Our final essay is due by the last day of class. First of all, it is a very easy essay to write, and I will be very lenient on my grading.
First of all, you will need to read the two essays that are provided in our Common Assessment: “In Defense of the Impractical English Major” and “Top 10 Reasons why you are not Wasting your Time as an English Major.”
For the structure of the essay, you will need to begin with an introduction (hook, overview, thesis). The second paragraph will summarize the major ideas of “In Defense of the Impractical English Major.” The third paragraph will summarize “Top 10 Reasons.” The last paragraph will provide analysis of what essay you thought was better and why.
The essay is four paragraphs total. It should come out to 2 pages. Also, you do not need a works cited for this essay.
Definition Essay Assignment Sheet
10% of Semester Grade
This assignment will assess the following Student Learning Outcomes and Core Objectives:
Demonstrate knowledge of individual and collaborative writing processes (ACGM).
Develop ideas with appropriate support and attribution (ACGM).
Write in a style appropriate to audience and purpose (ACGM).
Critical Thinking: Creative thinking, innovation, inquiry, and the analysis, evaluation, and synthesis of information (THECB).
Communication: Effective written, oral, and visual communication (THECB).
Use personal experience and research to develop a definition essay.
Write according to length and format instructions: 750 words, double spaced with 1-inch margins, and typed in 12pt. font Times New Roman, plus a Works Cited page.
Actively engage in peer-review sessions and use peers’ feedback, together with my comments to revise the essay.
Apply Edited American English.
Submit final draft in a properly formatted word document to Moodle Online by the scheduled due date.
A definition essay thoroughly explains a term or word. Its purpose is to work with a vague or abstract concept and offer examples and analysis that provide a clear, concise, and complete concept to the readers. The writer must not only explain the definition, but they must also defend their definition with evidence and analysis.
Choose may choose of the following topics:
9 mins ago
English Assignment Help Part 1: Please review each of the quotes below. Each quote is failing to meet one of the 4 most crucial steps of quote integration. For this activity, identify the errors in each quote, and correct them. *Note: each quote may have more than one error.
Naomi Zack says “The main idea shared in these works is that social differences among human groups are the result of culture and history, not biology” (147).
King argues that the problem with racism in America is the white majority. “White people don’t even think of being white as a race. Race is everyone else.” (153).
Carson asks, “Why do we in America, almost half a century after the death of Martin Luther King, still continue to make judgements based on the color of one’s skin rather than the content of one’s character,” (Carson, pg. 158)?
Douglass states, “There is not a nation on the earth guilty of practices, more shocking and bloody, than are the people of the United States, at this hour.”
Part 2: Each of the quotes below needs proper integration. Remember the basic rules of discussed in the Quote Integration Workshop and please integrate these quotes using the proper context, lead-in, quotations, and parenthetical citations:
“If we talked about crimes likes these and why they are so common, we’d have to talk about what kinds of profound change this society, or this nation, or nearly every nation needs. If we talked about it, we’d be talking about masculinity, or male roles, or maybe patriarchy, and we don’t talk much about that.”
Rebecca Solnit, pg. 524.
“Never mind workplace violence, let’s go home. So many men murder their partners and former partners that we have well over 1,000 homicides of that kind a year — meaning that every three years the death toll tops 9/11’s casualties, though no one declares a war on this particular terror. (Another way to put it: the more than 11,766 corpses from domestic-violence homicides since 9/11 exceed the number of deaths of victims on that day and all American soldiers killed in the “war on terror.”) If we talked about crimes like these and why they are so common, we’d have to talk about what kinds of profound change this society, or this nation, or nearly every nation needs. If we talked about it, we’d be talking about masculinity, or male roles, or maybe patriarchy, and we don’t talk much about that.”
“Most of us become numb to these images, just as we become numb to the daily litany in the news of women being raped, battered, and killed.”
Jean Kilbourne, pg. 499
“Sometimes women are shown dead or in the process of being killed. “Great hair never dies,” says an ad featuring a female corpse lying on a bed, her breasts exposed. An ad in the Italian version of Vogue shows a man aiming a gun at a nude woman trapped in plastic, a leather briefcase covering her face. And an ad for Bitch skateboards, for God’s sake, shows a cartoon version of a similar scene, this time clearly targeting young people. We believe we are not affected by these images, but most of us experience visceral shock when we pay conscious attention to them. Could they be any less shocking to us on an unconscious level?
Most of us become numb to these images, just as we become numb to the daily litany in the news of women being raped, battered, and killed.”
“They had pushed and pushed and bullied their way into a freedom that both scared and embarrassed them.”
Mike Rose, pg. 126
“Spanish I – taken in the second year – fell into the hands of a new recruit. Mr. Montez was a tiny man, slight, five foot six at the most, soft-spoken and delicate. Spanish was a particularly rowdy class, and Mr. Montez was as prepared for it as a doily maker at a hammer throw. He would tap his pencil to a room in which Steve Fusco was propelling spitballs from his heavy lips, in which Mike Dweetz was taunting Billy Hawk, a half-Indian, half-Spanish, reed-thin, quietly explosive boy. The vocational track at Our Lady of Mercy mixed kids traveling in from South L.A. with South Bay surfers and a few Slavs and Chicanos from the harbors of San Pedro. This was a dangerous miscellany: surfers and hodads and South-Central blacks all ablaze to the metronomic tapping of Hector Montez’s pencil.
One day Billy lost it. Out of the comer of my eye I saw him strike out with his right arm and catch Dweetz across the neck. Quick as a spasm, Dweetz was out of his seat, scattering desks, cracking Billy on the side of the head, right behind the eye. Snyder and Fusco and others broke it up, but the room felt hot and close and naked. Mr. Montez’s tenuous authority was finally ripped to shreds, and I think everyone felt a little strange about that. The charade was over, and when it came down to it, I don’t think any of the kids really wanted it to end this way. They had pushed and pushed and bullied their way into a freedom that both scared and embarrassed them.”
Please Note: These passage all require context, so I have included the paragraph from which I pulled the passages below each quote.
9 mins ago
11th grade English
It’s 8 very short stories and after each story there are questions about the story. Or a short write up about a quote that is given. I’ll up load as much as I can. What I can’t upload I’ll add it afterwards. Pages 18,19 and 20 are missing because that’s the pages for the writing on the quote that’s on page 17