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Tag: Essay & Composition

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  • [Solved] I need help j2

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    – 2 years ago **files (1)** – ## GeneralInstructions_.pdf **## GeneralInstructions_.pdf** General Instructions: 1. Double space 2. Proofread for clarity, grammar and spelling mistakes. 3. Upload your document in any of the following formats: .doc, docx, .rtf, or .pdf. Please do not upload Apple…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## GeneralInstructions_.pdf

    **## GeneralInstructions_.pdf**

    General Instructions:

    1. Double space

    2. Proofread for clarity, grammar and spelling mistakes.

    3. Upload your document in any of the following formats: .doc, docx, .rtf, or
    .pdf. Please do not upload Apple Pages documents. Please ensure that
    you upload the correct file and that it opens correctly before uploading.
    Un-openable files will not count as on-time submissions.

    Please use the template

    Download template

    .

    Step 1. Choose a Target Developmental Context
    ● Paragraph (5-8 sentences) describing your target developmental context (including the

    population and aspect of development you will focus on) due by end of Week 2; worth 20
    pts.

    What population, aspect of development, and developmental context are you interested in?
    Guided by the questions below, pick a developmental context as the focus of your project. (For ideas on
    developmental contexts, see the list of examples in the box below. )

    Write a short description (1-2 paragraphs) and include answers to the following questions:

    1. What is the target population whose development you would like to foster? This
    might be a specific age group (e.g., early childhood, elderly) or a segment of the
    population (e.g., an ethnic minority or marginalized group).

    2. What aspect(s) of development do you want to focus on? The aspect you
    identify can be specific (e.g., adolescent suicide, work-family balance for people
    with children, loneliness in the elderly) or more general (e.g., school readiness
    for young children living in poverty, better pipeline to employment for youth of
    color, better options than foster care).

    3. Which "developmental context" (i.e., a setting that influences development) do
    you want to improve? To identify some options, think of settings, places, or
    organizations that influence the development of your target population. Select a
    setting you would like to change and pick that developmental context for this
    project. Your context can be general (e.g., schools, middle school) or specific
    (e.g., Alice B. Toklas University).

    4. Is there a role you would like to play in this context or in improving this context?
    This could be now or in the future, a real or an imagined role. Examples of roles:
    ○ Policy maker
    ○ Community Organizer
    ○ Teacher
    ○ Healthcare Provider (physician, nurse, counselor)
    ○ Caregiver (children or elders)

    [https://canvas.pdx.edu/courses/100707/files/13654200?wrap=1](https://canvas.pdx.edu/courses/100707/files/13654200?wrap=1)

    [https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1](https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1)

    [https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1](https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1)

    Examples of Developmental Contexts
    Reimagining Microsystems

    ● Schools, Teaching, School
    Counselors

    ● After-school Programs
    ● Childcare, pre-Kindergarten

    programs
    ● Families, Parenting, Extended

    Families
    ● Peer groups, Friends, Crowds &

    Cliques
    ● Neighborhoods, Communities, and

    Public Spaces
    ● Social Media, Television, Books,

    News Media
    ● Play, Hobbies, Volunteering, Art,

    Theatre, Music
    ● Workplaces
    ● Housing for seniors: Assisted living,

    Nursing homes
    ● End of Life Care

    Reimagining Exosystems
    ● Child Protective Services
    ● Healthcare
    ● Housing
    ● Food Systems
    ● Social movements
    ● More…

    Reimagining Macrosystems
    ● Public safety
    ● Economic systems
    ● Political System
    ● More…

    Group Ages Possible Contexts (Pick ONE)

    Prenatal ● Germinal (first two
    weeks of conception)

    ● Embryonic (week 3 –
    week 8)

    ● Fetal (Week 9 –
    birth)

    Mothers’ environmental and
    biological influences

    Infancy Newborn – age 1
    Home, daycare

    Toddlerhood 2-4 Home, daycare, preschool

    Childhood ● Early childhood (4-6)
    ● Middle childhood

    (6-8)

    Home, preschool, kindergarten,
    Elementary school – Middle
    school

    ● Late childhood (9-10)

    Adolescence ● Early adolescence
    (10-14)

    ● Late adolescence
    (15-18)

    Home, Middle school – High
    school

    Emerging adulthood 18-26 College, workplace, home

    Early adulthood 27-40 Workplace, school, home

    Middle adulthood 40-65 Workplace, school, home

    Late adulthood ● Young old (65-74)
    ● Middle old (75-84)
    ● Oldest old (85+)

    Workplace, nursing home,
    school, home

    Examples of segments of populations
    Ethnic and Racial minorities
    Gender and sexual orientation
    Socio-Economic status
    Disabilities
    Immigrants and refugees
    Religious minorities

    **## GeneralInstructions_.pdf**

    General Instructions:

    1. Double space

    2. Proofread for clarity, grammar and spelling mistakes.

    3. Upload your document in any of the following formats: .doc, docx, .rtf, or
    .pdf. Please do not upload Apple Pages documents. Please ensure that
    you upload the correct file and that it opens correctly before uploading.
    Un-openable files will not count as on-time submissions.

    Please use the template

    Download template

    .

    Step 1. Choose a Target Developmental Context
    ● Paragraph (5-8 sentences) describing your target developmental context (including the

    population and aspect of development you will focus on) due by end of Week 2; worth 20
    pts.

    What population, aspect of development, and developmental context are you interested in?
    Guided by the questions below, pick a developmental context as the focus of your project. (For ideas on
    developmental contexts, see the list of examples in the box below. )

    Write a short description (1-2 paragraphs) and include answers to the following questions:

    1. What is the target population whose development you would like to foster? This
    might be a specific age group (e.g., early childhood, elderly) or a segment of the
    population (e.g., an ethnic minority or marginalized group).

    2. What aspect(s) of development do you want to focus on? The aspect you
    identify can be specific (e.g., adolescent suicide, work-family balance for people
    with children, loneliness in the elderly) or more general (e.g., school readiness
    for young children living in poverty, better pipeline to employment for youth of
    color, better options than foster care).

    3. Which "developmental context" (i.e., a setting that influences development) do
    you want to improve? To identify some options, think of settings, places, or
    organizations that influence the development of your target population. Select a
    setting you would like to change and pick that developmental context for this
    project. Your context can be general (e.g., schools, middle school) or specific
    (e.g., Alice B. Toklas University).

    4. Is there a role you would like to play in this context or in improving this context?
    This could be now or in the future, a real or an imagined role. Examples of roles:
    ○ Policy maker
    ○ Community Organizer
    ○ Teacher
    ○ Healthcare Provider (physician, nurse, counselor)
    ○ Caregiver (children or elders)

    [https://canvas.pdx.edu/courses/100707/files/13654200?wrap=1](https://canvas.pdx.edu/courses/100707/files/13654200?wrap=1)

    [https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1](https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1)

    [https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1](https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1)

    Examples of Developmental Contexts
    Reimagining Microsystems

    ● Schools, Teaching, School
    Counselors

    ● After-school Programs
    ● Childcare, pre-Kindergarten

    programs
    ● Families, Parenting, Extended

    Families
    ● Peer groups, Friends, Crowds &

    Cliques
    ● Neighborhoods, Communities, and

    Public Spaces
    ● Social Media, Television, Books,

    News Media
    ● Play, Hobbies, Volunteering, Art,

    Theatre, Music
    ● Workplaces
    ● Housing for seniors: Assisted living,

    Nursing homes
    ● End of Life Care

    Reimagining Exosystems
    ● Child Protective Services
    ● Healthcare
    ● Housing
    ● Food Systems
    ● Social movements
    ● More…

    Reimagining Macrosystems
    ● Public safety
    ● Economic systems
    ● Political System
    ● More…

    Group Ages Possible Contexts (Pick ONE)

    Prenatal ● Germinal (first two
    weeks of conception)

    ● Embryonic (week 3 –
    week 8)

    ● Fetal (Week 9 –
    birth)

    Mothers’ environmental and
    biological influences

    Infancy Newborn – age 1
    Home, daycare

    Toddlerhood 2-4 Home, daycare, preschool

    Childhood ● Early childhood (4-6)
    ● Middle childhood

    (6-8)

    Home, preschool, kindergarten,
    Elementary school – Middle
    school

    ● Late childhood (9-10)

    Adolescence ● Early adolescence
    (10-14)

    ● Late adolescence
    (15-18)

    Home, Middle school – High
    school

    Emerging adulthood 18-26 College, workplace, home

    Early adulthood 27-40 Workplace, school, home

    Middle adulthood 40-65 Workplace, school, home

    Late adulthood ● Young old (65-74)
    ● Middle old (75-84)
    ● Oldest old (85+)

    Workplace, nursing home,
    school, home

    Examples of segments of populations
    Ethnic and Racial minorities
    Gender and sexual orientation
    Socio-Economic status
    Disabilities
    Immigrants and refugees
    Religious minorities

  • [Solved] I need help choose

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## GeneralInstructions_.pdf **## GeneralInstructions_.pdf** General Instructions: 1. Double space 2. Proofread for clarity, grammar and spelling mistakes. 3. Upload your document in any of the following formats: .doc, docx, .rtf, or .pdf. Please do not upload Apple…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## GeneralInstructions_.pdf

    **## GeneralInstructions_.pdf**

    General Instructions:

    1. Double space

    2. Proofread for clarity, grammar and spelling mistakes.

    3. Upload your document in any of the following formats: .doc, docx, .rtf, or
    .pdf. Please do not upload Apple Pages documents. Please ensure that
    you upload the correct file and that it opens correctly before uploading.
    Un-openable files will not count as on-time submissions.

    Please use the template

    Download template

    .

    Step 1. Choose a Target Developmental Context
    ● Paragraph (5-8 sentences) describing your target developmental context (including the

    population and aspect of development you will focus on) due by end of Week 2; worth 20
    pts.

    What population, aspect of development, and developmental context are you interested in?
    Guided by the questions below, pick a developmental context as the focus of your project. (For ideas on
    developmental contexts, see the list of examples in the box below. )

    Write a short description (1-2 paragraphs) and include answers to the following questions:

    1. What is the target population whose development you would like to foster? This
    might be a specific age group (e.g., early childhood, elderly) or a segment of the
    population (e.g., an ethnic minority or marginalized group).

    2. What aspect(s) of development do you want to focus on? The aspect you
    identify can be specific (e.g., adolescent suicide, work-family balance for people
    with children, loneliness in the elderly) or more general (e.g., school readiness
    for young children living in poverty, better pipeline to employment for youth of
    color, better options than foster care).

    3. Which "developmental context" (i.e., a setting that influences development) do
    you want to improve? To identify some options, think of settings, places, or
    organizations that influence the development of your target population. Select a
    setting you would like to change and pick that developmental context for this
    project. Your context can be general (e.g., schools, middle school) or specific
    (e.g., Alice B. Toklas University).

    4. Is there a role you would like to play in this context or in improving this context?
    This could be now or in the future, a real or an imagined role. Examples of roles:
    ○ Policy maker
    ○ Community Organizer
    ○ Teacher
    ○ Healthcare Provider (physician, nurse, counselor)
    ○ Caregiver (children or elders)

    [https://canvas.pdx.edu/courses/100707/files/13654200?wrap=1](https://canvas.pdx.edu/courses/100707/files/13654200?wrap=1)

    [https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1](https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1)

    [https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1](https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1)

    Examples of Developmental Contexts
    Reimagining Microsystems

    ● Schools, Teaching, School
    Counselors

    ● After-school Programs
    ● Childcare, pre-Kindergarten

    programs
    ● Families, Parenting, Extended

    Families
    ● Peer groups, Friends, Crowds &

    Cliques
    ● Neighborhoods, Communities, and

    Public Spaces
    ● Social Media, Television, Books,

    News Media
    ● Play, Hobbies, Volunteering, Art,

    Theatre, Music
    ● Workplaces
    ● Housing for seniors: Assisted living,

    Nursing homes
    ● End of Life Care

    Reimagining Exosystems
    ● Child Protective Services
    ● Healthcare
    ● Housing
    ● Food Systems
    ● Social movements
    ● More…

    Reimagining Macrosystems
    ● Public safety
    ● Economic systems
    ● Political System
    ● More…

    Group Ages Possible Contexts (Pick ONE)

    Prenatal ● Germinal (first two
    weeks of conception)

    ● Embryonic (week 3 –
    week 8)

    ● Fetal (Week 9 –
    birth)

    Mothers’ environmental and
    biological influences

    Infancy Newborn – age 1
    Home, daycare

    Toddlerhood 2-4 Home, daycare, preschool

    Childhood ● Early childhood (4-6)
    ● Middle childhood

    (6-8)

    Home, preschool, kindergarten,
    Elementary school – Middle
    school

    ● Late childhood (9-10)

    Adolescence ● Early adolescence
    (10-14)

    ● Late adolescence
    (15-18)

    Home, Middle school – High
    school

    Emerging adulthood 18-26 College, workplace, home

    Early adulthood 27-40 Workplace, school, home

    Middle adulthood 40-65 Workplace, school, home

    Late adulthood ● Young old (65-74)
    ● Middle old (75-84)
    ● Oldest old (85+)

    Workplace, nursing home,
    school, home

    Examples of segments of populations
    Ethnic and Racial minorities
    Gender and sexual orientation
    Socio-Economic status
    Disabilities
    Immigrants and refugees
    Religious minorities

    **## GeneralInstructions_.pdf**

    General Instructions:

    1. Double space

    2. Proofread for clarity, grammar and spelling mistakes.

    3. Upload your document in any of the following formats: .doc, docx, .rtf, or
    .pdf. Please do not upload Apple Pages documents. Please ensure that
    you upload the correct file and that it opens correctly before uploading.
    Un-openable files will not count as on-time submissions.

    Please use the template

    Download template

    .

    Step 1. Choose a Target Developmental Context
    ● Paragraph (5-8 sentences) describing your target developmental context (including the

    population and aspect of development you will focus on) due by end of Week 2; worth 20
    pts.

    What population, aspect of development, and developmental context are you interested in?
    Guided by the questions below, pick a developmental context as the focus of your project. (For ideas on
    developmental contexts, see the list of examples in the box below. )

    Write a short description (1-2 paragraphs) and include answers to the following questions:

    1. What is the target population whose development you would like to foster? This
    might be a specific age group (e.g., early childhood, elderly) or a segment of the
    population (e.g., an ethnic minority or marginalized group).

    2. What aspect(s) of development do you want to focus on? The aspect you
    identify can be specific (e.g., adolescent suicide, work-family balance for people
    with children, loneliness in the elderly) or more general (e.g., school readiness
    for young children living in poverty, better pipeline to employment for youth of
    color, better options than foster care).

    3. Which "developmental context" (i.e., a setting that influences development) do
    you want to improve? To identify some options, think of settings, places, or
    organizations that influence the development of your target population. Select a
    setting you would like to change and pick that developmental context for this
    project. Your context can be general (e.g., schools, middle school) or specific
    (e.g., Alice B. Toklas University).

    4. Is there a role you would like to play in this context or in improving this context?
    This could be now or in the future, a real or an imagined role. Examples of roles:
    ○ Policy maker
    ○ Community Organizer
    ○ Teacher
    ○ Healthcare Provider (physician, nurse, counselor)
    ○ Caregiver (children or elders)

    [https://canvas.pdx.edu/courses/100707/files/13654200?wrap=1](https://canvas.pdx.edu/courses/100707/files/13654200?wrap=1)

    [https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1](https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1)

    [https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1](https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1)

    Examples of Developmental Contexts
    Reimagining Microsystems

    ● Schools, Teaching, School
    Counselors

    ● After-school Programs
    ● Childcare, pre-Kindergarten

    programs
    ● Families, Parenting, Extended

    Families
    ● Peer groups, Friends, Crowds &

    Cliques
    ● Neighborhoods, Communities, and

    Public Spaces
    ● Social Media, Television, Books,

    News Media
    ● Play, Hobbies, Volunteering, Art,

    Theatre, Music
    ● Workplaces
    ● Housing for seniors: Assisted living,

    Nursing homes
    ● End of Life Care

    Reimagining Exosystems
    ● Child Protective Services
    ● Healthcare
    ● Housing
    ● Food Systems
    ● Social movements
    ● More…

    Reimagining Macrosystems
    ● Public safety
    ● Economic systems
    ● Political System
    ● More…

    Group Ages Possible Contexts (Pick ONE)

    Prenatal ● Germinal (first two
    weeks of conception)

    ● Embryonic (week 3 –
    week 8)

    ● Fetal (Week 9 –
    birth)

    Mothers’ environmental and
    biological influences

    Infancy Newborn – age 1
    Home, daycare

    Toddlerhood 2-4 Home, daycare, preschool

    Childhood ● Early childhood (4-6)
    ● Middle childhood

    (6-8)

    Home, preschool, kindergarten,
    Elementary school – Middle
    school

    ● Late childhood (9-10)

    Adolescence ● Early adolescence
    (10-14)

    ● Late adolescence
    (15-18)

    Home, Middle school – High
    school

    Emerging adulthood 18-26 College, workplace, home

    Early adulthood 27-40 Workplace, school, home

    Middle adulthood 40-65 Workplace, school, home

    Late adulthood ● Young old (65-74)
    ● Middle old (75-84)
    ● Oldest old (85+)

    Workplace, nursing home,
    school, home

    Examples of segments of populations
    Ethnic and Racial minorities
    Gender and sexual orientation
    Socio-Economic status
    Disabilities
    Immigrants and refugees
    Religious minorities

  • [Solved] English Homework

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – 1302PASSIONPROJECTEXPECTATIONSFA20248-Week.pdf **1302PASSIONPROJECTEXPECTATIONSFA20248-Week.pdf** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/1302passionprojectexpectationsfa20248-week-pdf) **1302PASSIONPROJECTEXPECTATIONSFA2…

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    – 2 years ago

    **files (1)**

    – 1302PASSIONPROJECTEXPECTATIONSFA20248-Week.pdf

    **1302PASSIONPROJECTEXPECTATIONSFA20248-Week.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/1302passionprojectexpectationsfa20248-week-pdf)

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  • [Solved] English Can someone help me with my English compotition homework?

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Complete the attached Chapter 13 Activity. – 2 years ago **files (3)** – ## ENC101Chapter13Activity.docx – ## Chap_34_TheApostrophe_201111.pdf – 9781259680939-college-writing-skills-with-readings-10th-edition-original-pdf-17022118291.pdf **## ENC101Chapter13Activity.docx** English Composition I *…

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    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    Complete the attached Chapter 13 Activity.

    – 2 years ago

    **files (3)**

    – ## ENC101Chapter13Activity.docx

    – ## Chap_34_TheApostrophe_201111.pdf

    – 9781259680939-college-writing-skills-with-readings-10th-edition-original-pdf-17022118291.pdf

    **## ENC101Chapter13Activity.docx**

    English Composition I

    **Using Apostrophes and Quotation Marks**

    Week 13—Chapter 34 & 35 Activity

    In your own words, write the meaning of the following terms, and create two examples for each.

    1) Apostrophe in contractions

    a.

    b.

    2) Apostrophe to show ownership or possession

    a.

    b.

    3) Apostrophe versus possessive pronouns

    a.

    b.

    4) Apostrophe versus simple plurals

    a.

    b.

    5) Apostrophe with plurals ending in
    _s_

    a.

    b.

    List the
    two main uses of quotation marks, and provide
    two examples of each.

    1)

    a.

    b.

    2)

    a.

    b.

    **## Chap_34_TheApostrophe_201111.pdf**

    © 2011 The McGraw-Hill Companies, Inc.College Writing Skills/ CWS with Readings, 8E

    College Writing Skills, 8E and College
    Writing Skills with Readings, 8E

    John Langan

    Chapter Thirty-Four
    (10th Ed. Chapter 24)

    Apostrophe

    College Writing Skills/CWS with Readings, 8E © 2011 The McGraw-Hill Companies, Inc.

    Chapter 37

    The Apostrophe (‘)

    There are two main uses of the
    apostrophe:

    1. To show the omission of one or more
    letters in a contraction.

    2. To show ownership or possession.

    ‘

    College Writing Skills/CWS with Readings, 8E © 2011 The McGraw-Hill Companies, Inc.

    Chapter 37

    A contraction is formed when two words
    combine to make one word. The
    apostrophe is used to indicate letters that
    have been dropped.

    The Apostrophe in Contractions (‘)

    WILLI +
    WE + HAVE = WE’LL

    = I’LL

    College Writing Skills/CWS with Readings, 8E © 2011 The McGraw-Hill Companies, Inc.

    Chapter 37

    Using an apostrophe and the letter s indicates
    possession:

    • Joe’s rabbit
    • My brother’s carrot
    • The company’s credit card

    Apostrophe to Show Ownership or Posession

    Note: the ’s always goes with the possessor. Using the first example
    above, the RABBIT belongs to JOE so it’s “Joe’s rabbit.”

    College Writing Skills/CWS with Readings, 8E © 2011 The McGraw-Hill Companies, Inc.

    Chapter 37

    Using ’s with Plurals

    An apostrophe plus s is used
    to show possession with a
    singular word even if the word
    already ends in s. So, if a
    rabbit belongs to Bess, you
    would write “Bess’s rabbit.”

    **9781259680939-college-writing-skills-with-readings-10th-edition-original-pdf-17022118291.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/9781259680939-college-writing-skills-with-readings-10th-edition-original-pdf-17022118291-pdf)

    **9781259680939-college-writing-skills-with-readings-10th-edition-original-pdf-17022118291.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/9781259680939-college-writing-skills-with-readings-10th-edition-original-pdf-17022118291-pdf)

    **## ENC101Chapter13Activity.docx**

    English Composition I

    **Using Apostrophes and Quotation Marks**

    Week 13—Chapter 34 & 35 Activity

    In your own words, write the meaning of the following terms, and create two examples for each.

    1) Apostrophe in contractions

    a.

    b.

    2) Apostrophe to show ownership or possession

    a.

    b.

    3) Apostrophe versus possessive pronouns

    a.

    b.

    4) Apostrophe versus simple plurals

    a.

    b.

    5) Apostrophe with plurals ending in
    _s_

    a.

    b.

    List the
    two main uses of quotation marks, and provide
    two examples of each.

    1)

    a.

    b.

    2)

    a.

    b.

    **## Chap_34_TheApostrophe_201111.pdf**

    © 2011 The McGraw-Hill Companies, Inc.College Writing Skills/ CWS with Readings, 8E

    College Writing Skills, 8E and College
    Writing Skills with Readings, 8E

    John Langan

    Chapter Thirty-Four
    (10th Ed. Chapter 24)

    Apostrophe

    College Writing Skills/CWS with Readings, 8E © 2011 The McGraw-Hill Companies, Inc.

    Chapter 37

    The Apostrophe (‘)

    There are two main uses of the
    apostrophe:

    1. To show the omission of one or more
    letters in a contraction.

    2. To show ownership or possession.

    ‘

    College Writing Skills/CWS with Readings, 8E © 2011 The McGraw-Hill Companies, Inc.

    Chapter 37

    A contraction is formed when two words
    combine to make one word. The
    apostrophe is used to indicate letters that
    have been dropped.

    The Apostrophe in Contractions (‘)

    WILLI +
    WE + HAVE = WE’LL

    = I’LL

    College Writing Skills/CWS with Readings, 8E © 2011 The McGraw-Hill Companies, Inc.

    Chapter 37

    Using an apostrophe and the letter s indicates
    possession:

    • Joe’s rabbit
    • My brother’s carrot
    • The company’s credit card

    Apostrophe to Show Ownership or Posession

    Note: the ’s always goes with the possessor. Using the first example
    above, the RABBIT belongs to JOE so it’s “Joe’s rabbit.”

    College Writing Skills/CWS with Readings, 8E © 2011 The McGraw-Hill Companies, Inc.

    Chapter 37

    Using ’s with Plurals

    An apostrophe plus s is used
    to show possession with a
    singular word even if the word
    already ends in s. So, if a
    rabbit belongs to Bess, you
    would write “Bess’s rabbit.”

    **9781259680939-college-writing-skills-with-readings-10th-edition-original-pdf-17022118291.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/9781259680939-college-writing-skills-with-readings-10th-edition-original-pdf-17022118291-pdf)

    **## ENC101Chapter13Activity.docx**

    English Composition I

    **Using Apostrophes and Quotation Marks**

    Week 13—Chapter 34 & 35 Activity

    In your own words, write the meaning of the following terms, and create two examples for each.

    1) Apostrophe in contractions

    a.

    b.

    2) Apostrophe to show ownership or possession

    a.

    b.

    3) Apostrophe versus possessive pronouns

    a.

    b.

    4) Apostrophe versus simple plurals

    a.

    b.

    5) Apostrophe with plurals ending in
    _s_

    a.

    b.

    List the
    two main uses of quotation marks, and provide
    two examples of each.

    1)

    a.

    b.

    2)

    a.

    b.

    **## Chap_34_TheApostrophe_201111.pdf**

    © 2011 The McGraw-Hill Companies, Inc.College Writing Skills/ CWS with Readings, 8E

    College Writing Skills, 8E and College
    Writing Skills with Readings, 8E

    John Langan

    Chapter Thirty-Four
    (10th Ed. Chapter 24)

    Apostrophe

    College Writing Skills/CWS with Readings, 8E © 2011 The McGraw-Hill Companies, Inc.

    Chapter 37

    The Apostrophe (‘)

    There are two main uses of the
    apostrophe:

    1. To show the omission of one or more
    letters in a contraction.

    2. To show ownership or possession.

    ‘

    College Writing Skills/CWS with Readings, 8E © 2011 The McGraw-Hill Companies, Inc.

    Chapter 37

    A contraction is formed when two words
    combine to make one word. The
    apostrophe is used to indicate letters that
    have been dropped.

    The Apostrophe in Contractions (‘)

    WILLI +
    WE + HAVE = WE’LL

    = I’LL

    College Writing Skills/CWS with Readings, 8E © 2011 The McGraw-Hill Companies, Inc.

    Chapter 37

    Using an apostrophe and the letter s indicates
    possession:

    • Joe’s rabbit
    • My brother’s carrot
    • The company’s credit card

    Apostrophe to Show Ownership or Posession

    Note: the ’s always goes with the possessor. Using the first example
    above, the RABBIT belongs to JOE so it’s “Joe’s rabbit.”

    College Writing Skills/CWS with Readings, 8E © 2011 The McGraw-Hill Companies, Inc.

    Chapter 37

    Using ’s with Plurals

    An apostrophe plus s is used
    to show possession with a
    singular word even if the word
    already ends in s. So, if a
    rabbit belongs to Bess, you
    would write “Bess’s rabbit.”

    **9781259680939-college-writing-skills-with-readings-10th-edition-original-pdf-17022118291.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/9781259680939-college-writing-skills-with-readings-10th-edition-original-pdf-17022118291-pdf)

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    attached – 2 years ago **files (1)** – ## ResearchPaperAI.docx **## ResearchPaperAI.docx** **Research Paper (1/2)** **Topic:** **The Ethics of Artificial Intelligence: Explore the possibilities and ethical implications of AI in various industries, such as healthcare, finance/business, law enforcemen…

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    **files (1)**

    – ## ResearchPaperAI.docx

    **## ResearchPaperAI.docx**

    **Research Paper (1/2)**

    **Topic:**

    **The Ethics of Artificial Intelligence: Explore the possibilities and ethical implications of AI in various industries, such as healthcare, finance/business, law enforcement, and education. Consider the potential benefits and risks associated with AI in your chosen sector.**

    **Top of Form**

    | | |
    | — | — |
    | **Instructions** | |
    | ****OBJECTIVE: This exploratory research paper will help you learn about the topic of your choice to enable you to make an informed, well-supported argument about your research question in the second paper. After selecting a topic, students will complete various research and writing tasks to produce a final draft presenting their research. (In the following paper, students will extend their research into an argument paper.) Accomplishing the following scaffolded steps will provide students the opportunity to:****<br>**·**<br>****Practice individual and collaborative research skills****<br>**·**<br>****Synthesize primary and secondary sources****<br>**·**<br>****Analyze, interpret, and evaluate texts for the ethical and logical uses of evidence****<br>**·**<br>****Practice creative thinking and inquiry**** |

    **FORMATTING & LENGTH REQUIREMENTS**

    FORMAT: Use MLA Style for formatting your document AND to cite your sources. This includes:

    · Times New Roman, 12 pt font

    · Double-spaced, with paragraphs indented

    · In-text citations + Works Cited Page

    LENGTH: 6-8 pages (Works Cited page does not count towards the page cou

    **Rubric Name: Base Writing Rubric (Adapted: VALUE – Written Communication)**

    Print

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | Criteria | **CAPSTONE**<br>**20 points** | **MILESTONE**<br>**15 points** | **MILESTONE**<br>**10 points** | **BENCHMARK**<br>**5 points** | **N/A**<br>**0 points** | **Criterion Score** |
    | CONTEXT OF & PURPOSE FOR WRITING | Demonstrates a thorough<br>understanding of context,<br>audience, and purpose that is<br>responsive to the assigned task(s)<br>and focuses all elements of the<br>work. | Demonstrates adequate<br>consideration of context,<br>audience, and purpose and a<br>clear focus on the assigned<br>task(s) (e.g., the task aligns<br>with audience, purpose, and<br>context). | Demonstrates awareness of<br>context, audience, purpose, and<br>to the assigned tasks(s) (e.g.,<br>begins to show awareness of<br>audience's perceptions and<br>assumptions). | Demonstrates minimal<br>attention to context, audience,<br>purpose, and to the assigned<br>tasks(s) (e.g., expectation of<br>instructor or self as audience). | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of CONTEXT OF & PURPOSE FOR WRITING,<br>/ 20 |
    | CONTENT DEVELOPMENT | Uses appropriate, relevant, and<br>compelling content to illustrate<br>mastery of the subject, conveying<br>the writer's understanding, and<br>shaping the whole work. | Uses appropriate, relevant,<br>and compelling content to<br>explore ideas within the<br>context of the discipline and<br>shape the whole work. | Uses appropriate and relevant<br>content to develop and explore<br>ideas through most of the work. | Uses appropriate and relevant<br>content to develop simple<br>ideas in some parts of the<br>work. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of CONTENT DEVELOPMENT,<br>/ 20 |
    | GENRE & DISCIPLINE CONVENTIONS | Demonstrates detailed attention<br>to and successful execution of a<br>wide range of conventions<br>particular to a specific discipline<br>and/or writing task (s) including<br>organization, content,<br>presentation, formatting, and<br>stylistic choices | Demonstrates consistent use<br>of important conventions<br>particular to a specific<br>discipline and/or writing<br>task(s), including organization,<br>content, presentation, and<br>stylistic choices | Follows expectations<br>appropriate to a specific<br>discipline and/or writing task(s)<br>for basic organization, content,<br>and presentation | Attempts to use a consistent<br>system for basic organization<br>and presentation. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of GENRE & DISCIPLINE CONVENTIONS,<br>/ 20 |
    | SOURCES & EVIDENCE | Demonstrates skillful use of<br>high quality, credible, relevant<br>sources to develop ideas that are<br>appropriate for the discipline and<br>genre of the writing. | Demonstrates consistent use<br>of credible, relevant sources<br>to support ideas that are<br>situated within the discipline<br>and genre of the writing. | Demonstrates an attempt to use<br>credible and/or relevant sources<br>to support ideas that are<br>appropriate for the discipline<br>and genre of the writing. | Demonstrates an attempt to<br>use sources to support ideas in the writing. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of SOURCES & EVIDENCE,<br>/ 20 |
    | CONTROL OF SYNTAX & MECHANICS | Uses graceful language that<br>skillfully communicates meaning<br>to readers with clarity and fluency,<br>and is virtually error free. | Uses straightforward language<br>that generally conveys<br>meaning to readers. The<br>language in the portfolio has<br>few errors. | Uses language that generally<br>conveys meaning to readers<br>with clarity, although writing<br>may include some errors. | Uses language that sometimes<br>impedes meaning because of<br>errors in usage. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of CONTROL OF SYNTAX & MECHANICS,<br>/ 20 |

    **## ResearchPaperAI.docx**

    **Research Paper (1/2)**

    **Topic:**

    **The Ethics of Artificial Intelligence: Explore the possibilities and ethical implications of AI in various industries, such as healthcare, finance/business, law enforcement, and education. Consider the potential benefits and risks associated with AI in your chosen sector.**

    **Top of Form**

    | | |
    | — | — |
    | **Instructions** | |
    | ****OBJECTIVE: This exploratory research paper will help you learn about the topic of your choice to enable you to make an informed, well-supported argument about your research question in the second paper. After selecting a topic, students will complete various research and writing tasks to produce a final draft presenting their research. (In the following paper, students will extend their research into an argument paper.) Accomplishing the following scaffolded steps will provide students the opportunity to:****<br>**·**<br>****Practice individual and collaborative research skills****<br>**·**<br>****Synthesize primary and secondary sources****<br>**·**<br>****Analyze, interpret, and evaluate texts for the ethical and logical uses of evidence****<br>**·**<br>****Practice creative thinking and inquiry**** |

    **FORMATTING & LENGTH REQUIREMENTS**

    FORMAT: Use MLA Style for formatting your document AND to cite your sources. This includes:

    · Times New Roman, 12 pt font

    · Double-spaced, with paragraphs indented

    · In-text citations + Works Cited Page

    LENGTH: 6-8 pages (Works Cited page does not count towards the page cou

    **Rubric Name: Base Writing Rubric (Adapted: VALUE – Written Communication)**

    Print

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | Criteria | **CAPSTONE**<br>**20 points** | **MILESTONE**<br>**15 points** | **MILESTONE**<br>**10 points** | **BENCHMARK**<br>**5 points** | **N/A**<br>**0 points** | **Criterion Score** |
    | CONTEXT OF & PURPOSE FOR WRITING | Demonstrates a thorough<br>understanding of context,<br>audience, and purpose that is<br>responsive to the assigned task(s)<br>and focuses all elements of the<br>work. | Demonstrates adequate<br>consideration of context,<br>audience, and purpose and a<br>clear focus on the assigned<br>task(s) (e.g., the task aligns<br>with audience, purpose, and<br>context). | Demonstrates awareness of<br>context, audience, purpose, and<br>to the assigned tasks(s) (e.g.,<br>begins to show awareness of<br>audience's perceptions and<br>assumptions). | Demonstrates minimal<br>attention to context, audience,<br>purpose, and to the assigned<br>tasks(s) (e.g., expectation of<br>instructor or self as audience). | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of CONTEXT OF & PURPOSE FOR WRITING,<br>/ 20 |
    | CONTENT DEVELOPMENT | Uses appropriate, relevant, and<br>compelling content to illustrate<br>mastery of the subject, conveying<br>the writer's understanding, and<br>shaping the whole work. | Uses appropriate, relevant,<br>and compelling content to<br>explore ideas within the<br>context of the discipline and<br>shape the whole work. | Uses appropriate and relevant<br>content to develop and explore<br>ideas through most of the work. | Uses appropriate and relevant<br>content to develop simple<br>ideas in some parts of the<br>work. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of CONTENT DEVELOPMENT,<br>/ 20 |
    | GENRE & DISCIPLINE CONVENTIONS | Demonstrates detailed attention<br>to and successful execution of a<br>wide range of conventions<br>particular to a specific discipline<br>and/or writing task (s) including<br>organization, content,<br>presentation, formatting, and<br>stylistic choices | Demonstrates consistent use<br>of important conventions<br>particular to a specific<br>discipline and/or writing<br>task(s), including organization,<br>content, presentation, and<br>stylistic choices | Follows expectations<br>appropriate to a specific<br>discipline and/or writing task(s)<br>for basic organization, content,<br>and presentation | Attempts to use a consistent<br>system for basic organization<br>and presentation. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of GENRE & DISCIPLINE CONVENTIONS,<br>/ 20 |
    | SOURCES & EVIDENCE | Demonstrates skillful use of<br>high quality, credible, relevant<br>sources to develop ideas that are<br>appropriate for the discipline and<br>genre of the writing. | Demonstrates consistent use<br>of credible, relevant sources<br>to support ideas that are<br>situated within the discipline<br>and genre of the writing. | Demonstrates an attempt to use<br>credible and/or relevant sources<br>to support ideas that are<br>appropriate for the discipline<br>and genre of the writing. | Demonstrates an attempt to<br>use sources to support ideas in the writing. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of SOURCES & EVIDENCE,<br>/ 20 |
    | CONTROL OF SYNTAX & MECHANICS | Uses graceful language that<br>skillfully communicates meaning<br>to readers with clarity and fluency,<br>and is virtually error free. | Uses straightforward language<br>that generally conveys<br>meaning to readers. The<br>language in the portfolio has<br>few errors. | Uses language that generally<br>conveys meaning to readers<br>with clarity, although writing<br>may include some errors. | Uses language that sometimes<br>impedes meaning because of<br>errors in usage. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of CONTROL OF SYNTAX & MECHANICS,<br>/ 20 |