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Edexcel A2 Biology Coursework Research And Rationale - Mgrad22

A2 biology coursework layout

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A2 edexcel biology coursework examples - Little Sisters of the Poor

biography people Malcolm X was born Malcolm Little on May 19, 1925 in Omaha, Nebraska. His mother, Louise Norton Little, was a homemaker occupied with the family#8217;s eight children. His father, Earl Little, was an coursework, outspoken Baptist minister and avid supporter of Black Nationalist leader Marcus Garvey. Earl#8217;s civil rights activism prompted death threats from the white supremacist organization Black Legion, forcing the family to relocate twice before Malcolm#8217;s fourth birthday. Regardless of the Little#8217;s efforts to elude the Legion, in 1929, their Lansing, Michigan home was burned to the ground. Two years later, Earl#8217;s body was found lying across the online town#8217;s trolley tracks. Police ruled both incidents as accidents, but the Littles were certain that members of the Black Legion were responsible. Louise suffered emotional breakdown several years after the death of her husband and was committed to a mental institution, while her children were split up among various foster homes and orphanages. Eventually, Malcolm and his long-time friend, Malcolm #8220;Shorty#8221; Jarvis, moved back to Boston. In 1946, they were arrested and a2 biology layout, convicted on burglary charges, and Malcolm was sentenced to 10 years in roosting essay prison, although he was granted parole after serving seven years. A2 Biology Coursework! Recalling his days in school, he used the time to dissertation further his education.

It was during this period of self-enlightenment that Malcolm#8217;s brother Reginald would visit and discuss his recent conversion to the Muslim religion. Reginald belonged to the religious organization the Nation of Islam (NOI). Intrigued, Malcolm began to study the teachings of NOI leader Elijah Muhammad. Muhammad taught that white society actively worked to keep African-Americans from empowering themselves and achieving political, economic, and social success. Among other goals, the NOI fought for a state of layout, their own, separate from of television one inhabited by white people. By the time he was paroled in 1952, Malcolm was a devoted follower with the new surname #8220;X#8221; (He considered #8220;Little#8221; a slave name and chose the a2 biology coursework #8220;X#8221; to signify his lost tribal name.). Intelligent and articulate, Malcolm was appointed as a minister and national spokesman for the Nation of Islam.

Elijah Muhammad also charged him with establishing new mosques in discursive on smoking cities such as Detroit, Michigan, and Harlem. Malcolm utilized newspaper columns, as well as radio and television, to communicate the NOI#8217;s message across the United States. His charisma, drive, and coursework layout, conviction attracted an astounding number of new members. Malcolm was largely credited with increasing membership in the NOI from 500 in name 1952 to a2 biology layout 30,000 in 1963. The crowds and controversy surrounding Malcolm made him a media magnet.

He was featured in a weeklong television special with Mike Wallace in 1959, called The Hate That Hate Produced. The program explored the fundamentals of the NOI, and tracked Malcolm#8217;s emergence as one of its most important leaders. After the roosting essay special, Malcolm was faced with the coursework layout uncomfortable reality that his fame had eclipsed that of essay on smoking, his mentor Elijah Muhammad. In addition to the media, Malcolm#8217;s vivid personality had captured the government#8217;s attention. As membership in the NOI continued to grow, FBI agents infiltrated the organization (one even acted as Malcolm#8217;s bodyguard) and secretly placed bugs, wiretaps, cameras, and coursework layout, other surveillance equipment to monitor the group#8217;s activities.

Malcolm#8217;s faith was dealt a crushing blow at the height of the hawk poem civil rights movement in 1963. He learned that his mentor and leader, Elijah Muhammad, was secretly having relations with as many as six women within the Nation of Islam organization. As if that were not enough, Malcolm found out that some of these relationships had resulted in coursework layout children. Since joining the NOI, Malcolm had strictly adhered to the teachings of Muhammad, which included remaining celibate until his marriage to Betty Shabazz in 1958. Malcolm refused Muhammad#8217;s request to help cover up the affairs and subsequent children. He was deeply hurt by Muhammad#8217;s actions, because he had previously considered him a living prophet.

Malcolm also felt guilty about the masses he had led to discursive join the NOI, which he now felt was a fraudulent organization built on too many lies to ignore. Shortly after his shocking discovery, Malcolm received criticism for a comment he made regarding the coursework layout assassination of President John F. Kennedy. Solve Problems! #8220;[Kennedy] never foresaw that the a2 biology layout chickens would come home to roost so soon,#8221; said Malcolm. After the statement, Elijah Muhammad #8220;silenced#8221; Malcolm for 90 days. Malcolm, however, suspected he was silenced for another reason. 30 Days! In March 1964, Malcolm terminated his relationship with the NOI. Unable to look past Muhammad#8217;s deception, Malcolm decided to found his own religious organization, the Muslim Mosque, Inc.

That same year, Malcolm went on a pilgrimage to Mecca, which proved to be life altering for him. For the layout first time, Malcolm shared his thoughts and beliefs with different cultures and summary of the mother tan, found the response to be overwhelmingly positive. When he returned, Malcolm said he had met #8220;blonde-haired, blued-eyed men I could call my brothers.#8221; He returned to the United States with a new outlook on integration and a new hope for the future. A2 Biology Coursework Layout! This time when Malcolm spoke, instead of just preaching to African-Americans, he had a message for dissertation all races. After Malcolm resigned his position in the Nation of Islam and renounced Elijah Muhammad, relations between the two had become increasingly volatile. FBI informants working undercover in a2 biology coursework layout the NOI warned officials that Malcolm had been marked for assassinationone undercover officer had even been ordered to help plant a bomb in name of television show Malcolm#8217;s car. A2 Biology! After repeated attempts on his life, Malcolm rarely traveled anywhere without bodyguards. On February 14, 1965 the home where Malcolm, Betty, and their four daughters lived in East Elmhurst, New York was firebombed. Luckily, the hawk roosting poem family escaped physical injury. One week later, however, Malcolm#8217;s enemies were successful in layout their ruthless attempt.

At a speaking engagement in the Manhattan#8217;s Audubon Ballroom on solve programming problems online February 21, 1965, three gunmen rushed Malcolm onstage. They shot him 15 times at coursework, close range. The 39-year-old was pronounced dead on arrival at New York#8217;s Columbia Presbyterian Hospital. Fifteen hundred people attended Malcolm#8217;s funeral in solve problems Harlem on February 27, 1965 at a2 biology coursework layout, the Faith Temple Church of God in Christ (now Child#8217;s Memorial Temple Church of God in Christ). After the dissertation ceremony, friends took the shovels away from the waiting gravediggers and buried Malcolm themselves. Coursework Layout! Later that year, Betty gave birth to dissertation their twin daughters. Malcolm#8217;s assassins, Talmadge Hayer, Norman 3X Butler, and Thomas 15X Johnson, were convicted of first-degree murder in layout March 1966.

The three men were all members of the Nation of Islam. Malcolm X’s legacy has moved through generations as the subject of numerous documentaries, books, and movies. A tremendous resurgence of interest occurred in 1992 when director Spike Lee released the acclaimed movie, Malcolm X. The film received Oscar nominations for Best Actor (Denzel Washington) and Best Costume Design. Malcolm X is buried at the Ferncliff Cemetery in Hartsdale, New York.

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BarEssays Review: Practicing Essays Is Not Enough. Ever wonder what you’re doing with your life? How you even got into this mess? And by life, I’m talking about layout, California essays (and performance tests) that seem to need a beautiful mind to of television unravel. Because that’s your life now. It should be. I’ve been there. A2 Biology Layout. So has Gabrielle: (If you’re taking the MEE or another bar, you may want to short stop reading when you get to the table of contents.) Part of why the written portion of the coursework, California bar is discursive essay on smoking ban, so difficult is what they demand out of your essays.

The hypos are dense and a2 biology coursework packed with a landmine of short essay human trafficking issues for you to figure out under constant pressure. This is one of several reasons why the a2 biology layout, California bar is considered the hardest bar exam in the country. This isn’t up for debate. You can try, but I will win. For example, an MEE question might be narrow enough that the issue is practically identified for you: Is Defendant guilty of burglary?

Compare with a prompt on the CA bar: What crimes did D, E and F commit? Explain. You only get 60 minutes to answer. And if you miss a major issue, you’re toast. Identifying the relevant issues is instrumental to dissertation essay success. You get zero points for an issue you never raise, even if you know the rule. At least you might get token partial credit if you put down the issue but fumble around with the rule and application. Put another way, if you want that 65 score, you need knowledge of issues + knowledge of layout rules (+ presentation of issues). You might think “eh, I’ll manage” and continue to hawk essay absorb outlines and watch lectures since you figure essays are subjective anyway. You might start working on MBE instead because you can see your performance there more clearly.

You think back to your nostalgic college days and think you can BS your way through the essays. Until you actually sit down and try an essay yourself. A2 Biology. Until you realize you have more subjects to study for than the MBE, with 13 possible essay topics (not including crossovers)! When I retook the CA bar, every single fellow repeater from my class had to improve their essays to name of television pass. (I myself used BarEssays to study the second time around (and I passed (although I’m not saying I credit BarEssays entirely (but I totally recommend it and will tell you why below))).) The essays are a quicksand pitfall covered in a2 biology coursework layout tarp and hawk roosting lined with your worst nightmare, so I say you don’t mess around with them. Coursework. Let me know if you have a better analogy. I’m sure you’ve had this feeling already, especially if you’re a repeater. And as you may know, there have been measures that may appear to blunt this effect: The written portion is now only worth 50% (with essays making up 5/7th of the ban, points), The exam is only two days now (why, back in my day…), and The Supreme Court of California is considering lowering the pass threshold. You may think those are exciting changes, but maybe that’s not entirely true.

With respect to the first two points, each essay is actually “heavier” now. By that, I mean there are five essays now, all in one day. People report being more exhausted than with the three-day format. It also means the points are more concentrated, making each essay more important than before. See this table for the specific numbers:

And as for that third point, I don’t care either way what happens. But if you’re fresh out of a2 biology coursework layout law school, lowering the cut score is a short-term solution that may be delaying the inevitable. Imagine the job market getting even more saturated. You may pass the bar, but are you going to get the job you want? If you’re a reader of my blog, then you know it’s actually more effective to wish you were better instead of problems wishing things were easier. Stop “studying” and start learning. Study the test, but learn the a2 biology coursework layout, material. This is dissertation 30 days, you on “studying”: You forget 99% of what you hear from the lectures.

You can never quite remember what you read from coursework, your outlines. An unshakeable sense of doom creeps into the bottom of problems online your heart because it feels like you wasted a whole day with no real progress. So how do you learn and actually get better? The reason the a2 biology layout, essay scores on my first attempt were poor was lack of hawk essay practice . Do your lectures and a2 biology coursework outlines and flashcards if you have to, but don’t obsess over trafficking, them. As a reader put it, “I actually only remember little from the lectures.” Here’s the kicker, though: Practice alone is not enough. Yeah, I said it: PRACTICE alone is NOT GOOD ENOUGH.

What good is a2 biology coursework, solving problems and applying what you know if you don’t know whether you did it right? Here’s something else I learned about learning during my rematch with the bar: What if you could see what a real “passing” answer looked like so that you could learn to write better essays and graders want to throw points at you? And that’s where BarEssays comes in—a popular supplement for the essays on name of television show the California bar which just might tilt the odds in your favor. Why BarEssays Is FIRST on My List of layout Supplements for the California Bar Exam. Here are a few approaches you could take when preparing for 30 days, the essays: You could watch lectures, take diligent notes, and absorb outlines via osmosis. You’ll “figure it out later” since you’re familiar with what the rules look like anyway. A2 Biology Coursework. Nah, you feel like you need more. As a person of action, you could do the 30 days, essays assigned by your prep course, and memorize outlines so that you can write beautiful rule statements.

Feels good to check off your to-do list and see the progression meter tick! Nah, you’re hella woke, why not do all the past essays in existence? Seeing is believing. One could conceivably pass the coursework layout, bar using any of the above methods (in increasing order of likelihood). But what’s missing here? Remembering the material and doing the essays are great things to solve problems do, but what about the stuff after that? If you ask me, you would improve your essay scores more with the following “Practice + Feedback” loop : picking a handful of essays (say, 4 to 6) that cover a broad range of a2 biology issues, and discursive ban then writing or “cooking” them (i.e., identifying the issues and reciting the rules within 15 minutes), getting feedback by comparing your work against actual or model answers, and repeating this cycle. To that end, if you want to more effectively prepare for essays on the California bar, consider BarEssays to provide the feedback element.

I’ll go into more detail in a little bit. This is your rare shot at passing this damn exam. If something could make it even 1% less likely to waste yet another 6 months of your life, would you consider $124 to be a worthwhile insurance policy? That’s the layout, cost of a standard BarEssays subscription (after coupon code) which lasts until a few days after the end of the name, next bar exam, usually March 1 and August 1. I’ll show you how to get the code at the end of coursework layout this review. First, let’s see if BarEssays is something you’d find helpful, as I did. BarEssays gives you real answers that score low to high, so that you can compare your answer/outline and see what you did right or wrong. While answers written by Barbri or answers selected by the State Bar are helpful, they’re “model” answers. Of course, no one studies a “bad” answer. “Perfect” selected answers from the State Bar (which are as representative as Instagram models with filters and MySpace angles) and summary mother Barbri’s model answers are helpful to the extent that they present the issues very well and explain concepts in such great detail.

Like that one time I finally learned what a 12(b)(6) motion was by coursework layout, reading one of the State Bar answers. Some gigantic nerd had written a really long account of the roosting essay, history and purpose of the a2 biology coursework, rule (and still managed to stay within the 30 days, time limit). Apparently, they’re usually essays that represent the top answers in the state, sometimes by a2 biology layout, former Supreme Court clerks. This does a disservice to students who try to emulate them. So while these model answers can be great learning tools, writing a treatise is not even close to what you’re looking to do on the exam.

One of the helpful things about BarEssays is that you can see what a particular essay would look like as, say, a 55 or a 65 or a 75. Something written by a regular person, the guy/girl next door instead of dissertation Abercrombie models. Here’s what the a2 biology coursework layout, search interface looks like (click to enlarge): It seems like a lot going on, but it’s pretty straightforward: Choose a subject. Choose a preset score range. Choose a year from the dropdown menu. Choose an administration or both from the year you chose. Then, in descending order of score received, see… The student answer The essay question State Bar selected answers (seems to summary by amy tan be mostly newer essays from a2 biology coursework, 2008) BarEssays’ model answer (premium subscribers only) If available, the student answer with annotations on what it did right and discursive ban wrong, written by a2 biology coursework layout, BarEssays staff (premium subscribers only). In a sense, these answers can become tools to “model” your own answers after.

For example, you could look at what a 55 answer looks like and make your way up to a 75 answer. Are your issues and summary of the essay mother by amy tan rules like the 55 answer? Or the 65 or 75? BarEssays can get you that immediate feedback to your work. No need to wait 48 hours for your Barbri grader to get back to you. The feedback comes from self-evaluating your answer/outline this way. I believe self-evaluation is more valuable than having a tutor do it for you.

Self-evaluating usually gives you a deeper understanding of what you need to do, because you’re the one sitting down and thinking about it. What’s more reliable than actual scores and learning the pattern of what gets you a high score? To get the most value out of your feedback loop, I would suggest looking at a2 biology coursework layout, least three different answers that scored below a 65, a 65, and above a 65 (ideally ones that have annotations in them). You could also look at multiple high-scoring ones to see what are the patterns that got them the high scores. BTW, just because someone failed the exam (and thus received their essays back), it doesn’t mean a given essay is dissertation, failing material. Plenty of high-scoring answers are available. Here are some examples that scored a 65 or above. Remember that the true scarcity of this world is human attention . The grader is your client. Notice the clean headings, clean IRAC, clean presentation in these examples. There’s no ping-pong BS either! Look at enough of a2 biology coursework layout these answers, and your own answers might start to hawk poem look similar… When you have seen enough data, you KNOW where you went right or wrong.

This is a2 biology, a bar intuition that will serve you well. You’ll also notice that the most important components of IRAC are solidly present in the high-scoring answers. More specifically, here are the mother tongue, components in order of importance : Relevant issues and sub-issues stated in clear headings : Sub-issues include parsed rule elements, nuances, exceptions, defenses, and related minor issues. Coursework Layout. Relevant rule recitation : As long as the key elements are there, word the relevant law as you understand it. Application (“analysis”): Don’t focus all your energy here while practicing essays or on the bar (PTs excepted); this is different from law school! Get the I and R right, and you’re home free for dissertation 30 days, that issue. Layout. Can they even objectively grade this part?

Hmm… hint hint. Summary Essay Mother Tongue. Conclusion : Conclude and a2 biology layout summarize your argument. Remember what I said in the prologue about issue identification. Of Television Show In Essay. Without the seeds of issues, no IRAC will sprout and bear points for coursework layout, you. A deadly path. Graders may not care about you or have time to ponder your analysis that deeply. I’ve heard stories about graders reading your shit on mother by amy the toilet and at red lights, no joke. Pun was intended. Yes, graders are actual real-life humans, like you and your non-employed classmates. So I would focus most of layout my preparation efforts on being able to present the right issues and recite the relevant rules so that the grader can at least skim through and 30 days get the sense that you’ve approached the coursework, problem correctly.

And BarEssays is an excellent place to solve programming online see what official graders have deemed to a2 biology be the “right” issues and rules. BarEssays is the biggest collection of actual California essay answers—and essays themselves—with actual scores from actual graders. BarEssays’ collection spans back all the way before Y2K— from summary essay mother by amy, 1999 . After that dramatic declaration, there’s something stirring within me… Is this… “emotion”? I feel slightly bad for coursework layout, the small exaggeration above because, while it’s technically true, the bulk of the graded answers are from 2005 and on. Hawk Poem. This still gives you over a decade of essay answers to pick from. In fact, there are over 3,000 of them. Recent essays are more likely to be representative of the essays you’ll see on layout your exam anyway, so this works out. If you’re a premium subscriber, you get BarEssays’ model answers and student answers that are annotated by their in-house graders. If you get a premium subscription (for $50 more), you’ll have even more opportunities to get self-feedback on your answer/outline.

What I mean is that you’ll get access to BarEssays’ own model answers. Discursive Essay. It’s like a filtered version of your prep course’s model answer or the State Bar’s selected answers, except it removes all the layout, fluff (you know, those giant walls of hawk roosting poem text in their analysis that some gunner probably wrote)… …while staying relevant to what actually got points. It’s like having the “ideal” answer. Check out coursework these samples of BarEssays’ own model answers: Some graded answers also come with grader annotations that give you extra tips on how the answer did well or how it could improve. For example, see this answer and roosting poem essay this answer and the comments in the bubbles.

Little-known features of BarEssays include short outlines and templates (for premium members), lists of issues tested over 2000-2015, and essay submissions reviewed by a2 biology coursework layout, BarEssays staff. Outlines, checklists, and summary essay mother by amy templates (premium only) If you end up getting a premium subscription, you get a little something extra: The most useful aspect here seems to a2 biology coursework layout be the templates . Did you identify the relevant issue and recite the relevant rule—but aren’t sure how to hawk present them? (Presentation is the third piece to get that 65 if you recall what I said up in the prologue.) With a template, you can literally plug and a2 biology layout play the issue and rule statements, all ready to go in IRAC form. The templates would probably be most helpful early on in your studies, not while you’re cramming with just a few weeks looming.

Not studying earlier is the unspoken 6th top regret of the dying : You get the idea. First, you can select a subject to essay on smoking ban instantly jump to all the essays tested from a2 biology coursework layout, 2000 to problems 2015 within that subject. Each question then has a brief summary of the tested issues. A2 Biology. Note that the more recent questions are pretty much placeholders, as seen in Question 3 below, for example: Also, you can use this free essay locator to find essays for each subject from dissertation, 2001 to 2013. With extra, you can get your essay graded by BarEssays staff. See the a2 biology, details below (click to enlarge): Now that PTs are worth little over dissertation 30 days, 14% and only 90 minutes long, I’d prioritize more on essays (and the MBE). A2 Biology Coursework Layout. Either way, the written portion is worth half of your grade. BarEssays has resources to help you succeed with that half. Although it’ll be a while before there’s an appreciable number of answers for the 90-minute PT, I believe you should prepare with the short essay human trafficking, 3-hour legacy PTs anyway.

BarEssays has plenty of a2 biology coursework layout PT answers to look at, unless you feel entitled to poem essay cutting your PT prep time by half. Also, stop calling them “MPTs.” Before you “think about it later” and end up impulse buying at the height of desperation in a few weeks, take a minute to coursework consider whether it could be a worthwhile investment at some point, whenever you may be ready: Pros – one-stop shop for your CA essay needs. BarEssays is an excellent tool for getting FEEDBACK on your essay answer or outline (via self-evaluation). Of The Essay Tongue By Amy. Remember the Practice + Feedback loop. Mere memorization or practice alone is a2 biology layout, not enough. You can instantly access all of mother by amy these for the duration of your subscription… every essay question since 2005 (with some going back to 1999) the biggest collection of actual graded answers (over 3,000) for a2 biology layout, California essays and PTs annotations and model answers (premium) short outlines, checklists, templates (premium) a list of issues tested The site loads insanely fast.

You might think this isn’t a big deal, but it is on smoking ban, if you’re in a2 biology layout the flow and want to look up something quickly or are looking for multiple essay answers in a row. Neutral – disclaimers and things to solve programming online consider. Fairly priced (it’s not free, and it shouldn’t be). Layout. You might be paying $1,500 or $2,000 or $4,000 for a prep course. You might be paying $365 (with discount code) for discursive essay ban, AdaptiBar. Layout. What’s another $124/174 (with discount code) to give you quite literally everything you need to prepare for hawk roosting poem, the essays? This is a self-directed resource. That is, it’s not going to have lectures that spoon feed you, but it’s pretty close to a2 biology coursework layout a spoon given all the things that come with it. You’ll have to 30 days use this tool the way you deem most fit for your learning. A2 Biology Coursework Layout. The hammer isn’t going to swing itself. It will need time to discursive essay ban build a repository of the 90-minute PTs , but by nature of the recent change to a2 biology coursework layout the CA bar, this can’t be avoided.

I suggest doing the 3-hour PTs anyway. No premium model answers written by BarEssays for PTs. Fortunately, this isn’t a big issue with the new changes. There are still graded applicant answers as well as links to in essay selected answers from the State Bar. Search interface for a2 biology layout, essays and way to access outlines and templates are clumsy. You’re forced to individually click on every file you download or open, which could be distracting. You’ll click dozens, if not hundreds, of times to download the essays, outlines, and templates you want. Programming. There are many steps to take before you get to the essays (see image of interface above).

Would like to a2 biology layout see a way to search the entire score range, or a range you can input yourself (for example, select/type in 65-85 or 55-65). Perhaps also a way to search a selected range of years as well. Regardless of solve what you think at this point, let me say that BarEssays is not a requirement for coursework, you to pass the California bar. I’m not saying you “need” to short human use BarEssays. This is a2 biology, your bar exam, and you should do what’s right for you . Mother. I’ll let your prep course lecture you on “the 59 things you must do to a2 biology coursework pass!” Sure, having the one or two selected answers from the State Bar and the model answers from your prep course do help. If you’re fine with that, honestly, that can also be enough.

Other things that are not a requirement to pass: You don’t REALLY need a tutor who’s going to charge you $150 an 30 days, hour to coursework layout review your essays. You don’t need commercial online graders who are in it to grind mass essays and don’t care about your improving. You don’t even need graders from Barbri or Kaplan. Put another way, if you yourself don’t want to self-evaluate your essay answers/outlines, you’ll either have to (1) pay a lot or (2) not get the level of feedback you need. Why? Because evaluating essays is real mind-numbing work if you’re reading someone else’s paper! Don’t get me started on the times I’ve done this for my readers (which I will never do for free again). All that said, BarEssays can only help you if you use it properly and give yourself the gift of instant feedback. Hopefully this helped you get a better idea of how to prepare for essays at hawk, least, whether you supplement with BarEssays or not. Coursework. Not just to become a minimally competent scorer on a particular essay… but to dissertation become better at essays in general.

Verdict (and coupon for $25 off BarEssays) Essays will continue to suck, more so than ever. A2 Biology Coursework. Don’t wish things were easier. You can’t control that. Hawk. Instead, wish that you were BETTER. And you CAN get better. One way is to make use of the abundance of opportunities for feedback. Such feedback is available via… BarEssays would be at the top of my list of supplements to get if I were preparing for the California bar again. Nowhere else would you be able to study various specimens from previous students.

You can not only get a clearer idea on how to properly answer a particular essay and learn the approach for coursework, a particular subject or topic, but you can also learn how to dissertation write a good essay in general and get that much closer to minimum competence (whatever that is). To stress again, this is a tool that’s out there to be used, not a magic pill (which doesn’t exist). It’s not going to automatically improve your scores without you putting in the work. Remember it’s been up to you all along. No tool is going to coursework layout change that. Roosting Poem Essay. No one else is responsible. No one else is going to care as much about coursework, your own exam as you do. Only you can prevent forest fires. Being open to the strain of practice and being open to real feedback is how you’ll get better and be able to tackle whatever comes your way on Tuesday.

If you’re interested in using BarEssays to prepare for 30 days, the California bar, you can lower the cost with my $25 coupon code by coursework layout, joining my email list. (I’ll get a finder’s fee, too. Win-win-win.) You’ll not only get the coupon code right away, but you’ll also get weekly bar discussions straight to your inbox (sometimes with material you’ll never see in the blog). With the discursive on smoking ban, code, it’ll come out to $124 for the standard subscription and $174 for the premium subscription. Thanks for reading my review of BarEssays. I really hope it was helpful! Let me know if you have any questions down in the comments. 2 thoughts on “BarEssays Review: Practicing Essays Is Not Enough” I am 79 years of age and am going back to a2 biology coursework layout try to pass. Took it 13 times, passed essay once but didn’t get the license because I failed the MBE which had just been inaugurated.

This was 35 years ago. You may ask why bother at age 79? Only one reason. I discovered I had been screwed out of a ton of money literally by essay trafficking, relatives that I had loved all my life. Then I discovered the a2 biology, facts of life. No attorney is going to take my Billion dollar case on a contingency. I didn’t have to human trafficking take the BAR to a2 biology coursework figure that one out. Answer. if he mishandles anything and loses, he opens himself up to a huge malpractice lawsuit. Online. Then I don’t have $500. per coursework hour to pay a successful examinee anyway. Finally, I have been around long enough to know you don’t delegate big money matters to anyone but yourself if you want to win. (Variation on that old bromide: “if you represent yourself, you have a fool for 30 days, a client”. Not true.

Not when you discover the a2 biology, facts of life as I did at tongue, 79. So, I’m giving it another go now and coursework if I pass plan on getting even with a lot of sons of of television bitches, which will be more than enough personal satisfaction, not to mention the $$$’s I finally will marshall into a2 biology, my own pockets. Unique combination of circumstances there! I’m guessing you’re taking the California bar (given the article you commented on)… there are some good resources for you out there to assist you. Do your best with the preparation.

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(Teaching) Essayist Literacy in layout the Multimedia World. Abstract: This article presents an short essay trafficking, argument for the “re-turn” of essayist literacy in multimedia and coursework layout, multiliteracy contexts. For its democratic, pedagogical, and hawk roosting essay, intellectual potential, essayist literacy is coursework too important to be removed from tongue, composition curriculum, but it needs to be re-imagined within a diversity of essay traditions, including the turn toward multimedia writing undertaken in diverse writing classrooms. This article analyzes the a2 biology layout findings from a study of show, one such ‘re-imagined’ essayist literacy unit/assignment in a composition course designed to focus on multiliteracies at a research university in the Northeast United States. Douglas Hesse The decline in essayist literacy has been viewed as the decline of knowledge itself. Ron Scollon and Suzanne Scollon. Adam Banks’s chair’s address at the 2015 Conference on College Composition and Communication in a2 biology Tampa, FL, triggered heated discussion on the place of “the essay” in mother tan writing curriculum. A2 Biology Coursework Layout. In his speech, Banks weighed in on the status of the essay and declared its promotion to “dominant genre emeritus.” While recognizing the value of “the essay,” Banks wanted to “acknowledge the rise and promotion of many other activities around which writing and communication can be organized” and urged writing teachers to move past this dominant genre and teach writing in its expanded sense, including “multimodal, multimedia forms of composing.” From Twitter to listservs, writing teachers and scholars reacted to his speech, some interpreting it as a call for the field to summary mother tongue, abandon the essay, and others maintaining that Banks was just opposing a mechanical and stilted version of the academic essay, not the layout genre of the essay itself. For instance, Andrea Lunsford posited that Banks’s speech itself was an essay “in the very best sense of the word” (WPA Listserv), or, as David Green noted, it was “an interesting, exploratory, meditation on a topic through language and symbols” (WPA Listserv).

As these scholars pointed out, Banks was not, in fact, pitching the of the mother tan idea of sacrificing essayist literacy in all its manifestations; his major issue was with the static five paragraph, thesis-driven, academic textual form that has potential to stifle the creative and innovative use of multiple media/modes, languages, and forms of expression in variegated forms of composing. As Banks’s speech and the ensuing discussion illustrate, the genre of a2 biology, “the essay” and its place in the writing curriculum is a contentious one. Many scholars argue that essayist literacy should not be removed from composition curriculum since it is valued for its historical and current role in show in essay knowledge production, preservation, organization, and dissemination; for its flexible form, which can sponsor its writers’ and readers’ space for critical reflections and conversations with other genres and text forms; for its pragmatic function in numerous situations, ranging from the college admission process to a job search; for its humanistic and a2 biology, democratic values; and for its merit as the medium of inquiry, argument, or pursuit of knowledge (Badley, Hesse, Olson, Bloom, Scollon and 30 days, Scollon, Heilker, Trimbur). Therefore, as the a2 biology coursework argument goes, essayist literacy should be given the due space it deserves in composition curriculum. This article considers how we can make essayist literacy instruction and writing assignments steeped in that tradition pertinent to roosting, a diverse body of students in this age of multimedia. While some argue for a2 biology coursework, primacy of multimodal composition, sometimes even at the cost of traditional, print-based essays, others insist on the value of the essay and adherence to its traditional form (Badley, Hesse, Heilker). It is name of television within this context that this study addresses one central question: what does a multimediated essayist literacy look like in a 21st century classroom? In an attempt to explore this question critically, and extensively, I designed a research study of the writing practices of coursework, college students that explores how the form we ask students to produce can be re-imagined within diverse essay traditions, multimedia contexts, and students’ multiliteracy practices. Essayist Literacy for ban, a Linguistically and Culturally Diverse Classroom.

The typical essay form our students are being asked to coursework, produce now is far removed from the original notion of essay introduced by Michel de Montaigne and has been challenged by dissertation, the plural literacy traditions our students bring to the classroom and the increasing trend of a2 biology, multimodal essay composition inside and outside the academy. In the Montaignean sense of the term, subjectivity, pursuit of 30 days, truth, and exploration characterize an essay, as opposed to the objective and layout, neutral tone associated with the current ‘standard’ academic essay. Name Show In Essay. Like Montaigne, many other thinkers and scholars foreground subjectivity, exploration, and the search for truth as the major qualities of an essay. One among them is Georg Lukacs, who argues that “[T]he essay . must be an uncertain exploration of received opinion that searches for truth rather than trying to establish it” (qtd in Paul Heilker’s The Essay 38). Essayists advocating for a Montaignean approach present the essay form as antithetical to science or logic or even the rational order imposed by a2 biology, disciplinary conventions. However, a typical thesis-driven academic essay, Ron Scollon and summary of the tongue by amy tan, Suzanne Scollon contend, is coursework a particularly western communication pattern “carefully inculcated through processes of socialization” (9). Therefore, it is wrong to assume that everyone across the world has this same pattern of writing or speaking, as it is not an hawk roosting, “automatic outcome of maturation” (9).

Essayist literacy, in that sense, can be seen as a historical and cultural construct of the layout Western world. But Marcia Farr has a different take on the evolution of essayist literacy. In her view, “[E]ssayist literacy may have arisen as a genre style (Olson, 1977; Scollon Scollon, 1981; Trimbur, 1990), but it currently represents a situational style because it is associated more generally with academic situations (classrooms, academic conferences, public lectures) than specifically with essay writing” (8). Farr makes another striking observation about essayist literacy that, as a Western historical and cultural construct, “[E]ssayist literacy can be understood as one way, or style, of “speaking” among many. Here “speaking” refers to both oral and written uses of solve programming online, language, as it does in Bakhtin’s (1986) work on ‘speech’ genres” (7). If we were to accept Farr’s position on essayist literacy, it raises a critical question: What happens if we teach or attempt to teach this genre of discourse to a diverse body of students? Heilker states that through this practice we “impose strict limits upon the various discourses students bring to classtheir regional, racial, ethnic, and socioeconomic jargons . ” (55), whereas Linda Brodkey posits that such a practice rejects “minorities and women . as either scholars or subjects” in coursework the name of maintaining “the processes of disinterested, intellectual inquiry (Said 1982)” (13). Farr herself contends that many groups of students are discriminated against as they “use spoken and written language in ways that contrast sharply with the implicit model of language use underlying much writing instruction in this country” (5). Our current model of instruction privileges some over other groups of students, continues Farr, because “[T]hose who already know and use, at least in some contexts, discourse that resembles this taught model relatively closely have less difficulty learning to produce texts that conform to it than those whose naturally acquired discourse differs from it” (5). This implies that students from other cultures and discourse conventions are disadvantaged within the current model of instruction on short essay trafficking, essayist literacy.

So, while discussing essayist literacy, we should be mindful of the fact that our classrooms are rife with the coursework “multiplicity of discourse styles” which in no way are “deficient versions of the Western European (male) tradition of rational discourse but simply may differ from it in some, though, perhaps not all, ways” (Farr 7). We should also be aware that “reasoning can be carried out and displayed in a variety of discourse styles” (Farr 32) across cultures. As Farr states, “A text that may appear “illogical” through the lenses of essayist literacy may be quite logical when looked at through other lenses. The logic may become clear (to outsiders) only with an understanding of problems, unstated cultural assumptions” (32). The implication of this for our instruction is that “[S]tudents whose ‘ways of speaking’ may differ significantly from the ways of essayist literacy are not taught effectively by coursework, instructors who do not understand and appreciate the sociolinguistic repertoire they have brought to the classroom with them” (Farr 33). Hence, the re-imagination of this literacy form and discursive essay ban, the ways it is layout being taught to diverse students in composition classes is imperative. Such a re-imagination of essayist literacy, however, entails an integration and incorporation of multimodal and roosting essay, multilingual literacy practices that our students regularly engage in their daily lives, and/or that regularly feature in many contemporary media platforms.

Expanding the a2 biology coursework genre this way facilitates a more critical understanding of essay human trafficking, its “traditional” designation as a neutral and objective academic prose form, for it recognizes that this genre is not necessarily a static and a2 biology coursework, stilted text form, but a flexible semiotic mode capable of accommodating multiple media and discourse styles that our students bring with them to our classrooms. Responding to increasing influence of multimedia technology in students’ literacy practices, Kathleen Blake Yancey argues that we need to re-conceive “composition in a new key.” According to her, such a reconceived notion of composition or writing includes print, but it also includes writing for the screen and dissertation 30 days, an understanding that writing is not just textual but also visual. Yancey’s view of writing reflects Gunther Kress’s ideas of the changing landscape of writing and literacy in this age of multimedia/new media. Kress writes that given the a2 biology coursework layout “theoretical change . from linguistics to semioticsfrom a theory that accounted for language alone to a theory that can account equally well for gesture, speech, image, writing, 3D objects, colour, music and no doubt others” (35-36), the language modes, such as speech and writing should have to be “dealt with semiotically” as they constitute “a part of the whole landscape of the many modes available for representation” (36). Jodie Nicotra also speaks of the literacy landscape, but from the point of dissertation, view of changes in material technologies of coursework, literacy, shedding light on solve programming problems online, the evolution of literacy and literacy technologies over coursework layout, timefrom orality to writing, from writing to print, and from print to digital media. She explains that digital media technologies are not changing the fact that we write and roosting poem essay, speak, but only the ways we write and speak.

In following Nicotra’s line of argument, it can be said that we and our students still compose, but compose with different media technologies, and this fact challenges the ways we teach our students to a2 biology coursework, compose, as Steven Fraiberg notes: “composition for the twenty-first century requires a shift toward conceptualizing writers as ‘knotworkers’ negotiating complex arrays of languages, texts, tools, objects, symbols, and tropes” (107). Fraiberg argues that writers these days remix multiple modes or media as they “design” composition of different kinds. According to him, as the summary essay “flow of content across multiple media platforms” collides, intersects, crisscrosses, and interacts “in unpredictable ways” (Jenkins qtd. in 107), 21st century writers naturally bring together content from those “multiple media platforms” (107) when they compose texts of coursework layout, diverse sorts, including academic essays. So, one way to challenge the limitations of essayist literacy might be to contextualize it within multiple media platforms that include print, visual, digital, etc. As are multimodal literacy practices, multilingual literacy practices are also integral to our students’ literate lives these days; therefore, essayist literacy needs to take that reality into account as well. There is already a lot written in World Englishes, intercultural communication, as well as in rhetoric and composition about the role of language, language varieties, cultures, and students’ past literacy traditions in shaping students’ current literacy practices. Cynthia L. Selfe and Gail E. Hawisher, for instance, argue that cultural ecologies influence literacy practices, whereas Steven Fraiberg contends that multilingual writing is a design like any other literate practice. Fraiberg advocates for 30 days, mashing or the complex blending of a2 biology, multilingualism and multimodality as a new framework for composition (117). In fact, multilingualism and English language varieties (World Englishes) are long held to be great semiotic resources for composition as they contribute to and increase what Selfe calls the hawk roosting bandwidth of a2 biology, semiotic resources for composition by hawk poem essay, making available all means of persuasion (Selfe, Aurality and Multimodal Composing ). For instance, Yamuna Kachru notes that writers from layout, Outer (countries where English is on smoking ban spoken as a second language) and Expanding Circles (countries where English is spoken as a foreign language) use different rhetorical organizations in writing because of layout, “nativization of English” and “Anglicization of dissertation, indigenous languages” due to increasing “contact between English and local languages” (379). Her characterization of textual structures by writers from different places highlights the a2 biology layout possibility of the varied literacy traditions our diverse students are likely to bring to our classrooms.

Our students’ plural discourse structures and solve online, literacy practices ask us to re-vision our current understanding of essayist literacy and how we teach the essay genre in a globalized writing classroom, informed by multiple languages, modes of representation, and meaning making practices. Essayist Literacy Instruction in the Multimedia Age: A Research Study. It is within this context that this essay addresses the research question: How do students negotiate multiple literaciesincluding essayist literaciesin a 21st century classroom? In an attempt to explore this question critically, and extensively, I designed a research study of the writing practices of college students. A2 Biology Coursework Layout. For the study, I collected argument essays from unit 2 in my course focused on essayist literacies (see Appendix 1) but situated among assignments that were less traditional and dissertation, called on multiple literaciesessay reflections, blog posts and responses, portfolios and portfolio reflectionsfrom fourteen student research participants.

I also conducted interviews with each participant immediately after the unit was over. In addition, as another set of data, I collected the participants’ literacy narratives from the first unit, along with interviews with students about their literacy traditions. Additional data included my field notes, and curricular artifacts from unit 2, including the unit syllabus, calendar, assignment descriptions, evaluation criteria, class heuristics, and coursework layout, unit objectives. I examined this data in light of relevant theoretical insights from scholarship in essayist literacy and other closely connected fieldsintercultural communication, World Englishes, rhetoric and composition, and new media. The research participants for this study included diverse students from my sophomore level writing class in poem the Spring of layout, 2012one Haitian female, one Mexican male, one Mexican female, one South Korean male, one African American male, one African American female, two Puerto Rican females, one Indian male, two white American females, two white American males, and one mixed race (white and African American) female. My course for this particular class was framed around the idea of multiple literacies, or multiliteracies (New London Group, Schwartz, Lynch and Wysocki) for diverse students in this age of globalization and technologies. Inspired by short essay trafficking, Michele Anstey and coursework layout, Geoff Bull’s argument that “Globalization provides a contextual necessity for us to discursive ban, become multiliterate” (175), my course took up multiliteracies in its broader frame, with multiliteracies not only encompassing the notion of plural literaciessuch as visual, cyber, academic, critical, digital, new media, and intercultural, among other kinds of literacies (Kalantzis and Cope; New London Group; Anstey and Bull; Hawisher and Selfe; Selber)but also entailing the ability to interact using multiple Englishes in English speaking contexts and multiple writing/communication styles across cultures and disciplines. In addition, this notion of multiliteracies also encompassed the ability to critically evaluate information and resources and to use them ethically across contexts. In my course, mutliliteracies, therefore, meant a repertoire of creative, critical, reflective and rhetorical skills that students need to coursework layout, successfully navigate the complexities of the globalized world. With regards to essayist literacy, in solve particular, the coursework notion of multiliteracies spoke to students’ acquisition of skills and ability to choose, practice, and negotiate different forms and levels of essayist literacy as the writing context or occasion calls for them.

In fact, essayist literacy was included in my curriculum as a subset of multiliteracies, and re-imagined within the context of multiple media, Englishes, languages, and writing styles. Through triangulation and rhetorical analysis of all the data sources, I found a complex negotiation happening in the students’ process of essay writing, from topic selection, to 30 days, location and a2 biology, evaluation of sources, to adoption of a particular essay form or style. I also discovered similar negotiation in place with regards to students’ past and present linguistic, cultural and literacy traditions, and programming, their personal and a2 biology coursework, academic ‘selves.’ Even though the summary essay by amy degree of a2 biology layout, negotiation varied across students as expected given their different positionalities (detailed discussion to discursive on smoking ban, follow), they nonetheless demonstrated that exploratory and academic essays are not watertight compartments as some scholars tend to maintain, but more flexible. The findings from this study also challenged my assumptions about a2 biology coursework layout diverse students’ linguistic and stylistic negotiations during the composing process in English for academic audiences. Based on my prior readings of scholarship in rhetoric and composition, applied linguistics, and of television show, literacy studies (Canagarajah; Young; Lu; Pennycook; Horner, Trimbur and Royster; New London Group), my assumption going into this research was that if provided with an a2 biology coursework, appropriate assignment, instruction, and resources, international multilingual students would negotiate multiple languages, writing styles, essay forms and literacy traditions much more actively and poem, effectively than domestic American students.

But findings from this study complicated that assumption and challenged me to re-evaluate any preconceived notions I had about any group of a2 biology coursework, students. An analysis of student artifacts showed that domestic American students also negotiate, but negotiate differently because their positionalities and negotiating factors are different. Furthermore, American students negotiate slightly different elements to varying degrees than their international multilingual counterparts. As the 30 days case studies analyzed below also demonstrate, domestic American students do not negotiate linguistic or cultural differences as complexly as international students while writing in English for American institutions; they nevertheless negotiate, for example, formal and informal tones, personal and academic ‘selves,’ and thesis driven and exploratory essay forms if their composing and research processes are supported with relevant resources and layout, instruction. Solve. Thus, on the one hand, this study challenged my assumption about the composing process of some groups of students; on the other, it also demonstrated the effectiveness of my pedagogical strategy that students in coursework layout globalized classrooms (Khadka) should be taught to solve online, negotiate a number of factors, such as linguistic, cultural, and stylistic differences, and binaries in essay forms (such as exploratory/thesis-driven, inductive/deductive, alphabetic/multimodal etc.), encouraging them to retain the foundational values of coursework layout, essay, such as ‘personal,’ ‘exploratory’ and ‘situated,’ while being rhetorically persuasive to name of television show in essay, their intended audiences, including the academic ones. In short, this study showed that students can and should negotiate multiple literacies, including more traditional print literacies, while taking up essayist literacy in a writing class. The findings from this study suggest that we can productively foreground negotiation, or shuttling (Canagarajah, Toward ) on multiple fronts of language, culture, dialect, style, and media, as the major goal while teaching essayist literacy in a2 biology layout a diverse 21st century writing classroom.

In this study, I made triangulation the discursive on smoking ban central part of analysis because it is highly valued in qualitative research for its function of a2 biology layout, cross-verifying interpretations and research findings with additional testimonials. For triangulation, I used multiple sets of datastudent texts, interviews, field notes, curricular artifacts, and relevant insights from multiple interconnected fields of studyintercultural communication, World Englishes, new media, globalization, and rhetoric and composition, which also served as analytical frameworks for show, my study. Another factor I accounted for in this study is participants’ positionalities in light of the prevailing research theories that a writer’s position in a context (essay writing context, for instance) is a2 biology layout shaped by his or her gender, class, race, culture, language, sexual orientation, religious beliefs, political views, literacy background, and/or personal and professional experiences. Therefore, a particular literacy practice of roosting, a writer reflects imprints of his or her positionality. For this specific reason, I examined the implications of positionalities in a2 biology my diverse student participants’ essayist literacy practice. I collected the details on of the mother tongue by amy, their positionalities by asking them to a2 biology layout, compose extended literacy narratives and by conducting follow-up interviews with additional questions around their literate lives in programming online the past and coursework, present. I also asked them to reflect on their writing and hawk essay, research process for the argument essay, connecting their rhetorical choices (of persona, tone, style, resources etc.) with purpose and/or with their cultural, literacy, and linguistic traditions. I used all these data in conjunction with other sets of a2 biology coursework, data collected through multiple research methods for the purpose of triangulation, and for analyzing participants’ research and name of television show in essay, writing process in coursework layout this particular assignment. These multiple approaches to collecting and analyzing data helped me to explore and answer my research question: How do students negotiate multiple literaciesincluding essayist literaciesin a 21st century classroom? Taking into consideration interdisciplinary conversations about essayist literacy, and literacy in general, I divided my sophomore-level writing course into four units focused on the theme of multiliteracies.

I took up multililiteracies as a topic for the course because it was broad enough to let students choose something they were interested in or wanted to explore further. I settled on show, this topic also because I could teach this course informed by, what I prefer to call, a multiliterate composition pedagogy. Moreover, multiliteracies as a topic was multifaceted and closely aligned with other productive research areas, such as globalization, information and communication technologies, World Englishes, new media, and intercultural communication. Coursework Layout. In order to familiarize students with the concept of solve, multiliteracies, I had a small set of a2 biology coursework, articles, and videos in my calendar. I assigned them The NCTE’s Definition of 21st Century Literacies ; The New London Group’s A Pedagogy of name of television in essay, Multiliteracies: Designing Social Futures ; Howard Gardner’s The Washington Post article: The End of Literacy? Don't Stop Reading ; Victoria Department of Education’s Video Series: 1. A2 Biology. Considering Multiliteracies and 2. Exploring Multiliteracies; and of the, two YouTube videos: A Vision of Students Today (https://www.youtube.com/watch?v=dGCJ46vyR9o) and a2 biology coursework layout, Multimedia and Multi-literacies in the Composition Classroom (https://www.youtube.com/watch?v=c4zSDOQ9mVY). The first unit (See Appendix 2 for assignment details) in my course was dedicated to learning from students about their literacy traditions (literacy narrative assignment) and show, teaching/practicing critical and visual literacies (rhetorical analysis of a digital artifact project), whereas the third unit was meant to layout, introduce students to dissertation 30 days, the notion of remediation (Bolter and coursework layout, Grusin) with some hands-on training with “repurposing” media (See Appendix 3 for details on remediation project).

Students were asked to of the, remediate their unit 2 print-based argument essays into web forms in this unit. A2 Biology Coursework Layout. This particular project was intended to put students to work with multiple media or modalities, introduce them to convergence culture (Jenkins), as well as make them cognizant of the rhetoricity of dissertation 30 days, different media (e.g. website vs. print), or the dynamics of intercultural/interracial communication. Unit four, on the other hand, was dedicated to documentary production (See Appendix 4 for details on a2 biology coursework layout, collaborative documentary film-making project), in which students collaborated in groups of discursive on smoking ban, three to produce a movie on layout, a controversial contemporary topic like Occupy Wall Street, the Trayvon Martin (shooting) case, or the Democratic Movement in the Middle East. While units 1, 3, and 4 were fruitful and interesting for students and me, the essay unit given relatively more time and space in the curriculum was the 5-week-long unit 2. This unit was given due importance in recognition of the value of essayist literacy in students’ academic and professional lives, and for its key place in course structure and the assignment sequence. Coursework. While unit 2 culminated in of the tongue by amy a traditional print-based argument essay, unit 3 activities and its web design projects were built on the foundation laid in unit 2. While designing unit 2 based on essayist literacy in a2 biology particular and short essay human, the course itself in a2 biology general, I had to summary, negotiate a number of thingsmy research agenda/s, my program requirements/course learning objectives, current scholarship in essayist literacy and a2 biology layout, multiliteracies, and my own evolving sense of composition curriculum for a diverse classroom.

For instance, I was flexible in source requirements for the essay even though one of the designated outcomes for the course specifically states that the course is geared toward teaching students to of the essay tongue by amy, use “library resources” and some methods of primary data collection. With that statement, the course outcome leaves aside popular texts and many multimedia sources found on the web, so I expanded it to include those kinds of sources as well. This demonstrated that sources, in this age of coursework layout, multimedia, are available in digital mediums as much as they are in print mediums; that information is available in popular sources as much as they are in scholarly sources; that each medium (such as image, text, and sound) has its own unique affordances, and mediums work more productively in combination than in isolation; that compositions, even essays, now are increasingly multimodal and/or multimedia; and that information abundance is both a boon and bane at the same time. Hawk Poem Essay. In order to ensure that students actually get acquainted with and use both scholarly and popular sources in different formats, I specified the potential types and number of a2 biology layout, sources to be used in the essay, and also provided them with the description of the roosting poem evaluation process for locating and selecting credible and relevant sources. My assignment description also had specific directions about avoiding too broad topics or research questions while still giving students freedom to a2 biology, choose any issue(s) associated with the course inquirymultiliteracies. Students were specifically asked to narrow their scope for the essay around one or two central research questions on name of television in essay, their chosen topic but to a2 biology coursework layout, “engage the complexities (social, political, ideological, economic, historical) of and current debates about name in essay that topic” (Writing Program Outcome). Moreover, I added a separate note regarding English language varieties and styles of writing or literacy traditions on a2 biology coursework, the assignment description, aiming to encourage plurality and originality in students’ work. Discursive. This particular note on coursework layout, language and style was intended to short human trafficking, make students aware of the fact that communities across the world compose texts in different styles; they do speak different languages, even if only a2 biology layout different varieties of the same language. Additionally, the note on language brought attention to the fact that privileging one language, or language variety over another, or one writing style above another could prove discriminatory to some groups of students, while other groups could feel at home and, as a consequence, may have unintended advantages. Of Television Show. Next, I made it clear in the language of the assignment that academic writing, and academic language, is what I value, but that there is coursework layout no single universal academic writing style or academic language. Roosting Poem. With that note on World Englishes and plurality of academic writing styles around the world, I negotiated the notion of academic writing articulated in the designated course outcomes while complicating the traditional notion of a2 biology layout, essayist literacy in the context of globalization and increasing cross-cultural and cross-linguistic interactions.

Academic writing in a general sense is what the Writing Program wants instructors to teach students; the course description says: “WRT [. ] focuses on hawk poem essay, the rhetorical strategies, practices, and conventions of critical academic researched writing,” which implies plurality of academic writing with the term “conventions,” but neither the course description nor the learning outcomes speak specifically about the form of the essay or the type of sources, or the writing style, or the language variety to be used or adopted in coursework the class. The story of negotiation did not end there; putting together materials and activities for roosting essay, the unit constituted another kind of negotiation. A2 Biology Coursework. On the one hand, there is no denying that a course driven by discursive essay ban, multiliteracies as an inquiry should reflect ‘multi’ in its course materials and artifacts too, which means the a2 biology course materials should ideally be an assemblage of essay human, texts in multiple media, multiple modalities, and multiple forms; on the other hand, this particular unit was dedicated to essayist literacy, which in a traditional sense is print-based literacy. There were also programmatic priorities to be mindful of, such as the strong tradition of academic writing instruction in the field. A2 Biology. Nonetheless, the negotiation was productive, and solve, ultimately I gathered three videos ( A Vision of Student Today, Multimedia and Multiliteracies in the Composition Classroom, and Epic 2014 ), one online news article (Howard Gardner’s The Washington Post article: The End of Literacy? Don't Stop Reading ), one website (Victoria Department of a2 biology coursework layout, Education’s multiliteracies web page), three print texts, ( Making an Effective Argument, a chapter from Jack Selzer and Lester Faigley’s Handbook, Good Reasons ; Yamuna Kachru’s book chapter, Speaking and Writing in hawk World Englishes from The Handbook of World Englishes ; and Sheila J. Ramsey’s journal article, Interactions between North Americans and coursework layout, Japanese: Considerations of Communication Style ), a set of short human, handouts on different aspects of writing and research (such as narrowing the research focus; locating and coursework, evaluating print and Internet sources; textual, visual and multimodal analysis and short, argumentation; drafting a research proposal; evolving thesis; claim making and synthesizing sources; annotated bibliography; composing, revising and editing process; codemeshing and translanguaging; methods of data collection and analysis; stylistic and linguistic plurality/diversity; dialoguing with sources; and a2 biology coursework layout, documenting sources), and some sample documents as unit texts. These multiple texts and topics enabled me to place essayist literacy within a context of multimedia and multiliteracies.

Case studies of how students responded to of television in essay, such a re-designed essayist literacy unit yielded some interesting findings. I will present some of them here. In the following discussion, I closely look at a2 biology coursework, the data specific to two of my research participants, who I call Sophia and Andre. My analysis is specifically focused on the kinds and degrees of negotiations these participants engaged in solve their writing and research processes within the context of essayist literacies. I particularly examine the moments and a2 biology layout, instances of roosting poem, negotiation in action with respect to their choice of topics, languages and/or English varieties, their decision on “personas” and writing styles, and their determination of a2 biology coursework, sources and forms for their respective essays.

For instance, I analyze how these participants explored and narrowed topics for their research; how they evaluated and selected sources for their essays; how they settled on writing styles including the use of hawk roosting poem essay, tone, diction, languages and/or English varieties; and how they decided on the form/s for coursework, their essays. The analysis organized this way helps to make sense of multiple sets of short, data and also to examine in detail how or whether students engaged essayist literacy in its expanded sense. In order to frame my analysis better, I use the first course assignmentthe literacy narrativeto contextualize the second unit and to a2 biology layout, give insight into these participants’ positionalities and previous literacy experiences. Sophia is a Hispanic female student from Puerto Rico. Her alphabetic literacy began with her learning writing and reading in roosting Spanish, her first language. From first grade on, she also started taking English and Math classes. Her computer literacy also began from a2 biology, grade one, although computer intensive classes began in her high school years, around the same time her Internet literacy began. Her literacy narrative details her preliminary literacy education as follows: The first language I started using for writing was Spanish, a year after I also started writing in English.

I began reading in English and Spanish when I was about five or six years old, yet I have always made use of the English language when it comes to working on a computer. I come from summary essay mother by amy tan, Puerto Rico, making this my first language Spanish, and English my second language. I learned to speak English because my mother and a2 biology, grandmother would always play Disney sing along videos and movies for hawk roosting poem essay, me, and the books they bought me were usually in English, so that I was able to learn it more quickly and have a better core or base in this language than what was taught in school. (literacy narrative) In Sophia’s digital literacy learning experience, the hegemony of English is evident; she reports that she has always used English in digital activities even though Spanish is her first language. As an English-as-a-second-language speaker, she confesses that she struggles to switch between her first and second language while writing in English: “Having to a2 biology coursework layout, switch languages back and forth also makes my writing experience confusing and limited, if I happen to not know how to write something in specific or the way I think of programming, it in Spanish is not ‘the correct way’ to write it in English” (literacy narrative). Here, it is also important to coursework layout, note that her entire pre-university education was done in Puerto Rico. In her argument essay for essay ban, unit 2, Sophia discusses the language policy debate in Puerto Rico in some length, exploring the larger cultural and historical issues associated with this high-stakes topic, and a2 biology layout, presenting her position on show, the debate. Coursework. Initially, she had planned to talk about the English language policy in Latin American and Caribbean countries, but later narrowed her focus to short essay trafficking, the language policy in a2 biology Puerto Rico. Dissertation 30 Days. She discusses her narrowing process in her reflection essay:

I had the curiosity of learning about how the English language is presented and taught in Latin America and the Caribbean, but this topic resulted to be too broad and I was not able to find many good articles or specific books on the topic since these countries have a wide range in culture, and laws and policies on language. I had to change my topic and focus of the essay into one specific region and that choice . was the English language in Puerto Rico. My research into her source use found that Sophia used some Spanish language sources. For instance, IV Congress of the Spanish Language by Eugenio Besnard-Javaudin, and The Spanish of Puerto Rico by Centro Virtual Cervantes are sources written in Spanish and available only online. Similarly, The Singularly Strange Story of the English Language in Puerto Rico is an online article in Spanish by Alicia Pousada from Universidad de Puerto Rico. Sophia also used a Spanish print article, Manuel Alvarez Nazario’s Historia de la lengua española en Puerto Rico (History of the Spanish Language in Puerto Rico). Of course, she also had sources that ranged from images to videos in English that were produced within the United States. A2 Biology Layout. In that sense, there is roosting diversity in her source use, and her sources come from scholars and publication forums (both print and web) from across borders. Layout. As expected, she provides translations of summary of the mother by amy, texts cited in languages other than English. Sophia is aware that her native language and coursework layout, culture influenced her writing style.

She says: “because my main language is human trafficking Spanish . I was translating from Spanish to English, my thoughts, ideas and opinion . I would read books in Spanish and a2 biology coursework, would translate them” (interview). True to hawk roosting poem, her words, she uses some quotes in coursework layout Spanish in the essay, but provides English translations for them. She begins her essay with an epigraph in Spanish: “Un idioma debe servir como herramienta de paz. Nunca para oprimir. Siempre para liberar. Ivelisse Rivera”, which she translates as: “A language should serve as a tool for peace.

Never for oppression. Always for freedom.” Since she is name show in essay more proficient in Spanish than in English, she says that she has to “switch languages back and forth,” which makes her “writing experience confusing and limited” (literacy narrative). Coursework Layout. She also regrets that translation did not come as naturally or sound as good as the original: “translated stuff . Poem. does not sound like an English” (interview). This confusion and translingual challenge is reflected in her style. In that sense, even though her essay was submitted in English, she actually composed it in Spanish, which suggests that her writing has the style of a Spanish essay. Structurally, Sophia says, Spanish and English essays are different, and she was taught to compose them differently: “Spanish essays begin with an introduction, and they really do not talk much about coursework thesis statement” (interview). Solve Programming Problems Online. Even though she claims that she was taught to write essays in both languages and coursework layout, differently for each one, the organization of her essay is more Spanish-like than English. Show In Essay. For instance, at the beginning of her essay she had a long section that traced the coursework layout historical accounts of summary of the tongue by amy, language policy in Puerto Rico: “I provide a summarized history of Puerto Rico since the Spanish colonial times until the colonization of the United States and how these various establishments have affected the people of Puerto Rico” (from her essay). Although she states that at the beginning of her essay, she does not give a reason why that historical survey was necessary. Only after that long section follows her thesis, which she reinforces time and again in the essay except for coursework layout, in the hawk roosting poem conclusion. A2 Biology Layout. Instead of reinforcing or circling back to her claim, she ends her essay with a call to language teachers of Puerto Rico: “Teachers have to work with motivating students to appreciate the Spanish language more and learn it with passion as part of dissertation, their culture, and also encourage them and teach that it is also important to learn English, and coursework layout, many other languages to expand their knowledge and become better intellectual human beings” (from her essay).

In that sense, her essay has a hybrid structure and conclusion different from conventional western academic essay. Sophia also has a dominant personal voice present in the essay that reflects her positionality: “I included my perspective” because “I care about this topic . Roosting Essay. it has directly affected me, my family, my community and everyone around me” (essay reflection). A2 Biology Coursework. Her strong personal presence in the essay has to show in essay, do with her personal investment in the topic: “I personally support the coursework idea of learning another language to expand our horizons, yet it should not be done by force, but because the discursive essay on smoking people actually have an interest and a need to be more intellectual in terms of learning the a2 biology coursework layout language” (essay). She has an engaged voice in that she directly addresses her audience, for instance, in this excerpt from her essay: “I think that language creates and helps shape the culture of a country or region. When you take away something as unique as language from someone, you are taking away their culture, their identity, their way of expressing without limitation and direction” (essay). Name Of Television In Essay. In her essay reflection, she makes it clear that her personal presence in a2 biology the essay was her deliberate rhetorical choice: “I chose to write about the English Language in Puerto Rico . because it is a topic that I as a Puerto Rican can relate to and have knowledge of . because it has directly affected me, my family, my community and everyone around me” (portfolio reflection). Sophia’s composing process is solve programming problems online notable for a number of reasons. As a multilingual writer, she works her way through a number of a2 biology coursework layout, forces that defined her composing situationassignment requirements, current writing instruction, her multilingual and multicultural positionality, her past literacy learning (particularly past writing instruction), and her translingual challenges, among others. Roosting Poem. For instance, she uses an epigraph from a Spanish text and also cites a number of sources produced by Spanish-speaking authors outside the Unites States.

Her practice is ideal from a point of view of integrating multiple sources; it nonetheless raises a number of a2 biology coursework layout, questions about translation and name, its complexityhow close to originals are her translations or the translated versions of originals she cites? A monolingual or even a bilingual teacher has no way of assessing translation accuracy unless she or he speaks the same set of layout, languages that the student speaks, which is a rare coincidence in a globalized classroom. Similarly complex is the issue of show, writing style that she adopts in her essay. She notes that she is a2 biology layout aware of the differences in organizational patterns of typical English essays and dissertation, Spanish essays, yet her essay organization does not reflect her adherence to an English essay writing style. Despite her awareness, she explores and adopts a style that resonates with her topic, and is intrinsic to her positionality. My goal in a2 biology coursework this unit/assignment was to hawk roosting, encourage students to negotiate writing styles, languages, and media for particular audiences and a2 biology layout, situations. Sophia’s essay is testimony to the fact that she negotiated a number of factors while composing this text for American academic audience, and her essay form departs from a traditional thesis-driven academic essay form. Therefore, her case affirms that essayist literacyand traditional print-based assignmentscan also cultivate the same attention to multiplicity as multimedia assignments. 30 Days. In addition, her composing style and essay form serves as a good example of the play of “multiplicity of layout, discourse styles” in name of television show a writing class. More importantly, her case supports the idea that essayist literacy can contribute to the aims of a course based on multiliteracies.

Andre’s first language is English, and he is an African American male student in his sophomore year. He notes that his writing began with story composition in the fifth grade. A2 Biology Coursework Layout. His intense writing experience, however, began with his international baccalaureate program, where he enrolled in writing intensive courses. Regarding his overall writing experience, he notes, “I’ve experienced the growth in my writing. Dissertation 30 Days. From the coursework layout thematic essays in history class to hawk roosting, the analysis of novels, I’ve been introduced to the different sides of writing” (literacy narrative).

He is also digitally literate: “Being born in the generation that I am, I was forced to a2 biology layout, become accustomed to the digital literacy” (literacy narrative). He began his digital literacy with typing and summary mother by amy, video games but later worked up to the complex tasks of assembling and disassembling the hardwares of desktop computers. He also learned to work with the Internet soon after. He, however, laments that he is an English monolingual speaker: “I feel like I have a disadvantage. So many people come from coursework, different places, and short human, they have two languages or more. Most of my friends speak other languages.

Their mother tongue may be Spanish or French; they come here and learn English, and I feel if I was born somewhere else or have different tongue, I would have two languages” (interview). In his argument essay, Andre explored the relationship between technology and mental capacity with an overarching claim“as technology increases, our mental capacity decreases” (interview). In his reflection, he reveals that he struggled a lot while composing this essay: “I ran into writers block around the 5 th page because I knew the essay wasn’t supporting my thesis. Also, I didn’t have enough sources to help me justify my claims for 10 pages, so that was another reason I was stuck. But once I change my thesis for the better, I was able to find sources for coursework, my argument and the oppositions” (essay reflection). His strenuous process, including his evolving thesis, shows that he evolved as a person and learned new things in the process of researching and writing this essay. More importantly, it shows his awareness of the need to interact with multiple sources in order to be able to construct an informed argument.

Andre’s source use is not much different from many other students in the class. He used print sources, such as Plato’s Phaedrus and Ziming Liu’s Reading Behavior in the Digital Environment: Changes in Reading Behavior Over the Past Ten Years, and multimedia sources including some YouTube videos, Rachel Dretzin’s documentary Digital Nation, , and some videos on multiliteracies taken from Bill Cope and Mary Kalanztis’ New Learning website. However, when it comes to his writing style, Andre reports that he consciously chose to represent himself, and his topic, in a particular fashion based on his positionality: [F]or writing style, I had to think about hawk poem how I wanted the tone of the essay to sound, because in unit 1 it was very communicative/funny and it was like to get the a2 biology coursework layout audience to laugh a little bit and this is a research paper, I want it to be stern, I want it to be like this is my voice and this is what I am saying, you guys should believe this, but also at the same time I did not want to scare the reader away. I want the people to have the comedic side: a couple jokes, metaphors so that people could actually have fun reading so I combined more of humorous side to what’s really stern and what an human, academic paper is all about. So I leaned more towards my academic part of it, but I was still able to slide [in] my humorous side too. A2 Biology Coursework Layout. (interview) From this excerpt, it becomes apparent that he deliberately chose two different approaches for the two different unit assignments of the same course. This also shows that he is mindful of the academic writing situation where a serious approach to a chosen topic is expected.

That is the reason he moderates his humorous side in summary mother by amy tan the interest of an academic tone. His humorous side, he says, he inherited from his father: “My dad he was always that funny comedic guy . always tells jokes and never stops. I put that into my writing and push it a bit too much so which is coursework my downfall, so I got to pull back . because I am serious but my tone could come out 30 days as not serious because of the comedy in the paper” (interview). As he claims, his style in the argument essay has a fusion of humorous and a2 biology layout, academic tones. Structurally, however, his essay begins with an epigraph from a popular documentary, Digital Nation, and is organized around subtitles, such as “Introduction,” and “Decline of Thought.” His thesis in the very first paragraph reads, “As technology increases, our ability to essay, think critically suffers” (essay). To support his thesis he offers local as well as global examplesa primary research result and transnational (Korean kids’ addiction to video games) case study. Andre also includes a section devoted to opposing arguments in which he presents some potential arguments that people challenging his claim might present. This clearly shows that he is adhering to a2 biology, the structure of discursive, a thesis-driven essay and the traditional strategy of refuting the opposing arguments in coursework layout order to establish his own point. Summary Of The Essay Mother By Amy. In that sense, his essay is well organized. Maintaining the form of a conventional academic essay, he closes his essay by offering a potential solution to the issue he raises and reinforces his claim.

Additionally, throughout the essay, his tone is coursework mostly neutral, detached and formal, yet is blended well with his ‘humorous side.’ In fact, the hawk poem only instance where his personal side was brought into the essay was when he mentioned his own writing class to a2 biology coursework, further his argument that technology should complement the human brain, but not rule over it: “The style of discursive, teaching is changing. For example in my Writing class at [. ] University, students are requested to blog about readings that are done outside of class” (essay). He argued that blogs, or any other teaching technologies, should facilitate actual interactions in the class, but not substitute for them. A2 Biology. Thus, stylistically speaking, his essay is primarily thesis-driven with a slight personal touch. This is significant because he is able to negotiate multiple discourse styles (personal humor with objective academic style, for instance) for a specific rhetorical purpose despite the fact that he is a monolingual writer trained to write in a specific way, and also despite the solve problems online fact that he is writing a traditional print-based essay. His case demonstrates a more complex view of essayist literacy in a2 biology coursework practice.

In addition, Andre’s is an interesting example of an essay being a catalyst for the pursuit of discursive essay, knowledge, and its form a carefully crafted style of presenting ideas. As he mentions in layout his literacy narrative, essay and portfolio reflections, and interview with me, his essay writing has been a journey of exploration about a number of solve programming problems, interrelated issues pertaining to his topic. His evolving thesis that he describes when talking about a2 biology layout his writer’s block speaks to the fact that his essaying was tantamount to discursive essay, learning and discovery. His essay form is thesis-drivensomething expected of a domestic American student schooled in American academic system all his life, but, in his case, it is something carefully chosen to fit the academic audience. Another interesting thing about his style is that, even within a traditional thesis-driven form, he could incorporate his ‘humorous side’ and some personal reflections, which corroborates the idea that the academic essay is not necessarily a stilted form.

Instead the essay form should be considered malleable to coursework, the writer’s rhetorical decisions, as was evident from Andre’s stylistic choice of problems, a particular tone for coursework, the essay. These two case studies are not representative of roosting essay, all fourteen research participants in my larger study, let alone of all domestic and a2 biology coursework, international students in American higher education. In the larger study, I found that both domestic American and poem, international multilingual students actively negotiated, though in different degrees, multiple factors, including languages, dialects, writing styles, tones, essay forms, literacy traditions, and a2 biology coursework layout, media, while producing their argument essays. While the solve particular positionalities of a2 biology coursework layout, these participants informed the roosting essay nature and coursework layout, degree of negotiation in the composing process, this study suggested that foregrounding negotiation of multiple literacies in a writing course or a writing assignment can encourage students’ learning and practice of “multiplicity of discourse styles” in a writing class. It would be premature, though, to generalize anything based on the couple of case studies presented above or even based on the findings from the analysis of my entire sample. It could be safe, however, to say that each student writer (research participant for that matter) labored or labors at the crossroads of multiple forces, including language, assignment requirements or expectations, and her/his past literacy practices. This composing situation makes negotiation a skill imperative for solve problems, each one of our student writers.

Another aspect this study highlights is a2 biology layout that writing teachers play an important role in student writers’ learning and practice of “multiplicity of discourse styles,” and skill of negotiation. However, supporting the growth of this ability in students involves redesigning both the 30 days curricular and a2 biology, pedagogical artifacts we use in or for the class. An essayist literacy unit or assignment is just a case in point, which I redesigned keeping in view the changing student demographics, the complex tradition of academic or essayist literacy, and increasingly multimediated forms of writing inside and outside the academy. This curricular and pedagogical experiment was driven by my conviction that we can no longer overlook the linguistic and cultural diversity in our classrooms, nor can we ignore the increasing global interactions of people and ideas, and the unprecedented influence of dissertation, media and technology in our and a2 biology coursework layout, our students’ literacy practices. In fact, it could be counterproductive for our students, rhetoric and composition as a discipline, and for 30 days, American academic institutions for us to promote and enforce only the western essayist textual form in layout our classrooms, for short, doing so would be tantamount to imposing a norm from one particular culture or context on to the other. It would also mean privileging some groups of students and their stylistic conventions above other groups and their textual conventions. Layout. In plain terms, it would be equivalent to adhering to an undemocratic practice, something we should forgo sooner rather than later.

Relinquishing this practice would involve expanding the boundaries of the course, unit, or assignment on essayist literacy in order to create spaces for multiple languages, multiple media, literacy conventions, and subjectivities or positionalities of the essayists. Of The Essay Mother Tan. However, expanding the boundaries should not be understood to mean the sacrifice of basic reading and writing skills in composition classes. Expansion should always be an a2 biology coursework layout, ‘addition to,’ not a ‘subtraction from,’ what we have been doing in our classes. For instance, students in my class did most of the things students in any traditional writing class would do: critical summary, paraphrasing, critical responses to unit readings and texts, critical source evaluation, synthesis of multiple sources, textual and visual analysis, annotated bibliography, proposal writing, claim-making, evolving thesis, and so on. But they also obtained crucial insights that their positionalities and literacy backgrounds have, or can have, bearing on their literacy practices. This meta-awareness of how multiple factors shape their writing performance benefitted them personally and essay, academically. They could see that their positionalities and past literacy practices could serve as a reservoir of resources to coursework layout, turn to solve programming problems online, as and when needed to make their communicative acts, essays for that matter, rhetorically effective. They also gained the insight that depending on the writing context they might find themselves in, they should even be able to suppress their positionalities and past literacy habits in order to write in a style and coursework, convention of a particular genre in dissertation 30 days a particular composing situation. Therefore, it is imperative that a course, or unit, on essayist literacy has components of multiple essay forms, multiple writing styles, multiple modes and mediums of writing, and multiple presentation patterns incorporated into a2 biology coursework, it. These components contribute to the development of the shuttling abilitythe idea that students should be able to move back and forth between differing essay forms, discourse styles, writing modes, and/or organization patterns, as the writing situation demands. They should even be able to negotiate those forms or styles towards their rhetorical end effective and persuasive arguments and claims on hawk roosting poem, the topic at hand.

Given the value of a2 biology layout, shuttling ability in the globalized world (and classroom), I foregrounded it even in another assignment in the sequencethe remediation project. The remediation project was an extension to the argument essay assignment, where students repurposed their print-based essays for different media and different target audience. They remediated their academic essays into programming online, web forms, and the process involved therein brought into relief the complex relations among media, audience, context, resources, and presentation style. Working on this project, students particularly understood how their rhetorical and stylistic choices are shaped by the consideration of audience, and coursework layout, medium of delivery. Building further on this thread, the final assignmentthe collaborative documentary projectprovided students with an additional opportunity to reflect on and respond to a different composing situation, where a shuttling ability of slightly different sort was called into service. Therefore, it would be in the best interest of cultivating negotiation or shuttling skill in students to ban, expand the breadth of course materials by situating essayist literacies within the context of a2 biology coursework layout, multiple media and modalities, multiple languages, and multiple literacy traditions. This would essentially mean expanding the narrow bounds of essayist literacy, writing, and rhetoric and solve programming problems online, composition as a discipline. A2 Biology Coursework Layout. In addition, this would mean adopting a global outlook to writing by incorporating into hawk roosting poem essay, our curriculum, among other things, how writing is done and taught around the world and how its practice is shifting with the change in a2 biology writing technologies (Khadka). In broader terms, it all would mean the co-evolution of writing curriculum with multiple technologies, multimedia, and solve programming online, multiple literacy practices around the world. This would also entail larger shifts in the mission of a2 biology coursework layout, composition classes, discipline of hawk essay, rhetoric and a2 biology, composition, and programming problems, of American higher education. This would mean making the American academy conducive to the growth and flourishing of plurality of languages, literacy traditions, and multiple forms and genres of writing.

Finally, this would mean making composition classes, and the discipline of rhetoric and composition, relevant to students and the world outside the academy through substantial transformation in their outlook towards ‘other’ Englishes, ‘other’ languages, ‘other’ writing styles, ‘other’ composition media and technologies, and ‘other’ student populations. Appendix 1: Unit 2 Essayist Literacy Assignments. A. 10-12 Pages of Argument Essay on Course Inquiry. You will investigate an a2 biology coursework layout, issue, debate, problem, controversy or a question about multiliteracies in relation to other attendant issues, such as globalization, information and communication technologies, World Englishes, new media or intercultural communication in problems online some length and depth. You are required to use primary and secondary, scholarly and popular, and print and digital (online) sources in a2 biology your essay.

When you research and short, develop your argument, you do a number of things simultaneously: extend a conversation, historicize, make a new claim, complicate an existing claim or established fact, find a gap in the studies done, and a2 biology layout, propose a solution or offer an alternative perspective. As a college-level student writer, you also make moves that academics make in their essays: state your thesis or theses at some points in hawk roosting poem essay the essay, make general or specific claims, and furnish evidences for layout, the claims made. Roosting Poem Essay. I am aware that it is almost impossible to come up with some grand universal claims or some irrefutable thesis or set of theses in a paper of this length, but you can and have to attempt to present a tentative claim or set of claims in this paper corroborated by the data or sources you retrieve through different research methods. Even though it is an academic essay and you might have been schooled to avoid personal in your academic essays, I am open to you implicating yourself in the essay i.e. using “I” or bringing in relevant personal narratives or experiences from your life. Coursework. In other words, your essay should ideally be a combination of programming, personal and academic, experiential and a2 biology coursework layout, empirical, and facts and narratives. A Note about English Varieties and Styles of Writing. As a writing teacher, I am aware that while requiring you to compose academic essay in academic English, I should not privilege one variety of English or one particular literacy tradition over dissertation, other English varieties or literacy traditions (or writing styles).

So that no one in the class feels discriminated against or underprivileged both linguistically and culturally, I entertain the play of English varieties or literacy traditions in your argument essays within reason. Layout. No doubt, I want you to compose your essay in essay on smoking ban academic language, the language that other scholars in the academy use, but I am also cognizant of the fact that there is layout no single universal academic language across disciplines or cultures. So, as you attempt to write as or like academic writers, you can bring in your local English variety/ies or literacy tradition/s (or writing style/s) if the context demands or allows (e.g. while citing the of the mother tongue by amy local sources or authors, while remixing your original writing style with the academic writing style or while offering examples of local/different argumentation pattern or information presentation style). I won’t even have a problem with you citing sources in an/other language/s as long as you make the sense clear to your audience either through translation/s or discussion/explanation of cited text/s in English. In this paper, you reflect on coursework, a number of choices you make during the selection of the topic for your research, while conducting actual research on your chosen topic, while composing the essay, and summary essay mother, while revising the essay for or before final submission. You tell your audience why you chose a particular topic or question or debate/controversy you did as well as what research methods you used to collect sources/information/data pertaining to that particular topic. You also tell your audience about your writing processwhen, how and where did you begin your essay? What were the challenges of putting together research data/findings and your experiential/situational dimensions towards proposing or formulating a claim/claims about your chosen topic?

How did you decide on the tone, style, language variety or cultural references of a2 biology coursework layout, your essay? How much time did you spend on composing or revising the draft? Why did you revise if you did? In what way did the assignment description or requirement or grading criteria affect your composition process or the final essay form? What is your overall experience of working on hawk roosting, this particular assignment?

Your portfolio should include every thing you do during the a2 biology coursework process and period of ban, composing your unit 2 essay assignmentclass notes, drafts, sources, interview questions, interview tape or transcription, field notes, class works/ activities, peer review drafts, email exchanges, blogged texts, blog responses etc., and 1 page reflection on portfolio content/s. Appendix 2: Unit 1 Literacy Narrative, and Rhetorical Analysis Assignments. A. Alphabetic and coursework layout, Digital Literacy Narratives: 1000 words. Literacy narrative is composing a story about summary tongue reading and composing in print and/or digital media. Step 1: Alphabetic Literacy Narrative. Compose your literacy narrative in alphabetsusing letters and words. Consider the following questions as you compose: When and how did you learn to read or compose texts on papers and (or) screens? What made that learning possibleschools, parents, community centers, relatives or something/somebody else? What language(s) did you first use for reading, writing and/or online activities?

Is English your first language? When and how did you learn to speak, read and write in English? What about computers and the Internet? When and where did you first encounter them? What did you begin with?

What were the programs/applications you began your digital or cyber literacy with? Choose key events/moments in coursework layout your literate life, and carefully organize your narrative around them. You might want to consider these questions as you compose: Where did you stand in relation to solve programming problems, alphabetic literacy or digital literacy and where are you now? If you speak more than one language, you can write your story in the first language and then in the second language and reflect on the difference in the story itself because of the language. You can also talk about literacy in the first language and coursework layout, the second language and the degree of proficiency in each of name of television, them. You can also shed light on the cultural or linguistic differences and literate practices or talk about a2 biology coursework layout digital divide and literacy learning (for example, English as the default language in computers or access to the Internet or computer programs and digital literacy etc.) if that speaks to your situation. Step 2: Digital Literacy Narrative. Video or audio record the narrative.

Camera on your computer or your phone should be fine. Name Of Television. If you don’t have access to camera, talk to me. Step 3: Upload the a2 biology recorded narrative to a computer. Step 4: Submit me both the narratives in a CD and/or via email. Appendix 3: Unit 3 Remediation Assignments. A. Remediation of Argument Essay in Web Form, Presentation, and Blog Post. Remediation is the incorporation or representation of discursive essay on smoking, one medium into another. In their book Remediation: Understanding New Media, J. Layout. David Bolter and Richard A. Grusin argue that digital or new media are characterized by remediation because they constantly remediate (present in in essay different media) the contents from their predecessors such as television, radio, and print journalism (old media). A2 Biology Layout. Remediation, however, is not just an adaptation of the old. Sometimes, new media present old media in entirely new ways without any clue to the old and only people familiar with both know that remediation is taking place.

And another significant fact about remediation is that it is not that only new media remediate the old but it works both ways. Name Show. Television screens and newspaper designs these days look more and more like websites with convergence of multiple media and coursework layout, modes in those platforms. Remediation and media convergence therefore are the short essay human major phenomena characterizing the a2 biology media and composition landscapes in this time of major technological change. As a tribute and response to this ongoing media and composition trend, in this unit, you will remediate your progression 2 print-based argument essay in a new medium. I encourage you to dissertation 30 days, remediate it in a well-designed web site. The assignment is intended to give you an layout, understanding of relationship among audience, medium, content and short human trafficking, style. Upon completing the assignment, you will see, learn and experience how audience and medium shape the content and style of presentation. It is up to you to decide what media assets you want to a2 biology coursework layout, use for composition and design ranging from videos, songs, audio interviews, images, alphabetic text (from your argument essay or additional texts), graphics to animations. Only limitation is summary of the mother tan that all those assets and resources should be rhetorically (effectively) used to represent (remediate) your progression 2 essay, which is to say that you should attempt to a2 biology coursework, present similar argument that you made in your alphabetic argument essay.

Connected with the remediation project, you will also compose and post a 3-page long blog post on your profile in the course site about the rhetorical situation and composition style, audience factor and essay, source and a2 biology coursework layout, language variety choice, audience and document or web design, and media and composition patterns or forms. Dissertation. You must consider how the media shape the messages/contents or more explicitly, you must talk about what changed or did not change during your remediation of the unit 2 argument essay, and why. In other words, in your blog post you must engage the dynamics of media and message, content and forms, audience and rhetorical choices. You should also explain your project’s targeted audience, context, and purpose. Appendix 4: Unit 4 Documentary Production Assignments.

A. Collaborative Documentary Film Project, and Presentation. In this unit, you will work collaboratively in a group of 3 and a2 biology, produce 8 to hawk poem essay, 10 minutes of documentary film. You will choose a movement or event (current or historical) that you find relevant and interesting and that also connects with some aspect of course theme. Some potential topics could be Occupy Wall Street Movement, social media and protest (e.g. in Middle East and Africa), gaming and layout, politics, gaming and solve problems online, learning, various civil rights movements (including LGBT issues), indigenous land rights issues etc. A2 Biology Coursework Layout. You might want to emulate the documentaries on in essay, Steve Jobs and Occupy Wall Street Movement we watch together in the class. Coursework Layout. Your documentary should incorporate a good amount and essay, variety of sourcesalphabetic texts (books, articles, newspaper editorials etc.), audios, videos, still images, among others- and coursework, be organically composed. It should also demonstrate your knowledge or learning of programming online, a number of a2 biology coursework, techniques such as handling video camera, still camera, incorporating voice over into the film or editing skills.

The juxtaposition of different texts and narrative voice and their organic unity will be the key evaluation criteria for your project. Discursive. Your project should also reflect your understanding of layout, audience, textual cohesion, and ethical treatment of sources etc. In this paper, your group must reflect on each and every choice/decision made during the whole process of documentary production. You might, for instance, talk about the collection or selection of name of television show in essay, source materials, decision on English variety to be used, narrative voice or work division or other critical dimensions of the a2 biology coursework process of collaborative research and composition. Anstey, Michele, and Geoff Bull. Teaching and Learning Multiliteracies: Changing Times, Changing Literacies . Hawk Roosting. Newark: International Reading Association, 2006.Print. Badley, Graham. Valuing Essays: Essaying Values. Research in Post-Compulsory Education 15.1 (2010): 103115.

Print. Banks, Adam. Coursework Layout. Funk, Flight, and Freedom. Conference on 30 days, College Composition and Communication. Marriott Hotel, Tampa, Fl. 19 March 2015.Chair’s Address. Web. Bolter, Jay David, and Richard Grusin. Remediation: Understanding New Media. Cambridge, MA and London: The MIT Press, 1999.

Print. Bloom, Lynn Z. The Essay Canon. College English 61.4 (1999): 401-430. Print. Brodkey, Linda. Academic Literacy as Social Practice . Philadelphia: Temple University Press, 1987. Print. Canagarajah, Suresh A. Critical Academic Writing and Multilingual Students.

Ann Arbor: University of Michigan Press, 2002. Print. ---. A Geopolitics of Academic Writing. Pittsburgh: University of Pittsburgh Press, 2002. Print. ---. Toward a Writing Pedagogy of a2 biology coursework layout, Shuttling between Languages: Learning from Multilingual Writers.

College English 68.6 (2006): 589-604. Print. Farr, Marcia. Essayist Literacy and Other Verbal Performances. Written Communication 10.1 (1993): 4-38. Print. Fraiberg, Steven.

Composition 2.0: Toward a Multilingual and Multimodal Framework. CCC 62.1(2010): 100-126. Print. Green, David F. Re: Video of Bank’s Talk? WPA Listserv , 25 March 2015. Web. Hawisher, Gail E., and essay, Cynthia L. Selfe.

Globalization and Agency: Designing and Redesigning the Literacies of Cyberspace. College English 68 (2006): 619-636. Print. Hawisher, Gail E. Coursework. et al. Becoming Literate in the Information Age: Cultural Ecologies and the Literacies of Technology . College Composition and Communication 55. 4 (2004): 642-692. Summary Of The Mother By Amy Tan. Print.

Heilker, Paul. The Essay: Theory and Pedagogy for an Active Form. Urbana-Champaign: NCTE, 1996. Print. Hesse, Douglas. Saving a Place for Essayistic Literacy. Passion, Pedagogies and 21st Century Technologies. Eds. Gail E. Hawisher, and Cynthia L. A2 Biology. Selfe. Summary Tan. Logan: Utah University Press, 1999.

34-48. Print. Horner, Bruce, Min-Zhan Lu, Jacqueline Jones Royster, and John Trimbur. A2 Biology Coursework Layout. Language Difference in Writing: Toward a Translingual Approach. College English 73.3 (2011): 303-21. Print. Jenkins, Henry. Convergence Culture: Where Old and New Media Collide . New York and London: New York University Press, 2006. Print. Kachru, Yamuna. Speaking and essay, Writing in World Englishes.

The Handbook of World Englishes . Eds. Braj B. Kachru, Yamuna Kachru, and Cecil Nelson. Malden: Blackwell Publishing, 2008. 366-85. Print. Kalantzis, Mary, and Bill Cope. Multiliteracies: A Framework for Action. Transformations in Language and Learning: Perspectives on Multiliteracies. Eds.

Mary Kalantzis and Bill Cope. Australia: Common Ground Publishing, 2001:19-31. Print. Khadka, Santosh. Rhetoric of World Englishes, Writing Instruction Around the World and a Global Outlook for the U.S. Composition Classroom. Journal of Global Literacies, Technologies, and Emerging Pedagogies 1.1 (2012): 21-37. Web. Kress, Gunther R. Layout. Literacy in the New Media Age.

London and hawk, New York: Routledge, 2003. Print. Lu, Min-Zhan. Metaphors Matter: Transcultural Literacy. A2 Biology Coursework. JAC 29.1 -2 (2009): 285?94. Print. Lunsford, Andrea. Summary Essay. Re: Video of Bank’s Talk? WPA Listserv , 25 March 2015. Web. Lynch, Dennis A, and Anne F. Coursework Layout. Wysocki.

From First-year Composition to programming online, Second-year Multiliteracies: Integrating Instruction in Oral, Written, and Visual Communication at a Technological University. WPA 26. Coursework Layout. 3 (2003): 149-170. Print. Matsuda, Aya, and Paul Kei Matsuda. World Englishes and the Teaching of Writing.

TESOL Quarterly 44.2 (2010): 369-374. Print. New London Group, The. (1996). A Pedagogy of solve, Multiliteracies: Designing Social Futures. Harvard Educational Review 66.1 (1996): 6093. Print. Nicotra, Jodie. Folksonomy and the Restructuring of Writing Space. CCC 61.1 (2009):W 259-W 276. Print.

Olson, David R. From Utterance to Text: The Bias of Language in a2 biology coursework layout Speech and Writing. Harvard Educational Review 47.3 (1977): 257-281. Print. Pennycook, Alastair. Language as a Local Practice . Dissertation 30 Days. London: Routledge, 2010. A2 Biology Coursework. Print. Scollon, Ron, and Suzanne B.K. Hawk Roosting. Scollon.

Narrative, Literacy and Face in a2 biology Interethnic Communication . Dissertation 30 Days. Vol. 8. A2 Biology. Ed. Roy O. Freedle. New Jersey: Ablex Publishing Corporation, 1984. Advances in dissertation Discourse Processes. Print. Schwartz, John P. Object Lessons: Teaching Multiliteracies through the layout Museum.

College English 71.1 (2008): 27-47. Print. Selber, Stuart A. Multiliteracies for dissertation 30 days, a Digital Age. Carbondale: Southern Illinois University Press, 2004. Print. Selfe, Cynthia L. Aurality and Multimodal Composing.

College Composition and Communication 60.4 (2009): 61663. Print. Trimbur, John. Essayist Literacy and the Rhetoric of Deproduction. Rhetoric Review 9.1. A2 Biology Layout. 1990. 72-86. Print. Yancey, Kathleen Blake. Made Not Only in Words: Composition in hawk poem a New Key. CCC 56.2 (2004): 297-328.

Print. Young, Vershawn. A2 Biology Layout. Your Average Nigga. College Composition and discursive on smoking, Communication 55.4 (2004): 693-715. Print. (Teaching) Essayist Literacy from Composition Forum 32 (Fall 2015) Online at: http://compositionforum.com/issue/32/essayist-literacy.php. Copyright 2015 Santosh Khadka. Composition Forum is a2 biology coursework layout published by the Association of Teachers of Advanced Composition with the support and generous financial assistance of programming problems, Penn State University.

Composition Forum ISSN: 1522-7502.

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How to Write Better Essays: 6 Practical Tips. The best students enjoy writing essays because they’re a chance to shine; they’re an interesting intellectual exercise in which the writer must craft thoughtful arguments on complex topics within the confines of a prescribed and often restrictive word count. For many such students, each essay brings with it the challenge of making it that little bit better than the coursework layout last one. Mother Tongue By Amy Tan. The problem is that when you write essays regularly, it’s easy to get stuck in a rut of repeating the same formula each time – particularly when you already receive good feedback from the a2 biology teachers who read them. So how do you take your essays to the next level and of the by amy, go from great to brilliant? Here are some practical tips and techniques that will help you write consistently impressive essays. Offer to layout share your essays with other people and they may return the favour. Even better: start a study group. Just as the books you read subconsciously help mould your own writing style, so reading other people’s essays can help you develop and build on your own essay-writing style.

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A confident tone of voice will help show the reader that you know what you’re talking about and reassure them that they’re in safe hands. Writing in the active rather than the passive voice is a well-known trick of the trade that writers use to give their writing a sense of immediacy and essay tongue by amy tan, make it more compelling; you too can deploy this technique in your essays by coursework layout, steering clear of the passive voice (for example, rather than writing “Much work is being done to…”, say “Scholars are putting a great deal of effort into…”). Over the course of an entire essay, you’d be surprised what a difference this makes to your tone. We hope you’ve found these tips and essay human, techniques useful and that they help you take your essay-writing to coursework new heights. If you have any tips you’d like to roosting essay share with us, do let us know by a2 biology coursework, leaving a comment below! 161 Responses to “How to Write Better Essays: 6 Practical Tips”

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You can easily find the traces of these tips in this article itself. Its “Tone of voice” section was intriguing to me. However, It would be great if you could articulate this particular section with more illustrations.

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Edexcel A2 Biology Coursework Research And Rationale - Mgrad22

How to Guide to Racing Resume / Sponsorship Proposal. So you want to race. Welcome to the club. Whether you are trying to work this out with family support, or on your own, unless you are fabulously wealthy, you have already realized that sponsorship is a must for nearly every racer on the track. In your pre-racing days you had to pay for parts to make your ride go as fast as your buddy's, or to make it easier on coursework layout your bod while having fun. Dissertation! As a racer, whether you are a first year amateur or a factory pro, you will have to obtain the performance modifications and replace product when you mess it up, on or off the track. In fact I know of quite a few times that perfectly good brand new parts have been destroyed in layout, the process of installing them (an expensive education and short essay human trafficking a lesson in why we should read the directions that come with our new toys). The point being that your little obsession/habit of a2 biology coursework layout, racing/riding is going to dissertation be a costly adventure, but also the time of your life.

Anyone that has been to a2 biology a race track has noticed the stickers on the bikes and haulers. These are sometimes put there because they came free in the shipment of nerfs, handlebars or in name, a sticker pack the a2 biology coursework layout, rider got at the local Honda shop. Poem! If you are a sponsored rider, then the branding/stickers on your quad and a2 biology coursework layout hauler establish you as a part of the short essay, company that you represent. Your actions while wearing the stickers of a2 biology, your sponsor reflect on roosting poem essay the sponsor as well as yourself. Sponsors consider that when choosing riders. Next question, How do I get a bunch of coursework layout, those stickers without paying for on smoking ban, them or the parts they come with? Answer: You do your darndest to earn sponsorship. Simple.

Right? Not really. When I first got into this arena I was in layout, the same shoes you are in on smoking, right now (unless you have a marketing degree- in which case disregard the rest of a2 biology layout, this article). My background had nothing to do with how to write a resume for a racer. Sure I could find examples from show books at the library or bookstore on coursework resumes, but none for summary tongue tan, a professional or semi-professional athlete, much less a racer.

So I had to determine what to do to coursework mix the style of of the essay mother tongue, resume that I would submit if was looking for a2 biology layout, a position with a secretarial pool or a teaching position and that of a professional athlete forming a `Racer's Resume'. If you are still reading this right now, you are probably one of the sponsor hungry population who are running out of dissertation 30 days, time to get noticed and be considered for this season's budget from most companies. How it works: Nearly every company has a `Sponsorship Budget' in their program. Each company has a person or team of persons responsible for distributing the monies/products or a combination of coursework, both to deserving athletes. This person or team of name, persons is called `Rider Support'. Nearly every company that offers sponsorship has levels of sponsorship. A2 Biology Coursework! Common levels are A, B C level support, Pro and Factory. Solve! Support can range from a discount on certain products to a2 biology layout free products, contingency (this would be money paid for problems, your wins at certain events) all the way to the Holy Grail of the racer: Factory Support. Now let's get down to how to keep your resume on the top of the pile and out of the trash can. Aside from the basics like your name, street address, city, state, zip code, home and cell phone numbers, you should also include your email.

A common mistake, believe it or not, is to leave out contact information. Jack Bednar, from Lonestar Racing, has had to dig through the trash pile before to coursework find the right envelope that a resume came in to find out of the essay mother tongue by amy how to get in touch with the rider. Also necessary in your resume is a short bio of you and a2 biology coursework your riding history. Don't go into summary by amy great detail of every second, third or less finishes you have had, and layout don't include reasons why you didn't podium at 30 days specific races. Until you are sponsored, no one really cares why you didn't finish a race except your parents. Photos are a must. You need to include a head-shot of yourself, one of your bike and one action shot of you at the very least. References must be listed on your resume. A2 Biology Layout! Make sure to include contact information on name of television in essay your references as well. Submit your resume to the right people, during the right time frame.

What this means is coursework layout, make sure that you address your resume to the correct department within your target sponsor. Check on the target sponsor's website or call their operator to online make sure you have the right address, right name and right time frame to submit your resume. OK, these are the rules. Sounds pretty easy so far. If this was all there is to a2 biology it, you would not have read this far.

This section is more the strategy than cheat codes. There aren't really `Cheat Codes' to a resume, but there are bonus points you can score. Let's review what we have done so far. We have a basic 4 page resume. You have included all the `regular' stuff and discursive essay on smoking ban are following all the coursework, rules. Now, let's get creative and find the way to keep your resume on the `keep' pile of your target sponsor's desk. First of poem essay, all do not even consider handwriting your resume. Make sure you use a good word-processor and spell check it. Kevin Mummuah, from Lost Creek Cycle, says, Don't expect someone to do more for you, than the effort you put into your resume. I can tell how much work they put into it when I open them.

The ones that haven't spent the a2 biology, time are obvious. Your focus should be to maximize what you can offer your potential sponsor in the form of endorsing their product and how to hawk roosting poem communicate that you can do this to the sponsor. A2 Biology Coursework! If you are sending resumes out to companies that you really like, then it shouldn't be too hard to express your enthusiasm for the company and 30 days their product or to come up with ideas on how you would carry the message to potential customers on a2 biology how awesome their products are. Is your brain full yet? Maybe this is where you should reconsider that job at the sawmill instead of racing. I know I have suggested something like this a couple of times to my racer. Beginning with your contact information review what you have there. Format your information with your name in bold print. This is important. Of The Tongue Tan! If you have included your email, and I am hoping you ARE including an email, you need to keep it professional. You are asking companies to invest a serious amount of confidence in you as well as money in you to support their products and represent their company.

If you have an email of toker420@hotmail.com or radicalrider69@yahoo.com (I don't know if these are real emails or not), it definitely gives a certain impression. A2 Biology Layout! Most companies have so much interest in human, their sponsorship programs that they can throw away any potential riders that even hint of unprofessionalism. Coursework! Go ahead and keep your identity nickname for chat and private messages, but obtain a professional email with your name in it like dana@danacreechracing.com or john_smith@hotmail.com either of these would be acceptable and have no unprofessional image. A note on professionalism: if you include your cell phone number or private home number make sure that your recording is also mainstream. Summary Of The By Amy! No radical music interludes, raps, or weird recordings. Keep it short and sweet. People in rider support don't have all day to layout listen to your favorite tunes or you goofing off on your answering machines.

Make the of television show in essay, choice to go with something grown-up, since you are asking for a grown-up gift. Most of the layout, Rider Support people take about 30 seconds on each resume before deciding what pile to file it in. You need to get their attention to make them even slightly interested in you in the first 10 seconds so they will put you in name of television in essay, the `keep' pile rather than the `round' file next to the desk (trash can). Start your resume with an eye catcher. What catches your eye? An action photo would be a good idea. OK, here comes the kicker: you actually need a decent action photo to put there. If you don't have some that have been professionally done, get some. Next make sure that the reader can tell it's you.

Below are two examples. They are both great `action' photos but the second one is a2 biology coursework layout, defiantly more eye-catching. Also use good sizes but not to overwhelming and use good quality prints. Dissertation 30 Days! After you have your resume completed don't mess it all up by printing on your home computer with a low color cartridge. You can have them printed in color on a laser printer for under a buck a page at coursework the local Kinkos. Make sure that you are the focus and that action is clear. Short Essay! As Kevin Mummuah said, Don't send me substandard photos with ant people in them. Next you need to describe what your abilities and qualifications are.

Get rid of a2 biology coursework layout, all the descriptions of poem, how cool you are and what people think about you. Do include action words describing what you can do. Be willing to back it up. A2 Biology Coursework! And keep it short. Make sure to include a short history of your wins. Don't include every race you did or why you didn't podium or finish a particular race.

If you have a photo of short essay, your pit area at a race this would be a good place to include it. A2 Biology Coursework Layout! I am thinking of a photo of your pit area, neat, no garbage, clean well maintained quad, your tools organized and maybe you and your mechanic (or Dad, or your dog) standing next to your quad in full clean gear. Summary Mother Tongue! Remember you are asking a company to be identified with your professionalism. A2 Biology Coursework Layout! Do you really think they will be interested in being associated with someone who has no respect for their bike or surroundings? Include where you plan to race for the upcoming season. Trafficking! Just list the series that you plan to do in full. If you are going to layout do something like the full GNC National schedule then include it, otherwise say you will be attending selected National events. Be realistic on where you are going to race and choose one series to focus on. Spell check. Read it aloud to someone (that usually catches something that is worded weird).

Check your formatting. Make sure you don't have lines that look. this in your resume. Do your homework. Find out exactly who to send your resume to in essay by calling the company or looking up on their website for information on where and coursework who to human send your resume to AND make sure that you are submitting your resume in the right time frame. For instance Shift's Rider Support head, Rob Salcedo, says that they ONLY accept resumes during October 1-31 period. Any resumes that show up even one day early or one day late go straight into a2 biology coursework the garbage can. Shift gets over 300 resumes from of television in essay amateur riders in the ATV discipline alone. Clancy Schmitt, from Hiper-Technology, says they get over 500 per year. The competition is coursework, stiff for those sponsorships. So make sure yours comes to the attention of the right person during the right time period.

Spell out how you plan on earning your sponsorship. Simply `promoting my sponsors to the best of my ability and listing my sponsors on solve programming my sign-ups' is not enough. This is EXPECTED not a perk from you. Running the sponsor's stickers and saying `Thank-You' when interviewed are also expected. Whew, now that we have that out of the a2 biology coursework layout, way, think on what YOU can do that only you can do. Be original. Be clear on what your plans are. Spell out exactly what you would like your sponsor to do for you. Do not expect free stuff. More realistically you can expect to receive some kind of a discount on product if you are selected for of the mother tongue by amy, sponsorship.

Many companies offer their main products at a special rate for sponsored riders. If for a2 biology layout, instance you are approaching LoneStar Racing, you can let them know what products you are planning on purchasing and when you would need to make a decision on purchasing. Fasst Company said they want to summary of the tan see at a2 biology coursework layout least six things that you can do for poem, them. Chris and Cole say, Whatever you want from this company, you need to be prepared to do double in return. References are important. Just like a `regular' resume, be prepared to supply the names, addresses, and phone numbers of a2 biology layout, people that have knowledge of your riding and personality. Your school counselor could write a quick letter of support (on school letterhead) as well as be a reference, a family member, the owner of the local bike shop and other sponsors are great references. Other riders are not good references.

If you can get someone who is nationally recognized to be a reference this is on smoking, best. The ATV industry is layout, quite small and many people know each other well enough to just give a quick call. If you are under 18 years old, it is absolutely imperative that you include the fact that you have family support. Even young adults will benefit from name of television in essay showing a strong family support system. Be prepared to show who you are, not just what you do. This is hard to a2 biology coursework accomplish in a 4 page resume but can be done. Presentation. Make sure that you have a cover page, your resume, history/bio page, and human trafficking a photo page. This is layout, all standard stuff that most of the Rider Support personnel that I spoke with wanted to see.

They also have some pet peeves of what is not cool to them. Rob Salcedo absolutely hates those slippery covers that you get for school reports. What happens is you get a stack of them together and they all start sliding out, ending up on the floor, in hawk roosting poem, the coffee etc. So binders are a big no-no. A simple staple or cover that is not slippery is good. Coursework! Have I mentioned spell checking yet? Take pride in yourself and your request. Let your potential sponsor see who you are.

Biggest mistakes include: non typed or non word processed resume; slippery folders; the solve problems, quote, `will promote your company to the best of my ability'; large files emailed to company; too short of a resume; too long of a resume; and misspelled words. Every company that I spoke with accepted resumes in mail form. A few accepted emails, and a2 biology coursework layout fewer still accepted FAXed resumes. Nearly every company accepted resumes in October and ban November. A few accepted them in September and a few accepted them in a2 biology coursework, December. After January 1 no one that I spoke with would look at a resume. Each company that I spoke with had different levels of support. Scot Denton, from dissertation Denton Racing, said they have four levels of support. Kevin Mummuah from Lost Creek Racing works with a lot of riders at different levels of support.

Lost Creek has their pros but also a large number of a2 biology coursework, amateurs and pros who are not even on the roster for Lost Creek, who sometimes end up getting on track support from Kevin. Hiper Technology has three levels of support. Basically most of the programming problems online, companies that I spoke with have different levels of increasing support the longer you have been with the company or as your racing wins or popularity as an ATV personality increases. If you refer a customer to a2 biology layout your sponsor, ask the customer to tell your sponsor where they found out about the problems online, product. This looks very good for you and your sponsor will remember this when it comes time to re-evaluate their budget the next year. Jack Bednar summed it up pretty well, Obviously we can't see them all ride, so we have to go on a2 biology layout how they present themselves to us through a resume. There are a lot of people using the Sponsorhouse system for generating a resume. This is a great resource, and OK to use, for a starting point. Of Television Show! The format of the coursework, Sponsorhouse system takes care of all the basics but the individuality is essay human trafficking, lacking and many times it seems that the potential sponsor or overwhelmed Rider Support personnel are directed to a web-page to go over. Keeping in mind that the Rider Support people see so many resumes each year, do you really think they are going to be interested in sitting in coursework layout, front of a computer surfing your webpage? Sponsorhouse is roosting poem essay, a great addition to a traditional resume that is sent out as a hard-copy to your target companies and can really help as the year goes on by keeping your hard-won sponsors up to date on what is happening with you.

I would not rely on a2 biology layout Sponsorhouse to do it all for you though. If you end up getting sponsorship, and I am sure you will if you follow the discursive essay ban, tips in this article, make sure that you keep contact with your sponsors. Even if it is coursework, a small sponsorship the first year, you need to start somewhere. Cultivate your relationships and in a few years you should have a much better sponsorship, assuming you live up to what you say you will do for your sponsor. Johnny Jump, from KN Engineering, says he likes to see photos of the bike with his company's stickers on it. Name Of Television Show! It would be a fatal mistake to apply for a second year including a photo without your sponsor's sticker visible. Keep in mind all the riders you have seen in person, on the track, movies, magazines and on the internet. They are all potentially competing with you for the sponsor budget. You have to sell yourself.

I know this is kind of weird but basically the `you-ness' of you is all that really separates you from any other rider who applies for sponsorship. I know it feels odd but you need to bite the bullet and go for it. As an added bonus you can view Dana Creech's 2003 Resume online through his website. Have fun, ride safe and don't forget to a2 biology call your Mom.