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ENGL101 engl101 - English 101 - Maryland Study Resources
  • 2 Pages audience3
    Audience3

    School: Maryland

    Course: English 101

    C.J. Gorrell November 9, 2008 Audience analysis for Paper 3 For paper number 3, the central focus changes from the state and national governments failures with NCLB, to the schools districts and i ndividual schools failures with NCLB. In this case, the pr

  • 1 Page Opposing views
    Opposing Views

    School: Maryland

    Course: English 101

    Opposing views Other solutions have been brought up for fixing NCLB. Mainly they revolve around making changes below the state and national government. Ron Sofo, a superintendent from Pennsylvania, comments on how it is not the fault of the government, an

  • 5 Pages paper1 rewrite
    Paper1 Rewrite

    School: Maryland

    Course: English 101

    1 C.J. Gorell September 24, 2008 No Child Left Behind, or Every Child Left Behind After completing grade school, I looked back, and considered the effectiveness of the teaching principles that were used in the classroom. By comparing my experience, and th

  • 6 Pages paper2
    Paper2

    School: Maryland

    Course: English 101

    No Child Left Behind or Every Child Left Behind? An in Depth Review on the Issues of the No Child Left Behind Act C.J. Gorrell 2 C.J. Gorrell ENGL 101 October 19, 2008 No Child Left Behind or, Every Child Left Behind? At the beginning of his presidency, G

  • 7 Pages paper3
    Paper3

    School: Maryland

    Course: English 101

    C.J. Gorrell Engl101 November 12, 2008 An analysis in the cause of the No Child Left Behind Act fiasco In the past few years, many second and third world count ries have begun a rapid rate of growth. They are becoming more productive, having h igher stand

  • 13 Pages paper4
    Paper4

    School: Maryland

    Course: English 101

    C.J. Gorrell M LA Style ENGL 101 Professor Benavidez December 2, 2008 No Child Left Behind, or Every Child Left Behind: A look into why the No Child Left Behind Act is failing students In the past few years, many second and third world countries have begu

  • 1 Page response3
    Response3

    School: Maryland

    Course: English 101

    C.J. Gorrell ENGL 101 Response to Journal 3 In regards to Kimberly Jordans remarks on stereotyping she makes a great analysis on the problems of stereotyping. I agree that stereotyping can often have a very negative impact on society. It narrows peoples u

  • 3 Pages rhetorical situation
    Rhetorical Situation

    School: Maryland

    Course: English 101

    C.J. Gorrell Rhetorical Situation The topic I have decided to enact upon is the issue of the No Child Left Behind Acts effectiveness. The primary audience, to which I intend to speak to, is the legislative government branch that has the power to end or co

  • 2 Pages rhetoricalsituation2
    Rhetoricalsituation2

    School: Maryland

    Course: English 101

    C.J. Gorrell ENGL 101 October 13, 2008 Rhetorical Situation The subject at hand is the No Child Left Behind Act. While no one feels that the act completely failed students, there are still many issues with the act. The idea of the act is to hold schools a

  • 3 Pages rhetoricalsituation4
    Rhetoricalsituation4

    School: Maryland

    Course: English 101

    C.J. Gorrell Engl101 Rhetorical Situation Paper 4 The topic of argument for this final paper is the No Child Left Behind Act, and its effectiveness in the classroom. As of this year, the act has been in p lace for eight years. Every year the act gets furt

  • 1 Page shortreport
    Shortreport

    School: Maryland

    Course: English 101

    C.J. Gorrell ENGL 101 Our group broke up the presentation in to four parts. My part was to analyze and report on the rhetorical appeal of logos in Graffs argument on schools failure to recognize the hidden talents of their students. I t was my job to dete

  • 6 Pages stasis grid
    Stasis Grid

    School: Maryland

    Course: English 101

    MLA Citation Source 1 Graff, Gerald. Hidden Intellectualism. They Say I Say. New York: W.W. Norton, 2006. Fact and Definition Pop culture subjects can help students develop academic principles. Such subjects often use academic principles for developing ar

  • 3 Pages summary
    Summary

    School: Maryland

    Course: English 101

    C.J. Gorrell Engl101 November 9, 2008 Summary of Argument The topic of my argument is the No Child Behind Act. The problem at hand is that the act has not been successful in achieving its goals. The goal of t his act is to increase the proficiency of stud

  • 4 Pages English101
    English101

    School: Maryland

    Course: English 101

    Youth Education An Answer to Future Wars There is no such thing as an inevitable war. If war comes it will be from failure of human wisdom (Law). To provide the strong wisdom for youth that will not be easily failed in the future, societies all around the

  • 4 Pages Logical Fallacies
    Logical Fallacies

    School: Maryland

    Course: English 101

    LogicalFallacies 16:55 BasicsofAristotelianLogic Syllogism:ifthisistrueandthatistruethenextthingistruetoo o Deductivereasoning o Majorandminorpremise Bothmustholdtrue o Mostfamoussyllogism: Majorpremise:allmenaremortal Minorpremise:Socratesismen Conclusio

  • 1 Page logos_handout
    Logos_handout

    School: Maryland

    Course: English 101

    T he use of logic in Graffs argument: *Graff uses abduction and comparative reasoning to form his argument. *Graff compares George Orwells writings on cultural meanings of postcards, to various professors works on Shakespeare. *By this he determines that

  • 2 Pages journal4
    Journal4

    School: Maryland

    Course: English 101

    C.J. Gorrell 11/30/08 Journal 4: An Analysis of Talents are Unlimited The article Talents are Unlimited argues that in order to improve the standards of global business practice in the U.S., schools must begin to practice critical thinking skills again. T

  • 3 Pages journal3
    Journal3

    School: Maryland

    Course: English 101

    C.J. Gorrell November 16, 2008 ENGL 101 Journal 3 Nick Naylor, a character in the movie T hank You For Smoking, d iscusses with a congressional committee on whether or not cigarette cartons should carry a warning image. In the movie Naylor is tobacco fund

  • 3 Pages Bibliography
    Bibliography

    School: Maryland

    Course: English 101

    Bibliography Graff, Gerald. Hidden Intellectualism. They Say I Say. New York: W. W. Norton, 2006. Packer, Joel. The NEA Supports Substantial Overhaul, Not Repeal, of NCLB. Phi Delta Kappan, 89 (2007): 265-269. EBSCO host. University of Maryland, McKeldin

  • 1 Page counterreason
    Counterreason

    School: Maryland

    Course: English 101

    C.J. Gorrell ENGL101 The f l ip side for paper 3 My stance and argument for paper 4 is that the NCLB is in need of serious reform. The system is severely under funded, and is so vague that no one knows what to make of i t. Every researcher I have come acr

  • 4 Pages draft
    Draft

    School: Maryland

    Course: English 101

    C.J. Gorell September 24, 2008 No Child Left Behind, or Every Child Left Behind After completing grade school, I looked back, and considered the effectiveness of the teaching principles that were used in the classroom. By comparing my experience in elemen

  • 2 Pages ec
    Ec

    School: Maryland

    Course: English 101

    C.J. Gorrell Engl243 An Analysis on Ode to a Grecian Urn In the poem Ode to a Grecian Urn, the speaker is facing an ancient G recian urn. He looks at the urns artistic drawings that depict events from t he generation in which the urn was created. I t is b

  • 2 Pages ENGL 101 - STASIS GRID TO SUMMARY PROPOSAL
    ENGL 101 - STASIS GRID TO SUMMARY PROPOSAL

    School: Maryland

    Course: English 101

    ENGL 101 From the Stasis Grid to the Summary/Proposal Writeanswerstothisexerciseonaseparatesheetofpaper. 1. Lookatyourstasisgridcarefully.Whichissueseemstohavethemostexigence?In otherwords,whichissueseemstoyoutobetheonethatmosturgentlyneedstobe studied?To

  • 2 Pages engl101_2
    Engl101_2

    School: Maryland

    Course: English 101

    C.J. Gorrell September 6, 2008 Civic Engagement: My Experiences In my backyard there is a field. It used to be part of a large farm that belonged to a family that owned all the land that my community now sits upon. The name of the family is the Todd famil

  • 1 Page ENGL101_3
    ENGL101_3

    School: Maryland

    Course: English 101

    C.J. Gorrell September 10, 2008 3 Possible Topics 1. When America was founded, the sense of community between citizens was unlike anything the world had seen. It is what gave us our strength. When other countries thought we were at our weakest point, we w

  • 3 Pages engl101_4
    Engl101_4

    School: Maryland

    Course: English 101

    C.J. Gorrell September 22, 2008 No Child Left Behind, or Every Child Left Behind? In an attempt to improve the standards of education in the U.S., the Bush administration formulated the No Child Left Behind Act. The act is a system of standardized tests,

  • 2 Pages engl101
    Engl101

    School: Maryland

    Course: English 101

    C.J. Gorrell September 6, 2008 Civic Engagement in the Collegiate Realm Being active in ones community can only improve the standard of life throughout the community, and within whomever engages his or herself in the community. Whether it is getting physi

  • 1 Page englresponse
    Englresponse

    School: Maryland

    Course: English 101

    C.J. Gorrell ENGL101 To Josh Asper, My response to David Zinczencos claim on fast food companys being the cause of American obesity, is that he has not looked far enough into the issue. I feel that the American society demanded the increase in fast food p

  • 2 Pages good writing
    Good Writing

    School: Maryland

    Course: English 101

    C.J. Gorrell Ralph Waldo Emersons The Snow Strom Announced by all the trumpets of the sky, Arrives the snow, and, driving o'er the fields, Seems nowhere to alight: the whited air Hides hills and woods, the river, and the heaven, And veils the farmhouse at

  • 1 Page journal response 2
    Journal Response 2

    School: Maryland

    Course: English 101

    C.J. Gorrell Engl 101 November, 8 2008 To Chris Sykes, The article is int riguing, and I would agree with the article in that the lawyers should be compensated for their work. However, when looking at the n umbers, 3.5 million dollars for 3,100 man-hours,

  • 1 Page journal1
    Journal1

    School: Maryland

    Course: English 101

    C.J. Gorrell ENGL101 The author of the reading Hidden Intellectualism, Gerald Graff, writes about the school systems failure to recognize students hidden intellectual abilities. Gerald Graff believes that for many young students that appear to have excell

  • 2 Pages journal2
    Journal2

    School: Maryland

    Course: English 101

    C.J. Gorrell ENGL 101 Journal #2 The argument in the article I have read is weather or not the state of Maryland should legalize slots. With the current state of the economy, the state of Maryland has been considering legalizing slots in Maryland to help

  • 3 Pages Lines of Argument
    Lines Of Argument

    School: Maryland

    Course: English 101

    English101 18:04 LinesofArgument Afortiori:tothestrength,comparinglessandmorelikely arguments/outcomes o Ifanadultcantunderstandtheteacher,thenachildcertainlycant. o Ifcongressdoesntobeyitsownlaws,whyshouldwe? UseMaximsorProverbs o Pathos(familiarity) o C

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