Category: English

Reply to these 4 discussion posts, with at least a paragraph each. 1. Hi everyone, In Errol Morris’s documentary “The Thin Blue Line,” viewers are plunged into a gripping tale of conflicting narratives, blurred truths, and elusive justice. Morris skillfully weaves together storytelling techniques to navigate through the murky waters of a murder case, urging audiences to question their assumptions about guilt and innocence. At its heart, “The Thin Blue Line” is a powerful indictment of the flaws in our justice system, challenging viewers to reevaluate what they thought they knew about truth and fairness.
Morris employs two key rhetorical strategies to drive home his argument. Firstly, he expertly juxtaposes conflicting perspectives and testimonies, highlighting the inconsistencies and contradictions within the case. By contrasting interview footage of Adams’s proclamations of innocence with evidence that casts doubt on his involvement, Morris forces viewers to question the reliability of witness accounts and the prosecution’s narrative.
Secondly, Morris creates a palpable atmosphere throughout the film, infused with tension and unease. Through haunting music, stark lighting, and chilling reenactments, he draws viewers into the unsettling world of the crime. This atmospheric tension not only heightens the emotional impact of the story but also underscores the gravity of the injustice suffered by Adams. By immersing viewers in this atmosphere of dread, Morris effectively communicates the urgency of his argument and compels them to confront the profound consequences of wrongful conviction.
2. When we think about the concept of a justice system, we often think about justice in particular. What is it? According to Merriam-Webster, the definition of justice is “The quality of being just, impartial, or fair.” So ideally that means the Justice system is the well-oiled machine that always gives everyone a fair shot in the court of law right? Wrong. In the film The Thin Blue Line by Errol Morris, he retells the story of Randall Adams, and David Harris, two men who are in the center of an intense police murder investigation. In this documentary Morris uses his creative writing and the use of subtle details that lead us to believe that the man convicted, Randall Adams, is innocent and David Harris is guilty. While simultaneously highlighting the very real corruption of the American justice system. Morris flawlessly does so without condemning one person and praising the other. There is a very natural progression that leads the audience to their own conclusion. Morris then delves into the topic of truth, and how the people that are supposed to protect us, may not always have our best interests at heart. At the start of the film, Morris uses a color motif of the color red to not only get your attention throughout the documentary but to also focus on the correlation between red and the law. When you first begin the film, you’ll see the flashing of red building lights as the camera pans over downtown Dallas. Soon after you are shown Interviews from both David Harris and Randall Adams. Morris first establishes a link between David Harris and crime when he uses a red light generously in all of David’s interviews. There is always some red no matter what, but he changes the amount whenever David is shown. Morris primes his watchers to associate red with law enforcement as well as crime. This idea grows overtime as the watcher’s knowledge of the case grows and new details are found and explained. As the movie continues you start to pay more attention to things like the flashing red lights of the police cars as they race to the murder scene or the judge who is wearing a red tie in court. The director never mentions the fact that you are supposed to associate the two but he does so, to bring you back to the central idea and allow you to build on your perceptions. As we get deeper into the film Errol uses the Juxtaposition of both Randall and David to show us two different stories that have happened on the same timeline. The viewers get a sense of who each man is and their past behaviors and attitudes.
We quickly find out that David Harris’s behavior is more in line with someone who is capable of the crimes that Randall was convicted of. David has committed a lot of crimes in his teen years and never showed any real remorse for the people he harmed. He speaks as if he is almost proud of what he did, often smirking or smiling. Randall is seen in a different light, literally. He is a man who came to Dallas for work and was happy that he had found a job on the first day. In all of his interviews, he seemed genuine and honest, when he was speaking about serious things, such as the details of the get away car or his long interrogation. You could tell that he saw it as important information. This is a man that has no prior crimes or misdemeanors, and no reason for suspicion so why was he chosen? Morris uses this Juxtaposition to get the people watching to think deeper, to challenge the story that law enforcement is telling you. He frames the movie in such a way that you are almost forced to ask yourself questions and carry out your own investigation.
3.
1: Hegemony can have a big impact on how we understand American history, Wiam. It’s like when a dominant group holds power and influences the way history is told. This can result in certain narratives being prioritized while others are marginalized or forgotten. For example, the dominant narrative might focus on the achievements of white men, while downplaying the contributions and struggles of marginalized groups like women, people of color, and indigenous communities. Hegemony can shape our understanding of history by promoting a one-sided perspective and excluding diverse voices and experiences. It’s important to challenge this and seek out alternative narratives to get a more comprehensive understanding of American history. 2: Ronald Takaki’s concept of “Foreigners in Their Native Land” is a powerful idea that sheds light on the experiences of marginalized groups in American history. Takaki argues that certain racial and ethnic groups, despite being born and raised in the United States, have often been treated as foreigners in their own homeland. The concept highlights the struggles faced by these groups, who have been subjected to discrimination, exclusion, and marginalization. Takaki explores how Native Americans, African Americans, Mexican Americans, Asian Americans, and other communities have been treated as perpetual outsiders, despite their deep roots in American society. Takaki’s work challenges the notion of a unified American identity and reveals the complexities of multiculturalism within the nation. By examining historical events, policies, and social structures, he uncovers the ways in which these groups have been marginalized and denied full inclusion in the American narrative. Understanding the concept of “Foreigners in Their Native Land” is crucial to Ethnic Studies because it allows us to critically analyze the power dynamics and hierarchies that have shaped American society. It encourages us to question the dominant narratives and uncover the hidden stories of these marginalized communities. By recognizing and acknowledging the experiences of these “foreigners,” we can work towards a more inclusive and equitable understanding of American history. Takaki’s concept invites us to challenge the dominant master narrative and strive for a more comprehensive and accurate portrayal of the diverse voices and experiences that have shaped our nation. Takaki’s concept: marginalized groups treated as foreigners in their homeland. Takaki’s concept of “Foreigners in Their Native Land” explores how marginalized groups, despite being born and raised in the United States, have often been treated as outsiders. This highlights the struggles faced by these communities and challenges the notion of a unified American identity. It’s important for Ethnic Studies to recognize and amplify these voices.
4. Hegemony influences our understanding of American history by shaping public perception of and interpretation of historical events. For example, European and white American achievements are often emphasized in historical books, downplaying or overlooking the importance of indigenous, African, and Asian peoples in nation building. The experiences of justice and suffering faced by the non-white world are ignored, which devalues their outcome and reinforces the false idea that progress and development were solely the work of white people. In the case of hegemonic power, hegemony refers to a situation in which a small minority (the rich and ruling class) dominates the masses through cultural hegemony. In other words, the class interest of the rich few is sold to everyone else as beneficial to everyone else[Yount5] case studyc (c) Lecture name foreigners in their own land
Takaki explains the concept of the “native land aspect” through the experiences of white peoples in America. It shows how workers of African, American, and Mexican descent worked hard at different points in time, yet were marginalized by distance and racism. This shows how they were co-opted by major economic figures and were not ignored in official historical storytelling.
The accumulation of alternatives or profit through dispossession is normalized and accepted into society through hegemonic forces and authoritarian structures. Force and violence are used to achieve certain goals, such as enslaving workers and stealing indigenous lands. These actions are justified by the leader of the catastrophe and the architecture that considers the ten people as less valuable or not in need of ownership or initiation.
Capitalism falls under the umbrella of economic domination of the upper classes and white racial classes. Frenchism is used as a tool to justify overall economic inequality, as well as to encourage training and division between people based on race or national origin. This leads to disparities in opportunities between people from different backgrounds, and reinforces the dominant role of economic class in society.
“Cotton is king” is a common refrain to describe the growth of the American economy during the 1830s and 1840s. Cotton planters were likely slave owners, and there was no exception in the Deep South. In 1820, the government prohibited slave owners from purchasing more slaves directly from Africa. However, the demand for more cotton production in the 1830s created a new demand for more labor in the Deep South. This led to an increase in the domestic slave trade and the continued practice of domestic slavery breeding. Unit 5 Lecture Name (Strategic Planning for the US Frontier) (Case Study A)
From my own experiences, the experience of refugees and migrants who have had difficulties finding a safe place or job opportunities in their traditional diversity can be used as an example of the global hegemony of capitalism. Refugees and migrants are insured as a growing labor force or as political tools, without regard for their human rights or basic basics. This shows how vulnerable people are ignored and exploited before but authoritarianism does not pursue its own interests.

HOW CAN I BE AN EXELLENT STUDENT IN UNI AS AN ENGLISH MAJOR STUDENT  
HARVARD AND CAMRIDGE REFERENCES

This semester we have examined the overarching question(s) of “What is the meaning of life?” “How do we achieve happiness?” and “Is happiness the ultimate meaning or purpose of life?”  To me, it seems as though these are all inter-related questions.  And, so far, we have explored several texts, each of which has attempted to answer these inter-related questions: The History of Rasselas: Prince of Abissinia, Everyman, and The Poetry of Sappho.  Now, we come to The Consolation of Philosophy by Boethius.  
At first, it would seem these various texts may lead up to the study of Boethius.  However, except for Sappho’s writings, Boethius’s text predates the others since it was written around 524 A.C.E.  So, these disparate texts may have, in fact, been influenced by Boethius.  
It is an interesting text, at once espousing philosophies from ancient Greece (most often Plato and Aristotle) and mingling them with early medieval Christian beliefs.  All in all, the five books of The Consolationweave together a series of logical arguments. To what end? Perhaps to make the author feel better as he approached his doom.  In any case, his writings became a major influence on Western thought for the subsequent millennium, partly because he was able to support Christian beliefs with Classical Greek philosophy, all the while never mentioning anything overtly Christian!
So what shall we do with this text?  For this essay, I will give you some choices.  Please choose ONE of the following to respond to:
Choice #1
Consider showing the relationship between The Consolation and EITHER Rasselas or Everyman or Sappho. 
How do the two texts compare? How do they contrast? What ideas in Boethius are reflected in the other work?
Choice #2
Clearly explain – and follow Boethius’s entire train of logical argument – of ONE of the following discussions:
Providence and Fate
Free will and foreknowledge
Chance
Good and evil, reward and punishment
Fortune
True goodness and true happiness
Choice #3
Why and/or how did The Consolation of Philosophy appease Boethius in his dreaded time awaiting his doom?
Please DO NOT USE ANY OUTSIDE SOURCES for this essay.  Your Works Cited page should include only the text or texts we have read and discussed in class.  The usual formatting applies:
4+ pages in length
Plus a Works Cited page
MLA style, formatting
ON TOP WAS THE INSTRUCTION MY PROFESSOR WANTS/ YOU WILL DO CHOICE 1
remember to not make the essay wordy or use a higher level vocabulary. keep it straighfroward and creative. use academic words that most knows. don’t announce things in the essay like ” in this essay we will explore” my teacher hates that. have a smoother transition. keep the introduction interesting and your ideas to make sense. 
i also have an outline for the essay if u need it 
If you choose the following prompt:
OUTLINE OPTION #1 — COMPARISON-CONTRAST
Consider showing the relationship between The Consolation and ONE of the following texts: Rasselas or Everyman or Sappho.
How do the two texts compare (similarities)?
How do they contrast (differences)?
What ideas in Boethius are reflected in the other work?
You are really writing a comparison-contrast essay.  There are two basic ways to organize this type of essay, either the one-side-at-a-time method (for shorter, simpler discussions) or the point-by-point method (for longer, more complex discussions).  
We always write a comparison-contrast essay for a reason: to explain, to argue, to clarify, to entertain, and so on.  So, you need to figure out your focus or purpose for this essay.  That will determine what you say and how you say it.
Remember that when you are discussing your first topic (BOETHIUS), you are informing the reader.
You are presenting information – via quotations and explanations – about your first text.
Then, when you discuss your second text (either RASSELAS or EVERYMAN or SAPPHO), you are doing two things:
Informing the reader about the second text, via quotations
Explaining to the reader about the relationship between this text and Boethius. So, this is where you are making your comparison or contrast between the two texts. 
Whether we make a “pros” and “cons” list about a major life event or try to decide which brand of peanut butter we’re going to buy, we constantly compare and contrast ideas and items in our lives.  When we compare, we examine the similarities between things; when we contrast, we examine the differences between things.  
What, exactly, is a comparison-contrast essay composed of?  What do you need to think about when doing one?  Well, there are several things to think about.  
First, you need to decide on a purpose.Why are you making a comparison and/or contrast?  It isn’t enough to just compare and contrast two or more things.  You have to do that with some point in mind.  For example, you might want to show that two things are more similar (or different) than previously thought, or you might want to define two shades of an emotion or condition (such as happiness versus ecstasy); or you might want to dramatize the effects of drinking one glass of red wine at dinner, for good health, versus drinking a case of red wine at dinner, with the ill effects of such an action; or you might want to persuade readers that stricter divorce laws are needed by comparing the laws of several different states.  Regardless of the purpose, you must compare and contrast with a purpose in mind.  That purpose is one of the things that directs your essay.  The other thing that directs your essay is your audience – for whom are you writing?
Second, you need to make sure that the two (or more) things you’re comparing or contrasting are at least somewhat similar.You can, for example, compare a Ford and a Volvo because they’re both cars.  You could not compare a car with a lawnmower (with the possible exception of an old Volkswagen).  So, they need to have some related parts.
Third, you need to stay focused on your purpose.That is, you may want to inform (to present information as objectively as possible); to evaluate (as in pros and cons, with the goal of making some sort of judgment); to persuade (readers to take some action based upon your presentation of similarities or differences): to clear up misconceptions (by revealing previously hidden or misunderstood similarities or differences): or to draw an analogy between two seemingly unrelated subjects (such as a singles bar and a day at the zoo).  
Fourth, you need to come up with a strong thesis.Now, a thesis always states the subject under discussion and the author’s perspective, treatment of the subject, or point of view.  In a comparison-contrast essay, a thesis must do a few more things.  It should name the subjects being compared and contrasted; it should indicate whether the focus is on the similarities, the differences, or both; and it should state the main point of comparison or contrast.
Fifth, you need to select the points to be discussed.Consider your audience when doing this.  Be aware of what your readers know, what they don’t know, and what you can predict about their reactions.  This should influence your choices of what to include.  Of course, all of your points should support your thesis.
Sixth, organize your discussion.For a comparison-contrast essay, there are basically two ways to organize your material.  They are:
The one-side-at-a-time (sometimes called the “block”) method, which is organized like this:
Introduction
Subject “A”    – point 1
– point 2
– point 3, etc.
Subject “B”    – point 1
– point 2
– point 3, etc.
Conclusion
Note that the points discussed are the same and in the same order.  That makes for an easy comparison.  This type of organization is best used for shorter, simpler essays.
Then there’s the point-by-point method, which is best used for longer, more complicated essays.  It is organized like this:
Introduction
Point 1                        – subject “A” then subject “B”
Point 2                        – subject “A” then subject “B”
Point 3                        – subject “A” then subject “B”, etc.
Conclusion
Lastly, be aware of language, as always.In order to make sure that the reader understands the comparisons and contrasts that you’re making, you need to make sure that you’re clear.  Part of what makes this essay clear is good use of transitions, such as “also,” “in the same way,” “on the other hand,” or “likewise.”
ONE-SIDE-AT-A-TIME/BLOCK METHOD
Interest creator _______________________________________________________________________
____________________________________________________________________________________
Context _____________________________________________________________________________
____________________________________________________________________________________
Thesis (Titles, Authors, Focus)  _____________________________________________________________
____________________________________________________________________________________
Statement of organization (mention II, III, III, etc.) ___________________________________________
____________________________________________________________________________________
Transition, topic sentence (BOETHIUS) ____________________________________________________
____________________________________________________________________________________
Lead in, quotation/point #1 _____________________________________________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Lead in, quotation/point #2 ______________________________________________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Lead in, quotation/point #3 ______________________________________________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Concluding sentence____________________________________________________________________
______________________________________________________________________________________
Transition, topic sentence (RASSELAS or EVERYMAN or SAPPHO) ________________________________
____________________________________________________________________________________
Lead in, quotation/point #1 _____________________________________________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Lead in, quotation/point #2 ______________________________________________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Lead in, quotation/point #3 ______________________________________________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Concluding sentence____________________________________________________________________
______________________________________________________________________________________
Transition, echo of thesis ________________________________________________________________
_____________________________________________________________________________________
Reminder of most important points ________________________________________________________
______________________________________________________________________________________
Connection to reader ____________________________________________________________________
______________________________________________________________________________________
“Walk-away” thoughts ___________________________________________________________________
______________________________________________________________________________________
POINT-BY-POINT METHOD
Interest creator _______________________________________________________________________
____________________________________________________________________________________
Context _____________________________________________________________________________
____________________________________________________________________________________
Thesis (Titles, Authors, Focus)  _____________________________________________________________
____________________________________________________________________________________
Statement of organization (mention II, III, III, etc.) ___________________________________________
____________________________________________________________________________________
Transition, topic sentence (BOETHIUS and either RASSELAS or EVERYMAN or SAPPHO) ______________
____________________________________________________________________________________
Lead in, quotations/point #1 (BOETHIUS) ___________________________________________________
_____________________________________________________________________________________
Lead in, quotations/point #1 (RASSELAS or EVERYMAN or SAPPHO) ______________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Concluding sentence____________________________________________________________________
______________________________________________________________________________________
Transition, topic sentence (BOETHIUS and either RASSELAS or EVERYMAN or SAPPHO) ______________
____________________________________________________________________________________
Lead in, quotations/point #2 (BOETHIUS) ___________________________________________________
_____________________________________________________________________________________
Lead in, quotations/point #2 (RASSELAS or EVERYMAN or SAPPHO) ______________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Concluding sentence____________________________________________________________________
______________________________________________________________________________________
Transition, topic sentence (BOETHIUS and either RASSELAS or EVERYMAN or SAPPHO) ______________
____________________________________________________________________________________
Lead in, quotations/point #3 (BOETHIUS) ___________________________________________________
_____________________________________________________________________________________
Lead in, quotations/point #3 (RASSELAS or EVERYMAN or SAPPHO) ______________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Concluding sentence____________________________________________________________________
______________________________________________________________________________________
Transition, topic sentence (BOETHIUS and either RASSELAS or EVERYMAN or SAPPHO) ______________
____________________________________________________________________________________
Lead in, quotations/point #4 (BOETHIUS) ___________________________________________________
_____________________________________________________________________________________
Lead in, quotations/point #4 (RASSELAS or EVERYMAN or SAPPHO) ______________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Concluding sentence____________________________________________________________________
______________________________________________________________________________________
Transition, topic sentence (BOETHIUS and either RASSELAS or EVERYMAN or SAPPHO) ______________
____________________________________________________________________________________
Lead in, quotations/point #5 (BOETHIUS) ___________________________________________________
POINT-BY-POINT METHOD (continued)
_____________________________________________________________________________________
Lead in, quotations/point #5 (RASSELAS or EVERYMAN or SAPPHO) ______________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Concluding sentence____________________________________________________________________
______________________________________________________________________________________
Transition, echo of thesis ________________________________________________________________
_____________________________________________________________________________________
Reminder of most important points ________________________________________________________
______________________________________________________________________________________
Connection to reader ____________________________________________________________________
______________________________________________________________________________________
“Walk-away” thoughts ___________________________________________________________________
______________________________________________________________________________________

Write a 4 pages draft on the following topic: Managing Anxiety as an International Student. You will have to be consistent with the proposal i will attach.

following the instructions and syllabus, choose the texts you need. DO NOT CHOOSE: The Lonely Londoners，My Beautiful Laundrette，and The Embassy of Cambodia.
Please do it in a CLOSED READING Analysis style.
I will send you the two responses you need to write after you finished the 4 discussion posts. I will upload at least before Sunday night

Please write a formal report about the topic “The Importance of Effective Communication in Business     Emails” (2 full pages) please add 4 reference and 
cite your evidence, make sure the references are related to the topic 
The pdf below is what I started on but I got stuck so 
If you what you can use that pdf and add on or do it your own way.
Please write it a formal report 

EXPLANATION OF A SCENE:A scene is the smallest unit of story. Characters come onto the “stage” inonetime and place, and action/dialogue/interaction occurs. As soon as you switch location, time, or point of view, you are switching the scene. Your job is to write ONE scene that lasts roughly three pages.
Every high point in a story must be played out in scene on the page, moment-by-moment in real time. The technique of slowing things down forces the stakes in a story ever higher. At the same time, the stakes also rise for the writer. Many beginning writers hide from the pressure of creating scenes by relying on summary. These same writers hold the mistaken belief that they can control things better by “telling” what happens rather than by “showing” what happens in a scene. Consider, instead, the idea that by breaking down each scene to its smallest parts you retain control.
Essential Element #1: Time and Place
The first layer of every scene deals with time and setting. Often this layer is implied or understood from the scenes and summaries that precede it. Either way, be sure to ground your readers in the “where” and “when” of the scene. The last thing you want is for your reader to awaken from the dream you have so carefully crafted due to disorientation or confusion.
In the scene from Ava’s Man, the time is established in the earlier part of the scene – “They were getting ready for supper just a few weeks later when”
Essential Element #2: Character Emotional Development
If conflict, tension and suspense drive the reader to turn the page or send the viewer to the edge of her seat, the character emotional development motivates them. Readers read stories and viewers go to the movies to learn about a character’s emotional development. The word development implies growth or change. Therefore character becomes a layer.
Essential Element #3: Goal
The protagonist has a long-term goal for the duration of the story and smaller goals for every scene. They may or may not reach the scene goal by scene’s end, but viewers and readers who know what is at stake for the character are more apt to cheer for the character’s successes and mourn his failures.
Essential Element #4: Dramatic Action
Dramatic action that unfolds moment-by-moment on the page makes up the next layer of scene.
Essential Element #5: Conflict
Embedded within dramatic action lies a layer or two of conflict, tension and/or suspense. The conflict does not have to be overt, but it must be present in some form. Fill a scene with tension or suspense or something unknown lurking in the shadows and you have yourself an exciting story. Remember that setbacks and failure create suspense, conflict and tension, not success or good news.
Essential Element #6: Emotional Change
Just as the action in every scene affects the overall emotional growth of your characters as a reflection of the entire work, the action also affects your characters emotional state at the scene level. In other words, the character’s mood changes because of what is said or done in that specific scene.
Essential Element #7: Thematic Significance
Thematic significance not only creates mood, it also creates the final layer of scene and the overall spirit of your story. Your reason for writing the story, what you want your readers to take away from having read it holds the key to your theme. When the details you use in scene support the thematic significance you have an intricately layered scene that provides meaning and depth to the overall plot.
Remember to include proper dialogue format, setting elements, characterization, and anything else on the Starkey Checklists for fiction.
BUILDING AND LAYERING A SCENE:
I think you can tell the sophistication of an author by the amount of layering going into a scene. We don’t want too little or too much…there’s a subtle balance to find. (I know there are tons of articles about this on the internet and I think the most important thing to remember is to find what works for you.) Some people layer as they go, others write a scene and then go back later to layer it.
Layering helps to REVEAL your characters. 
So what is layering? It’s adding the texture, the personality to the scene, and personality to your characters. To build and layer a scene, there are seven things to think about adding. 
1)   Dialogue. What your character says…or doesn’t say is where a scene starts. The interaction, how characters relate to each other verbally shows so much about them. Do they watch their words? Are they brutally honest? Do their actions and reactions seem in line with the actual words? But then we need more, or all we have is a couple of talking heads.
2)  Action. Action breaks up the dialogue. What types of action might your character be doing while she’s telling her ex-boyfriend to jump off a cliff? Maybe she’s reaching for a bat, which might hint to the reader that she’s got a bit of a temper. Or maybe she’s inching away, which hints to the reader that maybe the guy’s a bad guy…and hits. 
Or…maybe she’s sliding into a fighting stance, subtly and naturally. Showing the reader that this guy may hit…and this gal knows how to fight.
Make the action a natural one for your character. 
3)  Reaction. We all react differently to situations. So will your characters…internally and in dialogue. If a guy comes at me with a bat, I’d probably hold up my hands and try to talk him out of smacking me. NOT the best defense. But my kick-ass heroine..well now. She’d go for the jugular. (I need to take a karate class, I think.)
4)  Emotions. What are they? Characters can feel more than one emotion at a time…someone dumping their boyfriend might feel both relief and sadness. And our bodies react to emotions. What’s fun, is often the dialogue completely contradicts the emotions. Our heroine needs to keep her chin up, after all.
5)Senses. Use them all. But here’s a key: notice only what your character would notice. If your hero is color blind, there’s no reason to describe the sparkling blue of the heroine’s eyes. He can’t see that. He can see her lush hips, tilted chin…etc. And smell her natural lilac scent.
6)  Setting/Atmosphere. Same thing here…your character might see a room differently than you do. I walk into my husband’s den, and I see it needs to be vacuumed and I left my favorite socks on the couch. He would see the pillows goofed up on the couch and know I let the dogs in and didn’t watch them. One of his buddies might walk in and let out a whistle at the ridiculously large television. A Broncos fan would walk in and snarl at all the Oakland Raider goodies. I don’t even see that stuff. You reveal your character by what they see, hear, smell…
7)  Backstory. If you’ve done it right, numbers 1-6 have created your backstory for you. There’s no big info dump needed…you’ve spread it throughout. For example, my heroine walks into my home office. She immediately spots the fairy figurine on the desk, reminding her of the one her boyfriend Joe won at their small town’s fair last year. (Oh yeah, a bit of backstory WHILE the setting is being described.)  
To sum up: Layer to round out your scene so the reader might as well be your character. Don’t layer to: Add word count…or describe a room. Your reader doesn’t care what the room looks likes. Your reader cares about what the room means to the character…and what he or she sees. And how what they notice reveals more about them.

Research Paper Checklist
Making sure that you have completed all the required components of the research paper is an important step in being successful on the assignment. In order to facilitate this, you will complete this checklist by following these instructions.
To complete this assignment, you will need to submit a copy of your research paper. On your paper, please ensure you have the following items. Mark the highlighted items on your essay:
A clear organizational structure, with introductory and concluding paragraphs and body paragraphs that develop the argument Highlight this in yellow on your essay
A clear, arguable thesis statement Highlight this in pink on your essay
A title that previews the content of the paper, not “Research Paper” Highlight this in blue on your essay
A topic sentence at the beginning of every paragraph that focuses the paragraph and develops one idea at a time (there should be one for each body paragraph) Highlight these in green on your essay
A minimum of 5 typed, proofread pages (approximately 1200 words)
A minimum of ONE primary source Highlight this in red on your essay
A minimum of THREE reputable, critical secondary sources, excluding Wikipedia, CliffsNotes, Shmoop or any similar “free essay” type website Highlight these in grey on your essay
MLA-style parenthetical citations in the body of the essay Highlight these in purple in your essay
A Works Cited page, formatted in MLA style, that lists all works utilized in the paper, including the primary source(s)
Please note that these highlights should appear ONLY on the copy that you submit for this assignment. The draft you submit for peer review and the final version of your essay should NOT include these highlights.
The Essay should be about :
My Research
question:
Why do certain people become career criminals and why certain areas have higher
crime rates than others?
My Thesis Statement:
Theres several reasons why
certain people become career criminals and why certain areas have higher crime
rates than others can be attributed to a combination of individual factors and
environmental influences. While personal characteristics such as genetics,
upbringing, and psychological traits play a role in shaping criminal behavior,
societal factors such as poverty, lack of education, and limited opportunities
also contribute significantly to the prevalence of crime in specific regions.
My 3 sources
1.)
The Root Causes of
Crime CS&CPC Statement on the Root Causes of Crime Approved in 1996
Smith, John. “The Societal Impact of Poverty on
Crime Rates.” Journal of Criminology, vol. 25, no. 2, 1998
2.)
Lumen Learning.
“Who Commits Crime?” Social Problems: Continuity and Change. Accessed
20 September 2021,

8.3 Who Commits Crime?

3.)
Walden
University. “What Influences Criminal Behavior.” Walden University,
www.waldenu.edu/online-bachelors-programs/bs-in-criminal-justice/resource/what-influences-criminal-behavior.

The influence of Neorealism on Italian Cinema Hello, hope you are doing well. The paper needs to be written about the influence of neorealism on Italian cinema. I’ll put 2 sources you can use already in the files. I’ll also be adding a file so you can copy my writing style for the paper to make it look like I wrote it. Thank you
Lastly, You have to use the Masters of Neorealism pdf for one of the sources.

Personal Relationships Wellness Philosophy (PRW) Paper (100 points)
The Personal Relationships Wellness philosophy paper (PRW) requires you to build on much of what you have learned in this course, including the readings, videos, and lectures. The PRW is intended for you to apply what you have learned toward creating a primary prevention plan for your interpersonal relationships. This assignment also gives you a chance to reflect on and discuss results from the character strengths profile.
DIRECTIONS: Respond to these two questions in one WORD document. This essay assignment is usually no more than 4 pages in length, double-spaced (excluding cover page and references). Please use the following subheadings to organize your responses to the essay questions: Identifying and Using Resources for Successand Preparing for Challenges 
Once completed, submit your responses to the course DROPBOX. The due date is posted in the course calendar. 
Good luck, have fun with this, AND, pay close attention to your writing skills. Grammar, sentence structure and ability to narratively express yourself are factored into your grade for this essay.  Also, be sure to include a clear introduction and conclusion section. Make certain to take time in developing your response, and take time to EDIT more than once, before submitting through the DROPBOX.
Identifying and Using Resources for Success
One of the concepts emphasized in understanding how individuals/couples/families deal with change is the concept of resources. Resources can be defined in many ways, but put simply, they are those assets individuals possess or can acquire, which assist them to meet demands they face. Resources can be things such as character strengths, knowledge, psychological attitudes, and relationship skills which enable success such as optimism, resiliency, etc., and existing competencies related to the demand one faces.
QUESTION: Based on our learning activities throughout the semester provide a discussion of resources (at least 3) that support healthy relationships (be sure to cite each source and discuss why you choose it as a resource). Also, what personal resources/character strengths/assets (please choose 3) do you bring with you to your interpersonal relationships that will allow you to be successful in your close relationships?” Be sure to give specific examples of how and why these resources will help you to be successful in your relationships. You should also incorporate the strength areas highlighted in your VIA Character Strengths Survey results to support your points. More specifically, consider how your top 5 strengths might have a positive impact in your intimate relationships. Also, you should use key points from the learning activities (e.g. videos, lectures, and textbook) to support how your resources/strengths/assets support healthy relationships.  
Preparing for Challenges
This course focuses on prevention activities. Simply put, we want everyone to learn now, how close relationships can be strengthened and interpersonal skills developed, before problems occur in your relationships. We want education to help you “prevent” future problems from negatively impacting your close relationships.
QUESTION: Based on our learning activities throughout the semester provide a discussion of (at least 3) challenges that can compromise healthy relationships (be sure to cite the source of each challenge and discuss why you choose it as a challenge). Also, considering all of the chapters in our book and the learning activities (e.g. videos, lectures, pop culture articles), if you had a crystal ball, and could foresee into the future problems you think your close relationships might most likely face, what are three (3) problems might you expect to occur (knowing yourself now, and knowing your family’s past history, and knowing what is most typical for most couples/interpersonal relationships)? Describe each of these three possible future problems, and look at the chapters of your textbook as well as the learning activities. What chapters and what sections within those chapters (provide page numbers) do you think you will be most helpful? What strategies from our learning activities (e.g. readings, videos, lectures, pop culture articles) do you plan to put into practice? Be sure to explain how/why these sections of the textbook and other healthy relationship strategies might be useful. Again, consider the results from your VIA Character Strengths Survey and discuss how using your top 5 strengths in new ways might help you to navigate the potential challenges you discussed. 
This essay must be typed, double-spaced and formatted according to APA format. You will also need include an introductory paragraph and a conclusions section. This paper is a maximum of four (4) pages in length, excluding your title and reference page-points will be deducted for papers that do not follow page limit and format guidelines. The PRW essay is worth 100 points.
PWR_Format.pdfOpen this document with ReadSpeaker docReader