Tag: Essay

Writing a Cause/Effect Essay
The cause/effect essay tries to discover the connections between events, in terms of causes, results, or consequences. You may think about a causal relationship by considering some familiar word combinations: If . . . then; Because of . . . the result was, or the problem . . . could be solved by. However, you must not confuse coincidence or chronological sequence with evidence; this is called post hoc fallacy (believing that the action/event that follows is automatically caused by the first action/event). Also, you must look for causes or effects that go beyond the obvious; be careful not to oversimplify.
Essay Rubric
This rubric is for
all essays
written in the class (
except
the argumentation/persuasive essay).
Excellent (A)
Good (B)
Satisfactory (C)
Poor (D)
Unacceptable (F)
CONTENT
A significant central idea, clearly defined and supported with concrete, substantial, and consistently relevant detail.
A central idea, defined and supported with concrete and mostly relevant detail.
Central idea apparent but trivial, or trite, or too general; supported with concrete detail, but detail that is occasionally repetitious, irrelevant, or sketchy.
Central idea lacking or confused, or only minimally supported with relevant detail.
Central idea is not apparent, or unsupported by relevant details.
ORGANIZATION:
Rhetorical and Logical Development
Theme planned so that it progresses by clearly ordered and necessary stages and developed with originality and consistent attention to proportion and emphasis; paragraphs coherent, unified, and effectively developed; transitions between paragraphs explicit and effective.
Theme planned so that it progresses by ordered and necessary stages and developed with some originality with usually consistent attention to proportion and emphasis; paragraphs coherent, unified, and usually effectively developed; transitions between paragraphs are mostly effective.
Plan and method of theme apparent but not consistently fulfilled; developed with only occasional disproportion or inappropriate emphasis; paragraphs unified, coherent, usually effective in their development; transitions between paragraphs clear but abrupt, mechanical, or monotonous.
Plan and purpose of theme somewhat apparent; developed with irrelevance, redundancy, or inconsistency; paragraphs somewhat incoherent, not unified, or only minimally developed; transitions between paragraphs unclear or ineffective.
Plan and purpose of theme not apparent; undeveloped or completely irrelevant; paragraphs incoherent, not unified, or undeveloped; no transitions between paragraphs.
ORGANIZATION: Sentence Structure
Sentences skillfully constructed (unified, coherent, forceful, effectively varied).
Sentences typically skillfully constructed (unified, coherent, varied). May have one structural error.
Sentences usually correctly constructed but lacking distinction. May have two to three structural errors.
Some sentences not unified, incoherent, fused, incomplete, monotonous, or overly simplistic. May have four structural errors.
Several sentences not unified, incoherent, fused, incomplete, monotonous, or overly simplistic. Has five or more structural errors.
DICTION
Distinctive: fresh, precise, economical, and idiomatic; completely appropriate tone for essay.
Satisfactory: mostly precise and idiomatic, but may have one to two examples of informal language, or inappropriate tone for essay.
Appropriate: usually clear and idiomatic, but some inappropriate language or tone (3 errors).
Somewhat appropriate: some language is vague, unidiomatic, or substandard; moderate inclusion of inappropriate language or tone (4 errors).
Inappropriate: language is vague, unidiomatic, or substandard; includes 5 or more errors of inappropriate language or tone.
GRAMMAR, PUNCTUATION, SPELLING
Clarity and effectiveness of expression promoted by consistent use of standard grammar, punctuation, and spelling.
Clarity and effectiveness of expression promoted by usually consistent use of standard grammar, punctuation, and spelling; minor errors.
Clarity and effectiveness of expression weakened by occasional deviations from standard grammar, punctuation, and spelling.
Clarity and effectiveness of expression weakened by multiple deviations from standard grammar, punctuation, and spelling.
Communication obscured by frequent deviations from standard grammar, punctuation, and spelling.
MAJOR ERRORS
No major errors.
Not more than one major error.
Not more than two major errors.
Not more than three major errors.
Four or more major errors.

Needhelp with my personal statement. It’s based on my relationship as it’s for my visa, needs to be corrected reorganized paragraphed please so it looks professional and it has to be written in first person I have made it sound like first and third person.I am applying for partner visa with my partner and it’s a personal statement explaining the four aspects of our relationship since were both struggling in making it professional.I have attached my personal statement. It is 17 pages long but it needs to be cut down to 6-8 pages. I believe most of my sentences are kind of repetitive so when the expert does edit and correct my work by rephrasing the sentences i guess it will cut down to 6-8 pages.
Also it needs to be written in first person as its me thats writing the statement.
Attachments:
5680419_1_asleen-personal-statement–2-.docx

ACADEMIC INTEGRITY, INFORMATION LITERACY, AND EDUCATIONAL BENEFITS
SLP Assignment
Information Literacy: Research Strategies for Locating and Evaluating Information
One attribute of a self-reliant, lifelong learner is information literacy—the ability to locate, evaluate, and use information. When you are information literate, you are a critical consumer of information who knows how to access accurate and relevant information whenever you need it.
Chapter 7
of Thriving at Trident, walks you through the steps needed to gather scholarly information and ensure you are producing quality work. Take the time to read this chapter before you start the Module 1 SLP.
Trident offers a comprehensive library to all students and faculty, and it is important that you know how to access and decipher important information to ensure your success at Trident. The resources include databases such as Academic Search Complete, ProQuest Central, and Ebrary. These sources provide access to thousands of publications and are available 24 hours a day, 7 days a week.
Based on your program of study, choose the book chapter below that you will retrieve using the Trident Online Library. If you are undecided about your program of study, choose the book chapter that is most interesting to you. You will review only one book chapter.
Review the chapter and complete the Information Literacy and Research Strategies worksheet. Once you have completed the activity worksheet, submit it to the SLP 1 Dropbox.
Use the video and pdf icons under Library Access for instructions on accessing the library. Note: The instructions are in two parts.
Business, Leadership, and HRM Students
Weisbord, M. R., & Janoff, S. (2015). Lead more, control less: 8 advanced leadership skills that overturn convention. Oakland, CA: Berrett-Koehler Publishers.
Chapter 7: Experience the “Whole Elephant”
ITM and Computer Science Students
Woody, A. (2013). Enterprise security: A data-centric approach to securing the enterprise. Birmingham: Packt Publishing.
Chapter 3: Security as a Process
Health Sciences
Kamat, D. M., & Fischer, P. R. (2016). Textbook of global child health, 2nd edition. Elk Grove Village, IL: American Academy of Pediatrics.
Section 1: Understanding Principles of Global Health; Chapter 5: International Law and Health, starting on p. 97.
Homeland Security
Purpura, P. P. (2007). Terrorism and Homeland Security: An introduction with applications. Amsterdam: Butterworth-Heinemann.
(To access this resource, go to the Trident Portal. Under “Online Library,” click ADDITIONAL LIBRARY RESOURCES.
Click Ebook Central – Academic Complete. Paste Terrorism and Homeland Security: An introduction with applications into the “Search ebooks” box and click Search.)
Part II: Action Against Terrorism; Chapter 3: Government Action
Assignment Expectations
Download and complete the Information Literacy and Research Strategies Worksheet.
Please be sure to proofread, as scholarly writing is important. When you have finished, title the file with your name
(Example: Module 1 SLP Helen Smith)
, save and upload the document to the SLP 1 Dropbox. Review the grading rubric to ensure all requirements are met.
Researching Online Library at Trident University
General Online Library Tips and Information:
http://support.trident.edu/?page_id=693
Secured work location in conducting a Library Search:
http://support.trident.edu/?page_id=711
Resources for Student Success
Microsoft Office
Microsoft Office is required for assignments at Trident University. A free download of Office 365 is available to you as a student. Follow these Microsoft Office Download Instructions.
Tutor.com
You will see a Free Tutoring link in the navigation bar of your course. (If you do not see it, it may be under the “More” menu.)
Privacy Policy | Contact

Why would Feminist Theory and its gender-aware approach be useful in treating stress and other mental disorders?
How do you justify the feminist theory approach of including more than just women’s issues, but also sexual orientation, race, and other multicultural components?
Attachments:
5689721_1_Why-would-Feminist-Theory-and-its-gender.docx

For this paper topic, you will watch a video about traditional African iron working and summarize the content. For your paper, discuss the origins of African iron working and describe the technology used by traditional iron workers. You may use outside sources, but make sure you cite them.
Watch the Video
Source Material: Youtube:
Dokwaza: Last of the African Iron Masters (1988; 49 mins)
Times New Roman, 12 font, 1-2 page essay with works cited page in the end. do not plagiarize.

Define Multi-Domain Operations in your own words. Identify the six modernization priorities and elaborate on the Soldier lethality priority. Provide an example of how you are meeting (or will meet)the Army’s intention of modernizing the Soldier (your subordinates) and not just the equipment.
be a minimum of 250 words
reference page required in APA format

Children’s oral language skills serve as the foundation for both aspects of reading ability-word reading and language comprehension.” Do you think you could have high reading comprehension levels without high oral ability? Min 30 words or more

The goal of the development of literacy is for students to read to learn. Reading comprehension depends on language abilities, which have been developing since birth. The understanding of vocabulary and their relationship to the sentence within the text. This all relates back to prior knowledge and the experiences the students have. “Through its research the NEL discovered that the more complex aspects of oral language, including syntax, grammar, complex measures of vocabulary and listening, are clearly related to reading comprehension.” (Shanahan & Lonigan, Pa. 5, 2017) Ultimately, readers need to translate print into language and then interpret the meaning of the language.
Comment as you see fit. Min 40 words more
Shanahan, T., & Lonigan, C. (2012, October 09). The Role of Early Oral Language in Literacy Development. Retrieved December 02, 2020, from https://www.languagemagazine.com/5100-2/

It is always a good idea to know the background of a student and their families. But we must also remember that just because a family is a certain way does not always mean that the student will be like that or vice versa. Sometimes you will have parents that think that there is nothing wrong with their child or that they can do no wrong. We must also remember that just because a student may have a disability does not mean that they can not be taught. These will be your kids that will learn the most, but in different ways than others. Also, remember that if a child is non-verbal does not mean that they can not communicate with you. There are many different ways for them and you and also their families to learn how to communicate with each other. This is a good way to get to learn all of your kids and parents on a more personal level and be able to help each other when needed.comment as you see fit. Min 40 words or more

Add 10-12 slides to the presentation that you created during the previous topic to include information about the milestones in oral language development for children from grades K-3. Your presentation should include the following:
An overview of the stages of typical language development including the developmental milestones from grades K-3.
Examples of atypical patterns of speech and language development for 5-8 year olds.
Three to five research-based strategies to enhance the acquisition of oral language in diverse learners, with individual differences and backgrounds, in early childhood and special education settings.
At least three examples of assistive technology that could be used to support oral language development in early childhood and special education settings.
At least three ways in which parents could help facilitate oral language development at home.
You should have a total of 6-10 scholarly sources along with presenter’s notes throughout the presentation.
Attachments:
5690913_1_Rubric-Print-Format–7-.xlsx