Category: English

The Subtle Rebellion of Phillis Wheatley in American Literature

Posted on | by Kelvin

 

Phillis Wheatley stands out as a unique figure in American literature as concurrently both a poet and a slave. Although Wheatley doesn’t challenge her enslavement directly, it is difficult to read her poetry without seeing her either challenge the slave trade as a practice or the position of enslaved people. Discuss how you see Phillis Wheatley making these challenges in at least two poems. Be sure you reference specific examples from the text cited using MLA style in-text citations (along with a Works Cited) and analyze how you see her challenging the status quo in those references. Responses without properly cited evidence from the poetry in each body paragraph will receive an automatic grade of F.

Understanding Unique Student Populations: A Guide for Educators

Posted on | by Kelvin

 

 

As a teacher, you will meet and work with ELs who have unique academic, social, and emotional needs based on their prior experiences. It will benefit you to take the time to learn about these students experiences and backgrounds to better instruct them and make them feel welcomed.

Preparation
Research the following EL populations:

Students with interrupted formal education (SIFEs)
Long-term English learners (LTELs)
Recently arrived English learners (RAELs)
Refugees
Migrants
Immigrants
Native Americans
Consider exploring the page on the Colorn Colorado website.

Assignment Deliverable
Create an infographic that differentiates the following populations from each other:

SIFEs
LTELs
RAELs
Address the following in your infographic:

Definitions of SIFEs, LTELs, and RAELs
An explanation of how refugee, migrant, immigrant, or Native American students may pertain as subgroups (SIFEs, LTELs, and RAELs)
Brief statements or words describing factors that influence English language acquisition for learners from these special populations (e.g., family support, previous schooling)
Tips on how you can create a safe and inclusive environment for these special populations (Think about how you will make these learners feel valued and value each other.)
District and community resources available in your area for these students and their families/caregivers
Consider creating your infographic using Microsoft Word, Microsoft PowerPoint, , , or another infographic application as approved by your faculty member.

The Power of Writing Strategies in Community Advocacy

Posted on | by Kelvin

 

Organize and compile your research into a traditional research paper that crafts and supports an argument about writing strategies and community advocacy.There are many different ways to structure a research paper, and there is no “right way’ to organize one. That being said, there are best practices for doing so.

For your paper, we are requiring you to follow a couple of those best practices (regardless of the structure you use). With that in mind, your paper should should do the following:

Include an introductory section that engages your audience and announces your purpose and your argument (i.e., how and why writing is important/helps to create change in that advocacy)
Include a section that provides background and context about the advocacy you’re looking at, as well as examples of writing in that advocacy
Include a profile of your advocate and the kind of writing they do. You should provide readers with any contextual information they need to understand your advocate and at least two concrete examples of your advocate’s writing. These can be screenshots, textual evidence, etc. This section should also explain how the examples–whether directly or distantly–affect change for the target community
. A conclusion that leaves readers with takeaways, insights, and/or paths forward for encountering, examining, or even doing advocacy writing.

Exploring Your Thinking: A Reflection

Posted on | by Kelvin

 

Orientation Module: Grounding into the Course Week 1 https://brightspace.ccc.edu/d2l/le/content/286498/Home?itemIdentifier=D2L.LE.Content.ContentObject.ModuleCO-12086277: Orientation https://brightspace.ccc.edu/d2l/le/content/286498/Home?itemIdentifier=D2L.LE.Content.ContentObject.ModuleCO-12086300 Diagnostic – Based on Critical Thinking: Tools for Taking Charge of Your Learning and Your Life
Diagnostic – Based on Critical Thinking: Tools for Taking Charge of Your Learning and Your Life

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Instructions
Write an essay that addresses all of the questions below. The essay should be have multiple paragraphs. The essay should not be a list or numbered set of answers. In other words, sometimes students to try write the number one and then answer question one; then they write the number two and answer question two. I repeat, do not number your answers, do not write the questions in your essay when you answer the questions, and do not number/list your responses. Like with any other essay, you should write multiple paragraphs that address all of the prompt, which is the set of questions below. Some of your paragraphs may answer multiple questions while other paragraphs may only answer one question because that question needs multiple sentences to answer it. How many paragraphs you need in order to answer all of the questions in a clear and cohesive way is up to you.
Additionally, this is just a diagnostic essay. A diagnostic essay is an essay that is just seeing what skills you already have. If you are missing any skills, that is fine. You will receive full points as long as you turn this essay in. You have the whole semester to learn skills that are needed to pass the class, so of course you do not need to know everything at the start of the class. Try you best so that I know what skills you do have already and so that we nurture those skills while fostering other skills for you, too. Ultimately, the diagnostic essay helps me help you with your composition skills.
Here is the prompt. Answer all of the questions below in a multiple paragraph essay. Interpret the questions however you like, but be sure to answer them fully, clearly, and in a way that shows you know how to support your own ideas.
1. What have you learned about how you think?
2. Did you ever study your thinking?
3. What information do you have, for example, about the cognitive processes involved in how your mind thinks?
4. More to the point, perhaps, what do you really know about how to analyze, evaluate, or reconstruct your thinking?
5. Where does your thinking come from?
6. How do you define high quality thinking, and how do you define poor quality thinking?
7. How much of your thinking is of high quality, and how much of your thinking is of poor quality?
8. How much of your thinking is vague, muddled, inconsistent, inaccurate, illogical, or superficial?
9. Are you, in any real sense, in control of your thinking?
10. Do you know how to test it?
11. Do you have any conscious standards for determining when you are thinking well and when you are thinking poorly?
12. Have you ever discovered a significant problem in your thinking and then changed it by a conscious act of will?
13. If someone asked you to teach them what you have learned about thinking thus far in your life, would you have any idea what that was or how you learned it?
14. (This question is optional.) Is there anything else that you would like to share about your relationship to your own thinking?

 

Ethical Considerations in the Debate on Euthanasia

Posted on | by Kelvin

 

What are the personal and/or communal ethical factors that may be involved in determining the moral position of either side in that debate?
Next, articulate and then evaluate the ethical positions using Kantian ethics (that is, the categorical imperative) relative to the long standing debate (that is your topic chosen in the week three assignment).
Finally, create a complete annotated bibliography for 5 academic scholarly sources. You will annotate each source. The sources should be relevant to your topic chosen in the week three assignment