Course Syllabus Gen/200 Foundation for General Education and Professional Success Course Start Date: 02/02/2010 Course End Date: 03/09/2010 PRIMARY TEXT(S): Students must read all materials available at the eCampus page for this course on https://ecampus.phoenix.edu/ Carter‚ C.‚ Bishop‚ J.‚ & Kravits‚ S. (2007). Keys to college studying: Becoming an active thinker (2nd ed.). Upper Saddle River‚ NJ: Prentice Hall. Note: The Carter text is found on the GEN 200 classroom‚ under the materials tab
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TYPES OF PARAGRAPHS Descriptive Paragraphs Descriptive Paragraph – usually offers a description of people‚ places‚ object or scenes. Tips for writing a good descriptive paragraph: • Use sensory details such as sights‚ sounds‚ smells‚ tastes‚ feelings and textures to create vivid images in the reader’s mind. Try to rely on sense memories of a specific experience to call to mind these details. • Use spatial order to create a clear visual image of a person‚ place‚ object‚
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Preferably‚ description paragraphs should concentrate on action (verbs)‚ rather than sensations (adverbs and adjectives). Writers should assume the role of readers whose idea of the described events is‚ in entirety‚ constructed by the paragraph content. Description paragraphs should be detailed‚ clear‚ and render the represented reality chronologically. Rather than providing advice‚ descriptive paragraphs ought to focus on essential information that is presented in a step-by-step manner. Writers
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criteria one can use to evaluate it. Historical significance‚ tone‚ and subject matter can all be used to evaluate a work of art. For example‚ all of these criteria can be used to evaluate the poem‚ “Invictus” by William Ernest Henley. The circumstances surrounding the creation of the poem are significant because of the state of modern medicine at the time. The subject matter is one that many people can and have related to over the years. The tone is gloomy‚ yet inspirational. “Invictus” is a poem written
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bound to change at some point. Child labor has changed immensly in the last 150 years. Laws have been into place to restrcit adults from demanding the labor of children in factories. The people who ran these factories tried to portray their bussiness as safe enviorments for children to work in‚ but if child was able to makes it through each day without gettig injured was almost a miracle. The letter explains a child writing to her parents telling them about the struggles she goes through day‚ but
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George Orwell uses tone and diction in his book to mold the scene of 1984 into a gloomy‚ dark and depressing set. He begins with setting the time of day‚ thirteen. Choosing "thirteen" instead of one Orwell sets a tone of an over militarized nation. He then moves on to using "boiled cabbage and old rag mats"; an all-enveloping‚ oppressive smell one couldn’t wish on even on their worst enemy. The combination of these two along with the babbling telescreen‚ snooping police‚ and contrived posters anchor
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The three audiences I used for my research papers were a third grader‚ teenager‚ and employer. Although these different audiences vary‚ I altered the word choice‚ sentence structure‚ and tone throughout each audience. Third graders are used to less advanced words and sentences. Teenagers normally are able to understand complex ideas and sentence structure. An employer is accustomed to higher level thinking and larger scale vocabulary and complete sentences. A third grader is more accustomed to shorter
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Paul McHenry Roberts’ 1956 article‚ "How to Say Nothing in Five Hundred Words‚" deals with the common traps faced by many young writers while writing essays. His advice includes tips on making a dull subject exciting‚ engaging the reader with unexpected topics and arguments‚ and developing a fully thought out essay that will be sure to earn a good grade in the classroom. Roberts says to come up with a list of arguments off hand and write them down but do not use any of them‚ as they are most likely
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Narrative Paragraph I started to believe in myself when I took Journalism as a subject in school. When the second semester began‚ I am very much pressured about writing an article dealing with news or broadcasting. I thought I will get 5.00 as my grade and I will never do anything great. When we started talking about writing straight news‚ nervousness ran through my blood‚ thinking I can never write something extravagant. My nervousness became worse when my professor tasked us to write a very
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thought processes we go through constantly in everyday life. When we compare two things‚ we show how they are similar; when we contrast two things‚ we show how they are different. We may compare or contrast two brand-name products ( for example‚ Pepsi and Coca-Cola)‚ two television shows‚ two cars‚ two teachers‚ two jobs‚ two friends‚ or two possible solutions to a problem we are facing. The purpose of comparing or contrasting is to understand each of the two things more clearly and‚ at times‚ to
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