Category: English

Using your proposal from Week 2 and the paragraph writing from Week 4 along with

Using your proposal from Week 2 and the paragraph writing from Week 4 along with

Using your proposal from Week 2 and the paragraph writing from Week 4 along with the peer and instructor feedback provided on both, you will compose your Argument Research Essay Full Draft this week. Review the following resources, instructions, requirements, and rubric to help support your writing.
Required Resources
Please have the following resources available while you write your draft:
All previous Explore lessons
Your completed and improved Week 2 proposal
Your completed and improved Week 4 paragraph work
Argument Research Essay OverviewLinks to an external site.
Sample Argument Research EssayLinks to an external site.
Instructions
This assignment is a full draft of your Argument Research Essay. This draft will demonstrate the argument and writing techniques studied in the course and will build upon the steps you have taken in all the previous weeks toward developing your Argument Research Essay. This draft is expected to meet all of the Argument Research Essay requirements for writing, content, length, and sources.
Writing Requirements for the Argument Research Essay Full Draft due this week and for the Argument Research Essay, due in Week 8:
Correct use of APA guidelines for the following:
Headers with pagination
Title Page
Margins, spacing, and paragraph indentation
APA in-text citation and referencing for all sources
Do not divide your essay into sections.
4–5 full pages for the essay itself, not including title page or references
Effective structure, including your introduction paragraph, your body paragraphs, and your conclusion paragraph
Use of third-person throughout. Focus on the topic, not on you nor on the essay. In other words: no first-person “I,” and no referring to the essay, such as “In this essay.”
At least 4 scholarly sources visibly used, cited, and referenced
Refer to the full Argument Research Essay Rubric
Length
Four to five fully developed pages PLUS title page and reference page.
Grading
This activity will be graded based on the Argument Research Essay Draft Rubric in Canvas.
Outcomes
1, 2, 3, 4, 5, 6, 7, 8
Due Date
By 11:59 p.m. MT on Sunday
Rubric
Argument Research Essay Full Draft Rubric
Argument Research Essay Full Draft Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeIntroduction and Thesis Statement
15 pts
The introduction paragraph is highly effective and clear. The introduction paragraph begins with a viable, appropriate attention-getting technique, offers a clear but brief overview of the existing debate, and presents a narrow argument thesis in which the writer takes a clear stance within the debate. The writer avoids using first-person and second-person and avoids referring to the paper itself.
12 pts
The introduction paragraph includes the necessary components but may be lacking in clarity, strength, or appeal in one of the following areas: a viable, appropriate attention-getting technique, a clear but brief overview of the existing debate, and a narrow argument thesis in which the writer takes a clear stance within the debate. Or, the writer may use first-person or second-person or may refer to the paper itself.
9 pts
The introduction paragraph does not include one of the required components, or the paragraph needs much work in one or more of the following: a viable, appropriate attention-getting technique, a clear but brief overview of the existing debate, and a narrow argument thesis in which the writer takes a clear stance within the debate. The writer may use first-person or second-person or may refer to the paper itself.
7 pts
The introduction paragraph does not include one or more of the required components, or the paragraph needs much work in two or more of the following: a viable, appropriate attention-getting technique, a clear but brief overview of the existing debate, and a narrow argument thesis in which the writer takes a clear stance within the debate. The writer may also use first-person or second-person or may refer to the paper itself.
0 pts
No Marks
15 pts
This criterion is linked to a Learning OutcomeBody of the Essay: Argument
20 pts
In each body paragraph, the thesis argument is forwarded with strong and effective use of multiple argument techniques. Supporting and opposing arguments are richly developed and are presented and analyzed with the writer’s voice as the driving force of each paragraph. The writer avoids using first-person and second-person and avoids referring to the paper itself.
16 pts
Body paragraphs forward the thesis argument well but could be more effective in one of the following: use of multiple argument techniques, rich development of supporting and opposing arguments, and the writer’s voice as the driving force. Or, the writer may sometimes use first-person or second-person or may refer to the paper itself.
12 pts
Body paragraphs forward the thesis argument but could be more effective in some of the following: use of multiple argument techniques, rich development of supporting and opposing arguments, and the writer’s voice as the driving force. The writer may use first-person or second-person or may refer to the paper itself.
9 pts
Body paragraphs fall short of fully forwarding the central argument because of notable deficits in the use of multiple argument techniques, in rich development of supporting and opposing arguments, or in the writer’s voice as the driving force. The writer may use first-person or second-person or may refer to the paper itself.
0 pts
No Marks
20 pts
This criterion is linked to a Learning OutcomeBody of the Essay: Paragraph Development
20 pts
The student’s voice is the driving force of each paragraph. Each paragraph includes all of the following: a clear topic sentence in the student’s voice, a brief discussion of the point at hand in the student’s voice, a smooth and clear shift from student’s voice to source material via signal phrases, a brief and clear presentation of source material, a clear indication of when the student’s voice begins again after the source material, and a rich interpretation and analysis in the student’s voice of the source material as related to the overall thesis and/or to the specific argument point at hand.
16 pts
The student’s voice is often the driving force of each paragraph, but some paragraphs may be missing some of the following: a clear topic sentence in the student’s voice, a brief discussion of the point at hand in the student’s voice, a smooth and clear shift from student’s voice to source material via signal phrases, a brief and clear presentation of source material, a clear indication of when the student’s voice begins again after the source material, and a rich interpretation and analysis in the student’s voice of the source material as related to the overall thesis and/or to the specific argument point at hand.
12 pts
The student’s voice is often the driving force of each paragraph, but many paragraphs are missing some of the following: a clear topic sentence in the student’s voice, a brief discussion of the point at hand in the student’s voice, a smooth and clear shift from student’s voice to source material via signal phrases, a brief and clear presentation of source material, a clear indication of when the student’s voice begins again after the source material, and a rich interpretation and analysis in the student’s voice of the source material as related to the overall thesis and/or to the specific argument point at hand.
9 pts
The student’s voice is not often the driving force of all paragraphs because most paragraphs are missing much of the following: a clear topic sentence in the student’s voice, a brief discussion of the point at hand in the student’s voice, a smooth and clear shift from student’s voice to source material via signal phrases, a brief and clear presentation of source material, a clear indication of when the student’s voice begins again after the source material, and a rich interpretation and analysis in the student’s voice of the source material as related to the overall thesis and/or to the specific argument point at hand.
0 pts
No Marks
20 pts
This criterion is linked to a Learning OutcomeBody of the Essay: Organization and Flow
15 pts
Throughout the essay, the writing flows smoothly with effective transitions. The writing employs strong, clear, varied word choice that clarifies ideas and demonstrates good sentence variety. The essay is organized effectively and logically from start to finish.
12 pts
Throughout most of the essay, the writing flows smoothly with effective transitions. The writing usually employs strong, clear, varied word choice that clarifies ideas and demonstrates good sentence variety. The essay reflects that an organizational plan has been employed.
9 pts
In some places throughout the essay, the writing flows smoothly with effective transitions. There is some evidence of clear, varied word choice and sentence variety. The organization of paragraphs may not be optimal.
7 pts
Throughout the essay, the writing may be choppy due to a lack of sentence variety, word choice, or transitions. The organization of paragraphs from start to finish in the essay might be confusing or otherwise ineffective.
0 pts
No Marks
15 pts
This criterion is linked to a Learning OutcomeSources: Quality and Number
20 pts
Four scholarly sources are visibly used in the essay itself and are all referenced and cited with enough information needed to determine their scholarly nature.
16 pts
Four sources are visibly used in the essay itself, but some may not include enough information needed to determine their scholarly nature.
12 pts
Four sources may be used, but 1-2 may not be scholarly. Or, fewer than four sources are used or some are not visibly integrated into the writing.
10 pts
Four sources may be used, but 3 or more may not be scholarly. Or, fewer than four sources are used and many or most are not visibly integrated into the writing.
0 pts
No Marks
20 pts
This criterion is linked to a Learning OutcomeSources: Application and Integration
15 pts
Each time a source is used within the essay, it is well-previewed in the student’s voice and is smoothly integrated with a signal phrase or with correct integration into a student’s sentence. Each time a source is used, it is highly relevant to the point at hand and is effective in the context of the argument. The student has chosen to paraphrase or quote according to best practices. Sources comprise a small portion of each paragraph and are never used in the topic sentence or final sentence of a paragraph. Sources are cited directly after use, never at the end of the paragraph.
12 pts
Almost every time a source is used within the essay, it is well-previewed in the student’s voice and is smoothly integrated with a signal phrase or with correct integration into a student’s sentence. The source may not be clearly relevant to the point at hand or in the context of the argument. The student may need to make better choices between paraphrasing or quoting according to best practices. Sources may be over-used in some paragraphs or may be used in the topic sentence or final sentence of a paragraph. Sources may be cited at the end of a paragraph vs. directly after their use.
9 pts
Source application and integration may fall short and may require work to meet some of the following standards: sources well-previewed in the student’s voice, smoothly-integrated with a signal phrase or with correct integration into a student’s sentence, clearly relevant to the point at hand or in the context of the argument, well-informed in choice of paraphrase or quotation, minimally used to maintain writer’s voice, and effectively placed sources and citations.
7 pts
Source application and integration may fall short and may require work to meet many of the following standards: sources well-previewed in the student’s voice, smoothly-integrated with a signal phrase or with correct integration into a student’s sentence, clearly relevant to the point at hand or in the context of the argument, well-informed in choice of paraphrase or quotation, minimally used to maintain writer’s voice, and effectively placed sources and citations.
0 pts
No Marks
15 pts
This criterion is linked to a Learning OutcomeEssay Conclusion
15 pts
The conclusion is succinct and powerful, avoiding verbatim repetition of material from the introduction or from the paper. The conclusion flows well from the final body paragraph, reiterates the thesis concept in a unique way, and leaves the reader thinking with a look at larger contexts while staying keenly on-topic. The writer avoids using first-person and second-person and does not refer to the essay itself.
12 pts
The conclusion is succinct and powerful, but may include a small amount of verbatim repetition of material from the introduction or from the paper. The conclusion may flow well from the final body paragraph and addresses larger contexts, but in a way that may not be effective or powerful. The writer may use first-person or second-person or may refer to the esay itself.
9 pts
The conclusion is ineffective in some of the following areas: power and conciseness, unique wording, smooth flow, a thought-provoking ending, third-person point of view.
7 pts
The conclusion is missing multiple required elements or is highly ineffective due to wordiness, repetition, length (too short or too long), choppiness, a lack of impact, and/or the use of first-person or referring to the essay itself.
0 pts
Sources are not cited.
15 pts
This criterion is linked to a Learning OutcomeAPA Citation and Referencing
15 pts
All in-text citations and references are formatted in correct APA Style, and the references page is formatted correctly: The word References is centered at the top, the entire page is double-spaced uniformly, the list is alphabetized, and all but the first line of each source is properly indented.
12 pts
In-text citations and references may have minor errors in APA Style, and the references page may show errors in 1-2 of the following: The word References is centered at the top, the entire page is double-spaced uniformly, the list is alphabetized, and all but the first line of each source is properly indented.
9 pts
In-text citations and references may have persistent errors in APA Style, or the references page may show errors in 3 of the following: The word References is centered at the top, the entire page is double-spaced uniformly, the list is alphabetized, and all but the first line of each source is properly indented.
7 pts
In-text citations and references may have major errors in APA Style, may not include enough information to fully identify the source, or 4 or more of the following: The word References is centered at the top, the entire page is double-spaced uniformly, the list is alphabetized, and all but the first line of each source is properly indented.
0 pts
Sources are not cited or are cited poorly enough that the nature of the sources is overwhelmingly unclear.
15 pts
This criterion is linked to a Learning OutcomeWriting: Mechanics & Usage
15 pts
The writing is free of errors in grammar, spelling, and punctuation that would detract from a clear reading of the paper.
12 pts
The writing contains a few errors in grammar, spelling, and punctuation, but the errors do not detract from a clear reading of the text.
9 pts
The writing contains some errors in grammar, spelling, and punctuation that need to be addressed for a clearer reading of the paper.
7 pts
The writing contains several errors in grammar, spelling, and punctuation that impede a clear reading of the paper.
4 pts
The writing contains numerous errors in grammar, spelling, and punctuation that impede a clear reading of the paper.
0 pts
No Marks
15 pts
This criterion is linked to a Learning OutcomeLength
15 pts
Meets length requirement (4-5 pages, not including title page or references).
11 pts
Length is less than 4 full pages, not including title page or references.
7 pts
Length is less than 3 full pages, not including title page or references.
0 pts
No Marks
15 pts
This criterion is linked to a Learning OutcomeAPA Paper Format
15 pts
The essay is formatted in correct APA Style for the following items: header with pagination, correct margins and spacing, indentation of the first line of each paragraph. The paper does not use sections or headings within the essay.
12 pts
The essay is missing or has errors in 1-2 elements of the following: header with pagination, correct margins and spacing, indentation of the first line of each paragraph. The paper does not use sections or headings within the essay.
9 pts
The essay is missing or has errors in 3-4 elements of the following: header with pagination, correct margins and spacing, indentation of the first line of each paragraph. The paper may incorrectly include section divisions or headings within the essay.
7 pts
The essay is missing or has errors in 5 or more elements of the following: header with pagination, correct margins and spacing, indentation of the first line of each paragraph. The paper may incorrectly include section divisions or headings within the essay.
0 pts
No Marks
15 pts
Total Points: 180

Discussion 6 : Your Tasks TASK 1- ORIGINAL POST Please do the following in your

Discussion 6 : Your Tasks
TASK 1- ORIGINAL POST
Please do the following in your

Discussion 6 : Your Tasks
TASK 1- ORIGINAL POST
Please do the following in your original post:
Pick one food additive.
Discuss the purpose of this food additive. (3 points)
Are there any benefits to using this food additive? If so, what are they. (3 points)
What are the drawbacks, if any, to using this additive? Are there replacements that the food industry could be using instead? (3 points)
Generally speaking, do you believe that food additives are more helpful or more harmful, and why? (6 points)
The post must be at least 250 words. (2 points)
Include at least 1 outside reference, cited in APA format. This reference needs to be cited both in-text and at the end of the post in a reference list. (3 points)
TASK 2- PEER RESPONSE
Respond to at least 2 classmate’s posts. (10 points.
Assignment 6
Your Tasks
TASK 1- FOOD LOG
You will keep a 3-day food log, where you will record the meals and snacks, along with their nutrients, that you ate throughout each day. You can choose to track this using Cronometer or the provided Word document.
Actions
This week’s focus: water, sodium, potassium, Vitamin A, Vitamin C, Vitamin D, calcium, and iron.
You may record carbohydrates, fat, and protein; however, they are not required for this week.
Please see the Everything You Need to Know About- DIETARY ANALYSIS ASSIGNMENTS page for more specific details on this process.
TASK 2- ANALYSIS
Please answer the following questions in complete sentences:
In regard to last week’s ‘challenge’-Did you try your protein/fat additions or replacements? If so, how did it go?
In regard to water-Did you meet the recommendations for water intake? What are considerations that a person needs to make when determining water needs?
What drinks do you mainly drink to meet fluid needs? Do you think that those are healthy choices (caffeine, alcohol, sugar)?
In regard to micronutrients-What is your fruit and vegetable consumption like? Are you meeting recommendations? What are ways that you can increase your consumption?
What were your averages for salt, potassium, Vitamin A, Vitamin C, Vitamin D, calcium, and iron? Were these values above, below, or at the recommended values? Did these averages surprise you?
Were you taking a multivitamin prior to this course? After seeing these values, do you think you will continue taking the multivitamin or will you start taking a multivitamin? Why or why not?
Looking forward-What are foods that you can start eating in order to increase the above micronutrients (except salt!) in your diet?
What are ways that you can cut back on salt in your diet?

Watch this video in which Former President George W. Bush announces operation Ir

Watch this video in which Former President George W. Bush announces
operation Ir

Watch this video in which Former President George W. Bush announces
operation Iraqi Freedom and respond to the following questions.
Please understand that this is a listening exercise, so you are trying to
describe the rhetorical situation the way President Bush frames it.
(Remember that a rhetorical situation is the circumstance of an event,
and consists of an issue, an audience, and a set of constraints.)
Before you begin to write, please delay forming an interpretation of what is
being said, in order to be able to as accurately as possible represent
what Bush himself says.
Question 1: Who does President Bush address as his audience? What is he
hoping to change/persuade them of?
Question 2: What does President Bush cite as his exigencies? In other
words, why does he claim this military action must happen now?
Question 3: What constraints are there on President Bush for changing the
rhetorical situation?

Instructions: Please rewrite this paper provided to the point where you clarify

Instructions: Please rewrite this paper provided to the point where you clarify

Instructions: Please rewrite this paper provided to the point where you clarify the concept of “tech-savvy people” by specifying a certain group or type of user, as well as adding some context about why this is happening (e.g., privacy concerns, platform alternatives, etc.). Here’s how you can refine it:
Clarify the Population: Instead of using a vague term like “tech-savvy people,” you could specify the type of users (e.g., young professionals, developers, digital marketers, etc.).
Narrow the Reasoning: Rather than asking “why” in a broad sense, focus on specific factors driving this shift, such as privacy concerns, changes in user experience, or the rise of alternative platforms.
Simplify the Language: Use concise language to make the question more straightforward.
Here’s a more refined and simplified version:
“What factors are driving tech professionals to leave Facebook?”
Alternatively, if you want to focus on a particular aspect of the issue, you could specify:
“How are privacy concerns influencing tech-savvy users to leave Facebook?”
Both versions are more focused and clearer, allowing you to explore specific reasons behind the trend.

https://courses.maine.edu/d2l/le/content/352652/viewContent/9334160/View Milesto

https://courses.maine.edu/d2l/le/content/352652/viewContent/9334160/View
Milesto

https://courses.maine.edu/d2l/le/content/352652/viewContent/9334160/View
Milestone one does not have a submission box, so please include the link to your Google Doc in the comment box with the assignment. Remember to share the document so that anyone with the link can view it and give the link holder editing privileges. Failure to use the template and construct the work in Google will result in the milestone not moving forward.
Please note that unless noted within an assignment’s directions, any form of AI, including Grammarly and Microsoft Copilot, is not permitted in work intended to represent the original and authentic thinking and voice of the writer. The use of such programs, include AI humanizers, violates course academic integrity policies and, if used, may result in the filing of an academic integrity report. For more information, please see the following:
https://www.maine.edu/board-of-trustees/policy-manual/section-314/
Knowledge Check
Please use the template above to complete this milestone. Failure to use the template and to construct the work wholly in Google will result in the milestone not moving forward.
All the milestones after this one are creative writing assignments. For example, the next milestone is to write a poem in a style of your choosing. This particular milestone is a little different in that you will devise a plan for obtaining feedback on your creative pieces this semester.
Find a resource for writing feedback. Stephen King calls this his “ideal reader.” This should be a meaningful person you will ask to support your writing efforts this semester by offering constructive comments on your work. Answer each of the following in a sentence or two.
Who will be your “ideal reader” this semester?
Why did you choose that particular person?
How will you use that person to assist you in the construction of your work this semester?
Stephen King on his “ideal reader” –
https://drive.google.com/file/d/10etWXtgXae25kGF7la3rCypwBR2LpSO6/view?usp=sharing
You will revisit the idea of your “ideal reader” in the final assessment of the course when you reflect on your course experiences and speak to the role your “ideal reader” played in assisting you to improve upon your work throughout the semester.

Essay Response to the Norway Massacre: The Killer’s Mind Documentary (2-Page Ess

Essay Response to the Norway Massacre: The Killer’s Mind
Documentary (2-Page Ess

Essay Response to the Norway Massacre: The Killer’s Mind
Documentary (2-Page Essay Response)
It’s the world’s worst spree killing. Discovery Channel Norway
Massacre: The Killer’s Mind examines the terrible events of that day. In
90 minutes of madness, 32-year-old Anders Behring Breivik killed 69
young people. The film pieces together Breivik’s day of terror hour by
hour, from the time of the bomb he set off in Oslo, to the cold blooded
shooting of defenseless youngsters on the remote island beauty spot of
Utøya.
Who is this man, and what made him act? This film examines the
criminal mind and motives of one of the world’s worst killers, offering
psychological analysis, as the day of the massacre unfolds. It examines
his motives, analyzes his likely psychological journey through the
planning stages and over the course of the day itself and asks what drove
him to plan and carry out this massacre.
Was he a terrorist as he claimed, a madman, or was he indeed both? In
a detailed 2-page response, take a position and support your points
with evidence presented in the documentary, as well as your own
perspective on the idea of the serial killer’s mind.

About For this assignment we will be focusing on landscape and cityscape photogr

About
For this assignment we will be focusing on landscape and cityscape photogr

About
For this assignment we will be focusing on landscape and cityscape photography. The goal of this assignment is to have a better understanding on the steps and rules that is essential for landscape photography.
Requirements
For the assignment you will be submitting one photo using landscape photography. Along with this final photo, you will be submitting a RAW file used for the assignment along with a summary describing your experience in taking the photo and your idea behind the photo.
Submission requirements.
1 Final Photo in Jpeg
1 Raw file used for the final image: Raw files include .RAW, .ARW, .NEF, .etc
A Short Summary
Any submissions missing one of the following will only receive half points.

Week 7A: Punishment and the Death Penalty Describe the differences between the d

Week 7A: Punishment and the Death Penalty
Describe the differences between the d

Week 7A: Punishment and the Death Penalty
Describe the differences between the deterrence argument and the retributive argument for punishment. Then use each of these arguments to give 1) a defense of, and 2) an argument for capital punishment. Finally, which side do you take in the debate about capital punishment and why?
example 1: When considering capital punishment, and the death penalty, two perspectives argue it is morally correct. The deterrence argument is centered around the idea that the death penalty serves as a warning and intimidation to deter people from committing heinous crimes when the punishment could be lethal. This argument aims to prevent future crime by instilling fear into potential offenders of the consequences of these actions. This argument for capital punishment relies on the idea that people will be less inclined to commit these crimes when the prospect of death weighs in front of them. An argument against the deterrence argument is that there is no conclusive evidence that the death penalty deters people from committing these crimes any more than the possibility of life in prison without the possibility of parole. On the other hand, another perspective that argues that the death penalty is morally correct is the retributive argument for punishment. This argument centers around justice and balance in a society. The retributive argument argues that when someone commits a heinous crime, such as a first-degree murder, the perpetrator forfeits their right to life. Since they have taken a life, it is only fair they lose theirs as a consequence. The argument essentially suggests the justice system works as an eye for an eye. Though it is said that an eye for an eye makes the world blind, meaning this theory may perpetuate violence instead of human dignity. In my opinion, I believe that the death penalty is too faulty a system to take the lives of human beings. It is impossible to ensure that every single person who is executed through the death penalty is one hundred percent guilty and, in my opinion, one innocent life taken is one too many.
example 2: Deterrence argument: The deterrence theory of punishment is forward-looking and aims to prevent future crimes. It argues that punishment is justified because it discourages the offender and others from committing similar offenses. The idea is that the threat or reality of punishment, including severe penalties like the death penalty, creates fear of consequences, reducing criminal activity.
The retributive theory is backward-looking and focuses on justice and moral balance. It argues that punishment is deserved and morally required when someone commits a crime. The punishment should be proportionate to the crime, especially serious ones like murder. Retribution is about giving the offender their “just deserts,” meaning the punishment fits the moral weight of their wrongdoing.
Personally, I don’t not believe in capital punishment or “an eye for an eye” point of view. When dealing with human lives I don’t think it’s an appropriate approach. The act of executing a person does not contribute to deterring crime because it only facilitates further violence and further festering of crime.
example 34: I reiterate with an argument supporting the retributive idea for the death penalty. A murderer has taken away a life, and under such circumstances, one can only balance the books by application of capital punishment. This approach ensures that justice is served, and as well reiterates and reinforces the idea that human life is important in this society.
Retribution has something to do with the restoration of balance. It sends a very distinct message that heinous acts will not be tolerated and should be punished with the ultimate punishment. In this case, people will get to understand that moral order exists in society, and those who harm others will face severe consequences.
Besides, capital punishment gives the victim’s families closure. It is possible that the knowledge that such a criminal will be executed may heal the wound in their heart and assure them that their suffering has been recognized.
Second, through capital punishment, the community is protected. Once a dangerous criminal is executed, he can no longer commit more crimes.
Week 7B: Animal Ethics
In this discussion board, I would like you to pick one of the topics discussed regarding animal ethics, i.e. vegetarianism, speciesism, hunting, animal research, etc. and provide one argument for and one argument against based on the readings in the text. Finally, after providing those arguments, what is your view on the matter? What are your reasons for holding that view?
Non-Human Animals: Crash Course Philosophy #42 (youtube.com)