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Steve jobs commencement speech stanford review
Steve jobs commencement speech stanford review
Steve jobs commencement speech stanford review
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End Unit 3 Assessment- Rule to Live By After studying the “rules to live by” of Bud in Bud, Not Buddy, Steve Jobs (in his commencement address), President Barack Obama (in his address to students), and Rudyard Kipling (in his poem “If”), you will work in “expert groups” to conduct a research project related to a specific issue facing your peer group. As a final task, you will use this group research as the basis for writing an individual evidence-based essay to inform readers about one of their own “rules to live by.” Be sure to support your thinking with facts, definitions, concrete details, quotations, and examples. Not Yet Mastery Above and Beyond Learning Target #1: I can adjust my writing practices for different time frames, task, and
Writing with Readings and Handbook. 3rd ed. New York: W.W. Norton & Company, Inc., 2013. 52-57. Print.
Our weekly craft lessons have introduced us to multiple writing strategies. These strategies has helped turn my pape...
Turabian, Kate L. 2013. A Manual for Writers of Research Papers, Theses, and Dissertations Chicago Style for Students & Researchers. Chicago: The University of Chicago Press.
When going through life learning is an everyday occurrence as each day is constantly filled with information that is used throughout the course of your life. Each day we get stronger and stronger in whatever we decide to put our minds to, weather that be academics, sports, our jobs we are constantly learning and growing on a daily basis. This semester I have grown in English as I personally felt that through the English 102 course I have been able to grasp some key concepts and writing techniques that will better me for the future. In this class there was a list of goals and outcomes that the instructor felt would be achievable and the best way to learn throughout the course. In each goal throughout this process I feel like I have improved to some degree but there is other things that I do need to touch up on a bit more to further my writing education outside the classroom.
Discuss the idea(s) developed by the text creator in your chosen text about the ways in which individuals struggle to restore honor and certainty. Depending on the environment individuals are born and raised in, their perspective and vision of what honor and certainty is and how one achieves it differs. It is often seen that individuals with wealthier backgrounds believe they can attain honor and certainty through their power, wealth and arrogance. They fail to realize true honor is only earned through honesty and purity of one’s soul.
The adage of the adage of the Reading good books can get schools in trouble. Urban Educational Journal, 12, 1-10. Salinger, J.D.
Writing Arguments. Fifth ed. of the book. Ed. John Ramage, et al.
The author’s target audience is composed of high school and college students who reside in today’s
This learning goal is to develop a better grasp on my grammar skills and to avoid cliché. Therefore to achieve these goals, I must work on understanding the rules of grammar and also practicing writing on my personal time. To make this goal even more reachable, I have to learn how to understand the rules of grammar, how to apply them, and to stay onto the main point. I also will be contacting the instructor and/or the teaching assistants when in need of help. By putting these goals into place, it allows myself to demonstrate my work abilities and forces myself to adapt to a new and better writing style. Furthermore by trying to accomplish these goals, it allows me to develop my writing skills into a more professional and academic way. Nevertheless, although my writing skills have matured, I still need to accomplish the learning goals of grammar and avoiding cliché to demonstrate my writing to the
Nevertheless, being aware that this wouldn’t be the best attitude to start this new activity, I decided to update my coaching schema and allow this experience reshape it and add new self fulfilling features to it. Therefore, I prepared my self mentally by thinking on the most behavioral skill I would like to be coached on-writing journals- and we started.
Over the first semester of my Composition I class, I have learned how to write various papers such as descriptive, example, definition, compare and contrast, and research. Along with learning how to write different types of essays, I have enhanced my writing skills in the past months. Three noticeable changes I have made in my writing includes condensing my ideas into more concise statements, my proofreading process, and modifying my writing process. Over the semester, I have greatly improved my writing skills.
The articles: Activity Theory; An Introduction for the Writing Classroom by Elizabeth Wardle and Donna Kain, Rigid Rules, Inflexible Plans, and the Stifling of Language: A cognitivist Analysis of Writer’s Block by Mike Rose, Revision Strategies of Student Writers and Experienced Adult Writers by Nancy Sommers, and Writing is a Social and Rhetorical Activity by Kevin Roozen, all contain similar concepts that are in relation to each other. These concepts are the crucial points that happen when writing a well-developed piece. The concepts that will be mentioned can either improve or hinder the piece of writing. The concepts of the linear structure, plans, feedback and the activity system are what make a piece of writing flow into its final stages.
Rather than seeing pre-writing, writing, and revision as three separate and linear stages, Flower and Hayes point out that “revision, as it is carried out by skilled writers, is not an ‘end-of-the-line’ repair process, but is a constant state of ‘re-vision’ or re-seeing that goes on while they are composing,” (367). Similarly, in my protocol analysis, I do not perform writing and revision as two separate stages. Instead, I’m constantly reworking sentences as I write them, melding these two stages into a single, continual process. Additionally, Flower and Hayes point out that these concrete stages limit the writing process and that “the sharp distinctions stage models make between the operations of planning, writing, and revising may seriously distort how these activities work,” (367). Similarly, my protocol analysis would reflect this notion—that the perception of writing as a series of stages does not actually reflect how many people think about writing. Although it can be used as a pedagogical tool for inexperienced writers, the expectation that more experienced writers write in such a disjointed manner does not reflect the cognitive processes that go into
This week’s readings mainly centered on the “process of writing” and how to enhance that process to be beneficial to you as a reader and writer. People generally struggle one way or another with their personal process on writing. The Curious Writer, by Bruce Ballenger, breaks down the multiple complications accompanied with writing. For example, Writer’s Block is simplified and defined by an “internal conflict (that) is too harsh too early in the writing process” (21). A solution would be to let yourself write “badly”, where you can write freely without anxiety or criticism. The author provides a series of strategies to use during the writing process, developing the initial ideas and viewpoints. For example, Ballenger suggests fast writing
The writing process involves steps needed for individuals to become successful writers. The steps addressed throughout the writing process are prewriting, drafting, revising, editing, and publishing (p. 365). Individuals use these steps to help create, manage, and bring to life their piece of work. However, research suggests that these steps are demonstrated in a specific order during the writing process; many writers tend to “move across and back and forth” during the writing process (p. 365).