Monthly Archives: July 2018

The readings for this week addressed the Grand Canyon University (GCU) dissertation process and the connection of that process to the 10 Strategic Points



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The readings for this week addressed the Grand Canyon University (GCU) dissertation process and the connection of that process to the 10 Strategic Points. In preparation for the assessment that will be administered the first day of live classes, identify one question in the assessment to which you do not know the answer. Seek out the answer to the question in the course reading. Then, post the question, a thorough (150-250 words) answer, and the location where you found the answer in the reading materials.


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You will choose a photograph from the Time site and write a descriptive paragraph. Use all five senses (sight, hearing, smell, taste, and touch)



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Descriptive Paragraph Instructions

You are required to submit the FINAL copy of this assignment, but you may first submit an optional DRAFT. This will allow you to receive qualitative feedback that can inform your revision. You should always avoid focusing solely on the grader’s DRAFT feedback; use the feedback as a supplement to the course lessons and your own revision ideas. Always expect to revise beyond what the DRAFT grader specifically notes.

Additional helpful resources:

Descriptive Paragraph Rubric | Descriptive Paragraph Sample

Choose one photo from the Time Magazine website at this address: http://lightbox.time.com/?iid=lf|tn

You will choose a photograph from the Time site and write a descriptive paragraph. Use all five senses (sight, hearing, smell, taste, and touch) to create vivid and tangible images in your own paragraph. Be sure to address each sense in its physical form and avoid metaphors. See below:
·         Sight: “The green pine trees dotted the horizon.”

·         Hearing: “The last-minute buzzer echoed through the stadium.”

·         Smell: “The sweet aroma of jasmine filled my nose as I jogged past the flower garden.”

·         Taste: “The cookies taste sweet with a hint of salt.”

·         Touch: “The sand felt cold, wet, and gritty beneath my feet.”

topic sentence for this assignment should introduce the main point or points in the paragraph using key terms. In this case, you should touch upon the five senses because they are the focus of this paragraph. For example, “Attending the basketball game opened up my senses to vibrant lights, loud sounds, salty aromas, mouth-watering treats, and stinging sensations from so much clapping.”

Finally, add directional transitions (above the fountain, next to the doorway, to the left of the trees, etc.) to show the location and relationship of objects in the photo. This will help the reader paint a picture by placing objects in the scene without seeing the image.

You can write this from a third person perspective (as a viewer from the outside) or from a first person perspective (as if you were experiencing this scene firsthand).

Please copy-and-paste the photo image at the top of your paragraph (see Descriptive Paragraph Sample).

When you submit your paragraph for review, include the name of the photograph (if available) and the exact URL where you accessed your chosen photograph. For this shorter assignment, you need not include this information in a formal MLA Works Cited list. You may simply put the photo title and URL at the bottom of the essay.

 

Below find the requirements and guidelines for this assignment

Remember to apply the concepts you’re learning in the course, including elements of grammar, punctuation, thesis development, and other skills.
Header: Include a header in the upper left-hand corner of your writing assignment with the following information:

  • Your first and last name
  • Course Title (Composition I)
  • Assignment name (Descriptive Paragraph)
  • Current Date

Length: This assignment should be one full paragraph, or at least 10 sentences.

Format:

  • Last name and page number in upper-right corner of each page
  • Double-spacing throughout
  • Title, centered after heading
  • Standard font (Times New Roman or Calibri)
  • 1” margins on all sides
  • Save the file as .docx  or  .doc format

Underline your topic sentence. 

 

 

 

 

RUBRIC

ENG 101 Rubric: Descriptive Paragraph
  Points

2

F

Points

3

D-/D/D+

Points

3.5

C-/C/C+

Points

4

B-/B/B+

Points

5

A-/A/A+

Thesis & Focus

Thesis, central idea, description, digressions

Lacks an identifiable thesis. One or none of the senses are described.

Readers cannot discern the essay’s central idea.

Thesis was attempted but unclear and/or inconsistently addressed. Two or three senses are described. Central idea either lacking or inconsistently addressed. Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Three or four senses are described. Digression from central idea may occur. Thesis is established and is consistently addressed throughout most of the paragraph. Four or five senses are described. Central idea is clear and maintained in most of the essay. Thesis is clearly established and maintained throughout the paragraph. All five senses are described. Central idea/focus maintained throughout.
Transitions

Directional phrases

Readers cannot envision the photo because of the lack of transitions and/or directional phrases. Readers have trouble envisioning some parts of the photo due to below-average use of transitions and directional phrases. Readers may have trouble envisioning some parts of the photo due to average-level use of transitions and directional phrases. Readers can mostly envision the photo due to use of good transitions and directional phrases. Readers can fully envision the photo due to excellent use of transitions and directional phrases.
Language & Style

Word choice, repetition, redundancy, awkwardness, article misuse, wrong word form (their/there, etc.), typos/misspellings, vocabulary

Contains 6 or more errors in word choice, wordiness, redundancy, or awkwardness.

Contains repetitive, incorrect, and/or insufficient sentence structure and/or limited vocabulary.

Contains 4 – 5 errors in word choice, wordiness, redundancy, or awkwardness.

Demonstrates competency with language use but sentence constructions and vocabulary may be limited or repetitive.

Contains 2 – 3 errors in word choice, wordiness, redundancy, or awkwardness.

Demonstrates sufficient knowledge and skill with varied sentence construction and vocabulary. Unnecessary repetition is minor.

Contains 1 error in word choice, wordiness, redundancy, or awkwardness.

Demonstrates sufficient knowledge and skill with varied sentence construction and vocabulary. Unnecessary repetition is minor.

Contains no errors in word choice, repetition, redundancy, awkwardness, etc. Not only avoid errors but employs vivid, fresh, and original expression.
Grammar

Fragments, subject-verb agreement, verb tense errors, verb form errors, run-ons, pronoun agreement

Contains more than 5 different grammar errors.

The identical 3 – 4 errors may be repeated throughout.

 

 

Contains 4 – 5 different grammar errors. The identical 2 – 3 errors may be repeated throughout. Contains 2 – 3 different grammar errors. The identical 1 – 2 errors may be repeated throughout. Contains 1 grammar error, which may be repeated throughout the essay. Contains either no grammar errors, or 1 – 2 different errors with no repetition.
Punctuation & Capitalization

Comma errors, comma splices, apostrophe errors, capitalization errors, semicolon errors, colon errors

Contains more than 5 different punctuation/capitalization errors.

The identical 3 – 4 errors may be repeated throughout.

 

 

Contains 4 – 5 different punctuation/capitalization errors. The identical 2 – 3 errors may be repeated throughout. Contains 2 – 3 different punctuation/capitalization errors. The identical 1 – 2 errors may be repeated throughout. Contains 1 punctuation/capitalization error, which may be repeated throughout the essay. Contains either no punctuation/capitalization error, or 1 – 2 different errors with no repetition.
Format

heading,

title,

margins, spacing,

length*, photo URL

underlined thesis,

 

 

 

Doesn’t meet formatting requirements.

 

Formatting may be missing four or more elements (either no title, incomplete heading, inappropriate spacing or margins, missing photo URL, used photo from site other than recommended Time site, thesis not underlined).

 

Length may not meet minimum requirements.

Doesn’t meet most formatting requirements.

 

Formatting may be missing three elements (either no title, incomplete heading, inappropriate spacing or margins, missing photo URL, used photo from site other than recommended Time site, thesis not underlined).

 

Length may not meet minimum requirements

Meets some formatting requirements.

 

Formatting may be missing two elements (either no title, incomplete heading, inappropriate spacing or margins, missing photo URL, used photo from site other than recommended Time site, thesis not underlined).

 

Length may not meet minimum requirements (an essay that does not meet length minimum will score no higher than 3 in this category)

Meets most formatting requirements.

 

Formatting may be missing one element (either no title, incomplete heading, inappropriate spacing or margins, missing photo URL, used photo from site other than recommended Time site, thesis not underlined,).

 

Length meets minimum requirements.

Meets all requirements.

 

Formatting is appropriate in terms of heading, title, margins, spacing, underlining thesis. Selected a photo from recommended Time site and provided URL.

 

Length meets minimum requirements.

 



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write your own Fable Narrative with a thesis based on the main idea from one of the traditional stories that you read.



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Fable Narrative Instructions

This first required assignment asks you to write your own version of a traditional fairy tale.  There is no DRAFT submission for the Fable Narrative, so please upload your essay as a .doc or .docx file into the Fable Narrative upload area for grading.

Traditional fables and fairy tales typically have some kind of moral lesson that serves as the main idea (or thesis).

For this assignment, you will write your own Fable Narrative with a thesis based on the main idea from one of the traditional stories that you read.

Additional helpful resources:

Fable Narrative Rubric Fable Narrative Sample

You have two options for this assignment:

Option #1: Modern-Day Tale

Go to https://www.cs.cmu.edu/~spok/grimmtmp/ to read one of the classic stories authored by the Grimm Brothers in the nineteenth century. Identify the main idea/thesis and rewrite the fairy tale into a story that applies to today’s society, ensuring that the story idea remains the same. Just as with an essay, there must be details that support the thesis. Organize your tale into an introduction, body, and conclusion.

Consider introducing the story in the introduction and creating a thesis statement at the end of the introduction that contains the story’s moral as well as an overview of the story’s main events.

Sample Thesis Statement: “When Cinderella disobeyed her step-mother and went to her high school prom, she was grounded and wasn’t allowed to even attend classes, which resulted in Child Protective Services removing the step-mother from the home and showing how good always prevails over evil.

After you create the thesis statement, rewrite the fable in the body paragraphs using chronological order. Be sure to sum up the story’s main points as well as the moral in the conclusion.

Option #2: What Really Happened to Little Red?

Revisit the original childhood tale of “Little Red Riding Hood” at http://www.pitt.edu/~dash/type0333.html#grimm. Identify the thesis and the primary supporting details. Keeping the main idea of the story, rewrite the ending, beginning with this sentence:

“Meanwhile the wolf ran straight to the grandmother’s house and knocked at the door.”

Consider creating an introduction that summarizes the beginning of the story and ends with the thesis statement. A thesis statement for this essay should be an overview of the fable’s moral and a brief preview of the main events in the remainder of the story that you are rewriting.

Thesis example: “Before Little Red Riding Hood leaves her house, her mother reminds her of the dangers of talking to strangers, but Red doesn’t realize that evil can sometimes disguise itself and hurt family members.

After you create the thesis, begin rewriting the fable’s new ending in the first body paragraph beginning with the suggested sentence: “Meanwhile the wolf ran straight to the grandmother’s house and knocked at the door.” Remember to sum up the story as well as the moral in the conclusion.

Formatting and Submission Requirements

Tip: Remember to apply the concepts you’re learning in the course, including elements of grammar, punctuation, thesis development, and other skills.

Tip: In either option, please avoid copying and pasting any portions of the original fable.

Header: Include a header in the upper left-hand corner of your writing assignment with the following information:

  • Your first and last name
  • Course Title (Composition I)
  • Assignment name (Fable Narrative)
  • Current Date

Length: This assignment should be at least 500 words.

Format:

  • Last name and page number in upper-right corner of each page (To insert page numbers in your Word document, click or tap Insert > Page Number.)
  • Double-spacing throughout
  • Title, centered after heading
  • Standard font (Times New Roman or Calibri)
  • 1” margins on all sides
  • Save the file as .docx  or  .doc format

Underline your thesis statement. 

 

 

RUBRIC

ENG 101 Rubric: Fable Narrative
  Points

2

F

Points

3

D-/D/D+

Points

3.5

C-/C/C+

Points

4

B-/B/B+

Points

5

A-/A/A+

Thesis & Focus

Thesis, central idea, audience, purpose, digressions

Lacks an identifiable thesis. Limited or no awareness of audience and purpose.

Readers cannot discern the essay’s central idea.

Thesis was attempted but unclear and/or inconsistently addressed. Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed. Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Awareness of audience may be adequate but inconsistent. Central idea is perhaps too general and supported by irrelevant examples. Thesis is established and is consistently addressed throughout most of the paper. Awareness of audience is sufficient. Central idea is clear and maintained in most of the essay. Thesis is clearly established and maintained throughout the entire paper. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout.
Support & Development

Thesis support, thesis development, use of examples, logic, and reason

No support of thesis with relevant facts, examples, reasons, or evidence. No topic development. Support is minimal, logically flawed, and/or inaccurate. Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning. More support is needed. Some examples may be vague. More development needed for supporting reasons or evidence. Some irrelevant support may be present, but most evidence supports thesis. Support is sufficient but perhaps flawed in some minor way. Examples are sufficient. Thesis is supported and developed in most paragraphs. Essay completely supports the thesis with logical arrangement of evidence. All assertions are supported and relate to thesis.
Coherence & Organization

Introduction, conclusion, body paragraphs, transitions, topic sentences

No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no discernable topic sentences.

 

Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps numerous digressions. Mostly missing or problematic topic sentences. Demonstrates little understanding of organization. Identifiable introduction, body, and conclusion; yet one significant weakness is present: undeveloped introduction, undeveloped conclusion, illogical paragraph order. Adequate transitions, perhaps some digressions. Some paragraphs may lack clear topic sentences.

Demonstrates basic understanding of organization.

Clear introduction, body, and conclusion although improvements could be made. Most paragraphs have clear topic sentences. Essay establishes a clear plan of development. Transitions are clear throughout most of the paper. Demonstrates good understanding of organization. Clear and effective introduction, body, and conclusion: Introduction establishes the essay’s main idea, and conclusion summarizes thesis and main ideas without merely copying and pasting from the introduction. Clear and effective transitions are present throughout the paper. Demonstrates excellent understanding of organization.
Language & Style

Word choice, repetition, redundancy, awkwardness, article misuse, wrong word form (their/there, etc.), typos/misspellings, vocabulary

May contain more than 6 errors in word choice, wordiness, redundancy, or awkwardness.

May contain more than 6 errors in inappropriate language for academic audience.

Fails to demonstrate competent language use; sentences and vocabulary are inappropriate, facile, and/or incoherent.

 

May contain 6 errors in word choice, wordiness, redundancy, or awkwardness.

May contain 6 errors in inappropriate language for academic audience.

Contains repetitive, incorrect, and/or insufficient sentence structure and/or limited vocabulary.

May contain 4 – 5 errors in word choice, wordiness, redundancy, or awkwardness.

May contain 2 – 3 errors in inappropriate language for academic audience.

Demonstrates competency with language use but sentence constructions and vocabulary may be limited or repetitive.

May contain 2 – 3 errors in word choice, wordiness, redundancy, or awkwardness.

May contain 2 – 3 errors in inappropriate language for academic audience.

Demonstrates sufficient knowledge and skill with varied sentence construction and vocabulary. Unnecessary repetition is minor.

May contain 1 error in word choice, wordiness, redundancy, or awkwardness.

May contain 1 error in inappropriate language for academic audience.

Demonstrates sophisticated knowledge and skill with varied and complex sentence construction and vocabulary.  Little-to-no unnecessary repetition.

Grammar

Fragments, subject-verb agreement, verb tense errors, verb form errors, run-ons, pronoun agreement

Contains more than 5 different grammar errors.

The identical 3 – 4 errors may be repeated throughout.

 

 

Contains 4 – 5 different grammar errors. The identical 2 – 3 errors may be repeated throughout. Contains 2 – 3 different grammar errors. The identical 1 – 2 errors may be repeated throughout. Contains 1 grammar error, which may be repeated throughout the essay. Contains either no grammar errors, or 1 – 2 different errors with no repetition.
Punctuation & Capitalization

Comma errors, comma splices, apostrophe errors, capitalization errors, semicolon errors, colon errors

Contains more than 5 different punctuation/capitalization errors.

The identical 3 – 4 errors may be repeated throughout.

 

 

Contains 4 – 5 different punctuation/capitalization errors. The identical 2 – 3 errors may be repeated throughout. Contains 2 – 3 different punctuation/capitalization errors. The identical 1 – 2 errors may be repeated throughout. Contains 1 punctuation/capitalization error, which may be repeated throughout the essay. Contains either no punctuation/capitalization error, or 1 – 2 different errors with no repetition.
Format

heading,

title,

margins, spacing,

length*,

underlined thesis, other assignment-specific required elements

 

*Length for fable narrative is 500 words minimum.

 

 

 

Doesn’t meet formatting requirements.

 

Formatting may be missing four or more elements (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined).

 

Length may not meet minimum requirements.

Doesn’t meet most formatting requirements.

 

Formatting may be missing three elements (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined).

 

Length may not meet minimum requirements

Meets some formatting requirements.

 

Formatting may be missing two elements (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined).

 

Length may not meet minimum requirements (an essay that does not meet length minimum will score no higher than 3 in this category)

Meets most formatting requirements.

 

Formatting may be missing one element (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined).

 

Length meets minimum requirements of 500 words.

Meets all requirements.

 

Formatting is appropriate in terms of heading, title, margins, spacing, underlining thesis.

 

Length meets minimum requirements of 500 words.

 



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Five year old Phoebe Jonchuck was thrown to her death off a St. Petersburg Bridge by her own father, Jon Jonchuck.



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Five year old Phoebe Jonchuck was thrown to her death off a St. Petersburg Bridge by her own father, Jon Jonchuck.  Answer the following questions:  Was there a previous history with Jon Jonchuck by DCF?  Could this tragedy have been prevented?  Did Jonchucksuffer from a mental illness?  If so, what was the mental illness?  Did he receive treatment?  Is there any responsibility that the therapist has given the outcome of this case?  What type of treatment would have been effective if any with Jonchuck to have prevented this tragedy?   Did he have a criminal record?  Should someone who suffers from a mental illness and has a criminal record be barred from having custody of children?  What could have been done differently by DCF workers?  If you were asking questions of the DCF secretary Mike Carroll what would you want to know about his agencies response to this case?  Should he resign his post given the public outrage?  What measures could be taken to improve the operation of DCF in light of this tragedy?  The story can be found at the following link: http://www.nbcnews.com/news/crime-courts/john-jonchuck-accused-hurling-daughter-bridge-mentally-unfit-trial-n313461



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This book review was about global bollywood and its importance in Hindi song and dance.



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Assignment 9 response

This book review was about global bollywood and its importance in Hindi song and dance.
The authors Sangita Gopal and Sujata Moorti explained the anthology Global Bollywood and
its epistemological schema. They point out two points about the principles of Bollywood song
and dance. First is that Hindi film and music has always been linked to other world cinemas and
musical forms as stated in the book review. Several music forms that they say are linked to Hindi
culture are western classical music, rock, disco, and bebop. Furthermore, what I found interesting
is the link between Israeli culture and Hindi music and dance. From the text, it is said that in Israeli culture,
Bollywood music is held at a high standard and that it is quintessential in terms of harmony and stability.
The second point that the article states is that Global Bollywood has had an economical side to it.
“The consumption and development” of Hindi song and dance has always been a huge factor for contributors to look upon.

Assignment 10 response

This reading was about how postmodernism effects Bollywood dance and music. From this reading I learned that Postmodernism
has a negative effect on all traditional dances “in the sphere of commercial dancing”. As shown in Bollywood culture, they depict
this as a meaningless dance form and culture. Used as an example, the reading gives us a anecdote of how a Dance professor refuses
to assign or assess her student’s work because she felt that her students should be given the liberty of learning about dance culture
on their own, to eventually create their own value and respect for dancing culture, essentially this just means that without assessment
dance will inevitably fall to its demise. Ultimately, this reading explains that although Bollywood culture in many ways is a reiteration of
traditional Indian dance form, those who are in charge of producing Bollywood products are more concerned with the economical part
of Bollywood, and in a sense this is a result of postmodernism.

post modernist bollywood

It is interesting seeing what different people consider art to be. Some consider art to be extremely formal and rigid like a
Renaissance painting or a classical ballet. These are thought of as ¡°art¡± because they follow strict rules and regulations.
However, on the other hand, there are people who believe that art can be anything as long as it is an expression of a passion.
For example, sitting in the middle of a room eating a bag of potato chips or a canvas completely painted red. In this reading,
the following question is brought up: what defines something as being dance performance? Is it the guidelines of traditional
dance or having choreography? Or maybe anything can be dance like the post-Modernist believe. These are interesting questions
to think about while watching a Bollywood dance performance. Bollywood dancers and choreographers are aware of traditional
Indian dances and they have still ¡°chosen rampant commercialism and consumerism with its inherent tastelessness.¡±
(Williams, 22) These dances are tailored to please audiences and take on the post modernist motto of ¡°anything goes¡±.

Female Sexuality and Expectations

Bollywood has been a medium in which women can be portrayed in sexual natures not formerly allowed via nationalist values.
Nijhawan describes the traditional scripts as portraying the female role as “Indian myths and discourse do not write of dancing women
as especially ¡®bad¡¯ or ¡®wrong,¡¯ but rather undomesticated, either because of their ¡®nature¡¯ or through force of circumstance.”
Dancing skill is attributed to a sexual nature rather than love. Many mythical stories have been warped to change the previous prominence of
a female character and insert a more sexualized connotation. Such as in the role of the devadasi. The control of the female sexual narrative speaks
volumes as to how gender roles are, and we should question them as people who intake the product of such narratives.

As a feminist with a particularly strong moral code, I find this control over the female narrative due to institutionalized patriarchy to be disgusting.
I understand tradition, however, young women should have people to look up to who embody tradition but are not degraded to such low sexual
innuendos. I see this problem not only in India but also Korean dramas as well. I don’t find the plots interesting and I won’t put my money towards it.



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Public goods are __________.



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Public goods are __________.

rival in consumption and their benefits are excludable

nonrival in consumption and their benefits are excludable

nonrival in consumption and their benefits are nonexcludable

rival in consumption and their benefits are nonexcludable



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Two point charges +Q and -Q of mass m are placed on the ends of a massless rod of length L, which is fixed to a table by a pin through its center



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Two point charges +Q and -Q of mass m are placed on the ends of a massless rod of length L, which is fixed to a table by a pin through its center. If the apparatus is then subjected to a uniform electric field E parallel to the table and perpendicular to the rod, find the net torque on the system of rod plus charges.



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How many moles of mercury will be produced by electrolysis 1 m hg (no3)^2 solution with a current of 2A for 3 hours. Hg (no3)^2=200.6



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How many moles of mercury will be produced by electrolysis 1 m hg (no3)^2 solution with a current of 2A for 3 hours. Hg (no3)^2=200.6



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