Instructions:  Choose one of the sets of essays listed below (Carr and Thompson together make up a “set,” etc.).  Your essay should include summaries of both of the authors’ arguments (“they say”); your argument should point out how the authors agree and disagree; and your argument should include your own response to the issues the two essays raise (“I say”).  The “I say” is your own argument concerning the issues.  

• Make sure you include a naysayer to show possible objections to your own argument, and address the “so what” factor: why does this issue matter?  
• Make sure you use proper formatting (MLA or APA style, double-spaced, Times or Times New Roman font, 12 point, paragraphs indented).  
• Make sure you have a proper heading at the top of the first page (name, etc.)
• Your paper should be about 4 pages.  
• Plagiarism will not be tolerated.  

Recommended structure:  For this paper you have four pages to work with and you need to include, in effect, five major parts:

1. Introduction: includes basic information about authors (brief), a very brief summary of authors’ ideas (a sentence or two), a brief statement of your argument or thesis statement (a sentence or two), and a brief explanation of why your argument matters (a sentence or two)
2. Summary of 2 authors, with quotes as evidence
3. Summary of how they agree/disagree; provide quotes if necessary
4. Your own opinion and your reasons for your opinion (which includes at least one naysayer); provide quotes as evidence
5. Conclusion:  includes a return sentence, a restatement of your argument, and a developed explanation of why your argument matters

Note that those are five parts, not paragraphs (exceptions: the introduction and the conclusion are usually one paragraph each).  What could this look like?  Here’s an example:  After the brief introductory paragraph (where you introduce your topic, basic information about your authors with brief summaries of authors’ ideas, a sense of your argument and perhaps why your argument matters), you might have a summary of one author (1 paragraph), then a summary of the second author (1 paragraph).  Then you might have one paragraph that explains how they agree or disagree (though you can already allude to that in the summary paragraphs through phrases like “Unlike Turkle, Wortham asserts that…”).  Note that the paragraph that explains how the two authors agree or disagree is still “they say,” since you’re not yet putting forward your own opinion on the issues.  At that point you’ll have written about 2 pages.  Then you write your own argument (“I say”) in relation to what they say (about a page and a half).  At that point you’ve written about 3.5 pages.  Then you end with one short concluding paragraph, where you wrap it up with a return sentence and again explain why it matters. 

Keep in mind: this way of structuring this assignment is only a suggestion; it doesn’t have to be exactly like that.  But hopefully this gives you an idea of what this kind of paper could look like.

Sets

Set 1:

Nicholas Carr, “Is Google Making Us Stupid?” 

Clive Thompson, “Smarter than You Think:  How Technology Is Changing Our Minds for the Better” 

Set 2:

Sherry Turkle, “No Need to Call” 

Jenna Wortham, “I Had a Nice Time with You Tonight.  On the App.”

Set 3:

Michaela Cullington, “Does Texting Affect Writing?” 

Malcolm Gladwell, “Small Change: Why the Revolution Will Not Be Tweeted” 

Grading Guide: I will use the following grading guide to grade your papers.  Think of it as a “cheat sheet,” but without the “cheating” part.  It’ll help you figure out how to get a good grade on MWP 2.

Introduction (10 points)

Includes basic information about the authors as well as the full titles of essays; includes a brief summary statement about essays; includes a clear thesis statement (summary of “I say” in relation to “They Say”).

“They say” inhabits world-view of each author (20 points)

Each summary does not agree or disagree with author (summary inhabits worldview of author); each summary uses sophisticated signal verbs to summarize author’s points; no listing of author’s points or “closest cliché” (pp. 31, 35, 33)

Quoting: Uses quotes correctly and appropriately (20 points)

Quotes used to present “proof of evidence” (p. 43) in summary of authors’ arguments — Quotes should not be “orphans” (p. 44) — Quotes should be framed appropriately (“quotation sandwich”) (p. 47) — Quotes should be Introduced with appropriate verb (p. 48) – Indicates page number of quote (p. 49)

“I say” clearly agrees, disagrees, or combination of agrees and disagrees (20 points)

Clear “I say” statement in introduction, placed in relation to authors – Clear statements of agreement, disagreement, or both (use at least one template per author on pp. 58, 60, 62-65) – Clearly distinguishes “they say” from “I say” – Clearly signals who is saying what: Uses at least one template from pp. 70-74 – “I say” includes clear reasons for argument that are not simply summaries of authors’ arguments – Clearly plants naysayer to support “I say” argument (use at least one template from pp. 81, 82,83-84, 88).

Clearly states why the argument matters (10 points)

Uses at least one “who cares?” template from pp. 94-95; Uses at least one “so what?” template from pp. 97-98, 100 — statement why argument matters should be included in either introductory paragraph or concluding paragraph (or both)

Conclusion (10 points)

Includes at least one “return sentence” in the conclusion to remind reader of what “they say” (p. 27-28); includes a restatement of thesis or “I say”

Editing and tone (10 points)

No editing errors (spelling, grammar, punctuation, and formatting); Uses proper tone (formal where appropriate, informal where appropriate)

 

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Instructions:

• Choose one of the following topics to respond to for your initial post.
• Indicate your last name and chosen topic in the title of your post.
• Contribute at least two peer responses to include a response to both:
• A learner who has posted a contrary view on the topic you selected
• A learner who has posted on the topic you did not select

Requirements:

• Your initial post should be at least 250 words.
• Responses should be a minimum of 100 words and include direct questions.
• See the syllabus for assignment requirements and grading criteria, and be sure to quote from the readings to illustrate your points, followed by MLA citation, both in-text and on a Works Cited page.

Initial Post Due: Thursday, by 11:55 p.m., ETResponses Due: Sunday, by 11:55 p.m., ET

Topic A: Euthanasia

Do you think that voluntariness is morally important in euthanasia decisions? How important do you think that it is? For example, do you think that it is so important that whatever a person requests ought to be done? Explain. Does your conclusion regard the morality or also the legality of euthanasia?

 

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Instructions:

• Choose initial posts; comment on them; present your views.  
• In order to receive the maximum number of points go beyond merely agreeing or disagreeing in your response. In other words, bring to the Discussion Forum new information that respectfully challenges your peers to think further about what he or she posted.
• When you begin, type the name of the person you are replying to.
• Make an analysis of the other person’s work/thinking.
• Be sure to cite Jackson’s (2000) article throughout your post.
  • Respond to 2 peers
  • The expectation is that response posts will add factual information to the discussion, whether in agreement or disagreement with the peer’s original post. 
  • 75-100 words
• Reply to: Amber

Reverend Jesse Jackson (2000) passionately and poignantly appeals to the American Psychological Association to join the fight for social equality. Pointing to the larger social precepts that allow for racial and economic discrimination, Jackson (2000) asks the APA to survey the bigger picture of society. Pointing to discrimination in health care access as well as racial and neurological discrepancies in prison sentencing, Jackson (2000) implores the APA to inform democracy. He asserts that there are fundamental social bias’ that allow laws and policies to favor the rich and exclude the poor (Jackson, 2000).

As a minister, Jackson ends his speech by pointing to the biblical narrative of the lost sheep. In the story, the good shepherd leaves the 99 safe sheep to seek and save the 1 sheep that is lost. In the biblical account, Jesus is the good shepherd and this distinction, in my opinion, is the problem in Jackson’s (2000) appeal.

While the problems that Jackson (2000) addresses are real, trying to apply biblical principles through a secular medium is impossible. The APA is not built on love and goodwill for all. I believe that the church is the vehicle that God chose to heal the world. Yes, we (the church) are failing. Yes, we have allowed fear and self-protection to replace radical generosity and love, never-the-less, Jesus remains the hope of the world. I think that Jackson (2000) and King (1968) were both prophetic in their perception of the innate brokenness of humanity that leads to prejudice and power-struggle in society. However, I do not think that an institution that is devoid of God can bring a deep level of healing that our world desperately needs.

Jackson, J. (2000). What ought psychology to do? American Psychologist, 55(5), 328-330. ISSN: 1935-990X (Electronic)

King, M.L., Jr. (1968). The role of the behavioral scientist in the Civil Rights movement. American Psychologist, 23(3), 180-186. ISSN: 1935-990X (Electronic)

 

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Only one question.=================================================

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InstructionsChart of Accounts! JournalInstructionsOn March 1, Warwick’s Co., a women’s clothing store, purchased $75,000 of merchandise from a supplier on account, terms FOB destination, 2/10, n/30. On March 5, Warwick’sreturned $9,000 of the merchandise, receiving a credit memo, and then paid the amount due on March 9, within the discount period.Journalize Warwick’s entries to record (a) the purchase, (b) the merchandise return, and (c) the payment. Refer to the Chart of Accounts for exact wording of account titles.

 

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last name starts with an F

Instructions: Below are two questions covering basic population genetics and natural selection.  Each question has some values (denoted by a boldfaced capital letter) that vary by last name; there is a table at the end of the document with all of the values you are to use for a given last name.  You should type all of your answers onto the AnswerSheet at the end of this document, but you should include separate sheets (handwritten or typed) showing your calculations.  I suggest carrying out all calculations to 3 or more significant digits during the process of solving the problems. All work must be turned in in hardcopy by the START of class on Tuesday October 23.  Total Points Possible = 30

1.    (5 points total) An online survey found that of 4500 individuals of European ancestry, Asaid they could smell asparagus in their urine and Bsaid they could not.  

a.    If the Sallele for odor detection is dominant over the Gallele for lack of odor detection, and Cindividuals are heterozygotes, what are the genotype frequencies for this locus, assuming random mating?  (1 point)

b.    What are the allele frequencies? (2 points)

c.     Is the population in Hardy-Weinberg equilibrium? How do you know? (2 points)

Please help

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Instructions ! Below are two questions covering basic population genetics and natural selection . Each question*has some values I denoted by a baldfaced capital letters that vary by last name , there Is a table at the end of thedocument with all of the values you are to USE for a given last name ."You should type all of your answers ontothe Answer Sheet at the end of this document , but You should include separatE Sheets [hand written or typed!showing Your calculations . I SUGGEST carrying out all calculations to ] or more significant digits during the process*of solving the problems . All work must be turned In In hardcopy by the START of class on Tuesday October 23 .Total Points Possible = 301. 15 points totall An online survey found that of $500 Individuals of European ancestry , A said they could smellAsparagus in their urine and Esaid they could not .*. . If the } allele for ador detection Is dominant over the { allele for lack of ador detection , and [ individualsare heterozygous , what are the genotype frequencies for this locus , assuming random mating ?" (1 point !` .What are the allele frequencies ?’ 12 points !"C. Is the population In Hardy – Weinberg Equilibrium ? How do you know ? |2 points !Last Name BEEIns With :`DU -LMI – 1]2- 5T- I35.5031:42SHIT$501218|EBI21362171201321422. 125 points total ! Imagine that You are a Nature Conservancy biologist studying two populations of redwoodsorrel ( Orall’s oregonal In the coastal forests near Mendocino , CA. Hedwood sorrel Is an understory herb*adapted for low light and moist Environments . It’s leaves are among the favored delicacies of slugs and other*forest herbivores . In the two park’s you are monitoring , rangers are conducting controlled burns every 5.Years to Encourage the establishment of coast redwood seedlings . Their relatively cool ground fires kill living*"_ aregeng plants , but not their seeds , which readily germinate on the sall layers Exposed by burning .*HEdwood sorrel populations are polymorphic for leaf pattern : Seedlings and adults display one of two leafmorphis ( see table below; . Previous genetic work has shown that a single gene focus LI with two alleles IL .and La| control the leaf polymorphism ."You began a study of two O. pregang populations [Shady Woods andBLE Timber ! just after burns were conducted In 2012 . You searched Exhaustively through Each burn area InDecember 2012 , and new red wood sorrel seedlings were counted and characterized by their leaf patterns ."You also conducted genetic work to distinguish between LILI plants and the homozygotes . The 2012 seedling*data appear on the tables below lusE the dataset for Your last name ] ."NO more Seedlings Emerged after 2012, confirming the Importanceof recent fire to regeneration of this species . Another burn wasconducted in October 2017, 50 You returned to both sites in*September and re – surveyed the surviving redwood sorrel plantsfrom the 2012 cohort , which had recently become reproductive!"mature , and analyzed them genetically . The 2017 survivor dateappear on the tables below fuse the dataset for your last name ! .

 

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