried, and who had the picket stake carefully replaced in her chest. Quinn actually swallowed. It was the first time Ash had ever seen him falter. â€Å"You really did it,† he said. There was reluctant respect in his voice-and definite shock. You know, Quinn, I don't think you're quite as tough as you pretend. After all, no matter how you try to act like an Elder, you're only eighteen. And you'll always be eighteen, and next year maybe I'll be older. â€Å"Well,† Quinn said, blinking rapidly. â€Å"Well. Well___ I have to hand it to you.† â€Å"Yeah, I just decided the best thing to do was cleanup the whole situation. She was getting on, you know.† Quinn's dark eyes widened fractionally. â€Å"I have toadmit -I didn't think you were that ruthless.† â€Å"You've gotta do what you've gotta do. For the family honor, of course.† Quinn cleared his throat. â€Å"So-what about thewerewolf?† â€Å"Oh, I took care of that, too.† Ash meandered over and whipped a brown-and-white quilt off Exhibit B. The wolf was a charred and contorted corpse. It had given Mary-Lynnette hysterics when Ash insisted on pulling it out of the car, and Quinn's nostrils quivered when he looked at it. â€Å"Sorry, it does smell like burnt hair, doesn't it? Igot a little sooty myself, keeping him in the fire†¦.† â€Å"You burned himalive?† â€Å"Well, it is one of the traditional methods†¦.†Ã¢â‚¬ Just put the blanket back, all right?† Ash put the blanket back. â€Å"So, you see, everything's taken care of. No humans involved, no extermination necessary.† â€Å"Yes, all right †¦Ã¢â‚¬  Quinn's eyes were still on the quilt. Ash decided the moment was right. â€Å"And by the way, it turns out the girls had aperfectly legitimate reason for coming. They just wanted to learn to hunt. Nothing illegal about that,is there?† â€Å"What? Oh. No.† Quinn glanced at Aunt Opal, then finally looked back at Ash. â€Å"So they're coming back now that they've learned it.† â€Å"Well, eventually. They haven't quite learned it yet†¦ so they're staying.† â€Å"They'restaying?† †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†Right. Look, I'm the head of the familyon the West Coast, aren't I? And I say they're staying.† â€Å"Ash†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. â€Å" â€Å"It's about time there was a Night World outpost in this area, don't you think? You see what's happened without one. You get families of outlaw werewolves wandering around. Somebody's got to stay here and hold down the fort.† â€Å"Ash †¦ you couldn't payNight People to strand themselves out here. Nothing but animals to feed on, nobody but humans to associate with †¦Ã¢â‚¬  â€Å"Yeah, it's a dirty job, but someone's got to do it.Besides, wasn't it you who said it's not good living your whole life isolated on an island?† Quinn stared at him, then said, â€Å"Well, I don't thinkthis is much better.† â€Å"Then it serves my sisters right. Maybe in a few years they'll appreciate the island more. Then theycan hand the job over to someone else.† â€Å"Ash †¦ no one else is going to comehere.† â€Å"Well.† With the battle won, and Quinn simplylooking dazed and as if he wanted to get back to LosAngeles as fast as possible, Ash allowed himself a small measure of truth. â€Å"I might come visit them someday,† he said. â€Å"He did a beautiful job,† Rowan said that evening. â€Å"We heard it all from the kitchen. You would have loved it.† Mary-Lynnette smiled. â€Å"Quinn can't wait to get away,† Jade said, in tertwining her fingers with Mark's. Kestrel said to Ash, â€Å"I'd just like to be around when you explain all this to Dad.† â€Å"That's funny,† Ash said. â€Å"I feel just the opposite.† Everyone laughed-except Mary-Lynnette. The big farm kitchen was warm and bright, but the windowswere darkening. She couldn't see anything in the gathering darkness-in the last two days the effects of her blood exchange had faded. Her senses were ordinary human senses again. â€Å"You're sure you won't get in trouble?† sheasked Ash. â€Å"No. I'll tell our dad the truth-mostly. That anoutlaw werewolf killed Aunt Opal and that I killed the werewolf. And that the girls are better off here,hunting quietly and watching out for other rogues. There's sure to be some record of the Lovett fam ily†¦. Dad can check out the history all he wants.† â€Å"A whole family of outlaw werewolves,† Kestrel said musingly. â€Å"Ofcrazy werewolves,† Ash said. â€Å"They were as dangerous to the Night World as any vampire hunters could be. God knows how long they've beenhere-long enough for their land to get named Mad Dog Creek.† â€Å"And for people to mistake them for Sasquatch,† Mark said. Rowan's brown eyes were troubled. â€Å"And it wasmy fault that you didn't know,† she said to MaryLynnette. â€Å"I told you-he couldn't be the killer. I'm sorry.† Mary-Lynnette captured her gaze and held it. â€Å"Rowan, you arenotgoing to feel guilty for this. You couldn't have realized. He wasn't killing for food like a normal werewolf. He was killing to protect his territory-and to scare us.† â€Å"And it might have worked,† Mark said. â€Å"Exceptthat you guys didn't have anywhere else to go.† Ash looked at Mark, then at his sisters. â€Å"I have a question. Is the territory around here going to be enough foryou?† â€Å"Of course,† Rowan said, with gentle surprise. â€Å"We don't always need tokill the animals,† Jade said. â€Å"We're getting it down pat now. We can take a little here and a little there. Heck, we can even trythe goat. â€Å" â€Å"I'd rather try Tiggy,† Kestrel said, and for a moment her golden eyes glimmered. Mary-Lynnette didn't say it, but she wondered sometimes about Kestrel. If maybe, someday, Kestrel might need a bigger territory of her own. She was a lot like Jeremy in some ways. Beautiful, ruthless, single-minded. A true Night Person. â€Å"And what about you?† Ash said, looking at mark. â€Å"Me? Uh†¦ Well, when you get down to it, I'm kind of a hamburger guy†¦.† â€Å"I tried to take him hunting last night,† Jade interpreted. â€Å"You know, just to show him. But he threw up.† â€Å"I didn't actually-â€Å" â€Å"Yes, you did,† Jade said calmly and cheerfully. Mark looked away. Mary-Lynnette noticed they didn't stop holding hands. â€Å"So I take it you're not going to become a vampire,† Ash said to Mark. â€Å"Uh, let's just say not any time soon.† Ash turned to Mary-Lynnette. â€Å"And what about the human end of things? Do we have that taken care of?† â€Å"Well, I know everything that's going on intown-by which I mean that I talked with BunnyMarten this morning. I'm so glad she's not a vampire, incidentally Mark said, â€Å"I always knew it† â€Å"Anyway, here's the quick version.† MaryLynnette held up a finger. â€Å"One, everybody knowsthat Jeremy is gone-his boss at the gas stationmissed him yesterday and went up to check the trailer. They found a lot of weird stuff there. But all they know is that he's disappeared.† â€Å"Good,† Rowan said. Mary-Lynnette held up another finger. â€Å"Two,Dad is sorry but not surprised that the stationwagon blew up. Claudine has been predicting itwould for a year.† Another finger. â€Å"Three, Mr. Kimble doesn't have any ideawhatkilled his horse-but now he thinks it was an animal instead of a person. Vic Kimble thinks it was maybe Sasquatch. He and Todd are very spooked and want to get out of Briar Creek forgood â€Å"And let's have a moment of silence to show howwe'll miss them,† Mark said solemnly, and blew a raspberry. â€Å"Four,† Mary-Lynnette said, holding up a fourthfinger, â€Å"you girls are eventually going to have to mention that your aunt hasn't come back from her ‘vacation.' But I thinkyou can wait awhile. Nobody comes out here so nobody will notice she's gone. And I think we can bury her and Jeremy safely. Even if somebody finds them, what have they got? A mummy that looks about a thousand years old and a wolf. They won't be able to connect them to the missing people.† â€Å"Poor old Aunt Opal,† Jade said, still cheerful.†But she helped us in the end, didn't she?† Mary-Lynnette looked at her. Yes, there it is, shethought. The silver in the eyes when you laugh about death. Jade is a true Night Person, too. â€Å"She did help. And I'm going to miss her,† she said out loud. Kestrel said, â€Å"So everything is taken care of.† â€Å"Seems like it.† Ash hesitated. â€Å"And Quinn is waiting down the road. I_ told him it would only takea couple hours to finish making arrangements and say goodbye.† There was a silence. â€Å"I'll see you off,† Mary-Lynnette said at last. They went together to the front door. When theywere outside in the twilight Ash shut the door be hind them. â€Å"You still can come with me, you know.† â€Å"With you and Quinn?† â€Å"I'll send him away. Or I'll go and come back tomorrow and get you. Or I'll come back and stay†¦.† â€Å"You need to go tell your father about this. Make everything right with him, so it's safe for your sisters. You knowthat.† â€Å"Well, I'll come back afterthat,†Ash said, with an edge of desperation to his voice. Mary-Lynnette looked away. The sun was gone. Looking east, the sky was already the darkest purple imaginable. Almost black. Even as she watched, a starcame out. Or-not a star. Jupiter. â€Å"I'm not ready yet. I wish I were.† â€Å"No, you don't,† Ash said, and he was right, of course. She'd known ever since she sat there by theroad, crying while her car burned. And althoughshe'd thought and thought about it since then, sitting in her darkened room, there was nothing she coulddo to change her own mind. She would never be a vampire. She just wasn't cutout for it. She couldn't do the things vampires hadto do-and stay sane. She wasn't like Jade or Kestrelor even Rowan with her pale sinewy feet and her instinctive love of the hunt. She'd looked into the heart of the Night World . . .and she couldn't join it. â€Å"I don't want you to be like that,† Ash said. â€Å"Iwant you to be likeyou. â€Å" Without looking at him, Mary-Lynnette said, â€Å"Butwe're not kids. We can't be like Jade and Mark, and just hold hands and giggle and never think about the future.† â€Å"No, we're only soulmates, that's all. We're onlydestined to be together forever†¦.† â€Å"If we've got forever, then you can give me time,† Mary-Lynnette said. â€Å"Go back and' wander a little. Take a look at the Night World and make sure youwant to give it up â€Å"I know that already.† â€Å"Take a look at humans and make sure you wantto be tied to one of them.† â€Å"And think about the things I've done to humans, maybe?† Mary-Lynnette looked at him directly. â€Å"Yes.† He looked away. â€Å"All right. I admit it. I've got a lot to make up for†¦.† Mary-Lynnette knew it. He'd thought of humansas vermin-and food. The things she'd seen in hismind made her not want to picture more. â€Å"Then make up for what you can,† she said, although she didn't dare really hope that he would. â€Å"Take time to do that. And giveme time to finish growing up. I'm still in high school, Ash.† â€Å"You'll be out in a year. I'll come back then.† â€Å"It may be too soon.† â€Å"I know. I'll come back anyway.† He smiled ironically. â€Å"And in the meantime I'll fight dragons, just like any knight for his lady. I'll prove myself. You'll be proud of me.† Mary-Lynnette's throat hurt. Ash's smile disappeared. They just stood looking at each other. It was the obvious time for a kiss. Instead, they just stood staring like hurt kids, and then one ofthem moved and they were holding on to each other. Mary-Lynnette held on tighter and tighter, her face buried in Ash's shoulder. Ash, who seemed to have lost it altogether, was raining kisses on the back of her neck, saying, â€Å"I wish I were a human. I wishI were.† â€Å"No, you don't,† Mary-Lynnette said, seriously unsteady because of the kisses. â€Å"I do. I do.† But it wouldn't help, and Mary-Lynnette knew he knew it. The problem wasn't simply what he was, it was what he'd done-and what he was going to do. He'd seen too much of the dark side of life to be a normal person. His nature was already formed, and she wasn't sure he could fight it. â€Å"Believe in me,† he said, as if he could hear her. Mary-Lynnette couldn't say yes or no. So she did the only thing she could do-she lifted her head. Hislips were in the right place to meet hers. The electric sparks weren't painful anymore, she discovered? and the pink haze could be quite wonderful. For a time everything was warm and sweet and strangelypeaceful. And then, behind them, somebody knocked on thedoor. Mary-Lynnette and Ash jumped and separated.They looked at each other, startled, emotions still tooraw, and then Mary-Lynnette realized where she was. She laughed and so did Ash. â€Å"Come out,† they said simultaneously. Mark and Jade came out. Rowan and Kestrel werebehind them. They all stood on the porch-avoiding the hole. They all smiled at Ash and Mary-Lynnette in a way that made Mary-Lynnette blush. â€Å"Goodbye,† she said firmly to Ash. He looked at her for a long moment, then looked at the road behind him. Then he turned to go. Mary-Lynnette watched him, blinking away tears.She still couldn't let herself believe in him. But there was no harm in hoping, was there? In wishing. Evenif wishes almost never came true†¦. Jade gasped. â€Å"Look!† They all saw it, and Mary-Lynnette felt her heartjump violently. A bolt of light was streaking acrossthe darkness in the northeast. Not a little wimpyshooting star-a brilliant green meteor that crossedhalf the sky, showering sparks. It was right above Ash's path, as if lighting his way. A late Perseid. The last of the summer meteors. But it seemed like a blessing. â€Å"Quick, quick, wish,† Mark was telling Jade eagerly. â€Å"A wish on that star you gotta get.† Mary-Lynnette glanced at his excited face, at theway his eyes shone with excitement. Beside him, Jade was clapping, her own eyes wide with delight. I'm so glad you're happy, Mary-Lynnette thought. My wish for you came true. So now maybe I can wish for myself. I wish †¦ I wish †¦ Ash turned around and smiled at her. â€Å"See you next year,† he said. â€Å"With slain dragons!† He started down the weed-strewn path to the road. For a moment, in the deep violet twilight, he didlook to Mary-Lynnette like a knight walking off ona quest. A knight-errant with shining blond hair and no weapons, going off into a very dark and dangerous wilderness. Then he turned around and walked backward, waving, which ruined the effect. Everyone shouted goodbyes. Mary-Lynnette could feel them around her, her brother and her three blood-sisters, all radiating warmth and support. Playful Jade. Fierce Kestrel. Wise and gentle Rowan. And Mark, who wasn't sullen and solitary anymore. Tiggy wound himselfaround her ankles, purring amiably. â€Å"Even when we're apart, we'll be looking at the same sky!† Ash yelled. â€Å"What a line,† Mary-Lynnette called back. But hewas right. The sky would be there for both of them.She'd alwaysknow hewas out there somewhere,looking up at it in wonder. Just knowing that was important. And she was clear on who she was at last. Shewas Mary-Lynnette, and someday she'd discover a supernova or a comet or a black hole, but she'd doit as a human. And Ash would come back next year. And she would always love the night. [The End]

101 Ethos and Audience Professor Ramos Blog

101 Ethos and Audience Graff â€Å"Hidden Intellectualism† (264) Quick Write Take two minutes to write something you can share with us about Hidden Intellectualism. Graff â€Å"Hidden Intellectualism† (264) In the article â€Å"Hidden Intellectualism,† Gerald Graff argues that schools should encourage students to write about subjects that interests them. While passion about a subject does not necessarily mean they will write well about it, they can benefit from reflective and analytical writing about subjects they care about. Nonacademic subjects can be â€Å"more intellectual than school† (267). What does he mean by intellectual here? Look at paragraph 10 on page 267. Real intellectuals turn any subject, however lightweight it may seem, into grist for their mill through thoughtful questions they bring to it, whereas a dullard will find a way to drain the interest out of the richest subject (265). Do you agree with this statement? Why? Who is his audience? What is his purpose? Give me the student anytime who writes a sharply argued, sociologically acute analysis of an issue in  Source  over the student who writes a life ­less explication of  Hamlet  or Socrates’  Apology  (270). Titles as Metacommentary Chapter 10 (â€Å"But Don’t Get Me Wrong†: The Art of Metacommentary) Metacommentary is â€Å"a way of commenting on your claims and telling others how – and how not – to think about them† (129). Metacommentary is telling the audience how to interpret what has been said. They aid the reader by helping them understand why you are saying what you are saying. They prevent readers from getting confused and lead to a more developed paper. How can we use titles to tell the readers about your paper? Let’s look at some examples. Ethos Ethos is about values. In rhetoric we connect ethos to  character, credibility, and trustworthiness.  At their core, these concepts have to do with values. We tend to believe and trust those individuals who exemplify the values we cherish, who live the sort of life that we would want to live.  Ethos Handout from University of Maryland Ethos is inferred, NOT possessed. Five strategies for persuading through character. Personal info Sources Identification with Audience Point of View Balanced Presentation 5 Ways to Persuade with Character (Ethos) | How to Craft an Argument Presidential Hats Trump in Cowboy Hat Obama in Cowboy Hat Bush in Cowboy Hat Using Rhetoric Notes Ethos Research Unbiased Pathos Emotional Storytelling So What? Logos Logical History Facts Statistics Evidence Authority/Pros Background Include the Conversation Understanding Audience Audience is quite possibly the most important thing to consider when writing an argument. You need to appeal to them, understand their problems, values, and beliefs, in order to convince them of your point of view. Who your audience is should influence  how  you present your argument. Who your audience is should influence  how  you present yourself. Who is your audience? Determine what is important to your audience. What do they really care about? What do they value? Are your reasons in line with those values? Arguing a Solution Position. Take a clear position on an arguable topic. Reasons. Develop main reasons, keeping audience in mind. Evidence. Support all reasons with strong research. Opposition. Acknowledge the opposing argument and take it out. 101 Ethos and Audience Titles as Metacommentary Quick Write Do you believe in gender equality? Do men and women have the same ability? Titles as Metacommentary Chapter 10 (â€Å"But Don’t Get Me Wrong†: The Art of Metacommentary) Metacommentary is â€Å"a way of commenting on your claims and telling others how – and how not – to think about them† (129). Metacommentary is telling the audience how to interpret what has been said. They aid the reader by helping them understand why you are saying what you are saying. They prevent readers from getting confused and lead to a more developed paper. How can we use titles to tell the readers about your paper? Let’s look at some examples. Ethos Ethos is about values. In rhetoric we connect ethos to  character, credibility, and trustworthiness.  At their core, these concepts have to do with values. We tend to believe and trust those individuals who exemplify the values we cherish, who live the sort of life that we would want to live.  Ethos Handout from University of Maryland Ethos is inferred, NOT possessed. Five strategies for persuading through character. Personal info Sources Identification with Audience Point of View Balanced Presentation 5 Ways to Persuade with Character (Ethos) | How to Craft an Argument Presidential Hats Trump in Cowboy Hat President Obama in Cowboy Hat President Bush in cowboy hat Using Rhetoric Notes Ethos Research Unbiased Logos Logical History Facts Statistics Evidence Authority/Pros Background Include the Conversation Understanding Audience Audience is quite possibly the most important thing to consider when writing an argument. You need to appeal to them, understand their problems, values, and beliefs, in order to convince them of your point of view. Who your audience is should influence  how  you present your argument. Who your audience is should influence  how  you present yourself. Who is your audience? Determine what is important to your audience. What do they really care about? What do they value? Are your reasons in line with those values? Gender Equality What is a feminist? A person who believes in the social, political, and economic equality of the sexes. ANNE-MARIE SLAUGHTER, â€Å"Why Women Still Can’t Have It All†Ã‚  [p. 534] RICHARD DORMENT, â€Å"Why Men Still Can’t Have It All†Ã‚  [p. 555] Slaughter â€Å"Why Women Still Can’t Have it All† The Slaughter article was published in  The Atlantic. Take 3 minutes and find something you had a question about or wanted to talk about from the Slaughter article. Dorment â€Å"Why Men Still Can’t Have it All† Argumentative Essay Arguing a Solution Position. Take a clear position on an arguable topic. Reasons. Develop main reasons, keeping audience in mind. Evidence. Support all reasons with strong research. Opposition. Acknowledge the opposing argument and take it out. Agree or Disagree with a Reading from our Textbook Summarize the article and argument. Agree or Disagree but add something. Incorporate research to argue your position. Take a Position on a Controversial Topic Present the controversial topic. Give pro arguments. Give con arguments. Take a position. Integrate research to argue your position. 101 Ethos and Audience Titles as Metacommentary Quick Write Titles as Metacommentary Chapter 10 (â€Å"But Don’t Get Me Wrong†: The Art of Metacommentary) Metacommentary is â€Å"a way of commenting on your claims and telling others how – and how not – to think about them† (129). Metacommentary is telling the audience how to interpret what has been said. They aid the reader by helping them understand why you are saying what you are saying. They prevent readers from getting confused and lead to a more developed paper. How can we use titles to tell the readers about your paper? Let’s look at some examples. Ethos Ethos is about values. In rhetoric we connect ethos to  character, credibility, and trustworthiness.  At their core, these concepts have to do with values. We tend to believe and trust those individuals who exemplify the values we cherish, who live the sort of life that we would want to live.  Ethos Handout from University of Maryland Ethos is inferred, NOT possessed. Five strategies for persuading through character. Personal info Sources Identification with Audience Point of View Balanced Presentation 5 Ways to Persuade with Character (Ethos) | How to Craft an Argument Presidential Hats Trump in Cowboy Hat Obama in Cowboy Hat Bush in Cowboy Hat Using Rhetoric Notes Ethos Research Unbiased Pathos Emotional Storytelling So What? Logos Logical History Facts Statistics Evidence Authority/Pros Background Include the Conversation Understanding Audience Audience is quite possibly the most important thing to consider when writing an argument. You need to appeal to them, understand their problems, values, and beliefs, in order to convince them of your point of view. Who your audience is should influence  how  you present your argument. Who your audience is should influence  how  you present yourself. Who is your audience? Determine what is important to your audience. What do they really care about? What do they value? Are your reasons in line with those values? Arguing a Solution Position. Take a clear position on an arguable topic. Reasons. Develop main reasons, keeping audience in mind. Evidence. Support all reasons with strong research. Opposition. Acknowledge the opposing argument and take it out.

10 Writing Exercises to Tighten Your Writing

10 Writing Exercises to Tighten Your Writing 10 Writing Exercises to Tighten Your Writing 10 Writing Exercises to Tighten Your Writing By Brittiany Cahoon Writing projects can be like children. You love them dearly, but sometimes they irritate you to the point that you just need a break. Working on something fresh and new can invigorate your mind and give you a new approach to your work. These exercises can work for any genre of writing, fiction and non-fiction alike. 1. Free Association This is probably the most popular writing exercise to get the juices flowing. Pull up a new Word document, take a deep breath and just write whatever comes to mind. Dig as deep as you can into your subconscious and don’t worry about what comes out. Sometimes there’s a mental blockage with something that’s been bothering you, so it helps to write it down and get it out of your system. 2. Think Outside the Box Think of something you’re passionate about, like a hobby or a love interest, and write everything you know about it. Sometimes writing slumps happen and it helps to write about something you love. Even if you just write a paragraph, it’s better to write something that’s not your current project. This will rejuvenate you to re-start on your current project. 3. Sharpen the Saw Something I love to do when I’m stuck is read another author’s work, especially an author who writes in the same style or format as my current project. If you’re writing fantasy, read some Harry Potter or Lord of the Rings. If you’re writing a biography, try taking a look at some biographies of your favorite actors or writers. Escaping into someone else’s world for a bit can relax you enough to delve into your own imaginary world again. 4. Use the Musical Muse Writers feel their work, and when you can quite describe what you’re feeling on paper, it can be frustrating. Get out your ipod or computer, put on your earphones and find some songs that appeal to you and the scene or piece you’re working on. Grooveshark.com and Pandora.com are two websites that offer free, instant music streaming to get those juices flowing. 5. Mad Libs Choose one noun, adjective and verb. Make them as random as possible. Write a story using these words in context. You can also do this exercise with a fellow writer and give each other your noun, adjective and verb to see what you both come up with. 6. Eavesdropper This is a wonderful exercise if you struggle to write natural dialogue between your characters. Sit in a public place like a park or at your local college campus and listen to the things people say as they walk by. Take copious notes and share them with other writers. This exercise is also great if you need a laugh. 7. Use Writing Prompts A writing prompt is simply a topic around which you start jotting down ideas. The prompt could be a single word, a short phrase, a complete paragraph or even a picture, with the idea being to give you something to focus upon as you write. You can find examples and resources about on our Writing Prompts 101 article. 8. Person, Place, Event If you’re in the middle of coming up with some new ideas, this exercise can help. Get a piece of paper and a pen and draw two lines down the middle to form three columns. In the first column, list every type of person you can think of, such as the police, firemen, grandparents, your spouse, a princess or whatever comes to mind. Next, think of a variety of places. It can range from the grocery store to Ireland. In the last column, list a time period or famous historical event like the Battle of Gettysburg or the year 1492. Combine a person, place and event and experiment with writing about that particular situation. You can try as many as you like! 9. Research Rendezvous Select a random topic, like the African Bush or squids and look it up on as many reference sites as you can find. Dictionary.com, thesaurus.com, Wikipedia.org and about.com are some research sites you can begin with. Learn as much as you can about this new topic. Keep a file for research notes. 10. A New Point of View Pick a genre or point of view you have never tried before and write a short story with it. If you normally use third-person point of view, switch to first-person. If you normally focus on non-fiction, branch out and write some fiction. If you normally write sappy romances, give action/adventure a try. It’s scary to leave your comfort zone, but you’d be surprised the kind of inspiration you get when you switch perspective. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:The Royal Order of Adjectives 50 Nautical Terms in General UseHow to Treat Names of Groups and Organizations

Basic Rhetorical Analysis Essay Example | Topics and Well Written Essays - 1000 words

Basic Rhetorical Analysis - Essay Example It appears also to be aimed at student groups who enter science fairs and competitions and could be particularly valuable for summer schools and extension work after class time. When reviewing this book I examined it from three specific angles: the presentation, the academic content, and the use of language. I also considered its overall strengths and weaknesses, and this three part analysis followed by evaluation is the structure I have chosen for this memo. The first point to note about this booklet is that it is available in electronic form, which makes it very convenient as a resource for teachers. It can be printed off for use in class, or alternatively it can be projected on to a screen or uploaded on to an educational network. The visual presentation is clearly aimed at a younger audience. The print is large, and there are at most two or three paragraphs of main text per page. The running head at the top of each page reminds the reader of the main topic which is â€Å"Science Fair Fun.† Section headings are in very large and bold type, while subheadings are smaller and underlined. The text comes with contents page, page numbers, main text, glossary and a list of resources for further information. This format resembles a standard project structure, and so it appears that the authors of this booklet wanted to set an example to the students in how to present information in a project report style. There are frequent illustrations which range from photographs to graphs and charts. There are also boxed areas which present key pieces of advice and useful checklists. Some of this material is layered, in magazine style and some of it is more like a web page with large colored icons. These features add interest to the booklet, and encourage students who may have weaker reading skills to persevere with the text and gain clues to its meaning from the illustrations. The use of color is interesting because it is mainly confined to the primary colors, in rather pastel shades. This may be an attempt to present a visual impression which is both attractive and serious at the same time. Too much bright color can make a text appear infantile and so this subtle coloring is a good compromise. The content of the booklet is both factual and persuasive. The factual information is all related to basic scientific terms such as â€Å"hypothesis† and â€Å"experiment.† The emphasis is on developing an awareness of scientific methods and following the steps of hypothesis formation, project design, data collection and writing up results in such a way as to come to some conclusion. There are clear instructions on how to approach each of these stages. This part of the text is rather abstract and it may be that some weaker students would find it had to follow. There is information also on how to present the project verbally, and on what the judges are looking for in a project. The second part of the booklet describes a number of previous projec ts that have been completed and this information is much more concrete. These short summaries put the theoretical terms and theories into practice, and this provides students with the opportunity to see the terms being used in actions, and a number of models on which they can build their own ideas. The glossary provides clarification on the scientific meanings of the words used, and this could be used both as preparation for study, and as a revision

Memory Process Serial Position Effect Lab Report

Memory Process Serial Position Effect - Lab Report Example Atkinson & Shiffrin (1968) tried to explain the primacy serial position effect as a result of the greater attention allocated to the first and last items on a list. This improves the probability of recalling such items in long-term memory. They explained recency serial position effect as being recalled by short-term memory as last items were last viewed through the list. Rundus (1971) proved that participants devoted more rehearsal to items first in list. Welch & Burnett (1924) further proved that primacy effect was reduced and items first in list were not stored in long-term memory when participants were asked to only rehearse items while they were being presented. Glanzer & Cunitz (1966) showed that items presented at faster rates provides less rehearsal time by participants which reduced primacy effect. The recency effect was also proved to be related to short term memory by requesting participants to do something else before testing their memory of items. Both, Glanzer & Cunitz (1966) proved that the recency effect is explained by short-term memory account by introduction a distracter activity after last items on a list such as a small arithmetic question. They found that recency effect was reduced by such distractors. The following experiment investigates the serial position effect.This is accomplished by recalling of alphabet letters using a software simulation program. Hypothesis to be tested was that structural retention occurs faster than semantic and phonemic retention. Method Participants The participants in the experiment consisted of University undergraduates enrolled in a Cognitive Psychology course. Apparatus The experiment was conducted by use of computers install in Lab. Each computer ran the simulation psychology program Psyktrek 3.0. Participant used a standard mouse to enter their input in the computer. during the experiment. Procedure Participants were positioned in front of a computer which ran the simulation program Psyktrek 3.0. Once the CD was loaded on the computer, a selection of different types of experiments is displayed on the screen. The Memory Processes Serial Position option was pressed using the mouse.The program presents a page with one side of blank space and the other side with buttons representing each letter of the alphabet. Each trial consists of a sequence of six letters which are presented separately. Each letter was displayed for one second. All letters on the side become clickable once the letters are hidden. Each respondent uses his mouse to click on the letters he recognize in any order. The program waits for participants to select six letters then it stops receiving participants input. The program records the time taken to enter all choices. Participants then pressed the Next trial button to go to the next sequence of letters until six trials are conducted. After participants complete all six trials, results of correctly recognized and recalled lettes are displayed. These results include tabular and graphical presentation of the percentage of correctly recalled items together with a list of presented letters. Results Data for participant number 7 and 8 were removed due to procedural error in recalled results. Recall and Recognition: Descriptive analysis of the data shown in appendix I, reveals that the mean average of recalled letters was (9.3) with standard deviation of 4.4. This accounts to 22.4% of all letters displayed. The mean average of