Define the term cliché. Use a cliché in a sentence that you create. Name and explain two types of prewriting. Choose one of the prompts listed below. Write a five-sentence paragraph using chronological order to explain the steps that you would take to complete the task you select.

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A trip to the ocean can be a relaxing escape from the everyday pressures of life. A sailboat
glistening on the horizon provides a mental escape to faraway places. The rhythm of the ocean
beating against the sand is sedating music to a troubled mind. A slow, gentle breeze can relax
your tensions. You should always be careful to avoid overexposure to the sun at the beach.
1. a.What sentence is the topic sentence of the paragraph?
b.What sentence is unrelated to the topic and can be eliminated?
2. List four things to look for when you’re proofreading.
3. Complete the following two steps:
a. Define the term cliché.
b. Use a cliché in a sentence that you create.
4. Name and explain two types of prewriting.
5. Choose one of the prompts listed below. Write a five-sentence paragraph using chronological
order to explain the steps that you would take to complete the task you select.
Describe the steps you would take to:
a. prepare for a test.
b. prepare to host a party or an event.
c. get ready for work.
d. clean your room or your home.
e. build a snowman, sandcastle, or sculpture.
BULLYING AND ITS PREVENTION IN SCHOOLS 2
f. create a budget.
6. Choose one of the following topics. Write an eight-sentence paragraph that fully develops the
topic.
a. Following instructions is very important.
b. Job training programs (such as Job Corps) are valuable to both employers and potential
employees.
c. Advances in technology are making people less social.
d. A high school diploma is important to my future.
e. College is not for everyone.
f. Drunk driving can be stopped.

It’s pretty common for Asian movies to suffer from cuts and translation changes when released in the United States. These aren’t mistakes in the translation, but deliberate changes made to the message. What are the impacts of a domestic studio deliberately changing the translation of a foreign language film?

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It’s pretty common for Asian movies to suffer from cuts and translation changes when released in the United States. These aren’t mistakes in the translation, but deliberate changes made to the message. For instance, in Fist of Legend, when Chen Zhen (Jet Li) is asked by Mitsuko (Nakayama Shinobu) if he hates the Japanese, his response changes depending on which version of the film you’re watching:
Original translation: “I don’t know.”
American release translation: “I don’t hate.”
The American release of Hero was no exception to this. A number of scenes were trimmed or edited, and the translation was changed more than once. In the original version, the king (Cheng Dao-ming) tells Nameless (Jet Li) that his duel with Broken Sword (Tony Leung) was to honor Flying Snow (Maggie Cheung). In the American release, the king supposes that the duel was fought in their heads and not for real. Here’s a more major change, though – in the original Chinese releases, Broken Sword’s message to Nameless is “All Under Heaven.” In the American release, the translation was changed to “Our Land.” (I typically avoid American releases of Asian movies, for this reason, preferring to nab Asian imports. However, I don’t mandate that you guys do the same in this course.)

What are the impacts of a domestic studio deliberately changing the translation of a foreign language film?

Many people didn’t realize Titanic and Dunkirk were based on true events. What do you make of this? What are the consequences of fiction being taken for fact and vice versa, particularly in the context of past discussions about the responsibilities of filmmakers and audience members?

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Discussion: Fists of Legend As you’ve seen from this week’s discussions, many martial arts movies are loosely based on the exploits of real figures in Chinese history – Wong Fei-hung, Li Shen-zheng, San Te, Ip Man, Yim Wing-chun, and many others. In many cases, the fictional accounts of these historical personages become more well-known than those of their real-life counterparts, and sometimes people don’t even know that there even was a historical figure in the first place.  It’s not even that unique to Chinese culture – you can’t imagine how many people didn’t realize Titanic and Dunkirk were based on true events. What do you make of this?

What are the consequences of fiction being taken for fact and vice versa, particularly in the context of past discussions about the responsibilities of filmmakers and audience members?

Discuss the implications of being a first generation college student. What are the challenges these students face vis-a-vis identity, culture, family obligations and pressures, feeling “othered” from fellow students on campus?

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Demonstrate the ability to quote, paraphrase, summarize, and cite sources correctly. Source
material will be the course readings (Joy Castro’s “Hungry” and “On Being Educated”, Paulo
Freire’s “The Banking Concept of Education” and perhaps Richard Rodriguez’s “The
Achievement of Desire”) and an academic source of the student’s selection that will analyze the
issues within the course readings. Students will choose either the first or second prompt to attend
to in their essay development.
Discuss the implications of being a first generation college student. What are the challenges
these students face vis-a-vis identity, culture, family obligations and pressures, feeling “othered”
from fellow students on campus? How might students approach these challenges to move
towards eventual academic and personal success? Utilizing the works of Castro and perhaps
Rodriguez, coupled with an outside academic source, analyze the implications and approaches to
being a first generation college student.
Suggestions for outside reading include essays on first generation student success rates, campus
housing limitations for first generation students, the non-traditional college student in the
classroom, programs designed and implemented to encourage first generation college student
success, inclusivity culture on campus or lack thereof on college campuses.
Demonstrate how problem-posing approaches to education benefit the student and the classroom
environment at large. In other words, why is Freire such a staunch advocate for the
implementation of problem-posing education over the long utilized banking concept? What are
the potential advantages to transitioning away from a banking concept and towards problemposing? In an education system struggling with maintaining student success (such as here in
America) how could problem-posing curriculum lead to advancement in education? Utilizing
Freire’s work coupled with an outside academic source, analyze the problem-posing educational
theory and the implications of such an approach being implemented in the educational
curriculum of struggling systems.
Suggestions for outside reading include essays on Finland’s educational system (currently ranked
the most successful education system of industrialized countries), the Montessori method of
education, which mirrors many of Freire’s tenets, or articles on contemporary career
expectations/what interviewers are looking for in potential hires (the ability to readily problem
solve).

Rank your Top Five entries from Meditations, using quotations to present them to your reader and developing each one through paraphrase, connection to personal experience, and justification of its place in your Top Five.

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Rank your Top Five entries from Meditations, using quotations to present them to your reader and developing each one through paraphrase, connection to personal experience, and justification of its place in your Top Five.

Quote your Top Five entries in their entirety, or you may just quote an excerpt for longer entries. In any case, develop each one thoroughly with paraphrase, personal experience, and explanation. What makes each entry stand out from a text full of interesting thoughts? At least four slides per entry for five entries makes a total of 20-25 slides. Include a title slide at the beginning of your presentation, as well as some images throughout. Also explore to some degree in your presentation the stylistic features of your Top Five, such as rhythm, alliteration, assonance, consonance, diction, concrete imagery, and other creative choices in its composition. Refer to entries by their book and entry number. For example, “In Book 9, entry 17, Aurelius says, . . . ” or even “Entry 9.17 states . . . “, etc. Make your presentation colorful, consistently formatted, and carefully edited. It is possible to add audio, such as music, narration, or sound effects, to a slide presentation, and you may do so.

Discuss economic equality, which could include the causes/effects of altruism, poverty, class structure. Specifically address content from Singer and/or Macaskill.

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What caused the recent warming of the Pacific Ocean, and how did the warming affect the earth’s weather? Why do men, on average, still out-earn women in wages? What is the effect of religious oppression on a society or even more specifically on a specific gender, race, or ethnicity? We answer questions like these with cause-and-effect analysis; the method of dividing occurrences into their elements to find relationships among them. Cause-and-effect analysis can be found in just about every academic discipline and occupation, including history, law, business, science, engineering, and sports. In any of these fields, your purpose in writing a cause-and-effect essay may be to explain or persuade.
For our second essay of the semester, you will write a cause-and-effect essay on ONE of the topics we have discussed so far in class. A couple of possibilities are listed below:
* What are the causes/effects of “coming out?” How does American society deal with the issues of homosexuality, gender fluidity, LGBTQ rights? Specifically address content from Gay.
* Discuss economic equality, which could include the causes/effects of altruism, poverty, class structure. Specifically address content from Singer and/or Macaskill.
Because this is a relatively short essay assignment, you should try to focus your attention on immediate or major causes, while still avoiding oversimplification. Remember, in order to achieve a balanced analysis, you will need to shelve any emotional attachment you may have to your topic and consider all possible causes/effects.

Read and analyze The Selfish Giant by Oscar Wilde. Choose one or two elements and write an analysis of the element/s in the short story.

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In this module, we explored the elements of a short story and their significance in the writing as a whole.

Read and analyze The Selfish Giant by Oscar Wilde. The Selfish Giant Text.

Choose one or two elements and write an analysis of the element/s in the short story. Use the models from lesson 4.2, 4.3, and 4.4 as your guide.

Elements: plot/structure, setting, characterization, foreshadowing, literary devices (metaphor, simile, allusion, personification…) symbolism, style, irony.

Select one symbolic element from Cao Xueqin’s The Story of the Stone. And do the following: Identify its denotative meaning.Identify as many connotative meanings as you can come up with.

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Symbolism

Select one symbolic element (your choice) from Cao Xueqin’s The Story of the Stone. And do the following:

• Identify its denotative meaning.

• Identify as many connotative meanings as you can come up with.

• Explain how usage has created the connotative meanings (give its context).

• Discuss its symbolic significance to the story (i.e., what did it add to the possible meaning of the story)

• Include a statement that identifies whether the symbol is traditional, conventional, or literary.

The purpose of the assignment is to show that you thoroughly understand symbolism and the terminology we covered in this module.

What physical, social, political, psychological, or spiritual challenge have you overcome?  How did your values evolve or help you through this experience? Describe one challenge, explain how you overcame it, and discuss the impact it had on you

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What physical, social, political, psychological, or spiritual challenge have you overcome?  How did your values evolve or help you through this experience? Describe one challenge, explain how you overcame it, and discuss the impact it had on you
Thesis statement: Your thesis should state what challenge you confronted, how you overcame it, and what you learned. It should foreshadow your essay content.

Note: This will be an essay about one significant challenge you overcame not a life story.

Evidence: Use your experience and use “I.” Incorporate one or two short quotations from the essays or poems listed above.

As you are brainstorming ideas for your essay, consider these questions:

  1. Was your challenge physical, social, political, psychological and/or spiritual? How so?
  2. What specific tasks, feelings, events, or other aspects made your challenge difficult?
  3. What values did you learn? and/or What values helped you through this?
  4. How did you overcome your challenge? What support did you need/receive?
  5. What did you learn while experiencing and overcoming your challenge?
  6. How will what you learned serve you in your life?

Analyze the film, ” Three Kingdoms: Resurrection of the Dragon (2008)”. How does this film depict a specific event in Asian history or a historical figure? (A war, a historical person or folk hero, a specific era of history, etc.)

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The paper is all the film analysis and answers below (important) question:
How does this film depict a specific event in Asian history or a historical figure? (A war, a historical person or folk hero, a specific era of history, etc.)
Also, include this at the top left corner of the paper and provide the correct information regard to the file:
The title of the film (with the year of release in parentheses):
The category of the film is Western Portrayals of Asia.
The films reveal American and European attitudes and perceptions towards Asian societies and people, as well as Asian-American perceptions and experiences.
The film’s country of origin (China, Japan, the USA, etc.):
The country/countries the film is set in:
The period the film takes place (specific dynasty or era, and/or century):