Should the federal government legalize marijuana use nationally?

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Should the federal government legalize marijuana use nationally?

6-8 pages with 7 credible sources
Double space and use one-inch margins/12-point font
APA style guidelines
Include thesis statement in introduction paragraph
Cite outside sources effectively using quotation, summary, or paraphrase techniques.
Incorporate sources smoothly, providing the reader with signal phrases and context for the source information.
Argument supported using rhetorical appeals and source material.

Explain how the purpose and context for college-level writing differ from other forms of personal or professional written communications.

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Research Purpose and Context

In secondary research, secondary sources are used as evidentiary support to a formulated argument first presented as a defensible thesis or main idea. In Chapter 1, your textbook authors explain how the purpose and context for college-level writing differ from other forms of personal or professional written communications.

For this assignment, complete the following:

Look ahead to the requirements for the Research Essay.
View the video on the use of prewriting strategies.
*Use the prewriting technique of listing to brainstorm potential research topics of interest that align with your professional or continued educational interests. It may be helpful to set a timer for 45–60 seconds and list whatever comes to mind.
Review your full list, and then circle the top five topics that initially interest you as potential topics for your Research Essay.

Write a 2-3 page paper on a transportation topic from chapter 6 or 7 of the Elger text. Chapter 6 & 7 have been attached below.

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Chapter 6 or 7 of the Elger text

Write a 2-3 page paper on a transportation topic from chapter 6 or 7 of the Elger text. Chapter 6 & 7 have been attached below.

You will write an outline that organizes your paper and includes an introduction and a conclusion. This is a separate deliverable and is intended to assist students in writing outlines and organization.

The paper should demonstrate your understanding of the transportation topic and should follow this format (you must use APA headings to mark each section below or points will be deducted):

  • Introduction
  • Background
  • The pros to your concept (bring in outside source)
  • The opposing points of view (bring in outside source)
  • Conclusion
  • Include a cover page and list of References

Paper must be in APA format, double spaced (no extra space between paragraphs) using 12-point font and include at least three references.

 

Among the six or so essential steps in jump-starting a car, which one is the most complicated? What smaller steps could you break it down into for clarity—a:d safety?

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DAVE BARRY Now to Jump Start Your Car When the Battery

Dead Dave harry ft,. 1947) is the author of more than thirty books el humor. A graduate of Haverl❑rd College. Barry taught writing for a consulting firm before joining the Miami iiieraird as a humor columnist in 103, {When you write a nosiness letter, Barry advised his students, don’t say things iike “Enclosed, please find the enclosed enclosures.”] columns—collected in such volumes as Dove Barry: Boners Are My Beat (2003)—earned him a Maier Prize for commentary in we and appeared weekly until am. In Pft Maher When hm Dead Nov), Barry covered various aspects of adulthood—surprising many people, including his publisher, who claims that Barry ‘struggled hard against growing up his entire life,’ You Con Dote Boys When You’re Party (2014), in which this selection first appeared. takes the neat illogical step—into Pr/reciting and Other Top-ics !team Very Little About, the subtitle of the book. These include jump-starting a car, which Barry nonetheless manages to analyze in a forilleentstep process with humorous. if alarming, results at every turn.

1. Obtain a working ear from somewhere and park it next to your car.

2, Of, tf the owner isn’t around, you could just take off in the working car.

3. Rh. that would be wrong.

4.0n hush coos, locate the hoed, which is a big flat piece of metal in the from aorta bud pup on it.

5, Open both hoods. There will be a button or lever inside rho car on the driver Is side that you need ro push or pull, and her a latch somewhere under the from MIS Clt4rlOe same,Dne’Non to ramp ken Your Car When the Herten II Deed’ Hurl to The Lahr leader and Gude. echled br TknnIn Conk, elh en. W W Nato, .20, pp. 331 15 334 of the hood that you need to reach in and release, So your hest bet o. ro use crowbar.

6. Locate your car’s battery. Ir will be a black hos partly covered with a whitish•greenish fuze, This is ear leprtny. Do not mocha.

7, Obtain some jumper cables from somewhere.

8. Call yanci let them know there might be an emergency soon.

9. Do !his next part VERY, VERY CAREFUI1Y OR YOU WILL DIE.

10. Connect one end of the red jumper cable to the patio terminal (also called the ignition or carburetor) on your c’at’s battery. Then comma the other end of the red cable tie an electronic part such as the radio of the opposing car. Repeat this process in the opposite order with the black jumper cable, taking care to reverse the polarity.

11, Try to start your car. If the engine explodes in a giant fireball, something is wrong.

12. Maybe you should have somebody else try to start your car while you go get coffee a tninimum of igo Yards away

13. If by some miracle your car actually starts, do not turn it lever /am.

14. When you drive, be alert for hirther sips of tenable, such as a flickering of your headlights, which is an indication of a problem in your electrical system( 00 a cullj,jon with a building. WWI is an indication that you forgot to put the bond bark down. •

Strategies and Structures

1. Assuming the role of know-it-all father who’s giving sage counsel to a ter. Barry attenuates the process he’s analyzing into Fourteen steps. In a ‘igh humorous (but more accurate) analysis, the process of jump-starting a car can be accomplished in about half a dozen essential steps. If you begin with “obtain car’ “open hood,” what would the other steps be?

2. Among the six or so essential steps in jump-starting a car, which one is the most complicated? What smaller steps could you break it down into for clarity—a:d safety?

3. When connecting the jumper cables, says Barry, take special care “to reverse the polarity” (to). Where else in his analysis do we get signs like this that Barry’s per. sona has virtually no idea what he’s doing but that Barry himself does (maybe))

4. Other Methods. Barry frequently uses comic (not to mention unnecessary) DEFINITIONS, as in step 4 where he tells the reader what the saint tod he text. of a car is. What do these contribute to his humor? Point out several exampl

5. Explain Barry’s use of CAUSE AND EFFECT in step 14.

What was Sherry’s purpose in writing the essay? Does she have in mind certain types of students? Are there students who would be excluded from her plan? Is the title effective in grabbing attention? Why or why not?

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Writing Assignment #4

Assignment dents will:

  • Write a short three to five paragraph essay describing a person in his or her family, using extreme details.
  • Use MLA formatting
  • Understand that this will be present tense and only in third person point of view 3rd person only (no 1st or 2nd) – he, she, it, they, them, his, hers, or use his or her name

Reading and Comprehension Assignment #4Objectives

Students will:

  • Read the article
  • Answer the four comprehension questions in a paragraph each (at least five sentences each)
  • Use MLA formatting

In Praise of the “F” WordLinks to an external site.

Tens of thousands of 18-year-olds will graduate this year and be handed meaningless diplomas. These diplomas won’t look any different from those awarded their luckier classmates. Their validity will be questioned only when their employers discover that these graduates are semiliterate.

Eventually a fortunate few will find their way into educational-repair shops–adult-literacy programs, such as the one where I teach basic grammar and writing. There, high-school graduates and high-school dropouts pursuing graduate-equivalency certificates will learn the skills they should have learned in school. They will also discover they have been cheated by our educational system.

As I teach, I learn a lot about our schools. Early in each session I ask my students to write about an unpleasant experience they had in school. No writers’ block here! “I wish someone would have had made me stop doing drugs and made me study.” “I liked to party and no one seemed to care.” “I was a good kid and didn’t cause any trouble, so they just passed me along even though I didn’t read and couldn’t write.” And so on.

I am your basic do-gooder, and prior to teaching this class I blamed the poor academic skills our kids have today on drugs, divorce and other impediments to concentration necessary for doing well in school. But, as I rediscover each time I walk into the classroom, before a teacher can expect students to concentrate, he has to get their attention, no matter what distractions may be at hand. There are many ways to do this, and they have much to do with teaching style. However, if style alone won’t do it, there is another way to show who holds the winning hand in the classroom. That is to reveal the trump card of failure.

I will never forget a teacher who played that card to get the attention of one of my children. Our youngest, a worldclass charmer, did little to develop his intellectual talents but always got by. Until Mrs. Stifter.

Our son was a high-school senior when he had her for English. “He sits in the back of the room talking to his friends,” she told me. “Why don’t you move him to the front row?” I urged, believing the embarrassment would get him to settle down. Mrs. Stifter looked at me steely-eyed over her glasses.”I don’t move seniors,” she said. “I flunk them.” I was flustered. Our son’s academic life flashed before my eyes. No teacher had ever threatened him with that before. I regained my composure and managed to say that I thought she was right. By the time I got home I was feeling pretty good about this. It was a radical approach for these times, but, well, why not? “She’s going to flunk you,” I told my son. I did not discuss it any further. Suddenly English became a priority in his life. He finished out the semester with an A.

I know one example doesn’t make a case, but at night I see a parade of students who are angry and resentful for having been passed along until they could no longer even pretend to keep up. Of average intelligence or better, they eventually quit school, concluding they were too dumb to finish. “I should have been held back,” is a comment I hear frequently. Even sadder are those students who are high-school graduates who say to me after a few weeks of class, “I don’t know how I ever got a high-school diploma.”

Passing students who have not mastered the work cheats them and the employers who expect graduates to have basic skills. We excuse this dishonest behavior by saying kids can’t learn if they come from terrible environments. No one seems to stop to think that–no matter what environments they come from–most kids don’t put school first on their list unless they perceive something is at stake. They’d rather be sailing.

Many students I see at night could give expert testimony on unemployment, chemical dependency, abusive relationships. In spite of these difficulties, they have decided to make education a priority. They are motivated by the desire for a better job or the need to hang on to the one they’ve got. They have a healthy fear of failure.

People of all ages can rise above their problems, but they need to have a reason to do so. Young people generally don’t have the maturity to value education in the same way my adult students value it. But fear of failure, whether economic or academic, can motivate both. Flunking as a regular policy has just as much merit today as it did two generations ago. We must review the threat of flunking and see it as it really is–a positive teaching tool. It is an expression of confidence by both teachers and parents that the students have the ability to learn the material presented to them. However, making it work again would take a dedicated, caring conspiracy between teachers and parents. It would mean facing the tough reality that passing kids who haven’t learned the material–while it might save them grief for the short term–dooms them to longterm illiteracy. It would mean that teachers would have to follow through on their threats, and parents would have to stand behind them, knowing their children’s best interests are indeed at stake. This means no more doing Scott’s assignments for him because he might fail. No more passing Jodi because she’s such a nice kid.

This is a policy that worked in the past and can work today. A wise teacher, with the support of his parents, gave our son the opportunity to succeed–or fail. It’s time we return this choice to all students.

Answer these three questions, using MLA formatting and number your answers:

  1. What was Sherry’s purpose in writing the essay? Does she have in mind certain types of students? Are there students who would be excluded from her plan?
  2. Is the title effective in grabbing attention? Why or why not?
  3. How does Sherry establish herself as someone who has a right to express an opinion on this subject? In other words, how does she present a trustworthy ethos?

 

 

Write a detailed synthesis of the article that includes: What is the general argument the author(s) are making in their work? More specifically, what are they arguing? And what are they suggesting by making this argument?

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Research Article #1 Response

First, read your first research article (actually read it). A guide to reading academic articles is to first read closely their introduction, then their conclusion, and discussion of the findings. End with reading through the literature review to identify other stances/research that has been done in this section. If you find something you’d like to include in your own research find their citation on the Works

Cited/Reference page.
Then, write a detailed synthesis of the article that includes:
What is the general argument the author(s) are making in their work?
More specifically, what are they arguing? And what are they suggesting by making this argument?
The significance of this stance (i.e. does it allow for a better/unique understanding of this issue?
To what extent do you agree with this stance? Disagree?
500 words minimum

Response papers will be worth 20 points. It requires an in-depth reading of the academic article first followed by a detailed synthesis that hits on all four components in a minimum of 500 words. What you write for your responses will eventually end up in your research paper.

Discuss a current or historical figure and include your definition of critical thinking. Recognizing that the perfect critical thinker does not really exist, describe why the person you have selected would be considered a critical thinker based your definition.

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The Critical Thinker

Discuss a current or historical figure and include your definition of critical thinking. Recognizing that the perfect critical thinker does not really exist, describe why the person you have selected would be considered a critical thinker based your definition.

*(Refer to your pre-write for your thesis and definition.). The paper should be approximately 2-pages typed and of scholarly quality using MLA-formatting. Please include a works cited page if you use sources for details about the historical figure

What is the final “mode of acquisition” that Benjamin describes? What explanation are we given for it being the reason that he loves to collect so much?

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1.When looking at both texts, there is a question that emerges which we should wrestle with. Thoughtfully answer the following question:

  • Of the two authors, Benjamin and Biss, which do you think was more successful at what they were trying to achieve, and why?

2.Some of use are already collectors, and that will make the text hit differently. But even if you aren’t a collector, Benjamin is trying to convey something important to us. Thoughtfully answer the following two questions:

  • What is the final “mode of acquisition” that Benjamin describes? What explanation are we given for it being the reason that he loves to collect so much?
  •  What sort of thing do you like to collect? Or, if you aren’t a specific collector, how else might you try and answer this question for the sake of it?

3.After having read “The Pain Scale”, we can see how she is trying to build our understanding of what certain people go through, but to what end? Thoughtfully answer the following question:

  • If Benjamin has “modes of acquisition” then what can we say Biss is using? And not the obvious “numbers”, that’s a surface level observation (and we’re done with those).

 

Write an essay that outlines how each system provides for occupant and firefighter safety. Discuss the primary components and the application for five different types of detection or suppression systems that are found in your jurisdiction or community.

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Fire Protection and Life Safety Systems Essay

Throughout the course, we have covered the fire protection and life safety systems that may be found in buildings. These systems are designed for occupant safety, firefighter safety, and property protection. In order for fire protection systems to successfully provide occupant, firefighter, and property protection, the designers must consider the principles of fire chemistry and fire dynamics along with how the fire will react in emergency situations.

For this assignment, you will write an essay that outlines how each system provides for occupant and firefighter safety. You will discuss the primary components and the application for five different types of detection or suppression systems that are found in your jurisdiction or community. Provide a description of the occupancies that include the use, occupancy type, and fire load where the individual fire protection systems you choose are normally located. In addition, you will outline basic fire chemistry, smoke, and fire behavior in the event of an emergency in each of the five systems. Describe how each of these systems impact emergency situations and how the design provides for the safety of occupants.

You may pick from any of the systems that were covered during the course. At least five graphics must be used to support the information you are providing.
Your essay must be three pages in length (not counting the graphics, title, and reference pages), and must contain at least two references. References may include the course textbook, Internet sources, professional journal articles, or other resources related to the profession. All sources must be properly referenced both in-text and on the references page. Make sure to follow APA-Style format.

Which areas of your draft do you think will benefit most from revision? (2-3 sentences) : Consider the organization, style, focus, development, and conventions of your draft. Which areas did you struggle to complete?

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Informative Essay Draft

Draft a 3 page (approximately 800 Plus words) informative essay. As a part of your completed draft, complete the color coding activity described below. In addition, answer the “Think About Your Writing” questions on a separate sheet of paper and include it with your draft submission.

Define or redefine one of the following word

• Success
In your draft, briefly explain how society, or the dictionary, defines the word you’ve selected, and then explain your unique or extended definition of the word. Provide examples and explanations to support your definition. Your thesis must inform your readers of your new definition and, because you are writing in the informative mode, you must use objective language.

Draft an extended definition essay that defines or redefines a word or concept.

As a part of your completed draft, complete the color coding activity and include answers to all of the questions below your draft.

PART 1: Color Coding Activity

Using the color codes provided, evaluate your draft as follows:
• Use red text to indicate your thesis statement.
• Use green text to indicate the topic sentence of each body paragraph.

PART 2: Questions

1. What is the significance of your essay? Why should readers care about what you have written? (2-3 sentences) Think about why you decided to analyze this particular image, or why you picked the word you chose to define. Your interest in in your subject matter should be clear to readers.

2. Which areas of your draft do you think will benefit most from revision? (2-3 sentences) : Consider the organization, style, focus, development, and conventions of your draft. Which areas did you struggle to complete?

3. Consider the strengths and weaknesses of your writing. How can you capitalize on your strengths and improve on your weaknesses in future essays? (3-4 sentences) Think about what was easy about writing the draft, and what was more difficult. For example, if you write paragraphs with strong topic sentences, but repeatedly use the same type of sentence to provide supporting details, you can improve your paragraphs by varying sentence structure.