Maureen Samms-Vaughan’s article “Children Caught in the Crossfire” sends a very sensitive message to the families out there. The title encompasses the whole issue presented in the article. Vaughan creates a forum for families undergoing this issue, as well as for other families out there, to be educated about the severe consequences that the change in family structures have on children. Vaughan introduces her message by beginning with the thesis statement, “The change in family structure that children experience during their lives are not without consequences.” Even though the thesis would have been much more effective at the end of her introduction, it still helped to pave a path for the readers. As readers read the first line of her work,
Yousafzai employs pathos so the reader could feel where she is coming from. As a result, she wants the reader to know that education for girls is a very imperative thing. By using vigorous pathos, she gets the reader to fathom that a girl’s education is important and meaningful to them. In the bibliography “I Am Malala” by Malala Yousafzai, the author mentions “Then, when she said I would have to leave my school books behind, I nearly cried, too. I loved school, and all I cared about were my books”.
Malala employs pathos so that the reader could feel where she is coming from. As a result, she wants the reader to know that education for girls is a very imperative thing. By using vigorous pathos, she gets the reader to fathom that a girl’s education is important and meaningful to them. In the bibliography “I Am Malala” by Malala Yousafzai, the author mentions “Then, when she said I would have to leave my school books behind, I nearly cried, too. I loved school, and all I cared about were my books”.
Quality number six is something I know I must learn quickly to be successful here at Central. Although my high school career wasn’t the greatest, I soon learned it is important to be the best you can in everything you do. Quality number six is titled “they respect rigor not so much for its own sake but for a way of seeking the truth” (p.8). This is described as being able to understand that what you learn won’t hurt you, it can only help you. It is understanding that your knowledge is important, no matter how hard it is to understand what you are learning, and the being able to use that knowledge to communicate.
For the people with the fixed mindset, their scores were their only concerns. Brain-wave tests revealed that they were attentive while they received their results. However, information that could potentially help them learn were disregarded. On the other hand, people with the growth mindset paid attention to information that could increase their knowledge, For them, the explanation for a correct answer was much more important than simple feedback. From the brain-wave research.
Outliers, written by Malcolm Gladwell, is an informational book regarding the intricacies of success and how it comes to fruition in individuals. Outliers has served to teach students the means of being successful and the importance of seizing opportunities as they come. Personally, Outliers has changed my views of success in numerous ways. Before reading said book, I had always assumed people who were naturally talented or had specific privileges were the only ones who could get far. However, Gladwell’s writing has informed me that anyone, if they are prepared to work hard, can reach their goals.
Peer feedback has been reported to help the learners develop a genuine sense of audience (Mendonca and Johnson, 1994; Mittan, 1989), promote self-reflection on both student-writer and student-reviewer (Mittan, 1989; Rollinson, 2005), and generate feedback that is quicker in ‘turnover time’ (Rollinson, 2005). While research has also recognised potential issues with peer feedback, the many benefits that it brings cannot be dismissed, as long as it is seen as a complement and not an alternative to teacher feedback. Perhaps one of the more important research findings is that peer review is being seen as complementary to the traditional teacher feedback (Jacobs, 1998; Berg, 1999). It means that peer feedback seems to generate feedback that is of a different kind compared to that
My motivation for self-improvement reflected my fascination with the course content. I was excited to learn about new information that taught me new writing tools I applied to my stories. For example, once I learned of passive and active sentences, the subject-verb-object sentence structure, and rules to structure dialogue encouraged me to return and edit past stories. This small example shows that a stronger commitment to this goal will be necessary to spark improvement. My experience in the course will serve as an example of why I’ll need to commit to this goal If I want to pursue legal studies
Being successful to me means you accomplished what your goal or goals were. One way to be successful to to get good grades. To get good grades you need to pay attention to what the teachers are telling you and trying to help you with. If you don’t pay attention and get good grade, then being successful won’t work out for you. Everybody needs to be successful in life for the best.
Support: Eric Thomas, the author of the book ‘The Secret to Success’, once said about success that whatever paths taking us to success, at some point we all have to go through the boulevard of hard work. Example: If you want to achieve success, hard work and dedication are the second element after explicit plans. In addition, we had better take responsibility for our tasks. None can help us to fulfil our targets but ourselves, hence learning to bear responsibility is very essential. Support: According to Christina DesMarais, hard work and dedication will help us to grasp more chances so as to knock the door of success.