Writing an analytical research paper

Friday, May 8, 2020

Describing Narrative Essay Topics For Third Grade

Describing Narrative Essay Topics For Third GradeFor a descriptive narrative essay, third grade students must research descriptive facts and figure out the meaning of the story line. As you develop your own writing style, or perhaps those of others, you will find that your three-year-old can write a very effective descriptive essay of their own. You can make some changes to this narrative format and still come up with an engaging final draft.As in third grade, first and second graders use the same timeline in order to tell a story. It all starts with a word or two that describe the topic. Now your child is writing the description of the main character. The next stage is using facts and details about the main character to describe the setting and add the characters' personality traits.When it comes to writing for third grade, this timeline follows the chronological order: reading of the beginning of the story, the ending, and then reading the middle portion. Students must read the sto ry and note what they learn at each part of the story. By the end of the story, they know what they have learned about the main character. This includes his physical description, his age, and any special abilities he has.Since most stories are short and simple, these three stages are done in the order in which they were told. In addition, to tell the narrative well, the writer should make sure that the subject of the story is known at the beginning of the story. If the narrator knows what he is going to talk about, he can move along at a faster pace.The most important part of the story is the introduction. By creating a dialogue in the beginning, it creates suspense and the reader get interested in what is to come. During the second half of the story, the narrator picks up where the first author left off. He or she continues the information with facts and details as well as inferences about the progress of the story.Because the story begins in the second stage, the writer should beg in writing the third paragraph outlines. The outline is important because it gives the writer and child the structure of the story. Without a plan, the writer might lose focus or sometimes forget where he or she has started. The writer should also include steps to be taken by the protagonist to move through the story.Another part of the outline is introducing the main character and building suspense or excitement with exciting new discoveries. The description of the scene is also important. A three-page outline is a good starting point for a descriptive narrative essay.Writing for this age level is easier if the writer has an idea of how the story is going to turn out. Just follow the three stages of the timeline and your descriptive narrative essay will not only be interesting, but will also be well written. You will want to take the time to read the outline, figure out what questions you need to ask, and then try to answer those questions so you can move the plot forward.

Writing a College Admission Essay - Why You Should Write Your Own

Writing a College Admission Essay - Why You Should Write Your OwnWriting an admission essay can be one of the most intimidating things you have to do, but it does not have to be when you know how to write a proper US college admission essay. If you cannot do that, don't worry.It's easy to write a college admissions essay in general, but the reason most of us struggle is because we just don't know enough about college admissions. Most of us do not know how to write a good essay - and we aren't just putting our opinions and biases into it. We are writing for the purpose of getting into a great college.College admissions essays can be the difference between high school students going to a great university and those attending the one that is half as great. The application process for college is an extremely long one, and it should not be taken lightly, but you don't have to be a professional essay writer.There are many different types of college essays that you can use to help make your college essay different from everyone else's. The most common types of essay topics include history, literature, or art. All of these types of essays may seem confusing to new writers, but they are very simple to write.For example, history essays are written about any topic in history, such as the Declaration of Independence, Ayn Rand's Atlas Shrugged, or the printing industry. Literature essays often touch on some of the greatest novels, plays, and poets of all time.Writing an essay about art, history, or literature can be a lot more complicated than writing an admission essay for a college, but it is not nearly as difficult as it sounds. Almost anyone can write a decent essay - but they have to take the time to understand the rules of the game.Writing your own college admission essay is not nearly as difficult as it sounds. In fact, you will find that it is much easier than writing your college acceptance letter. You don't need a fancy degree, you don't need to hire a ghostwriter, and you don't need to hire someone to help you organize your thoughts and ideas.You can learn how to write a college admission essay with very little effort. There are hundreds of different samples out there that you can use, and the important thing is that you know where to find them.

Wednesday, May 6, 2020

Autism Psa Free Essays

National Autism Association Ã¢â‚¬Å"One in 88 children and 1 out of 54 boys are born with ASDÃ¢â‚¬ (National Autism Association, 2012), autism spectrum disorder. Many people have heard of the disability called autism, but many do not know what it is exactly or the struggles it can bring. National Autism Association is an organization that provides knowledge to the community about autism, while providing help and hope so that all affected children can reach their full potential. We will write a custom essay sample on Autism Psa or any similar topic only for you Order Now NAA provides many programs to help support individual with ASD as well as his or her family, including the Helping Hand Program, Big Red Safety, and Progress Research. NAA strives to help the autistic community while offering opportunities to support this cause. Before knowing what NAA is, it is important to have a better understanding of the disability called autism. Autism is a bio-neurological development disability which impacts development of the brain and areas of social interaction, communication skills, and cognitive function. Individuals with autism often have physical limitations such as allergies, asthma, epilepsy, digestive disorders, persistent viral infections, feeding disorders, sensory integration dysfunction, sleeping disorders, difficulties with verbal and non-verbal communications, social interactions, and much more. ASD is not just autism it includes other disorders such as Ã¢â‚¬Å"autistic disorder, Rett syndrome, childhood disintegrative disorder, pervasive developmental disorder-not otherwise specified (PDD-NOS) and Asperger syndromeÃ¢â‚¬ (Autism Speaks, 2012). There is much controversy as to why people have autism. The biggest argument is that autism is due to vaccinations because of the chemical exposure. Other exposures to the environment can cause autism if the immune system has certain conditions. Another argument is genetics, but the rate of increase of autism today makes genetics an unlikely reason. It was once believed the way a child is raised by their parents has an influence on autism. A few other arguments include: pesticide exposure, parental age, pharmaceuticals, freeway proximity, and limited prenatal vitamin intake. NAA suggests to families that if they have a child with autism, they should research various causes to become more aware and have a better understanding as to why a child might have autism. NAA has a mission statement that includes: Ã¢â‚¬Å"The mission of the National Autism Association is to respond to the most urgent needs of the autism community, providing real help and hope so that all affected can reach their full potential. Ã¢â‚¬ (National Autism Association, 2012) Having an autistic family member can be a challenge; NAA can help the family members as well as the person with autism in many different ways. NAA helps parents to understand Ã¢â‚¬Å"YouÃ¢â‚¬â„¢re Not Alone,Ã¢â‚¬ after explaining that they will help you find a support group close to you. This can be through the Yellow Pages or by going online to find a NAA chapter in your area. They also provide some links for support and discussions where you can ask questions, state concerns, or simply talk to others who may be in the same situation. In addition to providing sources to help families find support, NAA has many programs to help afflicted families. Through these programs, NAAÃ¢â‚¬â„¢s goals are to strengthen autism families by providing support, giving them up-to-date information on research, funding research, and raising awareness. NAA provides support through the Helping Hand Program, Big Red Safety Box, and Progress Research. The Helping Hand Program is a program that helps families who cannot afford the medical expenses related to their family member with autism. NAA reaches out to families who make less than $50,000 a year by providing financial aid. This can be used for specialized medicines and therapy services for the treatment of autism. The Big Red Safety Box program, when funded, provides a life-saving tool kit at no cost to families with a member with autism. A donor can pay $35 to have a Box provided to a family. The Box provides tools to help keep a person with autism safe in their home. Some items include: education materials and tools, two door/window alarms with batteries, personalized engraved shoe ID tag, five stop signs for doors and windows, safety alert window clings, and a safety alert wristband. NAA supports research for ASD because they believe that one day a cure will be found. NAAÃ¢â‚¬â„¢s research fund supports studies which show promise for children suffering now. Research seeks cures, discovers new treatments, answers questions, and promotes progress. Among the many challenges of having a child with autism is keeping the child out of harms way is one of the most difficult. The Big Red Safety Box mentioned earlier provides tools to equip the home with safety accommodations, but there are other dangers to a child with autism. NAA provides information on how to keep the child from wandering, gives advice on how to respond to bullying, and suggests methods for suicide prevention. A California research team showed that mortality of people with autism has high numbers in drowning as a result of wandering; in addition, there are other wandering factors that are the cause of death. NAA provides twelve ways to prevent ASD wandering. First, the caregiver should understand wandering patterns and prevent anything that would cause the person to wander. Second, teach the child about safety by showing pictures or use simple explanations familiar to the child. Third, secure the home with door and window alarms or even fencing in the yard. Fourth, have the child wear a wrist band or anklet with a tracking device in case of emergency. Fifth, have the child wear a medical ID bracelet with his or her name and telephone number and other important information. Sixth, enroll the child in swimming lessons. NAA provides a list of YMCAs that are available for special needs swimming lessons. Seventh, alert neighbors that the child may wander, and who should be notified when they see this. Eighth, alert first responders, so that if something may happen, they can improve response with the information given to them. Ninth, have a Ã¢â‚¬Å"tag, youÃ¢â‚¬â„¢re itÃ¢â‚¬ strategy, where the child tags the closest adult who then becomes the person watching the child closely. Tenth, secure external settings such as school or camp know policies and inform teachers about wandering. Eleventh, learn from others by researching or asking people who also have children with autism. Twelfth, never have s false sense; as the child grows up, he or she will learn new things and have more abilities, so be sure to make changes as they grow and learn. These twelve steps can help prevent ASD wandering, and keep the child safe. Bullying is a serious issue in schools, especially in relation to students with autism. Children with disabilities are two to three times more likely to be bullied. There are multiple forms of bullying, and each one can be detrimental to a childÃ¢â‚¬â„¢s learning and future. NAA has resources and provides information about bullying for parents of a bullied child and the student who is being bullied. NAA also provides information on suicide prevention and gives help via sources such as suicidepreventionlifeline. org. Whether a person has a family member with a form of ASD or ASD touches the heart, help can be provided in various ways. NAA helps the autistic community but they need donations and support to continue to do so. NAA provides a venue to collect donations. This can be done in honor of someone. The donor may choose to purchase items at NAAÃ¢â‚¬â„¢s Ã¢â‚¬Å"Little Shop of Hope,Ã¢â‚¬ where the proceeds benefit NAA. It is possible to start an online fundraising site or choose rom other methods of raising funds. ASD affects more children than any other childhood disorder, yet it is the least funded disorder. Helping raise awareness of NAA can provide more resources for research to assist members of the autistic community. NAA is an organization that provides assistance to those in the ASD community. Because of NAAÃ¢â‚¬â„¢s many ways of support, the autistic community is pro gressing to becoming more informed and supported. Autism is a large part of the world, and until there is a cure it will continue to be. It is important to remember that NAA needs the communities support to continue on in their Mission Ã¢â‚¬Å"to respond to the most urgent needs of the autism community, providing real help and hope so that all affected can reach their full potentialÃ¢â‚¬ (National Autism Association, 2012). Works Cited Ã¢â‚¬Å"National Autism Association. Ã¢â‚¬ National Autism Association. N. p. , 2012. Web. 01 Oct. 2012. http://nationalautismassociation. org/. Ã¢â‚¬Å"Autism Speaks. Ã¢â‚¬ Autism Speaks. N. p. , 2012. Web. 01 Oct. 2012. http://www. autismspeaks. org/. How to cite Autism Psa, Essay examples

Autism Psa Free Essays

Sunday, May 3, 2020

Antisemitism in chaucer free essay sample

The Canterbury Tales, a collection of stories by Geoffrey Chaucer, was written during the Middle Ages an unstable period in Western European history. The crises of the Late Middle Ages the Great Famine, the Black Death, the Hundred Years War, and the Peasants Revolt (Goldsmith 417) led to drastic societal change and social mobility. Chaucer creates controversial religious fgures such as the Summoner, Pardoner, Friar, Monk and Prioress as a commentary on, and means to demonstrate, the change and conflicts in English life, and specifically in the Church at that time. One of the most interesting portions of Chaucers The Canterbury Tales is the Prioresss Tale. The hypocrisy of this character and the blatant anti-Semitism apparent throughout her Tale are used by Chaucer to demonstrate his views on Englands social upheaval. However, although Chaucer was certainly influenced by the political events of this era, the anti-Semitism in the Prioresss Tale appears to be a tool that he uses to highlight the incongruity of the Prioresss behavior, and thereby provide a lesson to the readers, rather than a reflection of his personal view owards the Jews. The Prioress tells a tale of a seven-year-old Christian boy returning home from school through a Jewish ghetto in an Asian town. The childs journey through the ghetto is perceptibly troublesome as the Medieval stance towards Jews is oppressive. As the boy walks home singing Alma Redemptoris Mater, a Marian hymn, Satan says: O Hebraik peple, allas! Is this to yow a thing that is honest, that swich a boy shal walken as him lest in you despyt, and singe of swich sentence, which is agayn your laws reverence? (Chaucer line 73-77). Satan convinces the Jews to hunt this innocent out of this world (79) and the Jews of the ghetto hire a murderer to brutally kitte his throte, and in a pit him caste (84). However, as the childs mother searches for her son in the ghetto, the Jews deny knowledge of the childs location and are ultimately hanged. The anti-Semitism evident in the Tale stems from what Lawrence Besserman refers to as the popularly held Christian belief (67) of the blood libels or blood accusations the allegation that Jews murder non-Jews, especially Christians, in order to obtain blood for the Passover or other ituals which date back to the second century (Blood Libel 1120). Chaucer uses the Tale to reflect upon the blood libels that were ubiquitous during the Middle Ages, beginning with the first medieval blood libel of 1144. The obvious and abrasive relationship to the blood libel stories leads Besserman to deem the Prioresss Tale one of the most controversial pieces of religious fiction ever written (57). Albert B. Friedman argues, however, that the Tale is not actually a representation of the blood libels, for the Christian boy is not crucified ceremonially nor is he killed to provide lood for Passover bread, as the libels suggest. Rather, Friedman states, he is killed merely because the devil puts it into certain Jews hearts to resent the praise of the Virgin which he sings as he passes through the Jews street going to and from school (118). While Friedman states a valid point, the Tale still reads as a representation of a blood libel because at the end of the Tale, the Prioress links her martyr witn yonge Hugh ot Lincoln, slayn also witn cursed Jewes (Chaucer 197-198) an English boy whom Gillian Bennett recognizes as the subject of a medieval blood libel in 1255 (263-4). Although the phrase anti-Semitism was only coined in 1879, a phrase that came into general use as a term denoting all forms of hostility manifested toward the Jews throughout history (anti-Semitism 99), the concept and this form of prejudice has evidently been around for centuries. Jews appeared in Western Europe from the beginning of the Christian Era; until the Middle Ages no sign of singular animosity toward them was discernable (anti- Semitism 101). Prior to their expulsion from England, the Jews were granted religious freedom under the rule of Henry I and the chief Rabbi of London, Rabbi Joseph. However, shortly after Henrys reign, the Jews were faced with a time of insecurity and brutality. To demonstrate the blatant anti-Semitism during this period, Friedman states, for every religious who protected a Jew there were hundreds who directed the swords and fanned the fires of destruction (122). Friedman portrays the image of the medieval Church as sheltered [in] an extremely strong tradition of anti- Semitism for anti-Semitism was written into the Churchs services (122), consequently instilling the value of anti-Semitism in almost every Christian during his time. The First Crusade in 1096 triggered a stream of heavy violence against the Jews. The attacks on Jewish communities in France and Germany were so severe that Jewish women often opted to kill their own children rather than watch them get forced into conversion or brutally murdered. Furthermore, to make the Jews conspicuous, the Fourth Lateran Council required Jews to wear a distinguishing mark either a hat or a patch to halt any possible intimate relationships between Christians and Jews. This illiberal proscription eventually led to the widespread, anti- Semitic notion that Jews were physically different from all other humans, the belief that Jews had tails and horns obvious attributes of the devil (anti-Semitism 102). As anti-Semitism increased with the reign of Edward l, the Jews were expelled in 1290 (Zitter 278) under the Edict of Expulsion, under which all Jews were evicted from England until their return almost four hundred years later. Besserman accurately recognizes that there were no, or hardly any, Jews in England at the time Chaucer was writing The Canterbury Tales in the late 1380s (66). It therefore seems unlikely hat he would be openly anti-Semitic for any reason other than tradition. However, Friedman points out that one need not meet a Jew to be anti-Semitic. Both Emmy Stark Zitter and Besserman also acknowledge the hostile attitude towards the Jews in England. Zitter claims that not only were readers in the Middle Ages steeped in literary and religious tradition of anti-Semitism, but anti-Semitism was accepted as a given of the culture in which Chaucer lived as well (277). Therefore, Besserman adds, anti-Semitism must have been something which Chaucer as a man of his culture would have accepted without question (57). Friedman concludes that it is foolish to expect Chaucer in 1390 to show egregious charity toward the Jews when such broadmindedness was even impossible for Pascal 250 years later (120). The relevance of the anti-Semitism mentioned throughout the Tale must, therefore, be considered a product of its time; Chaucer writes of the anti-Semitism not to be outwardly anti-Semitic, but in part because it was simply the norm and unproblematic for him to do so. Furthermore, it may be argued that Chaucers anti- Semitic tone is meant to be innocuous to demonstrate the hypocrisy and irony ot the Prioress, and that by no means is it intended as an attack on the Jews of the Middle Ages. Zitter explains that the Jews were used solely as conventional figures (278); as anti-Semitism was accepted during this time, it allowed for Chaucer to use the Jews and the accompanying anti-Semitism simply as tools to enable the focus to be placed on the Prioress to highlight her mendacity. Friedman quotes E. T. Donaldson, who states, Chaucer, an intelligent man and great poet, is in no way limited, but rather it is the narrowly limited Prioress who can find no better way of expressing her eligion than this (120). Friedman then elaborates on this point by explaining if one is bent on removing the stain of anti-Semitism from Chaucer, the obvious strategy is to displace it onto the Prioress. The dramatic principle on which The Canterbury Tales is constructed conveniently sanctions this move, for since the poem is a dramatic action, the attitudes of the dramatis personae and the multiple auctorial personae cannot be automatically construed as Chaucers own (120). The reader should not assume that the anti-Semitism is Chaucers own belief. Rather, it is the orruption of the Church and the disorder of society at that time an underlying theme throughout The Canterbury Tales that allow for Chaucer to use an anti- Semitic lens to delineate the Prioresss hypocrisy. The Prioress, an ordained influential and seemingly pious Christian figure, strays from her traditional role as a nun. The General Prologue describes the various things the Prioress does to seem admirable and proper. Although she is said to be charitable, attractive, and have proper etiquette all positive attributes the Prioress is specifically described by uperficial displays of knowledge. In addition to recognizing her ability to speak French, Chaucer describes how the Prioress leet no morsel from hir lippes falle, ne wette hir fingres in hir sauce depe, acknowledging her pleasant table manners (General Prologue 127-8) irrelevant to her status as a nun. Additionally, she feeds her dog meat, uses foul language, and wears a brooch that reads Love Conquers All most likely referring to courtly love, a love of which a nun should not know. She is portrayed by her surfaced knowledge, rather than by her knowledge and activity of religious duties. As a devout Christian, the Prioress does honor Mary, a Jewish Israelite woman, yet she also participates in the medieval condemnation and hatred of the Jews. For this reason, Chaucer uses the Prioress as one example to demonstrate the corrupt Church during the Medieval Era. In contrast to all that was previously stated, several critics believe Chaucers controversial nature and use of anti-Semitism in his work was by all means intentional. Besserman suggests, our disparate ideological prejudices influence our critical practice once we have acknowledged that ideological commitments of one sort or another are always to ome extent part of the baggage we bring to our readings of works of literature, we can then decide to choose our ideological commitments, make them explicit, and perhaps even share them with an expanding community of like-minded readers (48). In essence, according to this line of thought, Chaucer made a decision to overtly bring in anti-Semitism, whether it was a cultural norm or not, and in doing so, he participated in the unmaking of the voice of the Jew (Besserman 58). Regardless of Chaucers intentions, whatever they may be, Besserman seems to suggest that the resence of the Tales anti-Semitism contributed to the detestation of the Jews and this may place Chaucer among the medieval anti-Semites. Another argument made by Besserman is that the Old Testament is full of loathing and many medieval Jewish writings openly express abomination for the foreigner and militancy against the enemy (61). Besserman expresses that Judaic culture has not been one free from violence, and therefore, it is not wholly unjust to assume that the Tale is accurate. However, in terms of The Prioresss Tale, this notion is negated, as Louise Fradenburg explains, by the fact that there is no evidence to suggest that Jews are engaged, in the Middle Ages in the kinds of ritual or secret violence attributed to them by stories ilk The Prioresss Tale (110-11). Additionally, Merrall Llewelyn Price argues that the Prioress serves as a framing device that has allowed some of Chaucers defenders to find enough authorial irony to clear him of charges of anti- Semitism (197). Price finds it almost coincidental that Chaucer is able to project his personal view of anti-Semitism on the Prioress. In conjunction with Prices ideology, erhaps Chaucer created religious figures that deviate from what was traditionally expected in order to demonstrate such bold opinions. According to Price, Chaucer is, in a sense, playing with ideas of narratorial responsibility and effectively disclaiming responsibility for [the Prioresss] entire narrative by shifting the responsibility onto the Prioress herself (205). Because the Jews were inevitably cast as the most insidious enemies of Christianity, Friedman believes, the Tale could not help but keep alive the hatred of Jews (127). Zitter begs the question: if Chaucer was nly drawing upon the popular medieval conception of Jews in his tale, is the reader meant to see the Prioress as an ideal nun or is the Prioress a rather imperfect nun telling a perfectly acceptable tale (278)? Zitter ultimately responds to this complexity by stating that the Prioresss treatment of the Jews still adjudges her to be undoubtedly guilty as seen through medieval eyes and on her unchristian demand for adherence to the law (278). Whether anti-Semitism was a cultural norm and accepted during the Medieval Era or not, a nun is meant to be pious and loving. Therefore, Besserman concludes, Chaucer was out to problematize an affirmative reading of the Prioresss piety (66). The anti-Semitism emphasizes the Prioresss hypocrisy. What is most complicated about this Tale is that the modern reader will view it through a post-Holocaust lens, automatically grasping and recognizing a harsh anti-Semitic tone. The Tale is certainly, as Friedman states, what seems to modern eyes a terrible prejudice as we are now fully aware and conscious of its anti-Semitism (119). However, a reader in the time of Chaucer or even pre- Holocaust and pre-anti-semitism days would be most likely to believe that the egative sentiment towards the Jews was simply of medieval nature and was not necessarily intended as a form of prejudice.

Wednesday, April 22, 2020

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Essay Topics on Fyre - A Quick Guide

Essay Topics on Fyre - A Quick GuideA quick search online for 'fyre'interesting essay topics on fyre' provides a number of links to interesting articles. However, as you might expect, many of these articles are only informational in nature, and no one wants to read articles about fakes and hoaxes. So how do you avoid the scam artists and find genuinely interesting essay topics on Fyre?To get started, you must realize that if a website seems promising, there is almost always something up its sleeve. The first thing to do is to look at the signature of the author. If he or she is known, you can assume that the author has a large following and that their opinion carries weight.How does this apply to your writing? You need to follow that same idea, and use it as a tool to get started. Once you have a base to build on, you can begin. Use your site to your advantage and write an essay using all the best resources you have.Interesting essay topics on Fyre will almost always come from relate d articles. Search for articles that discuss the topic in the same way that you want to discuss it, and see what you find. Are you just ignoring good quality information?All you have to do is find another article to use as a great source of information. If you are new to writing, this may seem overwhelming. Take your time, and you will be rewarded with the excitement of writing great essays.Start by reading the article in its entirety, and picking up any relevant background information and statements. While you are reading, think about your own essay. Who are you trying to reach? What are your personal values?These are the questions you should be looking for, and the answer to them will tell you if you have succeeded in making some very important points. For example, the point might be that one thing could be argued to be important while another seems like it is of far less importance. This means that you need to be able to create two very different paragraphs, then ask yourself wha t the two paragraphs mean.If you are unable to come up with a unique answer to this question, the research may be pointless, and you may not have made a specific point. But if you find that the point you want to make is the same point that the author of the article is making, then you are making a point of your own. Remember, this is an essay, so write about the facts of the article, but also be aware of your values and your personal qualities.