Author: admin

Respond to the following questions in light of the text’s discussion of the importance of judicial selection methods. Think about the implications and consequences of each selection method (Gubernatorial Appointment, Legislative Appointment, Partisan Election, Nonpartisan Election, and Merit Selection).
What are the four most important qualities that we should look for in the people we select to be judges? How do we know which people possess these qualities? Which judicial selection method would provide the best means to identify and select the people who possess these qualities? What are the drawbacks to this judicial selection method? Explain your answers.

The Writing Process for Nonfiction
For this discussion, reflect on the experience of writing nonfiction. How do you think the writing process for nonfiction differs for that of fiction?
Post your answers to the following questions in the discussion thread:
What do you do differently?
What are the different challenges?
Which of the different tasks do you think would be the most challenging for you?
Deadlines for Submission
Post your initial thoughts (250-300 words) no later than
Thursday 11:59 p.m. ET
Reply to at least two peer posts (150-200 words each)

Analyzing Creative Nonfiction for Its Elements
This assignment asks you to provide an analysis of the elements of creative nonfiction on display in David Foster Wallace’s “Consider the Lobster.” Please write 2 pages (minimum 750 words) analyzing the following characteristics of this piece.
All course materials provided – please check LibGuide
How does Wallace develop the setting in this piece? What does it feel like? How does he achieve that feeling and why might he be striving to make the reader feel that way?
How does Wallace use research to support his narrative? There are two different elements of research on display in this piece: 1) the details of Wallace’s experience at the festival itself and 2) the research he has done before and after the actual event to help inform himself and the reader. How are both elements working on the reader of this piece? How is he employing them and how are they affecting the reader?
In what ways might Wallace’s piece inform how you approach (or how you WILL NOT approach) your own creative nonfiction pieces? Why? Be specific.
Assignment Requirements
This assignment should be 750 words in length, using Times New Roman size 12 pt font and double spacing.

Research Assignment
In “The Three R’s of Narrative Nonfiction,” Lee Gutkind states that the three R’s include, “First comes research, then real world exploration and finally and perhaps most important, a fact-checking review of all that has been written.” For this discussion, you will be asked to research your topic. By this, I mean simply to look at the subject matter you are focused on and delve into the research that will add depth. For example, if you are discussing an experience during the mid-90s, instead of stating the exact year, you could state something like, “the radio was blaring Britney Spears’ ‘Oops! I Did It Again’ every third song on the radio.” The reader would be able to relate the song to the period, which would allow them to get essential information while also feeling connected to the narrative.
Determine your subject matter for the creative nonfiction draft.
Make a list of some key images or events that you plan to focus on.
Based on the suggestions from Gutkind’s article, go online and research the major events of the period, interview people involved, or perhaps bystanders, to develop some greater insight into crafting a full picture for the reader.
Find at least three pieces of research and then write a paragraph that utilizes all these images into a complete scene.
Assignment Requirements
Minimum 500 words, using Times New Roman size 12 font, double-spaced
Attachments:
5995822_1_ProQuestDocuments-2021-02-10.pdf

Write a “critique” essay on either Hugh Gusterson’s “An Anthology of Rumor” or Peggy Orenstein’s “What’s Wrong with Cinderella?”
In Module 1, you practiced summarizing, paraphrasing and using quotation. Those three skills allow you to report the ideas of others concisely and responsibly. In Module 2, in critiquing a source, you evaluate the validity of an author’s ideas and the overall persuasiveness of the author’s argument. Use your summarizing, paraphrasing, and quoting skills to integrate the central ideas found in your source text, and clearly express your reasons for responding as you do to the author’s argument. To write an effective critique, consider following the guidelines found on pages 81-83 in the textbook Writing and Reading Across the Curriculum. A model critique essay can be found on pages 83-86 in the textbook.
How to Structure Your Essay
In your Introduction,
Identify the text you’re critiquing, its author and the central issue it addresses. State your evaluation of the article, and announce the various points you will be addressing in the rest of the essay. This type of introduction will tell the reader what article you’re discussing (the topic), what your critique of the article is (your thesis), and what aspects of the article you will discuss to support that critique.
In your body paragraphs,
The body of your critique should consist of a summary component, an assessment component and a response component.
1. Summarize the author’s main point. What is the author’s thesis? What is the author’s purpose (to inform, argue or both)? What are the main ideas that support the author’s thesis?
2. Assess the validity of the author’s presentation, distinct from your points of agreement or disagreement. Comment on the author’s success in achieving his or her purpose by reviewing three or four specific points. To evaluate the text, consider both the author’ ideas (you may read from your own critical thinking, personal experience, and values) and the author’s rhetorical choices concerning audience, purpose, and style. You might want to consider some of the questions below; but don’t consider all of these in your paper.
§ What is the author’s purpose and what does this purpose tell you about his values?
§ Who is the author’s intended audience?
§ What is most persuasive about the text? Does the author leave out some issues?
§ How does the author try to influence his audience?
§ What kind of examples does the author use? What kind of language, tone or attitude does the author choose? How can I question this writer’s data, evidence, and supporting arguments?
3. Respond to the author’s views. Which view do you agree? Which do you disagree? Discuss your reasons for agreement and disagreement.
In your conclusion,
Consider that you promised your readers something in your essay’s introduction. Did you accomplish the task? Indicate to your reader that your essay has accomplished what it set out to do by stating your overall reaction to the validity of the article based on the rhetorical features you considered. Use this opportunity to leave your reader with a lasting thought about the significance of your observations.
Citation Style
Use MLA style to attribute information and expression of ideas to your source. Every time you quote or paraphrase from the sources provide the corresponding parenthetical citation. In a separate “Works Cited” page, provide the full bibliographic entry for the text you critiqued

32. The Twelve Tables, 449 B. C. 107
election but by means of a perpetual decemvirate to hold the power they had once for all acquired. . . The Ides of May came. Without causing any magistrates to be elected, the decemvirs, now private citizens, appeared in public with no abate-ment either of the spirit with which they exercised their power or the insignia which proclaimed their office. But this was unmistakable tyr-anny. Men mourned for liberty as forever lost. . . .
[The decemvirate was brought to an end shortly afterward by a ple-beian revolt (the so-called Second Secession), touched off, according to tradition, by Appius Claudius’ ruthless attempt to secure possession of a beautiful young maiden, Virginia, and the slaying of the girl by her own father as the only way to keep her out of Appius’ clutches.”]
32. THE TWELVE TABLES, 449 B.C.
The recording of the Twelve Tables (or the Law of the Twelve Tables) was a momentous step in the “struggle of the orders.” The story of the decemviral commission appointed to formulate the laws, of its administra-tion, and of its attempt to perpetuate its power illegally, is told in § 31. Plebeian agitation for a written compilation of the law was motivated by a desire not only to curb the arbitrary power of the patrician magistrates, but also to achieve aequatio iuris (equality before the law) for both classes. While some reforms were introduced by the decemvirs, the Law of the Twelve Tables is essentially a codification into statutory law of existing customs, and as such it reflects clearly the preponderantly agricultural and pastoral character of the Roman community of small landowners in the first century of the Republic. It is, in fact, our primary source for the social and economic conditions of the fifth century B.C. Recent efforts to date the code c. 30o B.C. or even as late as c 200 B.C. are now generally rejected. The code is genuinely Roman in content, and the tradition that a three-man commission was sent to Athens in 454 B.c. to study the legislation of Solon is fanciful, although there is evidence of influences emanating from the law codes of the Greek cities of southern Italy. It is mainly a code of private law, with some provisions of sacred and public law (Livy’s state-ment that it was “the fountainhead of all public and private law” [m.
4. Cf the similar political role in Roman tradition of the rape of Lucretia (§ 7), and note 49.
Attachments:
5995855_1_107-119.pdf
5995855_2_Twelve-Tables-Paper.pdf