What seemed to be the easiest part was the outline to help my assignment. It helped me aligned the context of what the author was saying also helped place the various themes into context as well. Rejecting the material was a bit difficult, as it was getting to the point where I was trying to use as much as I could and found very
The Racial/Cultural Identity Development Model by Sue & Sue (2012), is an active example to understand clients’ attitudes and behaviors toward themselves and their culture as well as the culture of others. According to West-Olatunji, Frazier, Guy, Smith, Clay & Breaux (2007), “This model poses the following questions (Sue & Sue, 2003): (a) With whom do you identify and why? (b) What culturally diverse attitudes and beliefs do you accept or reject and why? (c) What dominant cultural attitudes and beliefs do you accept or reject and why? and (d) How do your current attitudes and beliefs affect your interaction with other culturally diverse clients and people of the dominant culture?
Overall, this article can be valued as a credible document for scholars seeking a summary of these two pieces of work. However, the frequent use of summary instead of breaking down the text takes away from Wright 's point of racial oppression and alienation each character faces in the story. This article is recommended to those who are unfamiliar to with these stories in particular from Uncle Tom 's Children. Nonetheless, the author spending an excessive amount of time summarizing the text takes away the value of the article. If a scholar was seeking an article that contains a decent amount of literary analyze this text wouldn 't be beneficial.
Logos was also used for when I gave my reasoning as to why I believed that I lost the argument. I would want the reader to connect with my logic on the situation. Kairos was used in the way I ordered the essay so that I could give the example first and then give the logic behind it. I didn’t use ethos in my essay because it wasn’t necessary since I was the one telling the story so I was the one who was credible for the story.
There are many techniques that can be used to understand a narrative, but the most important one is historical context. The historical context is basically the setting in which an author wrote their work, and has a great effect on how and why they wrote a piece. Some might say that other methods, such as taking notes, are more useful to a student. They believe that work can be understood without historical context. One can conjecture that this may be true, after all, you can read a story without researching it first and understand the main themes.
Some argue that this new technology promotes short attention spans and lack of appreciation for the historical arts (Source E). Without the correct guidance, this statement may hold true for some students, but if teachers recognize that technology, like anything else, must be monitored and used only in proper context, that danger disappears. Technology can even be blended with traditional learning in order to maximize efficiency. Students could be asked to read a work of classic literature such as Shakespeare and later be asked to post on an online discussion board about their interpretations and reading experiences. In the end, students will learn more through technology because it provides a setting in which they are able to understand and relate to the information.
When reading through a multitude of articles, a skill that needed to be honed was annotating. Asking questions and underlining important parts were things I already knew how to do. However, a tool of annotation that I did not utilize was identifying the structure of a paper. Learning how an article organized its paragraphs and highlighting the thesis was a tool that I learned to incorporate later on while researching articles and noticing which ones correlated with my paper. Identifying the thesis within an article helped me understand the meaning of a thesis in context to the whole paper.
I am writing this letter for you to comprehend why I have informed you that your written essay of Geoffrey Chaucer’s Canterbury Tales is a form of plagiarism as well as to educate you on how you may be able to avoid another form of academic dishonesty for your future written works. According to an online website of Indiana University Bloomington, plagiarism is “using others’ ideas and words without clearly acknowledging the source of that information.” Also, as you may probably think, paraphrasing is not plagiarism which is true but only if it is done properly. Your work will only be recognize as an acceptable paraphrase work rather than plagiarized work if all words or phrases are completely written in your own words and sentence structure. In addition to that, replacing or rearranging a few words do not count as a paraphrase, therefore, such works should be cited. As to your response, you have mentioned your information was a common knowledge, however, the passage on your written essay contains a very similar sentence structure to the definition of Middle English from C. Hugh Holman’s A Handbook to Literature.
In the research part I looked for many websites that I thought had helpful information, then I made a selection of the most interesting and clear ones. In the step of the outline, I decided to order my facts in a way that would make the topic appealing to the reader. When I was writing the rough draft I took into account the comments Ms. Pritchard made on my outline. I took a substantial amount of time on the rough draft because I am a slow writer that likes to think through her ideas before writing them down. In the final draft stage, I mainly edited my essay based on Ms. Pritchard’s advice.
A translator may subject him-/herself either to the original text, with the norms it has realized, or to the norms active in the target culture, or in that section of it which would host the end product. Translation is a complicated task, during which the meaning of the source-language text should be conveyed to the target-language readers. In other words, translation can be defined as encoding the meaning and form in the target language by means of the decoded meaning and form of the source language. Different theorists state various definitions for translation. The concept of norms in translation theory was