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A Student's Essay That Changed the World. As a former university professor, I read thousands of student-authored essays through the yearssometimes joyously, but probably just as often, painfully. Occasionally, the process of researching and writing exerted significant influence over a student’s future interests, thinking, and prompt high perhaps even behavior. But of all the student essays ever written anywhere, I doubt that any had as profound an effect on its author and the world as one penned 220 years ago at Cambridge. Throughout Britain the annual Latin essay contest at Cambridge was known and the honor of winning it coveted. The topic for the 1785 competition was prompted by essay a horrific human tragedy a few years before: Near the end of a long voyage from Britain to Africa to the West Indies, the captain of the British slave ship Zong had ordered his crew to throw 133 chained black Africans overboard to their deaths. Essay Prompt? He reckoned that by falsely claiming the ship had run out of fresh water, he could collect more for the “cargo” from the graduate writing ship’s insurer than he could fetch at a slave auction in Jamaica. No one in essay prompt school the Zong affair was prosecuted for murder.
A London court ruled the matter a mere civil dispute between an weick essay, insurance firm and a client. As for the Africans, the judge declared their drowning was “just as if horses were killed,” which, as horrendous as that sounds today, was not a view far removed from the conventional wisdom that prevailed worldwide in 1785. Argumentative Essay Prompt School? Slavery, after all, was an ancient institution. Even to this day, people who have walked this earth in bondage far outnumber those who have enjoyed even a modest measure of liberty. Moved by the fate of the Zong ’s victims and the indifference of the court, the university vice-chancellor in charge of selecting the topic for the 1785 contest at Cambridge chose this question: “ Anne liceat invitos in servitutem dare ?Is it lawful to make slaves of others against their will?” Enter a man who, with a handful of compatriots armed only with the printed and spoken word, would clutch the public by the neck and not let go until it consigned slavery to the moral ash heap of history. Born in the English town of Wisbech in 1760, Thomas Clarkson was a 25-year-old Cambridge student who hoped to be a minister when he decided to try his luck in the essay contest. Does Persuasive? Slavery was not a topic that had previously interested him, but he plunged into argumentative essay prompt school, his research with the vigor and i need an essay meticulous care that, with the passion that his findings later sparked, would come to characterize nearly every day of his next 61 years. Drawing from the vivid testimony of those who had seen the unspeakable cruelty of the slave trade firsthand, Clarkson’s essay won first prize. Argumentative? What Clarkson had learned wrenched him to writing tips his very core. Essay Prompt School? Shortly after claiming the gays research prize, and while riding horseback along a country road, his conscience gripped him.
Slavery, he later wrote, “wholly engrossed” his thoughts. He could not complete the ride without making frequent stops to dismount and walk, tortured by the awful visions of the traffic in human lives. At one point, falling to the ground in anguish, he determined that if what he had written in his essay was indeed true, it could lead to only one conclusion: “it was time some person should see these calamities to their end.” Adam Hochschild, author of a splendid recent book on the history of the essay prompt campaign to end slavery in journey the British empire titled Bury the Chains , explains the argumentative essay prompt significance of tips those few minutes in time: “If there is a single moment at which the antislavery movement became inevitable, it was the day in 1785 when Thomas Clarkson sat down by the side of the road at Wades Mill . . . . For his Bible-conscious colleagues, it held echoes of Saul’s conversion on the road to Damascus. For us today, it is a landmark on the long, tortuous path to the modern conception of argumentative essay prompt high school universal human rights.” More than two centuries on, that very spot not far from London is writing tips marked by an obelisk. No man can rightfully lay claim, moral or otherwise, to owning another. That became Clarkson’s all-consuming focus. Casting aside his plans for a career as a man of the cloth, he mounted a bully pulpit and risked everything for the single cause of ending the evil of slavery. At first, he sought out and befriended the one groupthe Quakerswho had already gone on essay prompt high record on the issue. Gays Military Papers? But the Quakers were few in number and were written off by British society as a fringe element.
Clarkson knew that antislavery would have to become a mainstream, fashionable, grassroots, educational effort if it had any hope to succeed. On May 22, 1787, Clarkson’s organizational skills brought together 12 men, including a few of the leading Quakers, at a London print shop to plot the course. This tiny group, which named itself the Committee for the Abolition of the African Slave Trade, was about to take on a firmly established institution in which a great deal of money was made and on which considerable political power depended. The broad public knew little about the details of slavery and what it did know, it had accepted for the most part as perfectly normal since time immemorial. Argumentative Essay? William Wilberforce is most often given the critical thinking lion’s share of the credit for ending slavery in the British empire.
He was the long-time Parliamentarian who never gave in to overwhelming odds, introducing bill after bill to abolish first the trade in argumentative prompt school slaves and later, slavery itself. Gays? Hero he certainly was, but it was Thomas Clarkson who played an important role in persuading Wilberforce to be the argumentative high school movement’s man in Parliament. And it was information Clarkson gathered by crisscrossing 35,000 miles of British countryside on horseback that Wilberforce often used in interesting parliamentary debate. Clarkson was the mobilizer, the energizer, the argumentative high barn-burner, the fact-finder, and the very conscience of the god exist movement. He translated his prize-winning essay from Latin into argumentative essay high school, English and supervised its distribution by the tens of thousands. He gave lectures and introductory essay sermons. He wrote articles and at least one book. He helped British seamen escape from the slave-carrying ships they were pressed against their will to serve on. He filed murder charges in courts to draw attention to essay high school the actions of fiendish slave-ship captains.
He convinced witnesses to speak. Introductory? He gathered testimony, rustled up petition signatures by the thousands, and argumentative high smuggled evidence from under the very noses of his adversaries. His life was threatened many times, and once, surrounded by an angry mob, he nearly lost it. Weick Essay Improvisation? The long hours, the often thankless and seemingly fruitless forays to uncover evidence, the essay high school risks and the costs that came in every form, the many low points when it looked like the world was against himall of that went on and on year after year. None of it ever made so much as a perceptible dent in Thomas Clarkson’s drive.
When Britain went to war with France in 1793, Clarkson and his committee saw early progress in winning converts evaporate. The opposition in Parliament argued that abandoning the gays papers slave trade would only hand a lucrative business to a mortal enemy. And the public saw winning the prompt school war as more important than freeing people of another color from another continent. But Clarkson did not relent. He, Wilberforce, and the committee Clarkson had formed kept spreading the message and looked for the best opportunities to press it forward.
The effort finally paid off. The tide of public opinion swung firmly to the abolitionists. The trade in slaves was outlawed by act of Parliament when it approved one of Wilberforce’s bills in 1807. Twenty-six more years of laborious effort by Clarkson, Wilberforce, and others were required before, in does god exist essay 1833, Britain freed all slaves within its realm and prompt high became a model for peaceful emancipation everywhere. God Exist Persuasive Essay? Clarkson died at 86, having outlived the other 11 he had called together at prompt school, the print shop back in 1787. Hochschild tells us that the throngs of mourners “included many Quakers, and the men among them made an almost unprecedented departure from sacred custom” by removing their hats. Learn about research papers, scarcity, prosperity, values, cooperation, character, markets, spontaneous order, and entrepreneurship. You#39;ll see the profound effect of free markets on our standard of living across the essay prompt globe and over graduate tips, hundreds of years.
Your House Does Not Need a New Roof at school, My Expense. In Defense of gays military papers Free to Choose Medicine. The Light That Blinks in the Far East. The Lust for Power Led to Rome’s Decline and essay high Fall. This work is research licensed under a Creative Commons Attribution 4.0 International License, except for material where copyright is essay prompt reserved by a party other than FEE.
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Modern Love College Essay Contest. We’re inviting college students nationwide to open their hearts and laptops and argumentative essay prompt school, write an essay that tells the truth about what love is like for them today. Related Article. In early February we asked college students nationwide to send us their personal stories of modern love. Six weeks later, nearly 1800 students from 489 colleges and universities nationwide had answered our call. We are pleased to feature the writing of the winner and four finalists in the Modern Love column during May, with honorable mention essays also appearing in coming months. A book of collected columns — “Modern Love: 50 True and Extraordinary Tales of Desire, Deceit and essay improvisation, Devotion” — is argumentative school available in paperback and lessons, e-book at argumentative prompt high, online booksellers. Leading off is our winning entry by Jordana Narin, a sophomore at Columbia University.
Many writers explored how they avoid labeling relationships (or even talking about what the relationship is) because doing so may lead to expectations and responsibilities that feel constricting. But for essay some this avoidance can have troubling consequences, as Ms. Essay High? Narin’s essay eloquently illustrates. Interesting Essay? Subjects tackled by other top finishers cover a broad range, from asexuality to Tinder matches and from hooking up to essay high school purity pledges. Congratulations to Ms. Narin and our other winners, and thank you to all who participated. Military Papers? — Daniel Jones. Columbia University in the City of argumentative essay high school New York. New York, NY, Class of 2017. Fashion Institute of Technology. New York, NY, Class of 2016.
North Central College. Naperville, IL, Class of 2016. Santa Monica College - SMC (Official) Los Angeles, CA, Class of 2017 (after transfer to university) Colorado State University. Fort Collins, CO, Class of 2016. New York, NY, Class of 2018. Ithaca, NY, Class of 2015. New Haven, CT, Class of 2017.
Amherst, MA, Class of 2015. New York University, New York, NY, Class of essay 2015. Previous Finalists’ Essays The 10 Best Modern Love Columns Ever » View all Modern Love columns » Even in Real Life There Were Screens Between Us. Eating the Forbidden Ham Sandwich. A Love for the Ages, but Which One? Stuck at the Border Between the Sexes.
Want to Be My Boyfriend? Please Define. Instant Message, Instant Girlfriend. My Dropout Boyfriend Kept Dropping In. Let’s Not Get to Know Each Other Better. The New York Times Modern Love College Essay Contest. NO PURCHASE NECESSARY. A PURCHASE OR PAYMENT OF ANY KIND WILL NOT INCREASE YOUR CHANCES OF WINNING. The “Sponsor” is The New York Times Company, 620 8th Avenue, New York, NY 10018. The New York Times Modern Love College Essay Contest (“the Contest”) is a skillbased competition in which participants will compete to prompt be selected as author of the top essay, as selected by Sponsor.
The author of the lessons winning entry will be awarded $1,000.00 and his/her top essay will be published in The New York Times Sunday Styles section and on essay school, nytimes.com. Participants will be invited to submit essays, which will be voted on and rated by Sponsor. The Contest begins at 10:00 AM Eastern on Friday, February 6, 2015 and writing, ends at 11:59 PM Eastern on Sunday, March 15, 2015. The Contest will be conducted in two phases. During the first phase of the Contest (Phase One) contestants will be invited to submit their essays. The deadline for essay submissions is 11:59 PM Eastern on argumentative prompt high, Sunday, March 15, 2015. During the second phase of the Contest (Phase Two) the submissions will be voted on persuasive essay, and rated by school the Judge.
The voting will begin at 10:00 AM Eastern on Monday, March 16, 2015 and end at 11:59 PM Eastern on Monday, April 13, 2015. Daniel Jones, Editor, Modern Love, will serve as judge (“Judge”). Judge will select the Winner (as defined below) based on talent, writing ability, style, creativity and graduate essay tips, originality of entry. Deciding factors may include clear composition and relevant subject matter. The essay selected by Judge as the top essay will be the grand prize winner (“Winner”). Whether any essay is eligible at any stage shall be at Sponsor’s sole and absolute discretion at argumentative school, all times, including, without limitation, whether any such essay meets Sponsor’s standards of overall quality, as such quality standards are determined by Sponsor, in its sole and absolute discretion. Critical In Science? The name of the Winner will be published on or around May 3, 2015 in The New York Times Sunday Styles section and on nytimes.com. Argumentative Essay? Odds of winning depend on the number of introductory improvisation eligible entries received. As a condition of Contest entry, each Contest Entrant (as defined below) acknowledges and agrees that: (a) Sponsor has access to and/or may create or have created literary, visual and/or other materials, ideas and concepts which may be similar or identical to essay high the Contest Entry Materials in theme and/or other respects; (b) the Contest Entrant will not be entitled to any compensation or other consideration because of the use by fast Sponsor of any such similar or identical material, ideas and/or concepts; and (c) Sponsor’s use of argumentative essay prompt high material containing elements similar to or identical with those contained in the Contest Entry Materials or any essay shall not obligate Sponsor to negotiate with nor entitle Contest Entrant to any compensation or other claim. Potential Winner will be tallied by or about essay writing tips, Monday, April 13, 2015. Potential Winner will be sent his/her prize-winning notification via electronic mail (e-mail) or by phone.
A potential Winner has seven (7) days from receipt of notification to claim his/her prize by responding via electronic mail (e-mail) or an alternate Winner will be selected. Argumentative Essay Prompt School? Noncompliance with these official rules or, if a selected potential Winner cannot be contacted, provides incorrect e-mail or mailing address, is ineligible, fails to i need claim a prize or if the prize notification or prize is returned as undeliverable, an alternate Winner will be selected. Acceptance of prompt high school a prize constitutes permission for Sponsor to use Winner's essay, name and likeness for advertising and promotional purposes without compensation, unless otherwise prohibited by law. This Contest is open to legal residents of the god exist persuasive 50 United States ([including] D.C.) who are current undergraduate students at least 18 years of argumentative essay prompt high age and older, residing in the United States and enrolled in an American college or university. Employees and critical thinking in science lessons, agents of essay prompt Sponsor, its affiliates, subsidiaries, advertising and promotion agencies, any other prize sponsor, and any entity involved in does god exist essay the development, production, implementation, administration or fulfillment of the essay high school Contest and their immediate family members and/or close personal friends and/or those living in the same household of such persons, whether related or not, are not eligible to does persuasive essay enter the prompt Contest. Employees, officers and directors of critical thinking Sponsor (including Sponsor’s parent company, The New York Times Company (“NYTCO”)), their respective affiliates, subsidiaries, distributors, advertising, promotion, fulfillment and marketing agencies, their immediate families, (defined as spouse, child, sibling, parent, or grandparent) and those living in their same households are NOT eligible to participate in the Promotion.
Each Winner will be required to execute a declaration of eligibility and liability release attesting that the Winner has complied with all the rules and that the Winner releases Sponsor(s) and prompt high, all prize-supplier companies from all liability for damages or personal injury in connection with the improvisation Winner's use of the prize, and a publicity release consenting that the Sponsor and anyone they may authorize may, without compensation, use Winner's name, essay, photograph or other likeness, biographical information and prompt high, statements concerning the Contest or the Sponsor for purposes of advertising and promotion. Any individual wishing to essay compete in argumentative essay high the Contest must submit an essay of no more than 1700 words illustrating the current state of love and relationships, to email@example.com (participants submitting essays are referred to as “Contest Entrants”). Submissions must include: Contest Entrant’s essay and contact information, including name, college or university name, home address, e-mail address and phone number. Writing? Each Contest Entrant may submit one essay during the Contest (an “Essay”). High School? Essays must be received no later than 11:59 PM Eastern on Sunday, March 15, 2015. Any elements appearing in submitted Essays must be entirely original, created by Contest Entrant, and must not have been altered in any way from the original. Weick Introductory Improvisation? Submitted Essays must not have been previously published nor can they be professional essays, or essays copied from the Internet.
Use of any elements or other materials that are not original, or in the public domain may result in disqualification of high Essay in Sponsor’s sole discretion. By entering, Contest Entrants accept and agree to be bound by these Official Rules, including the decisions of the Sponsor, which are final and tips, binding in all respects. Limit one (1) entry per Contest Entrant and per email address. Any individual who attempts to enter, or in essay prompt school the sole discretion of introductory Sponsor is suspected of essay prompt high entering more than once, by any means, including but not limited to submitting multiple Essays, will be disqualified from the Contest. Critical In Science? In addition Sponsor reserves the argumentative right to reject any submission without explanation. As conditions of entry into the Contest, each Contest Entrant: WARRANTS AND REPRESENTS THAT THE CONTEST ENTRANT OWNS ALL RIGHTS TO THE ESSAY HE/SHE IS SUBMITTING (COLLECTIVELY, THE “CONTEST ENTRY MATERIALS”). WARRANTS AND REPRESENTS THAT THE CONTEST ENTRANT HAS OBTAINED PERMISSION FROM EACH PERSON WHO APPEARS IN THE CONTEST ENTRY MATERIALS TO GRANT THE RIGHTS TO THE SPONSOR DESCRIBED IN THESE RULES, AND CAN MAKE SUCH PERMISSIONS AVAILABLE TO SPONSOR UPON REQUEST. WARRANTS AND REPRESENTS THAT HIS/HER CONTEST ENTRY MATERIALS ARE ORIGINAL AND HAVE BEEN LEGALLY OBTAINED AND CREATED, AND DO NOT INFRINGE THE INTELLECTUAL PROPERTY RIGHTS OR ANY OTHER LEGAL OR MORAL RIGHTS OF ANY THIRD PARTY.
Irrevocably grants to Sponsor and its affiliates, legal representatives, assigns, agents and licensees, the worldwide, royalty-free, non-exclusive, sub licensable, unconditional, perpetual and god exist essay, transferable right and school, license to copyright (only as applicable), reproduce, encode, store, modify, copy, transmit, publish, post, broadcast, display, edit for length and content, publicly perform, adapt, exhibit and/or otherwise use or reuse (without limitation as to when or to an essay the number of argumentative high times used), the Contest Entrant’s name, address, image, likeness, statements, biographical material and Contest Entry Materials, including, but not limited to, the Essays contained in research any of the above items, as well as any additional photographic images and other materials relating to the Contest Entrant and high school, arising out of his/her participation in this Contest (with or without using the Contest Entrant’s name) (collectively, the “Additional Materials”) (in each case, as submitted or as edited/modified in any way, whether by the Sponsor, its Licensees, or assigns, in the Sponsor’s sole discretion) in any media throughout the world for critical lessons any purpose, without limitation, and prompt high, without additional review, compensation, or approval from the Contest Entrant or any other party. Irrevocably grants to Sponsor and its affiliates, legal representatives, assigns, agents and licensees, the worldwide, royalty-free, non-exclusive, sub licensable, unconditional, perpetual and transferable right and license to does persuasive use the argumentative essay prompt school Contest Entry Materials for advertising, promotional or commercial purposes, including without limitation, the right to publicly display, reproduce and distribute the Contest Entry Materials in any media format or medium and military, through any media channels. Contest Entrant’s name, essay and city of residence may be published on any NYTCO-owned website. Essay Prompt? Forever waives any rights of privacy, intellectual property rights, and does god exist persuasive essay, any other legal or moral rights that may preclude Sponsor’s use of the Contest Entrant’s Contest Entry Materials or Additional Materials, or require the argumentative high Contest Entrant’s permission for Sponsor to use them for promotional purposes, and introductory improvisation, agrees to never sue or assert any claim against school the Sponsor’s use of in science those Materials. Argumentative Prompt High? Acknowledges and agrees that: (a) Sponsor has access to and/or may create or have created literary, visual and/or materials, ideas and an essay fast, concepts which may be similar or identical to the Contest Entry Materials in theme and/or other respects; (b) the argumentative Contest Entrant will not be entitled to any compensation or other consideration because of the persuasive use by Sponsor of any such similar or identical material, ideas and/or concepts; and (c) Sponsor’s use of material containing elements similar to argumentative essay school or identical with those contained in does essay the Contest Entry Materials or any Essay shall not obligate Sponsor to negotiate with nor entitle Entrant to any compensation or other claim. Agrees to indemnify and hold the Sponsor and its affiliates, officers, directors, agents, co-branders or other partners, and any of their employees (collectively, the “Promotion Indemnitees”), harmless from any and all claims, damages, expenses, costs (including reasonable attorneys’ fees) and liabilities (including settlements), brought or asserted by any third party against any of the Promotion Indemnitees arising out of or in connection with: (a) any Contest Entry Materials or Additional Materials (including, but not limited to, any and argumentative prompt, all claims of third parties, whether or not groundless, based on the submission of such other material); (b) any breach by Contest Entrant of i need an essay any warranty, agreement or representation contained in the Official Rules or terms of prompt service or in any documentation submitted by Contest Entrant; (c) the Contest Entrant’s conduct during and in connection with this Contest, including but not limited to trademark, copyright, or other intellectual property rights, right of publicity, right of privacy or defamation; or (d) the acceptance of any prize. All entries become the property of interesting essay Sponsor and will not be acknowledged or returned.
At any time during the argumentative prompt high school Contest, Sponsor reserves the weick right, in argumentative prompt high its sole and unfettered discretion, to graduate essay disqualify and school, remove any Essay that it believes does not meet the spirit or requirements of the Official Rules. The decisions of the Sponsor on persuasive essay, this and all matter relating to essay prompt school the Contest are final and binding. Entries will be rated from March 16, 2015 to April 13, 2015. Daniel Jones, Editor, Modern Love, will serve as judge (“Judge”). Judge will select the Winner based on talent, writing ability, style, creativity and god exist essay, originality of entry. Deciding factors may include clear composition and prompt high, relevant subject matter. The essay selected by Judge as the journey best essay will be the high grand prize winner (“Winner”). The author of the Essay selected by Judge as the top essay will receive $1,000.00 and his/her top essay will be published in The New York Times Sunday Styles section and on nytimes.com. Estimated value of first place prize and the total prize package is $1,000.00.
Four runners-up will also be selected. Select runners-up may also have their essays published in print and/or on thinking, nytimes.com. If Winner is unable to fulfill prize during time period specified, Winner forfeits the prize package. Winner must be 18 years of age or older. Prizes are non-transferable and prompt high, shall be deemed to fast have no cash value. All unclaimed and/or unused prize packages may not be used as sales or trade incentives for employees of prompt school Sponsor, their agencies or clients. No prize substitution is permitted, except by critical Sponsor, which reserves the right to substitute any prize of equal or comparable value including cash in the event of prize unavailability.
Prizes are non-transferable. Prize consists of only the item specifically listed above. No substitution or transfer of prize is permitted, except that Sponsor reserves the right to essay prompt high school substitute a prize of equal or greater value in the event that an offered prize is unavailable. All federal, state and local taxes on prizes are the sole responsibility of the Winner. Contest Entrant acknowledges and agrees that as a condition of being awarded a prize, Winner must sign and return, within seven (7) days following attempted notification, a standard release form. Noncompliance within this time period may result in critical thinking disqualification and an alternate Winner may be selected.
Sponsor and its officers, directors, affiliates, related entities, partners, partnerships, principals, representatives, agents, licensees, sponsors, successors and argumentative essay high, assigns: (a) make no warranty, guaranty or representation of essay writing any kind concerning any prize; (b) disclaim any implied warranty; and (c) are not liable for injury, loss, or damage of any kind resulting from the acceptance or use of any prize, travel related thereto or from participation in this Contest. If any activity relating to any prize is canceled or postponed for any reason, the balance of that prize will be awarded in essay prompt high school full satisfaction of weick introductory prize award. All taxes, fees and surcharges on prizes won are the sole responsibility of the Winner. The Contest is governed by and subject to the laws of the United States. All federal, state and local laws and regulations apply. Void where prohibited by law. Argumentative School? All Winners will receive an IRS 1099 for the value of their prizes. By participating in the Contest and/or accepting any prize, Contest Entrants grant permission to Sponsor and its advertising and promotion agencies to use their name(s), likeness(es), essays and any other material submitted in connection with the Contest for purposes of advertising, publicity and promotion purposes, without further compensation to Contest Entrant, unless prohibited by law. By entering, the god exist persuasive essay Contest Entrants agree to essay be bound by the Official Rules and the decisions of the Sponsor, which are final and binding on all matters relating to the Contest. Sponsor is not responsible for any typographical or other errors in the printing of the offer, administration of the Contest or the announcement of the prizes, or for lost, late, misdirected, damaged, incomplete or illegal entries. Sponsor reserves the right at its sole discretion to graduate disqualify the Contest Entry of any individual found to be: (a) tampering or attempting to tamper with the entry process or the operation of the Contest or any Sponsor website; (b) violating the Official Rules; (c) violating the terms of service, conditions of use and/or general rules or guidelines of essay high school any Sponsor property or service; or (d) acting in an unsportsmanlike or disruptive manner, or with intent to annoy, abuse, threaten or harass any other person.
Further, Sponsor reserves the right to disqualify any entry which, in Sponsor’s sole opinion, is deemed to graduate be offensive, libelous, slanderous, inflammatory, or otherwise inappropriate in essay prompt high school any way for this Contest. Gays Military? CAUTION ANY ATTEMPT BY A CONTEST ENTRANT OR ANY OTHER INDIVIDUAL TO DELIBERATELY DAMAGE ANY WEBSITE OR UNDERMINE THE LEGITIMATE OPERATION OF THE CONTEST MAY BE A VIOLATION OF CRIMINAL AND CIVIL LAWS. SHOULD SUCH AN ATTEMPT BE MADE, SPONSOR RESERVES THE RIGHT TO SEEK DAMAGES FROM ANY SUCH PERSON TO THE FULLEST EXTENT PERMITTED BY LAW. Sponsor assumes no responsibility for any computer, online, telephone transmission or technical malfunctions that may occur during participation in the Contest (including, without limitation, the voting phases of the Contest), or theft, destruction or unauthorized access to, or alteration of, Contest Entry Materials. Sponsor is not responsible for any incorrect or inaccurate information, whether caused by website users, Contest Entrants, or any of the equipment or programming associated with or utilized in the Contest, or for any technical or human error which may occur in the processing of prompt high submissions or votes in the Contest. Sponsor assumes no responsibility for any error, omission, interruption, deletion, defect, delay in operation of weick introductory improvisation transmission, failures or technical malfunction of any telephone network or lines, computer online systems, servers, providers, computer equipment, software, email, players or browsers, whether on essay prompt high school, account of technical problems, traffic congestion on the Internet or at any website, or on account of any combination of the foregoing (including but not limited to any such problems which may result in i need an essay fast the inability to access the Contest website or to submit Contest Entry Materials in connection with the Contest). Sponsor is not responsible for any injury or damage to high participants or to essay any computer related to or resulting from participating or downloading materials in this Contest. If, for any reason, the essay school Contest is i need not capable of argumentative school running as planned, including infection by computer virus, bugs, tampering, unauthorized intervention, fraud, technical failures, or any other causes beyond the control of Sponsor which corrupt or affect the administration, security, fairness, integrity or proper conduct of this Contest, Sponsor reserves the right at its sole discretion to cancel, terminate, modify or suspend the Contest and select Winners from among that portion of the Contest that has not been compromised, if any.
For a copy of the Official Rules or the Winners’ names, send a separate, stamped, selfaddressed envelope to: The New York Times Modern Love College Essay Contest, 620 8th Avenue, New York, NY 10018. Requests received after June 1, 2015 may not be honored.
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The fact is, the web is filled with so many fantastic and creative template designs that there is undoubtedly something for you out there. I Need Fast? We are proud of the designs we’ve created, and have seen that they are effective at landing interviews. Argumentative Essay Prompt High School? But we’re not finished yet — we’ll be adding template designs to this page extensively in improvisation the near future. If you feel like creating your own, that’s fine too. Readability is essay high, king when creating a good template — it is the most important factor, followed by how the resume itself is structured to showcase your best experiences and conceal your negative ones. You may have read on the Internet that it’s inappropriate to use a resume template. You’ll hear these arguments: 1. It shows you’re lazy and essay, uncreative, and unable to essay prompt design your own. Wrong, it shows you’re efficient. (Creating your own is fine, too.) 2. Since your experience is unique, a resume template won’t cut it.
Wrong again. Your experience is personally unique, but you still generally fall into research pattern that many other people have traveled before. 3. The hiring manager will be tired of looking at that resume template design because a lot of other people use it. That hiring manager should be fired. It’s the content of your resume that matters, not the aesthetic (unless it’s not readable.) We hope that clears up any misconceptions you may have had. We invite you to essay high scroll back to the top and choose from one of our many resume libraries, and start writing. cover letter for nursing.
Should i include collegiate sports in my resume? And if so where? It depends how much professional experience you have. If you are a recent college grad, then it is acceptable to include on persuasive essay your resume. Good luck on the job hunt! Good luck on the job hunt! If the essay school, jobs are relevant to the ones you are applying for, then you can go as far back as you like. With regards to your military experience, check out research our military to civilian resume guide: https://resumegenius.com/blog/go-shooting-guns-coffee-runs.
Any of the templates in library 2 would be suitable for manufacturing careers. Essay High? Best of luck! I’ve worked in the same industry for the past 13 years. Multiple employers with jobs lasting two to i need an essay fast three years each. Argumentative Essay? The jobs have been similar, so the experience looks a bit repetitive. Interesting Journey Essay? I need to find a template that highlights my experience without getting bogged down in the chronology, Any suggestions? It provides ample space for your professional experience, while also highlighting your top qualifications. Good luck on high school the job hunt! hi resume genius.. i need template resume that suitable for trainer and weick introductory, coach.. can u suggest to me with template is suitable.. #128578; I had a job for 7 years and during that time I wore many hats, Executive Admin, Purchasing, Vendor Management, Project Coordination, etc.
How would I write that on my resume? Perhaps the Company name and then all the related roles under that and school, the times I did those jobs? I was always the weick, Executive Admin, but I did other jobs during that period. Yes, your suggestion is correct. Start with the essay prompt high, company name and included the related jobs with their own bullet points underneath. Research? Good luck! Consider trying the high, ‘Job Hopper’ or the ‘Executive.’ They should able to fit all your jobs nicely. Ive never had a job so what should I use?
Most of the templates above would suit your situation, but we suggest trying the Career Changer template because it emphasizes skills over the dates of your professional experience. In Science Lessons? (https://resumegenius.com/resume-templates/career-level-life-situation-templates#career-changer-templates) Best of luck! We suggest using the ‘Gatsby’ Template. Good luck with grad school! As far as style, we suggest our ‘Professional’ template. Essay? In terms of tips format, if you want to include your restaurant experience, then you might want to consider using a functional format:https://resumegenius.com/resume-formats/functional-samples-writing-guide.
Hope this helps! We suggest using our ‘Entry-Level’ template. Good luck with the essay prompt high, internship! Good Day Resume Genius.I’m a midwife by profession an has worked in a military hospital for 16 years in persuasive KSA. I’m trying to apply as a home based ESL educator and an email respondent . Since I’m from the essay prompt high school, medical profession, I’m having difficulty in i need choosing the perfect resume.The skill I know is more on the medical.,clerical which involes data entry for prompt, appointments and summary, interpreter and my part time informal english lessons to native speaking arabs. What template should I use? Try the interesting essay, ‘Murray’ template. Good luck! Hello. Which is good for cabin crew applicant? I have no many work experience in argumentative essay prompt high service.
So i want to highlight the other things. Thanks #128578; Take a look at our Flight Attendant resume sample: https://resumegenius.com/resume-samples/flight-attendant-resume-example You can download it and input your own information. Which template would you recommend for interesting, a career in argumentative essay prompt high education? Check out our teacher resume samples: https://resumegenius.com/resume-samples/teacher-resume-example You can download them and input your own experience. Try using the ‘Freeman’ template. Best of luck on the promotion! Hi! What resume template would you recommend for a college freshman trying to apply for a competitive summer program with the USDA and South Dakota State University?
Sound like the ‘Entry-Level’ template would be a good fit for what you’re trying to do. Good luck with the summer program. Hi! Which resume template would you recommend for someone trying to gays military research papers tap into the finance and argumentative high school, accounting market. Looking for an entry-level position.
You should go with the does persuasive, ‘Entry-Level’ template. Good luck with the job hunt. I have worked 32+ years as a nurse, the argumentative essay prompt high school, last 4 years taking care of my elderly father and online work. Now seeking to get back into the job market for extra income, not necessarily in the health field, just to earn some income and interesting, socialize. Argumentative Essay Prompt School? What resume do you suggest? Try the journey, ‘Job Hopper’ template. Good luck with your job search! Hi! What resume template would you recommend for a 9th grader trying to apply for prompt high school, a doctor (any)??
Apparently, resume making and interviewing is our project for the fourth quarter this year. I couldn’t find any clear examples on the web, and I was hoping you could help me out with what template I should use.. Try using the ‘Elegant 2.0’ template. I Need An Essay Fast? Good luck on your project. Yes, if you click the View all Resume Designs button and click the download link for the template pack of your choice. If you’ve never written a resume before, I’d recommend checking out prompt our “How to weick introductory essay Write a Resume” guide to argumentative essay prompt school get a clearer idea (it’s much more comprehensive than any answer I can give here). https://resumegenius.com/how-to-write-a-resume. Hit us up with any follow-up questions after giving that a read we’ll see if we can help further! Good luck! Hey there Margaret, In order to best understand which template works, it’s a good idea to an essay check out which resume format fits your particular needs; then you can take it from there. https://resumegenius.com/resume-formats. All of the templates were created by professional resume writers, so it’s hard to go wrong with any of them — it just depends on your preference.
Good luck! It really depends on what job you’re applying for. Since you have substantial work experience, try quantifying that in your resume (think: any numbers that a hiring manager can look at and better understand what you accomplished during your time working there). Argumentative Essay High? Check out persuasive this page and argumentative essay, choose the one you find most fitting, that should be a good start: https://resumegenius.com/resume-formats. Good luck on the job hunt! Hey there hbil036, This way, you can focus on your skills qualifications critical to the job application. As an aside, you may want to critical thinking lessons look into prompt high whether you’re qualified to get back into accounting after that many years outside of the field. I understand that some regulations and rules change over the years — it may just be a matter of taking a test or updating your certifications, but I’m not certain.
If that doesn’t seem to be a problem then go with the graduate, functional resume for sure. Good luck on the job hunt! If you are lacking in major experience, I’d recommend using a reverse chronological format for your resume. Our “Classic” template on argumentative essay prompt this page should do the trick: https://resumegenius.com/resume-templates/ Good luck at the job fair! I recommend you first check out our internship resume sample page: https://resumegenius.com/resume-samples/internship-resume-example. Afterwards, feel free to choose any format – just use a comprehensive education section instead of a professional experience section, and you should be good. Good luck landing that internship! Share Free Downloadable Resume Templates
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A for and against essay about the internet. Look at argumentative essay prompt, the essay and in science do the exercises to improve your writing skills. Argumentative Prompt High School. Do the preparation exercise first. Weick Essay Improvisation. Then read the text and do the other exercises. Argumentative Prompt School. What's your opinion? Do you think the graduate essay tips internet is bad for young people?
For young people it is. School. They shoud be surervised while accessing the internet, because they might find pornographic content, violent content and graduate tips such. Internet, an invention which still amazes people in is own way, is argumentative prompt high school, not always good. It has really bad side effects on interesting journey young adults. As in the essay, the young people get addicted to essay high, online games and they become addicted to graduate essay, the internet quickly. As we can see, there are many more online games being made like Pokemon Go, etc. is really dangerous for young people. I think it really should have a age limit. Essay High School. And also we must be strict about the rules of age limit on internet too. I#039;m also a young adult but I find internet uninteresting and dangerous so I approve of it having age limits. For YOUNG PEOPLE yes it is. I think Internet is very useful in schools and in work.
It#039;s also handy when you need to communicate. On the other hand a lot of people are addicted from sites like facbook, twitter or instagram. I also agree that learning on the internet (like here ont the critical thinking lessons british council ;) ) is very usefull . So in conclusion internet is possibly the most usefull thing that we ever invented. :) I agree with all of you, but what about learning how to play a musical instrument? I think internet can be very good for teenagers because it helps them a lot especially for essays, projects and essay homeworks, but it can be also very bad because children spend too much time online. I Need An Essay Fast. I like internet because I can listen to songs onYouTube and I use British Councile:) Hi BigBen6464. I'm glad to argumentative high school, hear that you enjoy practising English here :) Is there anything in particular that you like on the site? Jonathan (LearnEnglish Teens Team) Thanks!
I like your reading skills practice, stories about does god exist UK and What is it? in Study Break. British Council really helps me with my vocabulary. I love it! I think the internet is an amazing tool which can be used for equally amazing things, but only in the hands of the right person. One bad aspect of internet is that anyone could acess anything anytime. Argumentative Essay Prompt. That means there is a lot of inappropriate content out there, but a good person is able to avoid it. In my opinion, though internet is very good and useful, but some young people use it for bad things. Such as playing computer games and get addict with it. Many parents has banned the critical thinking children not allowed to play forever,1 week or a day or so. But they never keep their word because, of prompt high school, course, parents love their kids, that is why after just a while,they let their children play AGAIN with their games, so really though, I think internet is useful with good children,and it is bad with bad children.
I totaly agree. It all depends from parents. If they let children to spend too much time online children will get a bad habit when they grow up. You#039;re quite right! I agree with your good comment in point: #039;I think internet is useful with good children, and it is bad with bad children#039;. !! :) In my opinion, Internet is one of the gays military research papers greatest people created. You have an access to billions of libraries from your computer, you are able to speak with your friends even if they are on argumentative essay high school the other side of the world. Many people work using the Internet. Now let#039;s mention disadvantages of the Internet and critical thinking in science web-technologies. Argumentative Essay. Firstly, many people nowadays become addicted and can#039;t survive for more than an hour without computer or smartphone.
They need to publish their photos in social networks, chat with 7 people in one moment and read new posts in their favourite online communities. Young people sometimes find their online-life better than the real one. The second disadvantage is that nobody can guarantee the safety of your personal data. Everyone has heard stories about journey hackers that published private and scandal photos of essay prompt high, data base of the big company. It#039;s not really pleasant to know that somebody can easily find out all your secrets. To sum up, Internrt is a wonderful tool for searching the necessary information, but social networks is quite tricky part of World Wide Web. I think the internet very useful for us .bcz we can get anything without spend alot of time in does persuasive essay, looking it . everything when we use it excessively and more than usually #039;it will be badthing.
Well, we must admit that on this perfectly imperfect planet nothing entirely good or entirely bad exists. Argumentative School. Internet is included. Surely it was meant for connecting people from all continents, but as the human mind has no border line we found out how to use it for different things that provide us either with information or amusement. It is said that the Internet is a good servant but a bad master. Therefore, we can see that the problem isn#039;t in the Internet itself but rather in the humans, as it is us who are using it and who are asked FOR WHAT we are using it.
So for our irresponsibility we shouldn#039;t blame the Internet but ourselves as we are unable to use a powerful tool for our own improvement but we use it for our own unwanted degradation. I think that#039;s quite right!! Nowadays, Internet has been the i need an essay most important thing in mutimedia life. Personally, l consider that the internet is bad or not,which depends on argumentative prompt high school users. I think the Internet is something that we have to know, and research we should know what is good and bad for us, and keep ourselves away from what can damage ourselves in any way. I think it is the same for young people, we have to be responsible, because the Internet is a tool that helps us either with the school, or with any ordinary situation. i think internet is useful for everyone. If it was a bad thing, something awful, it would have changed instead of prompt school, reaching the critical thinking in science whole world. Is something crazy, used 24hrs a day, everyday of the week, a lot of information, and a lot of argumentative high school, people online.
About teenagers who are addicted to games, that depends on each family. Parents could create rules, so no one would be in a bad position. And that also depends on the teenager#039;s sense of i need fast, what he or she can or can#039;t do. Essay High. It#039;s impossible to i need an essay fast, live without internet in a society like nowdays, it#039;s just so easy to make a research, work on a project. c#039;mon, does anyone here wants to spend hours and hours looking for few informations? Internet is prompt school, useful for god exist, everyone, for young and old people. There#039;s a lot of essay prompt high school, sites that can help us a lot. Interesting Essay. But, today Internet ha gone too far away. Essay High School. Almost, there#039;s no home without the internet(more than 70% in whole world are with internet).
Yes, there are a good and a bad sites on the Internet. We have different web-sites(Facebook,Tumlr, Twitter, Instagram. An Essay. ) that shows us a different world. We can learn a lot of things (English, French. ) and a lot of other things. But we all know that Internet isn#039;t so much safe.Even if we think that we have good hide it our information, we don#039;t. There#039;s a lot of dangerous people in argumentative essay high, the world.
To sum up, I completely agree with essay. No, i don`t thing internet bad for weick introductory essay, young people, because there is many information in the internet. In my opinion, I dont think Internet is bad for argumentative prompt high school, people. Without the journey essay Internet, I cannot learn language (English) by myself and I wouldn#039;t be able to access to lots of argumentative essay prompt high, useful information that school doesn#039;t teach me. On the other hand, internet is bad only when people dont know how to use it wisely. Does God Exist Persuasive. If young people use the Internet for argumentative prompt high school, studying and relaxing in proper way, internet would be very useful. To me, the internet#039;s the most wonderful tool that human had created. An Essay Fast. In my own perspective, the Internet plays an essay school important role in the communicating barrier. As you can see, people all around the world are using the Internet, including the elderly. We communicate with each other using the internet and it really helps us to stay connected with one another.
Besides, without the internet, how are the countries going to develop? Our knowledge and the view to interesting, the outside world, the perspective to the outside of our comfort zone will be just limited, like a frog in the well. So, why not? The internet is the best connection between an individual to the whole wide world. It#039;s definitely a boon. Essay High School. Internet is very usefull for us. Persuasive. Internet is prompt, particularly useful for everyone, nearly all things are on the internet, you can get anything by only searching on it. Internet seems becoming really important nowadays, it helps people a lot, for example i use internet for learning English, reading news and doing research for my tasks.
However, internet also can give many bad effects, people become so fanatical on social media and often forget about time and essay writing tips everything they should do. Argumentative Essay Prompt High. I completely disagree that internet is bad for teenagers, internet can be useful or useless, it depends on the way people use the internet. How does this photo make you feel? Can you write a caption for it? . Does God Exist Persuasive. Look carefully. What's this everyday object? Play Wordshake and see how many points can you get in 3 minutes. © British Council The United Kingdom's international organisation for argumentative school, cultural relations and educational opportunities.
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Critical Studies in argumentative prompt Improvisation / Etudes critiques en improvisation. Edited by Jim Tuedio and Stan Spector. Jefferson, NC: McFarland, 2010. It is not at all surprising that the field of improvisational studies has, for the most part, concentrated its attention on manifestations of improvisation in avant-garde contexts, given the still pervasive suspicion of the value of popular culture within the persuasive essay, scholarly community. Although those who study popular music have made great strides in essay high school establishing its importance within academic circles, avant-garde art has an undeniable de facto legitimacy that popular varieties still lack. It is therefore a welcome opportunity for me to graduate writing tips review this recently published collection of essays concerning a musical group that over 30 years and some 2300 performances likely performed for more people than any other in history. This is argumentative high, not the first edited volume to focus on the Grateful Dead (see also Weiner, Dodd and essay, Spaulding, Gimbel, Meriwether), but it is the first to specifically focus on the improvisational character of their music and the broader “deadhead” culture that came to prompt school so thoroughly define them. For despite the critiques of the value of improvisation to, and indeed its actuality in, popular music (Frith, Adorno), its importance to the Grateful Dead (hereafter simply the Dead) would be difficult to gays research papers overstate.
Although its ideals were not always lived up to in their practice, improvisation did define them in a myriad number of essay high school ways that the essays in this volume explore. Passion and care for the music of the Dead and graduate writing, its attendant “deadhead” culture are clearly evident throughout The Grateful Dead in Concert ; producing this volume was obviously a labor of love for those involved. Such feelings can certainly be very beneficial to researchers in helping to motivate and inspire their work. However, one of the perennial problems faced by scholars of popular culture is argumentative essay high, sufficiently disengaging from their emotional attachments in order to weick improvisation give a scholarly, as opposed to fan-based, account of their object of study. For the most part, the high, authors in this collection accomplish this detachment.
A notable exception, however, is David Malvinni who—in what is gays military research papers, overall an interesting and essay prompt high, provocative discussion of the tips, ways in school which the Dead’s usage of the blues and weick introductory improvisation, musical technology can be understood as realizing a Heideggerian “saving power” of reconnection to the ekstasis of Being—lapses more than once into uninterrogated fan-speak. Perhaps the most egregious example is where, discussing the broader context of the appropriation of the blues by white musicians in the 1960s, both in the USA and the UK, he states: “The music produced in this blues revival was essential, authentic, and beautifully wrought” (74-75). Beautifully wrought some of it might well be, but how is argumentative high, one to interesting journey plausibly conceive of any variety of music as “essential”? (To whom? And how?) In addition, to invoke a particular music’s purported authenticity (as he does a number of essay school other times), without qualification, is baffling given the voluminous amount of work that has appeared in recent decades critiquing the application of this concept to music (see, among others, Taruskin, Kivy, Peterson, and Moore). Gays Papers? One wishes that Malvinni had avoided such hyperbole, because despite the school, many interesting points he does make, it puts his overall judgment into question and serves to reinforce prejudices against introductory essay improvisation the study of popular culture as lacking in seriousness and objectivity. In her essay “Examining Grateful Dead Improvisation as a Catalyst for Creating Sustained Communitas ,” Amanda Diederich-Hirsch uses Victor Turner’s description and analysis of the liminality of ritual processes through the concept of communitas to prompt high explain what was (and continues to be today) one of the most fascinating aspects of the Dead: the passion, loyalty and communal involvement of their many “deadhead” fans. Eschewing the conventional essay form, Deiderich-Hirsch instead uses a loosely related series of short sections that explain the history, motivation, experience, dilemmas and essay, conflicts of prompt school deadhead culture. There is much that is interesting and worthwhile in Diederich-Hirsch’s essay, but there are also some aspects of it I must question.
First, the ostensible apolitical nature of the Dead and their music has often been remarked upon (most notably Brightman), and Diederich-Hirsch follows suit, writing that though they “seem to personify counterculture ideals [. . .] they were staunchly committed to nonaction, and chose not to confront politics, injustice, or social values like other bands from the 1960s” (296). Although it is true that the graduate essay writing, Dead were in general quite reticent about explicitly addressing politics, on more than one occasion they did indeed do so. The song “Throwing Stones,” for example, written in the early 1980s, addresses quite directly the specter of nuclear war; and “We Can’t Run” does the same for the long-term effects of prompt school environmental degradation. The Dead also performed many benefit concerts that often had quite explicit political goals. One could argue that these are the exceptions that prove the rule, but they, at the very least, complicate the conventional blanket denial of the Dead’s political interventions and god exist, suggest a deeper questioning of what was understood as politics by them and their fans. Can we not understand the continuation and propagation of the counter-cultural ideals of the 1960s through the 1990s and beyond, that the Dead facilitated (through their nearly constant touring) and the deadheads realized (though often imperfectly), as implicitly political? Therefore, rather than simply denying the role of argumentative essay high school politics within the Dead community, it would be more useful to think through how the Dead might have suggested a political understanding through their improvised musical practices, despite the generally apolitical character of their lyrics. Diederich-Hirsch also argues, following Turner, that Dead concerts “facilitated transformative experiences between participants by enabling them to step outside of their structural roles” (297). That is, rather than being defined by differences of class, gender, ethnicity, sexual orientation, and so forth, within the communitas of the Dead concert experience, the individual experiences of attendees transgressed these normally stable categories. Critical Thinking In Science Lessons? Diederich-Hirsch goes on to state, “that the population in the Grateful Dead’s following bore a strong resemblance to the rest of argumentative prompt high school twentieth-century America’s population” (298).
Much as I, as both a fan of the Dead and someone with liberal political views, would like this to be the case, however, such a description does not match my experience. Instead, what has often struck me in my experiences in this community is how unrepresentative it is of America’s actual demographics: overwhelmingly white and from generally middle and upper economic classes. Research Papers? Although Turner’s account of the argumentative prompt high, socially transgressive possibilities attendant to the liminal-dimensions of communitas is of some use in interesting essay explaining the, in some ways, quite remarkable difference, diversity, and flux of the prompt school, identities that make up the individuals at does persuasive essay, a Dead concert, it seems naively utopian to think that structural social processes, and the identities that make them up, do not affect its constitution. Indeed, Pamela Hunt’s research indicates that there does seem to be a strong connection between ethnicity, class, and Dead fandom. So although Turner’s understanding of communitas is explicitly at odds with the universalism of Pierre Bourdieu’s account of aesthetic distinction, Diederich-Hirsch’s essay would have greatly benefited by prompt high school, taking Bourdieu into consideration—even if only to argue for the limited application of essay his theory within liminal states. Jay Williams’ essay, “Bears and Flags: The Grateful Dead’s America and Bohemian Nationalism,” complements Diederich-Hirsch’s discussion by both contextualizing the essay high, Dead and does god exist persuasive, their counter-cultural ideals within a history of bohemianism in argumentative high California and by exploring the ways in which they negotiated their assertion of does essay these ideals within late 20 th -century America. Williams brings together a fascinating mix of materials, references, and theories to show that the Dead did indeed have a politics of argumentative high school a sort. It is, however, precisely in the redefinition of the political that they and other bohemians before them operate and, therefore, why they are so often, ironically, either accused or celebrated as non-political. Jim Tuedio’s “‘Pouring its Light into Ashes’: Exploring the Multiplicity of i need fast Becoming in Grateful Dead Improvisation,” is a very interesting and provocative Deleuzian account of the Dead’s practices. Essay Prompt? Following Deleuze and Guattari’s discussion of rhythm and musical improvisation in A Thousand Plateaus , Tuedio deftly explores the many ways in which the Dead deterritorialized their audience through their purposeful embracing of chaos in the continual on-going re-creation of critical their music. Argumentative Essay High? Rather than live performances characterized by set lists that stayed more or less the same, made up of songs that as closely as possible reproduced their studio recorded versions, the interesting essay, Dead’s sets were “assemblages,” in the Deleuzian sense of agglomerations of highly heterogeneous elements (from the most simple folk/country songs to the furthest reaches of the 20 th century musical avant-garde), as their always improvised songs remained in a perpetual state of “becoming” (Deleuze and Guattari).
Given such an exploration of the Dead in argumentative high Deleuzian terms, however, it is strange that in an introductory discussion of the group’s practices Tuedio approvingly quotes a 1969 article on the Dead (by someone named Lydon) that, “Each time it is Jerry [Garcia their lead guitarist] who leads them [the group] out” on their improvisational journeys (134). Although Garcia was often the graduate writing tips, group’s musical leader, there were many instances in which it was quite clearly bassist Phil Lesh, rhythm guitarist Bob Weir, or their various keyboardists, who were leading the band. Essay Prompt School? This was, in fact, one of the most interesting qualities of the group. Despite Garcia’s status as the group’s first-among-equals and leader in all but name, they realized a highly democratic musical conversation that did not depend on a single, stable source of authority, but was instead characterized by a remarkably non-hierarchical, horizontal multiplicity that remained open to change and diversity. Despite the many problems that arose from Garcia’s refusal to use his authority (David Gans discusses this in his essay, 329-31), it is, I think, no coincidence that of all the psychedelic musical groups to come out of the graduate writing tips, 1960s, only the Dead remained together and continued to tour year after year until Garcia’s death in 1995. Exploring the connections between their musical and cultural longevity and their use of Deleuzian practices would be a fascinating continuation of Tuedio’s work. Graeme Boone, the author of two essays in essay this volume, should be familiar to music specialists interested in i need fast the Dead, as he is the author of a 1997 article that is notable as one of the first published attempts to apply traditional methods of musical analysis to argumentative school the Dead’s music. Weick Introductory Essay? In “Mandalas and prompt high school, the Dead,” Boone explores the Dead’s connection to the widespread shift towards, and increasing interest in, Eastern spiritual traditions in the West in the 1960s.
He points out that although the Dead came out of the San Francisco “hippy” scene of the mid-to-late 1960s, which was suffused with aspects of Eastern spirituality, they had a decidedly ambivalent relationship toward its various ideas, beliefs and influences. On the journey essay, one hand, the album covers of argumentative high their first three albums all feature imagery that strongly invokes Eastern spirituality; on the other hand, lyrical references to any Eastern spiritual traditions are notably absent from journey, their songs, even those on the above-mentioned albums. And although different band members did, at various points, discuss their music in spiritual, transcendent terms, they never used specifically Eastern concepts to do so. What music from Asia might have influenced the group, however, is a more difficult question to answer. Argumentative High School? Boone states categorically, “Despite the fast, imagery on these early album covers, the Dead did not plumb the sounds of the East for the music of the records themselves” (33)—and he is correct—up to a point—with the notable exception of the prominent use of a tamboura on the 1968 single version of prompt school “Dark Star”—but they did realize its musical evocation in other ways, perhaps most explicitly with a musical section generally referred to as “Spanish Jam.” First performed in early 1968, it appeared periodically in concert until the essay, group’s demise in essay school 1995.
Although its title refers to does god exist persuasive Spain rather than anywhere in Asia, this is a distinction without much meaning given that the specific “other” that it connotes can hardly be so specifically identified (although research into the origins of its name might be highly useful in understanding the discursive implications of musical structures within the deadhead community). Also, although “Spanish Jam” never officially appeared on a studio album, a brief hint of it does occur within the song “Born Cross-Eyed” on Anthem of the essay, Sun ; the weick essay, same basic chords are used, only argumentative essay here with a trumpet solo in addition to guitar (Light Into Ashes). Given the well-known disdain of the Dead’s members, however, as well as many of their fans, for their studio albums in comparison to their live performances, 1 it would be useful to introductory essay improvisation consider their live musical material that did not appear on essay school, studio albums in a discussion of their relation to graduate essay writing tips the influences of the East. In this regard, I would venture to include not only “Spanish Jam,” but also their various odd-time signature songs and jams (“the Seven,” “the Eleven” and “the Main Ten”) that came out of drummer Mickey Hart’s studies of Hindustani rhythmic principles. Furthermore, given the argumentative prompt high, familiarity of the Dead’s members with Indian music, one could well argue that the harmonically-static, modal type of improvising that the weick essay improvisation, Dead so often made use of was derived not only essay prompt school from the modal jazz of Miles Davis and graduate writing tips, John Coltrane (as is often acknowledged), but also from Indian music’s lack of harmonic movement and argumentative essay prompt high school, its similar melodic and rhythmic inventiveness.
The possibility of these influences suggests that as valuable as Boone’s essay is, further research is thinking, necessary in order to definitively explain the Dead’s complex relationship with the East. Boone’s other article, “Dark Star Mandala,” follows through on argumentative essay school, a suggestion he made in his earlier article on “Dark Star”: “If ‘Dark Star’ is in science lessons, considered to be a cumulation of many performances, or a distillation of them, comparison of all available recorded versions might uncover its essential nature” (172). However, given its 200+ live versions, such a task would be at least a book-long project; therefore, Boone here limits himself to 63 “Dark Stars” from the song’s embryonic studio recordings from late 1967 to April 1969 when a high level of abstractness from essay school, its formal elements (what Boone refers to, appropriately, as “space”) were realized “as an actual sonic dwelling place within [it]” (100). Gays? In a table, he lists these versions and the various musical elements that make them up, thereby giving unparalleled insight into the diachronic development of an improvisationally based piece of argumentative essay school music. He also creates two mandala-like images in order to portray the synchronic interrelationships between the various elements: a lesser one for the more limited versions up till early 1969, defined by the antipodes “stability” and “tension”; and a greater one for those that came later, in which the realization of an expanded pallet of possibilities necessitated a wider antipodal relationship that Boone labels (respectively) “cosmos” and “chaos.” Because of the array of symbols used, interpreting these graphics required some degree of effort on my part, but the process was quite valuable in furthering my understanding of the musical relationships that make up “Dark Star,” and that Boone has done such a remarkable job analyzing and describing. Anthropologist Eric Silverman’s “‘Mysteries Dark and Vast’: Grateful Dead Concerts and Initiation into the Sublime,” is an especially important work of scholarship on the Dead because it so effectively takes on two unfortunate tropes concerning the Dead: (1) that their music was facile and unserious; (2) the prominence of insufficiently critical comparisons and appropriations of non-Western myths and cultural practices (most notably those of critical thinking lessons Joseph Campbell) in essay prompt high school understandings of their music and its relationship to the broader deadhead culture. Against the first, Silverman rightly insists on the integral role that invocations of the sublime played in gays military papers the Dead’s musical practice.
Although many of the Dead’s songs are structurally quite conventional for pop-rock music (though not at all in their often highly improvised realizations in live performance) and positive in their emotional expressivity, in school almost every one of their concerts they performed music far outside standard song structures and of a very “dark” variety. Whether referred to as “Feedback” (as on the 1969 album Live/Dead ), “Seastones,” “DrumsSpace,” or understood instead as a particularly far-out section of one of their more improvisationally adventurous songs, these more exploratory aspects of their musical vocabulary used the sonic palette of the 20 th century avant-garde to create music that, depending on one’s mental state, could be bafflingly bizarre, hilariously weird, or absolutely terrifying. Despite the prevalence of this kind of essay writing tips sonic experimentation in their repertoire, however, these explorations have received little attention from music critics, journalists, or even scholars of the Dead. I hope that this article will prompt further study of the fascinating stylistic musical melange that the Dead achieved through their improvisational practice. Silverman’s critique of the second trope is, in fact, related to the first. The mythologist Joseph Campbell has been a favorite reference point for school deadheads since he attended a Dead concert in 1986 and later compared it to a neo-pagan, Dionysian celebration of communal ekstasis (215). As Silverman rightly points out, however, Campbell’s structuralist reduction of local, higher-order differences in myths and religious practices to ostensibly universal, lower-order sameness does violence to the importance of difference to the vast array of cultural practices among which he sought commonalities: “To this ‘world ecumenist’ who reduced all myths and rituals everywhere to the same spiritual oneness, the devil was indeed in the details! His exegetical method was thoroughly modernist by reducing all local voices, meanings, motivations, and i need fast, interpretations to a univocal, universal ‘monomyth’” (215-16). Silverman perspicaciously draws a connection between the appropriation of high school Campbell’s denial of difference by introductory essay improvisation, deadheads with the argumentative essay prompt, denial, or at least effacement, of the importance of terror to in science an understanding of the experience of their concerts. School? Silverman here turns to Victor Turner’s conception of communitas to insist (in contrast to its usual use by scholars of the essay, Dead who stress only argumentative essay its ecstatic, carnivalesque character) that it “must also include an element of does god exist essay sheer terror and fright.
Communitas entails a radical, typically traumatic shattering of essay school everyday social and psychological norms—a literal deconstruction of the normative content and categories of thought. Military Papers? [. . .] Communitas is high, serious ritual violence” (218). Rather than an all-embracing feeling of peace and does god exist persuasive essay, love within the Campbellian rubric “All Is One,” Silverman brilliantly illuminates the fear that Dead concerts at their best conjured, as a mirror of that which psychedelic experiences themselves almost always involve. Essay Prompt? This is not to deny the validity or importance of “the overt ethos of peacefulness, compassion, family, collaboration, and kindness that suffused the Grateful Dead experience” (225); rather, it is only by coming to research terms with their ever-present darkness and terror that the full phenomenological power of the group, and the remarkable loyalty of its fans, can be fully understood. This volume represents perhaps the strongest evidence to date that far from argumentative essay high, being simply another pop-rock group, the Grateful Dead were one of the most important American musical-cultural phenomena of the late 20 th century and are of significant import to the study of persuasive improvisation. Its editors did a remarkable job in gathering such a wide ranging and high quality collection of essays; I only wish they had been more careful in essay their editing, as I did find a number of small problematic details that I do not have space to go into here. Thinking Lessons? Despite these quibbles and my various stated critiques, I unhesitatingly recommend this volume as an intellectually stimulating, worthwhile contribution to popular culture scholarship and improvisational studies. Its disciplinary breadth and diversity of viewpoints is argumentative school, extremely welcome and will, hopefully, serve as an example of how scholarship can benefit from does essay, such interdisciplinary efforts. The field of Grateful Dead studies is very young, but the appearance of this volume suggests not only prompt high school its vitality, but also its promise as a particularly fruitful arena for the study of improvisation, popular music and thinking lessons, culture. Adorno. Theodor W. “On Popular Music.” Essays on music . Trans.
Susan Gillespie. Ed. Richard Leppert. Berkeley: U of California P, 2002. 437-469. Print. Bourdieu, Pierre. Distinction: A Social Critique of the Judgment of Taste . Cambridge, MA: Harvard UP, 1984. Argumentative Essay High? Print. ---.
The Field of research papers Cultural Production: Essays on Art and Literature . Ed. Argumentative Essay Prompt School? Randal Johnson. New York: Colombia UP, 1993. Print. Brightman, Carol.
Sweet Chaos: The Grateful Dead’s American Adventure . New York: Pocket Books, 1998. Print. Boone, Graeme M. “Tonal and Expressive Ambiguity in ‘Dark Star.’” Understanding Rock: Essays in Musical Analysis . Ed. Weick Introductory Essay Improvisation? John Covach and Graeme M. Boone. New York: Oxford UP, 1997. 171-210. Print. Deleuze, Gilles and argumentative essay high school, Felix Guattari.
A Thousand Plateaus: Capitalism and Schizophrenia . Trans. Brian Massumi. Minneapolis: U of Minnesota P, 1987. Critical Thinking In Science Lessons? Print. Dodd, David G. and Diana Spaulding, eds. The Grateful Dead Reader . New York: Oxford UP, 2000.
Print. Frith. Simon. Essay High? “Art Versus Technology: The Strange Case of Popular Music.” Media, Culture and Society 8 (1986): 263-79. I Need? Print. Gimbel, Steve, ed.
The Grateful Dead and Philosophy: Getting High Minded About Love and Haight . Chicago: Open Court, 2007. Print. Hart, Mickey. Drumming at the Edge of essay high school Magic: A Journey into the Spirit of Percussion . San Rafael, CA: Grateful Dead Productions, 1998. Print. Hunt, Pamela. “A Quantitative Approach to Studying Subculture.” Diss. Kent State University, 2008. God Exist Essay? Print. Kivy, Peter. Argumentative Prompt High School? Authenticity: Philosophical Reflections on Musical Performance . Essay? Ithaca, NY: Cornell UP, 1995. Print.
“Light Into Ashes: The Dead’s Early Thematic Jams.” Grateful Dead Guide: An Ongoing Series of Articles on Songs Performances of the Early Grateful Dead . Web. 25 Nov. Argumentative Essay Prompt High? 2010. Meriwether, Nicholas G, ed. All Graceful Instruments: The Contexts of the Grateful Dead Phenomenon . Journey Essay? Newcastle, UK: Cambridge Scholars Press, 2007. Print. Moore, Allan. “Authenticity as Authentication.” Popular Music 21.2 (2002): 209-23. Print. Peterson, Richard A. Creating Country Music: Fabricating Authenticity . Chicago: U of essay prompt school Chicago P, 1997.
Print. Taruskin, Richard, et al. “The Limits of Authenticity: A Discussion.” Early Music 12 (1984). An Essay? Print. Turner, Victor. The Ritual Process: Structure and Anti-Structure . Ithaca, NY: Cornell UP, 1969. Print.
Weiner, Robert G, ed. Perspectives on the Grateful Dead: Critical Writings . Westport, CT.: Greenwood Press, 1999 . Print.
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Qualities of a Strong Literary Argument Essay. Tell us how the argumentative high school, curriculum is working in your classroom and send us corrections or suggestions for improving it. A. Unpacking Learning Targets (5 minutes) A. I Need An Essay? Unpacking the End of Unit 2 Assessment Prompt (10 minutes) B. Reading Like a Writer: Annotating the Model Essay about argumentative prompt high, Rules in the Steve Jobs Speech (12 minutes) C. Analyzing Evidence-Based Claims: Essay about the Steve Jobs Speech (16 minutes) A. Reflection: Why Do We Analyze Models? (2 minutes) A. Review the novel and the Bud’s Rules graphic organizer that you completed in Units 1 and 2. In preparation for Lesson 10, think about what claim you might make about how Bud used his rules. I Need An Essay? Bring both the Bud, Not Buddy novel and your Bud’s Rules graphic organizer to class for Lesson 10. literary argument, qualities.
A. Unpacking Learning Targets (5 minutes) Invite students to read along with you as you read the learning targets out loud: * “I can describe the qualities of a literary argument essay about Bud’s Rules.” * “I can analyze how evidence from the text supports a claim in the Steve Jobs model essay.” Explain that understanding a literary argument is key to school, their success in the next several lessons.
Begin with having them think about what an argument is. Ask students to discuss with an elbow partner: * “Think about a time that you were in research papers, an argument with someone. What causes an prompt high argument?” Cold call on a pair to share their thinking. Ideally, students will say, “We disagreed about something,” or “We had different ideas.” Explain that in writing, there is a difference between argument and opinion. In speaking, we often say we had an argument because we had a difference of opinion; but when we refer to writing, the meaning of the two words is different. Writing an opinion piece means that it’s something a person believes, whether or not the person has evidence to prove it. However, in journey essay, a written argument, the author will make a claim, support it with reasons, and prompt school, prove those reasons with evidence. Ask:
* “If a written argument is where the author makes a claim, supports it with reasons, and proves those reasons with evidence, what can you infer is a literary argument ?” After giving students some think time, ask for thinking lessons, a volunteer to share their answer. Listen for students to infer that a literary argument means the supporting reasons and argumentative prompt high school, evidence come from a text, from a piece of literature. Write the definition of a literary argument on the board: “A literary argument is a piece of writing that makes a claim about a literary text and uses details and critical thinking, evidence to support that claim.” Tell students that in order for them to get ready to write their own essays, the lesson today will be focused on looking at what makes a strong literary argument in high, a model essay. A. Unpacking the End of Unit 2 Assessment Prompt (10 minutes) Distribute the i need an essay fast, End of Unit 2 Assessment Prompt: How Does Bud Use His Rules—To Survive or To Thrive? Argument Essay and display it using a document camera . Invite students to argumentative, follow along with you as you read the prompt aloud. Ask students to circle any unfamiliar words.
Clarify words as needed. Invite students to critical, underline words and phrases on the prompt that will help them make a strong literary argument. Look for students to underline words and phrases such as: Establish a claim about whether Bud uses his rules to argumentative high school, help him survive or thrive . Essay Tips? Write an introduction. To support your claim, use evidence about how Bud uses three of his rules. Provide closure to essay high school, your essay with a conclusion.
Use relevant and specific text evidence, including direct quotations, to support your claim. Explain how your evidence supports your claim. Use transitional words and phrases to make your writing cohesive and does persuasive, logical. Invite students to close their eyes for a moment and envision themselves writing their essay. Ask them to think about what the essay needs to include and what thinking they need to do in order to write. Now have students open their eyes, get with a partner, and discuss the three questions displayed on the board. Essay High School? Display and persuasive, ask: * “What is this prompt asking you to argumentative essay school, do?”
* “What will your writing have to include to in science, address the essay, question?” * “What thinking will you have to do to military research papers, complete that writing?” Refocus students whole group. Begin the Qualities of a Strong Literary Essay anchor chart. Explain to essay prompt school, students that they just discussed the qualities of a strong literary argument essay. Qualities are the parts or the characteristics of something—in this case, the essay.
Cold call pairs to share the qualities they discussed that will make this a strong literary argument essay. As students share their answers, put their answers into language from the rubric. For example, if a student says, “We have to choose a position,” you might write: “Make a claim = choosing a side.” Be sure the chart includes: * Make a claim . (Students may say, “Choose a side.”) * Choose text evidence that supports the claim. (Students might say, “Pick rules to help back up your choice.”) * Explain how each piece of evidence supports the claim. (Students might say, “Add my own thinking” or “Explain the evidence.”) * Introduce the weick essay improvisation, claim. (Students might say, “Write my claim in the beginning.”)
* Make it coherent. (Students might say, “Make it stick together; have everything connect.”) * Make it logical. (Students might say, “Have it make sense.”) For anything students do not identify on their own, add it to the anchor chart and essay, explain why you are adding it. B. Reading Like a Writer: Annotating the Model Essay about Rules in the Steve Jobs Speech (12 minutes) Display and distribute the Model literary argument essay: “Steve Jobs’ Rules to Live By” . Congratulate students on beginning the essay, criteria for essay school, a strong literary argument.
Tell them they will now begin reading like a writer, studying a model literary argument essay to see what they will be writing. Invite students to i need, follow along while you read the Jobs essay out loud. Ask students to turn to their partner and talk about the gist of the essay. Prompt students with a few questions around the essay prompt, content of the essay, such as: * “What claim is the author of this essay making?” * “What is the purpose of the body paragraphs?” Explain that based on the great close reading of the prompt, students already know a strong essay will include a claim, text evidence, and an explanation of how the evidence supports the claim. Display a guide to critical, coding the text where all students can see.
Direct their attention to argumentative, the text codes (C, T, E) and ask them to write the in science, codes on the top of the speech so they remember what they are: C=claim, T=text evidence, E=explanation. Students should use a “C” to identify a claim. They should use a “T” where they see text evidence. And they should use an “E” where the argumentative essay school, author of the essay explains the weick introductory improvisation, connection between the evidence and the claim. Read aloud the first two paragraphs of the text as students read along. Model the prompt school, process of coding it: “Now I am going to read the first and second paragraph for you and code the text with our C, T, and/or E. Please follow along. Essay? Read: “ Life offers many opportunities to make choices.
Life can be both easy and hard. Argumentative Prompt? When we make choices during the easy or hard times, we are either surviving or thriving. Steve Jobs used his rules in his life to help him thrive. ” “I see a claim very clearly here, so I am writing a ‘C.’ The claim is that Jobs used his rules to thrive.” Read: “ … despite being orphaned, dropping out of college, being fired, and thinking in science, having cancer. ” “This phrase signals a lot of life experiences from the text, but we really want the prompt school, rule as our text evidence here.” Read: “ In his commencement address to Stanford University in 2005, Jobs shared his three rules to critical thinking in science, follow in order to thrive in life. Argumentative High School? ” “This is the claim again at i need an essay fast, the end where I’m writing ‘C.’” Read: “ Steve Jobs shared his first rule: ‘You have to trust in essay prompt high school, something .’” “This is his text evidence here, so I’ll write a ‘T.’” Read: “He told the graduates that each choice in our lives is a dot, and we should trust in those choices. He said this was more important than spending time worrying about how all the dots connect in the future. Gays Military Papers? Jobs followed his rule to trust his gut and essay prompt school, enrolled in a calligraphy college course, and that led to the typefaces and spacing used in computers today.
Following the interesting journey essay, rule to trust in something helped Jobs thrive in life because he trusted in high school, himself and fast, didn’t spend energy worrying about the future.” “The rest of the paragraph is the writer’s explanation about the rule and essay prompt high, how Jobs used the rule to god exist persuasive, thrive. I’ll place an ‘E’ next the whole section.” Check for student understanding by asking students to show a Fist to Five if you understand how I coded our model essay.” Note any students who have less than a three and circulate to argumentative essay, those students first when they work on Paragraph 2. Critical Lessons? Prompt students to read the rest of the paragraphs of the model essay annotating the text with a C, T, and argumentative school, E. Circulate and fast, observe student annotations, making note of whether students are able to find the argumentative essay high, text evidence and the explanations. Journey? Give students a minute to review their annotation. Then have them turn to a partner and discuss their annotations. Most likely, you will notice some students struggling to make a decision about argumentative essay, whether part of the weick essay, essay is a T or an E, or whether they should code T and E for the same part of the essay.
Let them know that explaining supporting evidence is the analysis part of the essay prompt school, essay, and that they are on the right track noticing the challenge of in science lessons, it. C. Analyzing Evidenced-Based Claims: Essay about the Steve Jobs Speech (16 minutes) Display the blank Jobs Speech: Analyzing Evidence-Based Claims graphic organizer . Invite a volunteer to tell you how she or he coded the argumentative essay high, third paragraph. For example, a student might tell you to graduate writing tips, code a “T” on “‘Love what you do’ and do what you love,” and both a “T” and an “E” on “Jobs overcame being fired and school, followed that rule. He continued doing what he loved, working on computer systems and starting companies such as Pixar. Thinking In Science? By choosing to do what he loved, Steve Jobs stayed true to himself and thrived regardless of the tough times.” Write the argumentative prompt high, rule in the “text evidence” box of the graphic organizer and the other quote in the “explaining the thinking” box of the graphic organizer in the middle row. Refer to Jobs Speech: Analyzing Evidence-Based Claim graphic organizer (for Teacher Reference) for examples. Model for graduate, students how to think about using text evidence in their explanations. To the student who shared her or his annotations, you might say: “I can tell you understand that text evidence includes the rule to live by. Good. High School? This is clear text evidence.
I also see you identifying the last line as both text evidence and explaining the support of the claim. A good way to figure this out is to ask yourself, ‘What is the line mostly doing? Stating text evidence or clarifying the author’s thinking about how Jobs used the rule?’ In this case, the part you labeled ‘T’ and ‘E’ clearly had some text evidence in it with the author’s own thinking. But the purpose of the critical thinking in science, line was to explain how Jobs used the rule to thrive in life—the explanation. Prompt High School? So it should be labeled only with an E.” Invite students to Think-Pair-Share: * “With your partner, review the fourth paragraph, asking yourselves, ‘What is each section of this paragraph doing?
Supporting the claim with text evidence or explaining how Jobs used his rule?’” * “Revise any annotations, based on your discussion.” Refocus students whole group. Invite a volunteer to share how she or he coded the paragraph. Listen for weick essay, an explanation that the ‘T’ is the argumentative school, rule “to live each day as if it was your last,” and weick introductory essay, that the ‘E’—the explanation of argumentative essay high school, how Jobs used that rule—was “Jobs followed his heart and intuition with the calligraphy class.
He found courage to get over fears of what others thought about him after getting fired from Apple. I Need Fast? He knew death was a part of life, and remembering this each day helped him ensure he was doing what he really wanted most days of his life. By living the rule, Jobs thrived.” Write student thinking on the graphic organizer. Explain that you are filling in a model of the graphic organizer they will use in school, Lesson 10 for their own essay. Ask students to give a thumbs-up or thumbs-down if they felt successful separating the text evidence from the explanations. Note the students who show a thumbs-down and may need more scaffolding to separate text evidence and explanations in Lesson 10.
A. Reflection: Why Do We Analyze Models? (2 minutes) Ask students to talk with a partner. Encourage them to look back at graduate writing tips, the anchor chart they created and argumentative essay prompt high, see if they can make connections between the work they did in class and gays papers, the chart. Ask: * “Why are we studying our model essay so closely?” Invite volunteers to share their answers. Guide students to understand that they are reading like writers as they study the argumentative essay school, model essay in interesting, preparation for writing their own essay. Analyzing the text is specifically helping them to identify the content and evidence they need to include in a strong essay.
Note: If you have not already launched independent reading, do so before or during Lesson 10. Argumentative Essay High? See Unit 2 Overview for details. Students will need to be ready to read their independent reading book for homework beginning in Lesson 10. Created by EL Education, on behalf of Public Consulting Group, Inc. Public Consulting Group, Inc., with a perpetual license granted to EL Education, Inc. Get updates about our new K-5 curriculum as new materials and tools debut. Tell us what's going well, share your concerns and send any mistakes you have caught. To learn more about EL Education, visit eleducation.org. Unless otherwise indicated, all work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC BY NC SA).
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