Background
This assignment asks you to practice the rhetorical reading strategies that Haas and Flower describe in “Rhetorical Reading Strategies and the Construction of Meaning.” As a college writer, you need to make rhetorical reading a normal habit. To read texts rhetorically is to read them as if they’re people talking to you, people with motivations that may not always be explicit but are always present. It means talking about not only what a text says or what it means, but what it does. (Start a war? Make a friend laugh? Get an addict into rehab? Start a romance?) When you read a text trying to figure out what it does or why a person would go to the trouble of writing it, you’re reading rhetorically.

Object of study
For this rhetorical reading project, the object of your analysis will be a scholarly journal article or a book chapter. Working in this genre will give you important additional practice for reading scholarly work rhetorically in your later classes, and you’ll probably have a lot to learn about how scholarly communities work in order to do the assignment well. Your assignment is to rhetorically read a text and compose a four- to five-page piece that explains your interpretation of what the writer mean to text to accomplish, and why.

Your Task
Select a Text. You should use the library’s research resources to locate a scholarly article in your major or related to the course theme (if any). You’ll probably do a better job if you pick an article or book chapter on a subject of interest to you, so try to choose something you are personally interested in. (For example, if your major is Biology and you are interested in genetic engineering, you might choose an article that addresses that subject.) The primary functional constraint on your choice of article is that you must be able to trace its provenance—to know where it was published, when, and by whom.

Summarize the Text. Read carefully and summarize the text. Look for these aspects of the text in building your summary:

– The territory the text covers, and the niche it occupies (which may be the thesis, if it has one);
– The text’s main parts or sections;
– The main lines of argument;
– Its theoretical framework (underlying theories or principles it uses to frame the argument);
– Any research methods the writer used;
– Any findings or results the writer reports;
– The writer’s discussion of the implication of their work.

Note: In a scientific study this may follow the IMRAD structure (introduction, methods, results and discussion).

Points: 150 (15% of your grade)
Work: individual
Length: ~1,000—1,200 words
Key feature: Introduces, summarizes, and evaluates the quality of an argument in its immediate or other context
Format: APA formatted paper
Due: Week 7 (date to be established by instructor)

Historicize the Text. Along with summarizing what the text says, you’ll collect some basic information on the text’s provenance. This information is crucial to rhetorical reading because it will help you make inferences later about the exigence and motives that gave birth to the text, helping you to understand what it was meant to do. Most of this information is contextual, meaning that it lies with but outside the text. Some of the things you need to know about the text include:
– Who wrote it? You need to go beyond the name associated with the text and do a little basic research to find out more about the author.
– Who published it? What journal or book did it originally appear in? Who publishes the journal or book? What other kinds of things to they publish?
– Who reads what this publisher prints? Don’t assume you are the intended audience. Find out who a given journal or book expects to read its work.
– When was the text written? Especially in the sciences it is important to know when the writing happened. This will tell you: (1) what the writer could and could not have known at the time of the writing; and (2) where on the field’s and the broader culture’s timeline the writing occurred. Was it written during a particularly important “conversation” in the field? Was it before or after that?

Answering these questions historicizes a text by telling the reader how the text fits into the broader web of rhetors, circumstances, evens, and material objects that would have given rise to the text in the first place.
Write Your Interpretation of the Text’s Context, Exigence, Motivations, and Aims. The thesis of your rhetorical reading analysis should have to do with what the article does (or did at its point in history) and why the writer wanted to do that. Your final step in this project is creating your interpretation of the text’s history, and what it says, in order to make these assertions about the exigence, motivations, and aims that fueled the text given the context in which it was written. Here are some of the functions you might consider for your analysis (in no particular order):
– What is the article’s context? When and where did the text first appear? What historical moment, if any, made this relevant? What important information can you provide about the writer and publisher?
– In what ongoing conversation does the text participate? (Swales’ CARS concepts of territory and niche might be helpful here.)
– What is the writer’s main argument? Include claims and support, but also consider what warrants the readers must accept in order be convinced by the argument. (Reviewing Toulmin could be helpful here.)
– What conclusions can you come to about the exigence, motivations, and aims of the text? What was the text meant to accomplish, and why? How do what it says and what it means relate to what the text actually does (accomplishes?).
– What evidence exists for your interpretations? When you make a claim about the text or its context, what evidence do you have to offer that supports this? Quotations from the text and external sources may be useful here.

_______________________
What makes it good?
1) The main purpose of your essay should focus on what the text does and why the author meant to do that;
2) It should summarize the text you’re interpreting. It should discuss the context in which the text appeared;
3) It should be organized and include an introduction, summary of the text, historical context, interpretation section, and conclusion;
4) Finally, it should include textual evidence to support your claims.

________________________
Style and citations
You should use APA style for citations and formatting; this means you need to use a cover page, abstract page, and reference page, and caption and label any figures accordingly.

Drafts
During the writing of this paper (and all subsequent papers) you will be required to bring printed in-process drafts to class or post drafts in Blackboard before class on the day they are due.
Assessment
You will be assessed via Written Communication Rubric (see BlackBoard).

An Analysis of Edmund Burke’s
“Conciliation with the Colonies”

 

This essay is to be an analysis and critique of Edmund Burke’s Speech on Conciliation with the Colonies, given before the British parliament on 22 March 1775. The essay is to address the following:

 

~ Who was Edmund Burke?

 

~ In this speech, what is Burke’s basic argument (what is his general theme and tone)? Does he support the colonists’ rebellious actions? What is his attitude toward the recent actions of The British Government?

 

~ discuss the six sources which Burke identifies as making the Americans’ love of liberty stronger “than in any other people on earth”. Do you agree with his assessment? Why or why not? Is there any one of these sources that you think is more important than the rest, and, if so, why do you think so?

 

To access Burke’s speech on-line:

 

1) go to: http://press-pubs.uchicago.edu/founders/

 

2) in the upper right hand corner click: “Contents”

 

3) under “Major Themes” click: Fundamental Documents

 

4) click:  2. Edmund Burke, Speech on Conciliation with the Colonies, 22 Mar. 1775

 

n.b., Remember, any direct quotes or the paraphrasing of any ideas unique to the text (or any other sources you might use) must be properly footnoted.

 

DUE DATE: Tuesday, 27 February 2018

AT THE BEGINNING OF CLASS (9:30AM)

 

over

Your paper must 3-5 pages (at least 3 full pages of text),  be typed, double-spaced, stapled (upper left hand corner), footnoted when and where necessary, and include a bibliography. A cover page is o.k., however it does not count toward the total number of pages required for your paper (same is true for the bibliography). Artwork, fancy binders, acetate covers, and so on, are frowned upon.

 

Your paper must also adhere to all other mechanical requirements as outlined in the syllabus under “VIII.2.b General Mechanical Requirements for all essays”.

 

The Turabian citation format is preferred for all courses in the History Department. All other citation styles or formats will not be accepted for any writing assignments in Oakton history courses. As a university student, it is the student’s responsibility to be familiar with the Turabian citation style. For more info regarding this format: http://www.wisc.edu/writing/Handbook/DocChicago.html or see Rampolla, Chapter 7.

 

An information system (IS) is a system, whether automated or manual, maintaining data records and organizing activities for an organization. For this assignment, you will analyze the development process of an IS for an enterprise of your choice. You will focus on the stakeholders’ needs, and problems to be solved for your selected case study. In addition, you will tackle the requirements management, analysis, and design of your selected case study and make decisions including the articulation of needs, features, requirements, test-cases, and design decisions. You will be completing this assignment in five weeks. In each week, you will work on a component of the report. By the end of Week 5, you will integrate these separate components into a final report. See previously submitted papers in attachment. It includes topic chosen for this assignment. Week 3 Project Tasks Now that you have collected the input for your functional requirements, complete the following tasks: 1. Create the use-case model diagrams for the three (3) subjects you have identified in Week 2. 2. Create use-case desсrіptions for at least two of the use cases you are using in your usecase models. The use cases will comprise the following components: • Use case title • Brief desсrіption • Flow of events (this is a detailed diagram capturing the internal flows for the use case) • Special requirements • Precondition • Postconditions • Extensions • Relationships 3. Start creating an object-oriented (OO) class diagram for your system using a tool of your choice. The OO class diagram will include key attributes (data-items), operations (behaviors), and any generalization relationships between classes you would like to highlight. Submit your complete report in a 10- to 15-page MS Word

1. Briefly explain (in 50-100 words), how you decided which activity was the most important to you.

 

The most important activity in my life has been Robotics.  One of the reasons why I joined Robotics was because I found that it allowed me to not only socialize with people and make new friends, but to also learn how to build a robot. We learned computer science, and the programming mindset that goes into it. Programming is a pretty important skill in robotics because there are over 1500 programming languages that we can choose from, and most of them are keen towards robotics to help with the flow of the design. Good programming also helps the robot come to life. And lastly, I learned how to disassemble a robot and how to put it back together.  While in Robotics, I also participated in tournaments that taught me how to work with a team and furthered my knowledge of designing and building robots through the exchange of ideas with my peers. Robotics helped me make new friends and find a passion for designing and building robots. My love for Robotics helped me realize that I want to continue to design and build things, whether that be through studying Engineering or Computer Science or another field of study that encompasses the elements of Robotics. I want to continue on the course that Robotics has taken me for the rest of my life.

           

 

 

2. Consider something in your life you think goes unnoticed and write about why it’s important to you. (Max 650 Words)

 

On February of 2009, my family and I brought our first puppy and his name was Coco. At the time he was really small and he was just 9 months old, so really he wasn’t born not to long ago. After when we brought Coco, it really became the definition of bonding and that’s what he brought to me because before I was an only child who didn’t have anyone to play at the time but when we brought Coco the whole perspective of me being lonely changed. At the time I was 8 years old, so we would play fetch, go for a walk, and even go for a swim. He was such an energetic dog who would do anything to make sure that his peers would play with him. All before that happened, he was in a shelter and somebody flew him from New York City to Chicago, and he was with his two sisters. One was Nancy and another one was Lola. The person brought the three dogs to my Grandma’s house and I had to make a decision on which dog to choose from. All of them looked so cute, but the one dog that really stand out was non other than Coco. The reason why I picked Coco over the two other dogs was mainly because of his energy and his cuteness, I could’ve chose to pick a different route and chose a much bigger dog like a German Shepard, but I wanted a small dog who would be there for me every step of the way and I think I found my heart right there. I became a much different person and my dog became unnoticed as the days go by. For instance, I would do my homework more often and I just wouldn’t care meaning that I wouldn’t take him outside for a walk or even play with him. I would instead focus more on my homework rather than my dog and my bond with him became less and less important which would lead me to not care about him anywhere. Some of the stuff that made my bond with Coco break away was video games, at the time I was 10 years old and I was really addicted to video games and everytime when I had to take him out for a walk or do anything I would refuse and instead just continue to do what I was doing whether that be playing video games, or even playing basketball. I feel that Coco is so important to me because of the level of passion and energy he brings to the table, he is just that one dog who has everything I want whether that be from playing, to even listening to other people. Coco has that and that’s one of the reasons why I love Coco so much.

 

 

 

 

 

 

 

 

 

 

3. Tell us why you decided to apply to the University of Wisconsin-Madison. In addition, share with us the academic, extracurricular, or research opportunities you would take advantage of as a student. If applicable, provide details of any circumstance that could have had an impact on your academic performance and/or extracurricular involvement. (Max 650 Words)

 

 

One of the reasons why I applied to the University of Wisconsin Madison, was for its superb academic opportunities. I want to attend a university that will challenge me and also make me successful in the long run. When I visited here last summer I fell in love with the school. One of the things that I loved so much were the people, and the gorgeous scenery of the school. One of the reasons why I say that, is because the people that I met there are so cultured and so diverse and it seems like there’s people from everywhere. Also the city of Madison has a lot of cool things going on like the diary farm, and even shops, museums, theater, etc. When I visited there, the lake scenery was so beautiful that the lakes surrounding the Campus was so nice to look at during the day. Also during my tour guide, I visited the classrooms and some lectures were really small and really big and that’s what I love about it so much. It’s the ability to be diverse in such a small environment or in a big environment. I applied to UW Madison because I feel like this prestigious university would be a perfect fit for me at home. One of the reasons why I say this would be a perfect fit for me at home is mainly due to the social environment. The social environment at UW Madison is one of the most diverse environments I have ever saw since my tour last fall. I saw a lot of students hanging out in the quad and in the Lake Terrace. And it just reminded me a lot of my home which would be my Highschool and my Community College, because I remember how diverse and socially the environment was and I want to continue that trend once when I go to University Of Wisconsin Madison , and that The University of Wisconsin Madison has many different programs and degrees that I can choose from. Since I am going into Wisconsin as an undecided major, I realized that This school provides a strong education, in every major from Astronomy all the way to Engineering. I feel that I can get the best of both worlds in terms of academics, and the social life at UW Madison.  One of the reasons why I say that, is because I believe that Wisconsin offers a lot of education programs both inside and outside the classroom. And that happens to be the Study Abroad Program. One of the reasons why I want to Study Abroad is because I love to travel around the world and meet as many people as I can. Studying Abroad will help me get out of my comfort zone, and it will help me to introduce the new culture from different various parts of the world. One of those places I want to visit would be India, the reason I would say this is because I know how beautiful India is, and it would help me meet the locals and get to know a lot about their culture and become culturally diverse. This would probably tie into my potential major after when I’m done being an undecided major student at Wisconsin which is Business and Economics, because since im going to UW Madison as an Undecided Student, it would really help me and benefit me to study abroad and learn all sorts of new things. The academic, extracurricular, and research opportunities are key to making my life at UW Madison a success – both inside the school and outside of school. The academics at UW Madison have over 9,000 courses and 200 undergraduate majors to choose from. I feel that there is just so much that I can choose from, from Arts to Business to even Engineering, the possibilities are endless at UW Madison. The extracurricular activities at UW Madison are very important to me, because I feel there is just a lot of clubs to choose from. In high school, I was part of Robotics and Rotary, and also ran Cross Country. At UW Madison I know that there is a wide range of sport clubs that I can choose from. From Archery, to Cycling, to even Running. I know that I will find a special place in my heart once I get here to UW Madison. There is just a wide range of student organizations I can choose from Study Abroad,  to all different events happening throughout the year, it just would be a perfect fit for me as a transfer student coming from a local Community College. The research opportunities at UW Madison are some of the best I have ever seen coming from my local community college as a transfer student. I have found out that The University Of Wisconsin Madison has a ton of opportunities for students such as studies from Biochemistry, to postcolonial literature.  The possibilities are just endless, and I feel like there is a lot to choose from.   (Some of the programs and majors that intrigue me at UW Madison are Engineering, Computer Science, and Mathematics. One of the reasons why these Majors Intrigue me so much, is because I have had experience with most of these majors at some point in my life. For example, for computer science, I learned some coding in High School in my Linux Classes, etc. For Engineering, I love building things and problem solving them so this is one of the majors that I like to explore once i’m at UW Madison. Another one I would to consider is Mathematics, one of the reasons why I would like to explore mathematics at UW Madison is because I love math. I love the concept behind math that revolves around Algebra, and formulas, etc. Math is something that I am passionate about and that is something that I would like to consider once I arrive at UW Madison. Since I am arriving to UW Madison as an Undecided Major, I feel that the possibilities are endless coming from a transfer student who just loves to explore new opportunities and take new challenges.

 

 

 

 

 

 

 

 

SHORT PAPER #1–DUE DATE: Wednesday, Feb. 21 (during in-class period) Posted Jan 31, 2018 12:12 PM 1. What does ″The Sandman″ teach us about ontology (to question the meaning of being or existence) AND epistemology (to question what, how, and limitations on knowledge)? Develop a case study analysis of ″The Sandman″ in relation to questions, tensions, or consequences raised by our assigned readings and classroom engagement. Use Vicktor Frankl and other distributed resources to defend your analysis. Substantiate your answer by developing an interpretation or critique of a character (or characters) that focuses on an organizing issue, theme, or idea present in the text. 2. In book four of the Republic (444d-e), Plato writes the voice of Socrates as saying: ″Producing health is a question of arranging the elements in the body so that they control one another–and are controlled–in the way nature intends. Producing disease is a question of their ruling and being ruled, one by another, in a way nature does not intend…In which case, virtue would apparently be some sort of health, beauty and well-being in the soul, while vice would be disease, ugliness and weakness.″ Across our reading of selections from books four, six, and seven of Plato′s Republic, a clear relationship is developed between just things, true things, beautiful things, and good things. Investigate this relationship by answering the following question: what makes Plato′s city both an ethical and prudential ideal, both maximally just and maximally happy? You may make full use of our textbook′s chapter on Plato and ″The Psycho-politics of Justice″ in developing your analysis on the content of Plato′s position in the Republic. You must answer BOTH of the questions. The limit is 600 words for each response; please include a word count at the end of your document.

You will be writing an analysis/reflection paragraph for chapter 1, 2 and 3. The analysis/reflection paragraph should be about deeper ideas in the novel. Rather than just looking at what′s happening on the surface, make connections with some of the bigger themes and ideas we′ve been speaking about in class, like Freud′s concept of the id, ego and superego, Kohlberg′s six stages of moral development, the struggle between civilization and savagery as personified through Ralph and Jack, etc. For chapter 1, 2 and 3, write one well-written reflection paragraph. I want to see evidence that you′ve thought deeply about what′s happening in the novel and the bigger ideas beneath the surface. Each analysis/reflection paragraph should have around 7-8 sentences

Scenario: You were recently hired as the Director of Planning for a mid-sized hospital and the CEO has asked you to develop a brief memo that explains the role of the governing body as it relates to the oversight of quality. The CEO also asked that you identify 2-3 specific actions used by progressive healthcare organizations to better engage the board in quality oversight. In addition to describing these best practices, be sure to compare and contrast the strengths and limitations of each model.

Requirements:

• The memo should be at least one, but no more than two pages in length, single-spaced.
• Use terms, evidence, and concepts from class readings.
• You need to cite at least three sources for this assignment, outside of the textbook.

 

-Read https://drinkingage.procon.org/view.resource.php?resourceID=006448

on ProCon.org.

-The title for Writing Assignment 1 is:  “Writing Assignment 1:  The Drinking Age”.

–The critical response questions for Writing Assignment 1 are:  “Do you support or oppose the State of Texas lowering the drinking age from 21?  Why or why not?”

-Respond with at least 500 words explaining what you think and three reasons you feel the way you do using the four-paragraph format explained in the class writing assignment directions below.
_________________________________

Class Writing Assignment Directions

In our sophomore-level college class about Texas state and local government you are required to submit four critical response essays befitting of a second-year-college course.  The purpose of our class critical response essays is for you to improve your ability to analyze public policy and political topics, to express your viewpoint about these topics, and to improve your writing skills.

Writing Assignment Format
-Do not use a title page.
-Set your spacing to double spacing with no extra points of space either before or after a line.
-Insert a heading in the body (not in the header) of the first page consisting of four double-spaced lines.  On line one type your first name and last name.  On line two type “Professor Michael A. Kelley.”  On line three type “Government 2306.”  On line four type the month, day, and year you prepare your writing assignment.  The first line of your heading should be one inch from the top of the first page and all four lines should be flush with the left margin, one inch from the left side of the page.
-Center the title of the assignment two spaces below the fourth line of your heading.
-Two spaces below the title and flush with the left margin write verbatim the critical response questions posed for your response.
-Two spaces below the restated assignment questions begin your first paragraph with the first line indented one-half inch from the left margin.
-Paragraphs will have one space between them and will begin with the first sentence indented one-half inch from the left margin.
-Double space all writing.
-Use 12-point, Times New Roman, black font for all writing.
-Insert page numbers on each page, including the first page and, if used, the Works Cited page.  The page numbers will be cardinal numbers that are centered in the footer and will be 12-point Times New Roman font.
-If you provide a ‘Works Cited’ page it will be the last page of your writing assignment.  The format for the Works Cited page is the same as for the body of the assignment except that the first line of a cited reference will be flush with the left margin, one inch from the left side of the page, and all subsequent lines in that reference will be indented one-half inch from the left margin, 1 ½ inches from the left side of the page.  Provide one space between reference entries.
-Respond with at least 500 words of analysis to each of the two sets of questions posed for your response.  As such, you must provide at least 500 words of analysis for each class writing assignment.  Only those words stating what you think and why you feel the way you do count towards the number of words for which you will receive credit for the assignment.
-Save and submit your assignment with the document named using your first name, a space, your last name, a space, “Writing Assignment,” a space, then the writing assignment number.  For example, Joe Smith’s first writing assignment would be saved and submitted as “Joe Smith Writing Assignment 1.”
-Save and submit your assignment in either the .docx or the .rtf format.

 

Critical Analysis Response
-Use four paragraphs to respond the set of questions posed for your analysis.  A paragraph contains about 3-5 sentences and focuses on one main idea.  Each paragraph has a topic sentence that introduces the main idea and about 2-4 other sentences that support the topic sentence.  Your total response in these four paragraphs must contain at least 500 words of analysis.
-The first paragraph will contain four sentences.  The first sentence of this first paragraph will answer the critical analysis question posed for your response.  Each of the three remaining sentences of this first paragraph will explain one of the three reasons you feel the way you do regarding your response in the first sentence.  The last three sentences of this first paragraph will be the first (topic) sentences of the next three paragraphs, respectively.
-The second paragraph will contain about 3-5 sentences.  The first sentence of the second paragraph is the topic sentence and is the same as the second sentence of your first paragraph.  The approximately 2-4 remaining sentences should clearly explain the reason you feel the way you do regarding what you stated in the first sentence of this second paragraph.
-The third paragraph will contain about 3-5 sentences.  The first sentence of the third paragraph is the topic sentence and is the same as the third sentence of your first paragraph.  The approximately 2-4 remaining sentences should clearly explain the reason you feel the way you do regarding what you stated in the first sentence of this third paragraph.
-The fourth paragraph will contain about 3-5 sentences.  The first sentence of the fourth paragraph is the topic sentence and is the same as the fourth sentence of your first paragraph.  The approximately 2-4 remaining sentences should clearly explain the reason you feel the way you do regarding what you stated in the first sentence of this fourth paragraph.

Citation of Other Persons’ Material
-You do not have to use the original thoughts, ideas, writing, data, research, statistics, or statements of another person to respond to our class critical analysis writing assignment questions.  But, if you do use them you must use the Modern Language Association (MLA) documentation format to acknowledge your sources with brief parenthetical citations in your text and an alphabetical list of works that appears at the end of your writing assignment.
-The MLA format requires parenthetical citation in the body of the text when referring to the works of others (MLA In-Text Citations: The Basics).  This method involves placing relevant source information in parentheses after a quotation or a paraphrase.  The source information required in a parenthetical citation depends upon the source medium.  Any source information provided in-text as a parenthetical citation must correspond to the source information on the Works Cited (bibliography) page.
-According to MLA style a bibliography known as a Works Cited page is required at the end of a writing assignment in which parenthetical citation was used (MLA Works Cited Page: Basic Format).  All entries in the Works Cited page must correspond to the works cited in the body of the text.  The Works Cited page is a separate page at the end of the writing assignment that has the title “Works Cited” centered one inch below the top of the page (with no quotation marks).  The format for the Works Cited page is the same as for the body of the assignment except that the first line of a cited reference will be flush with the left margin, one inch from the left side of the page, and all subsequent lines in that reference will be indented one-half inch from the left margin, 1 ½ inches from the left side of the page.  Provide one space between reference entries.

Grammar and Writing Guidance
-Do not respond with rhetorical comments or rhetorical questions since these improperly assume your reader knows what you mean and agrees with whatever viewpoint you are trying to express.
-Do not make colloquial comments since they may not be clearly understood by your reader.
-Never use second-person pronouns such as “you,” “we,” “us,” “your,” and “our.”
-Specify to whom you are referring with a specific noun and do not state such generic terms as “person,” “people,” “one.”
-Do not qualify your viewpoint with such comments as “I think,” “I believe,” “I feel,” or “in my opinion” since it is known you are sharing what you think, believe, or feel.  Simply state your viewpoint without qualification.
-Spell each word correctly.
-Spell out an acronym when it is first used then place the acronym’s abbreviation in parentheses after the fully-spelled-out words.  Do not use an acronym for a set of words if you only use that set of words once in your writing.
-Do not begin a sentence with an abbreviation, including an acronym, or with cardinal numbers.
-Capitalize all proper nouns.
-Spell out whole words ten or less and use cardinal numbers for all other numerals.  Spell out any number used at the beginning of a sentence.
-Never use exclamation marks in academic writing since this is the equivalent of yelling when speaking.
-Do not use contractions.  Spell out all words.
-Provide two spaces after a period or other concluding punctuation mark.
-Do not use contractions or abbreviations.  Spell out all words.
-A period or comma goes inside of a quotation just to the left of the second quotation mark.
-Spell out the first and last name of a person when first referenced them.  Refer to them only by their last name after that.
-Spell out “United States” when referring to the United States of America as a nation.
-Use the abbreviation “U.S.” when referring to an adjective describing a noun as being affiliated with the United States of America.
-Do not end a sentence or other clause with a preposition.
-Do not quote others’ words.  Paraphrase the meaning of their words so you are stating shared information in your own words.  Paraphrasing others’ ideas requires proper citation and reference.
-Shorten statements by converting prepositional phrases to an adjective and a noun.  For example, convert “law of the state” to “state law.”
-If you reference paragraphs or concepts by number order, you must do so with all paragraphs and concepts.
-Do not use the phrases “lots of” or “a lot.”  Instead use words such as “many” or “numerous.”
-Use a dash between those words immediately before a noun that are modifying the noun.  This creates a compound adjective such as “19-year-old boy” or “American-made car.”
-Do not use italicized words, words in all-capital letters, or quoted words to show emphasis.
-When listing items only use definitive terms or words.  As such, do not conclude a list of items with such open-ended terms or punctuation as “etc.,” “…,” “etcetera,” or “so on.”
-The term “except” does not mean “but.”
-“Who” is a subject.  “Whom” is an object.
-Use proper verb tense.
-Do not use indefinite pronouns that are impossible to verify such as “everybody,” “everyone,” “everywhere,” “everything,” “anybody,” or “anyone.”
-“Effect” is a noun.  “Affect” is a verb.
-Italicize the name of a book, newspaper, magazine, or court case.
-Place in quotation marks the name of a book chapter, newspaper article, or magazine article.
-Use “they” for “he” or “she.”  Use “their” for “his” or “hers.”
-If you state “not only” before the first clause of a compound sentence, then state “but also” before the second clause in that sentence.
-When writing a dollar figure use a dollar sign and the number.  For example, “$25 million” or “$12.50.”
-Do not qualify your thoughts and ideas with such statements as “in order” or “so that.”
-Refer to a group or to an inanimate object with the pronoun “it” and not the pronoun “they.”
-A “legislator” is a member of a state-lawmaking body.  A “legislature” is a state-lawmaking body.
-Do not use a sentence fragment, which is a set of words that does not form a complete sentence either because it does not express a complete thought or because it lacks a subject or a verb.
-Do not use a run-on sentence.  A run-on sentence is where two or more complete sentences are joined without an appropriate conjunction or punctuation mark.

 

Discuss the history and mission of the family court system in Florida. Discuss what juvenile delinquents are and what criminal acts can get juveniles arrested. Discuss the arrest process police have to take when dealing with a juvenile. Discuss the court process with juveniles ( including the types of legal presentation and type of prosecutors in these cases) Discuss the yearly number of juvenile delinquency cases in Florida Finally discuss the different punishments given to the delinquents by the judge depending on their criminal acts and the after care for these juveniles (probation)

All first-year students will participate in the American University Experience(AUx), a course specially designed for students transitioning into their first year of college at AU. AUx classes meet once per week as small, interactive and inclusive communities. The course provides a place for students to build academic skills for college success; learn about issues of privilege and bias; and explore their own personal identities. The course also models ways of communicating and living in a diverse society, particularly in reference to addressing divergent opinions on challenging topics. How do you personally define an inclusive environment? What do you believe contributes to a diverse and accepting community? (400 words or less)