Summary of Research Article - Free Essay Example

Sample details Pages: 4 Words: 1271 Downloads: 1 Date added: 2018/12/14 Category Information Systems Essay Type Research paper Level High school Tags: Information Essay Did you like this example? Summary of Granta article The news of Russian Prime minister Vladimir Putin giving out information about the absence of his soldiers in Ukraine introduces this article. Although the Russian soldiers were openly seen in Russia, the Prime Minister denials the truth honestly. Also, Donald Trump, current president of United States testifies to the Muslim community to have cheered the booming of twin towers and also adds that Mexican government had planned to have bad immigrate to the US. Don’t waste time! Our writers will create an original "Summary of Research Article" essay for you Create order The analysis of all this vital information from great and high profiled leaders in the world proves that truth or the fact has no value in a free environment. Both politician and media have given out the message that is unreliable since having no fact of truth since they dont care whether their message is of truth or not. Then the author wonders how comes the world has reached his state whether anybody can give and testify a lie. He further wonders whether technology or history of philosophy or economic globalization are risible for this state. Whereby media and politician can cheat without fear. Technology is highly blamed for this mess. Through social Medias such as Facebook and Google people have been posting information that has no basis in fact or truth. The politician has been using social media such as Twitter to make themselves proud and has made as they create a nostalgic environment for their followers. As the American philologist Svetlana Boym claims that politician use non-fact information to make theyre follows feel irrational suspiciousness and hence cannot trust other leaders. Leaders from a different part of the world are seen using propaganda which is have not fact. Throughout this article, Trumps propaganda and much of his information that is considered as to have no fact base but just post truth or truth that maybe will come in future are illustrated. For instance, for Trump to achieve his mission of causing American to stop trusting on former president Obama, he associates Obama with Muslim. This is because Muslim community is taken to have enmity with Americans after Asama bombed twin towers. It is believed that the truth and falsehood have established itself at almost equal levels and hence taking advantage of post-modernism as a result of technology. The article further discovers that the postmodernism made a mistake by assuming that all knowledge is power and hence it is not possible to debate against power. This article concludes that it is a dark joy for one to open to the world all his madness. This uses Trump as a good example of a leader in power who expresses his emotion and ager in media with the pressure of validating any propaganda or shit he has. And hence nobody can expect fact information considering the current state of politician and media information/ messages. Summary of the research reports on making up history: False Memories of fake news stories Based on previous research that had been carried out on the field of the truthiness of information, the past results found that repeated information was more likely to be taken as true information if it had not been heard before. Researchers from Washington University have performed this experience on false memories of fake news stories. This research is carried out with the aim of examining whether familiarity with stories that are false increases the rate of truthfulness for such events. It also focuses on establishing whether familiar false stories create a false memory. Methods used in this experiment involved 44 undergraduate students of psychology who were used as the experimental material for this research. Participants were divided into two groups, one group was not exposed new stories, but the other group of participants in this research was exposed to false new stories, but the investigators tried as much as possible to portray this information as true stories to the participants. This was aimed to achieve the goal of this research that focused on establishing the influence of memory on the exposure of false information. This was to be achieved through exposing part of research material (undergraduate students of psychology) to false stories while sparing the other group to establish any variation in the response between these two groups. After five weeks, the participant was required to rated various stories. Results found that the group of the participant that had been exposed to false experimental stories rated them as more plausible and tr uthful than the group that had not been exposed to false experimental stories. From this research, it was found that false information is repeated in ones memory, the higher the belief on the false information was taken to be true. Also, found that the more the experimental group had been exposed to false information the more they were confusing it with other information from outside the research. Hence giving out a proof that people are likely to confuse a false information or stories with what they had heard before and hence make the wrong conclusion. Summary of Forbes Article On: 10 Journalism Brands Where You Find Real Facts Rather Than Alternative Facts This is an article on the opinion expressed by Forbes contributors, by Paul Gladder, the author. It comprises many opinions on accessing information that is true and of equal facts without any alteration of the reality of the occurrence. Contributors are wondering whether it is possible to access real truth in this era of fake news from the internet and also new political leaders that are stressing on their baseless fact that have no any element of truth. It is clear that many people are confused by the current state of the validity of factualness of the communicated information. This has made many people start reading past books and novels such as dystopian novel of 1984 as BBC reports that its sales are increasing. It seems as if people do not trust reading currents documents or information since much of has no factual base. Subscription to some of trusted magazines and newspapers are rising. Even the academic class is wondering whether the reading habits are only reading people to wards fiction and truth. Nobody has the information on devices that can give trusted information in our todays media. Then contributors o Forbes wonders why journalists cannot organize themselves according to their professional code of ethics as a journalist. There is a confusion on the point of what ought to be done to the editors who allow information that is full of an exaggeration to be channeled to the public, be fired or get a new position in the same job field. The trusted information shows that there are some media such as BBC and NBC whereby if his journalist violets the professional code of ethics is fired. This article concludes up outlining some of the trusted media sources that can be relied upon for the acquisition of true information. For instance, the New York Times, the wall street journal among other trusted media sources. Youtube (the third link just send me to YouTube with no feeds) YouTube is a video exchange platform. A lot of information is posited on you tube both educational, informal and non-informal. The authenticity of this information may be not be proved since anybody can post or upload a document on YouTube. Thus there is a mixture of trusted and trusted information that can be accessed from YouTube. For instance, through YouTube, one can watch a trusted TV channel and hence get access to trusted information. At the same account, one may upload edited official video such as the official inauguration of a leader that has been edited for a specific purpose.

Definition Of The Politeness Theory - 704 Words

1.4. Theoretical Framework 1.4.1. Definition of the politeness theory. Watts (2003) explains, â€Å"Politeness is not something we are born with, but something we have to learn and be socialized into† (p. 9). Each linguist defines politeness in a different way. Cobley (2010) says that politeness is a way of showing consideration and social position in language. Politeness includes words that show respect such as please . He indicates, â€Å"The phenomenon has been the object of the considerable scrutiny in pragmatics† (p. 290). In addition, Yule (2006) describes politeness as â€Å"showing awareness of and consideration for another person s face† (p. 119). Huang (2014) defines it as any behavior that maintains his or her face through an interaction. Brown (1987) threw light on different aspects of behavior such as manners, courtesy, tact, etc...(p. 142). On the other hand, Thomas (1995) sees politeness as a real world goal, which means that politeness happens t o be only a desire to be pleasant to others. In his point of view, politeness should not be included within pragmatics, because linguists do not have access to the speakers intentions, they only hear what the speakers say and see how the hearers react (p. 150). Pinker (2007) indicates that politeness is not an etiquette to learn, but to the countless ways that can confuse their listeners (p. 380). Hence, one can define politeness in many ways, but what is surely common between them is thatShow MoreRelatedA Research Study On The Semantics Of Face And The Harlequin / Al Bhlwan /1671 Words   |  7 Pagesimportant theories in the pragmatics field, which is the Politeness theory. This theory is proposed by Penelope Brown and Stephen C.Levinson (1978) and it is based on the notion of face by Goffman (1967). This paper applies this theory to two plays, which are The Misanthrope by Moliere and The Harlequin /Al-Bhlwan/ by Yusuf Idris. In both plays, through the main characters, the authors point out the hypocrisy in the society they each belong to. This study explains the politeness theory throughRead MorePoliteness and Pragmatics in the Context of Cross-Cultural Communication1160 Words   |  5 PagesThroughout almost all societies, politeness plays an integral role in the effectiveness of social life and interaction within the context of both inter-cultural and cross-cultural communication. Within different cultures the definition of politeness may vary substantially and as a result may be appropriated in ways that are largely misunderstood within the context of other cultures. It is for this reason that scholars such as Brown and Levinson have derived theories on politeness and its use within globalRead MoreThe Problem Of Face Theory1627 Words   |  7 PagesFace theory, developed originally by Goffman (1969), is defined as how we view ourselves through the interpretation of others in interaction. A key part of his theory suggests that, in avoiding pot ential threats to face, defensive (for the self) and protective (for others) measures are employed. Brown and Levinson (1987) expand on this theory. They suggest an individual has a positive and negative face, reflecting our feeling of self-worth and the desire for our thoughts and actions to be unimpededRead MoreThe Role Of Critical Race Theory941 Words   |  4 PagesThe role of Critical Race Theory provides us with the idea of â€Å"racial realism†, the idea that racism, the normalcy of white supremacy is part of the everyday life of an ‘other’, in other words, racial or indigenous minorities in Canada. Consequently, the Critical Race Theory gives an understanding of the power that can be given to a definition such as ‘race’, and how heavily influence the way society functions and sparked in a cultural divide in Canada due to the simple idea that biological and aestheticRead MorePoliteness Theory and Its Application in Arabic1840 Words   |  8 Pagesdifferent ways to express politeness and they usually use a range of different linguistic expressions to do so, depending on the relationship with the addressee. This research will explain Browns and Levinson’s politeness theory and will recognize how universal this theory is and weather it can be applied on Japanese language taking into account the difference in cultures. Brown and Levinson’s theory of Politeness and how it applies in Arabic: Brown and Levinson`s theory is mainly based on threeRead MoreInteraction Ritual by Erving Goffman1369 Words   |  6 Pagesalongside five more essays featured in this book and focuses on the concept of the face. His essay on face-work offers an analytic study which explores interaction as a ritual process. It is instrumental in providing a sound understanding of the definition of face and is a comprehensive insight into basic kinds of face-work. Some of Goffman’s other works include ‘The Presentation of Self in Everyday Life’, ‘Asylums’, and ‘Stigma’ which are a series of books about social behaviour. They areRead MoreCulture, no doubt one of the most complex words of the English language, for years, scholars1900 Words   |  8 PagesCulture, no doubt one of the most complex words of the English language, for years, scholars debated its definition. Clarifying what culture means in this essay or what culture means in an Intercultural respect would be to start by defining what it is not. Culture does not refer to products of the intellectual and artistic elites, or â€Å"high-culture†, nor does it refer Lady Gaga’s dress sense or Miley Cyrus’s Twerking or otherwise known as â€Å"pop-culture† both examples of such culture are merely aestheticsRead MoreDeviance1701 Words   |  7 Pagescriminals were atavists – evolutionary throwbacks whose biology prevented them from conforming to society’s rules Why people become deviant – Positivist theories Social typing process – the process through which deviance and normality are socially constructed – Interpretive and critical theories Why do People Become Deviant? Using Positivist Theories Interested in explaining why people act in particular ways Positivist-sociologists seek cause-and-effect relationships in the form of statisticalRead MorePoliteness - a Comparison Between Chinese and English3483 Words   |  14 PagesTable of contents 1. Introduction 2 2. Politeness Ââ€" a theoretical approach 3 3. the concept of limao 4 4. Request strategies 4 4.1. Request strategies in Chinese 4 4.2. Request strategies in English 5 5. Forms of address 6 5.1. Forms of address in Chinese 6 5.2. Forms of address in English 7 6. Chinese: Politeness across social groups 8 7. Conclusion 9 References 11 1. Introduction In many parts of this world, former existing borders are removed and peopleRead MoreProblematic Issues Arising with Intercultural Communication2857 Words   |  11 Pagesof people from others’. Even though Hofstede does attempt to define culture, his definition can be deemed as being inexplicit and somewhat confusing. A more comprehensive definition of ‘culture’ is provided by Goodenough (1971, p4) who defines it as ‘a cognitive cultural anthropology, as a body of knowledge shared by members of a society as to standards of perceiving, believing, evaluating and acting’. This definition indicates that culture can indeed play a large role in the behaviour of an individual

Lifespan development free essay sample

Human development  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Studying change and constancy throughout the lifespan. Basic Issues in Lifespan  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Continuous or discontinuous?  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ One course of development or many?  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Nature or nurture? The Lifespan Perspective: A Balanced Point of View  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Development as lifelong.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Development as multidimensional and multidirectional.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Development as plastic.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Development as embedded in multiple context:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ age-graded influences  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ history-graded influences  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ nonnormative influences Periods of Development Prenatal Conception to birth Infancy and toddlerhood Birth to 2 years Early childhood 2 to 6 years Middle childhood 6 to 11 years Adolescence 11 to 18 years Early adulthood 18 to 40 years Middle adulthood 40 to 65 years Late adulthood 65 years to death Scientific Beginnings  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Scientific study of human development dates back to the late nineteenth and early twentieth century.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Charles Darwin (1809-1882)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Forefather of scientific child study.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Natural selection and survival of the fittest.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ The normative period  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ G. Stanley Hall (1844-1924) à  Ã¯Æ'   founder of the child study movement and Arnold Gesell (1880-1961).  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Both were known because of their normative approach to development. Scientific Beginnings (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ The mental testing movement  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Alfred Binet (1857-1911) à  Ã¯Æ'   created an intelligence test which sparked interest in individual differences. Mid-Twentieth Century Theories  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ In the mid-twentieth century, human development expanded into a legitimate discipline. As it attracted increasing interest, a variety of theories emerged, each of which still has followers today:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ The psychoanalytic perspective  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ People move through a series of stages in which they confront conflicts between biological drives and social expectations. The way these conflicts are resolved determines the person’s ability to learn, to get along with others, and to cope with anxiety. Mid-Twentieth Century Theories (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ The psychoanalytic perspective (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Sigmund Freud (1856-1939) à  Ã¯Æ'   parts of personality and psychosexual development.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Erik Erikson (1902-1994) à  Ã¯Æ'   psychosocial development.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Behaviorism  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ An approach that views directly observable events as the appropriate focus of study.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Traditional behaviorism: John B. Watson (1878-1958) à  Ã¯Æ'   classical conditioning and B. F. Skinner (1904-1990) à  Ã¯Æ'   operant conditioning Freud s Three Parts of the Personality nï  ® Id nï  ® nï  ® nï  ® Ego nï  ® nï  ® nï  ® Superego nï  ® largest portion of the mind unconscious, present at birth source of biological needs/desires conscious, rational part of mind emerges in early infancy redirects id impulses acceptably the conscience develops from ages 3 to 6 from interactions with caregivers Erikson s Psychosocial Stages Basic trust vs. mistrust Birth to 1 year Autonomy vs. shame/doubt 1–3 years Initiative vs. guilt 3–6 years Industry vs. inferiority 6–11 years Identity vs. role confusion Adolescence Intimacy vs. isolation Early adulthood Generativity vs. stagnation Middle adulthood Integrity vs. despair Late adulthood Behaviorism and Social Learning Classical conditioning Stimulus–response Operant conditioning Reinforcers and punishments Social learning Modeling Mid-Twentieth Century Theories (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Behaviorism (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Social learning theory: proposed by Albert Bandura à  Ã¯Æ'   emphasized on modeling, also known as imitation or observational learning.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Cognitive-developmental theory  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Inspired by Jean Piaget à  Ã¯Æ'   children actively construct knowledge as they manipulate and explore their world:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Sensorimotor – birth to 2 yrs.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Preoperational – 2 to 7 yrs.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Concrete operational – 7 to 11 yrs.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Formal operational – 11 yrs. onwards Recent Theoretical Perspectives  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Information processing  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ An approach that views the human mind as a symbolmanipulating system through which information flows.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Ethology and evolutionary developmental psychology  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Ethology is concerned with the adaptive or survival, value of behavior and its evolutionary history.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Evolutionary seeks to understand the adaptive value of specieswide cognitive, emotional, and social competencies as those competencies change with age. Recent Theoretical Perspectives (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Vygotsky’s sociocultural theory  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ It focuses on how culture – the values, beliefs, customs, and skills of a social group – is transmitted to the next generations.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Social interaction – cooperative dialogues with more knowledgeable members of society – is necessary for children to acquire the ways of thinking and behaving that made up a community’s culture. Recent Theoretical Perspectives (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Ecological systems theory  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Urie Bronfenbrenner (1917-2005) views the person as developing within a complex system of relations affected by multiple levels of the surrounding environment:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Macrosystem  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Exosystem  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Mesosystem  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Microsystem Studying Development  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Common research methods:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Systematic observation à  Ã¯Æ'   naturalistic and structured observations  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Self reports à  Ã¯Æ'   clinical and structured interviews  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Clinical, or case study method  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Methods for studying culture à  Ã¯Æ'   ethnography Studying Development (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ General research designs:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Correlational design à  Ã¯Æ'   correlation coefficient  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Experimental design à  Ã¯Æ'   IV/DV  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Modified experimental designs à  Ã¯Æ'   field experiment/quasi  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Designs for studying development:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Longitudinal design à  Ã¯Æ'   same group at different times  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Cross-sectional design à  Ã¯Æ'   different groups at same time  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Sequential designs à  Ã¯Æ'   mixed

Verbs free essay sample

This also includes academic vocabulary, recognizing organizational patterns, understanding minor points, main supporting ideas, authors purpose, outline a reading section, write a short u Mary of what you read, etc. * Writing: Develop fluency as writers with both personal and academic topics. This includes learning to write a 5- paragraph essay using appropriate grammar, vocabulary, unity, coherence, logic, etc. Grammar: Improve your ability to understand form and function (meaning) in an effort to help you communicate more accurately in speaking and writing. You will work to learn to when it is appropriate to use a simple sentence, a compound sentence, or a complex sentence. Required Texts ; Materials: * Grammar Dimensions 3 (4th De. ) by Stephen H.Tittles and Diane Larson-Freeman Grammar Dimensions 3 Workbook by Diane Larson- Freeman and Kathleen Flynn * Blue Prints 2: Composition Skills for Academic Writing by Mary Fitzpatrick * Reading Connections (High- Intermediate) by Anne Digger and Cheryl Pavlov * Vocabulary Power 3 by Kate Dingle * Please bring the following materials to class each day: * Standard size* lined notebook paper (8 la by 1 1 inches) * 3-hole binder with folders * Pencil, a colored pen (red or green) ; hi-liter * All FIVE textbooks A method for bringing electronic documents to and from class (e. We will write a custom essay sample on Verbs or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page G. USB flash drive) Credit/No-Credit Polio Credit/No-Credit Policy The following policy, which applies to all students enrolled in POPE courses, has been adopted because consistent attendance and practice is important for effective language learning. Students who skip classes or dont prepare for class not only slow their own language progress but also disrupt the learning of their classmates. Group and pair work is important for quicker language development, so your class participation each and every day is necessary! 1. The official grades for an POPE course are Credit (CRY) and No Credit (NC). . Reported for a student who has a) participated* in class at least 90% of the time AND A grade of Credit is attended and actively b) time. 3. Has failed to a) scheduled classes time. 4. Completed at least 90% of out-of-class assignments on A grade of No Credit is reported for a student who attend and participate in at least 90% of all OR complete at least 90% of out-of-class assignments on If a student earns one Credit (e. G. In attendance) and one No Credit (e. G. In homework), the No Credit will be reported. 5.Students who receive No Credit (NC) at the end of the semester will be placed on Academic Probation and the No Credit grade will appear on dents permanent Ohio University academic transcripts. 6. Students who have already received one term of No Credit should not make travel plans to leave the United States at the end of each following term until they officially know that they will not be receiving No Credit for a second time. This will be stated on the end-of-session proficiency report. 7. Any student who receives No-Credit for any two terms will be required to leave or dismissed from POPE and Ohio University. . Dismissed students can a) transfer to another academic institution return to their home country. Students who have transferred to another academic institution may re-apply to Ohio university after completing a minimum of 20 semester hours of classes and demonstrating a minimum 2. 75 grade point *Students who are active and positive participants are awake and are engaged with their instructors and their peers. This means that they are actively participating in whole class and group discussions. They work cooperatively with fellow classmates in pair work.During class time, they are concentrating on the subject matter of the class. Additionally, their homework is completed in a thoughtful manner, well before the start of class. Examples of inactive behavior are sleeping in class, checking a cellophane during class, not interacting with peers and the instructor, and trying to complete homework just before the start of the class. These actions do not help students improve their English. Excused Absence Policy Ohio University and POPE expect students to attend their classes. Attending 90% of your classes is an POPE requirement to obtain Credit for the semester.If you miss classes beyond the 90% requirement, it can only be for legitimate (excused) reasons by the University. We call these excused absences. These excused absences include illness, death in the immediate family, and involvement in University-sponsored activities. Excused absences will be accepted and will NOT count towards No Credit. However, due to immigration regulations and the intensive nature of your English courses, these excused absences cannot be for more than 3 days. For medical absences longer than 3 days, you are strongly advised to seek a medical leave. Please consult with your POPE advisor about your situation.Medical Leave forms are available from International Student and Faculty Services and on the Web: http://www. Ohio. Du/CIFS/ forms/PDF/Recalculated. PDF Here are some important things to remember about being absent from class: 1 . You are required to notify your instructor as soon as possible and provide evidence (e. G. A doctors note, a note from your OH sports coach) to support the legitimacy of your absence. You may also request that your instructor call Campus Care to verify hospitalizing at Blueness Memorial Hospital. For more information, see the Class Attendance Policy section in the OH Undergraduate Catalog: http:/ /www. Dialogs. Ohio. Du/content. PH? Citation=27Navaho=1424 ; Enron info 2. For ALL absences, you are expected to complete as much of your missed homework as possible in a timely manner. If multiple days of work have been missed, please meet with your instructor to arrange modified due dates. In the event that you do not make up the homework in the specified amount of time, you will receive no credit for those assignments. 3. If you miss a test or a quiz due to an absence, instructors will not permit you to take the quiz or test. Missing tests and quizzes will lower your grade. 4.Ohio University and POPE assume that, whenever possible, you will visit Campus Care or another doctor without missing class. . Excused: a) Absences for reasons similar to these will NOT be attending or spending additional time studying for another course. B) changing registration, or taking the TOEFL bit. C) seeing an advisor, going to the bank, paying bills, taking a driving test, or meeting someone at the airport. Tardy Policy Students are expected to arrive to all classes on time. A tardy is defined as being five minutes late for class. Three tardiest equal one unexcused absence.If a student attends less than 40 minutes of a 55-minute period, he or she will be counted absent for that hour. Lack Of progress and Dismissal Students in POPE are expected to make satisfactory progress in the development of their language skills. At the end of each semester, students are expected to advance to the next level in the program (e. G. , Intermediate to Advanced) or at least progress to a higher component course in the same level (e. G. , Intermediate to High Intermediate). In the event that a student fails to progress or advance and has to repeat the same course at the same level, he/she will be allowed to do so only one time.If the student fails to progress within a level (e. G. , Intermediate to High Intermediate) or to advance o a higher level (e. G. , Intermediate to Advanced) after taking a course for the second time, he/she will be dismissed from POPE and Ohio University. Students who receive notice that they will be dismissed according to this policy may appeal the decision by submitting a written Statement of Appeal to the POPE office within ten calendar days from the date that the dismissal notice is sent. This Statement of Appeal should describe any unusual circumstances that contributed to the students lack of progress.An POPE/ Linguistics committee will review the appeal and render a decision within three calendar days. College of Business (COB) students should complete their POPE English studies within 6 semesters of study or they will need to change their major from the College of Business. Academic Misconduct: Copying, Cheating, and/or Plagiarism* POPE follows the Ohio Universitys policies on Academic Misconduct. For more details and examples, see http://www. V. Ohio. Du/communitarians/ academic/students. CFML. Academic misconduct includes (but is not limited to) the following: * Being dishonest in fulfilling academic requirements. Cheating (I. E. , answering questions on a test, quiz, or assignment by means other than your own knowledgee. G. , using notes or cell phones; talking to others, looking at another students paper ;k Popularizing (I. E. , using the ideas or writing of someone else as your own). * Un-permitted collaboration (e. G. , having someone else rewrite your work for you). * Fabrication (e. G. , using invented or made up information). * Using advantages not approved by the instructor (e. G. , looking at a copy of an exam ahead of time). * Knowingly permitting another student to plagiarism or cheat from ones work. Submitting the same assignment in different rouses without consent of the instructor. * Changing material on a graded exam or quiz and then requesting a re-grading of the exam. Consequences: 1 . The first time a student commits an act of academic misconduct, he/she will need to meet with his/her POPE instructor to discuss the situation. If necessary, the instructor can require the student to meet with the POPE director. At this time, the student will receive a verbal warning not to commit another act of academic misconduct. A grade penalty, such as an F, may be imposed on the assignment or test. 2.If the student commits a second act f academic misconduct, a written warning will be placed in his/her file describing the offense. The student will meet the POPE director. 3. If the student commits a third act of academic misconduct, he/she will be referred to the University Judiciaries for disciplinary action* *. All students should understand that the penalty for academic misconduct can range from a verbal or written reprimand*** to expulsion * plagiarism means copying information (from books, the Internet, or even your friends) that you did not write or create yourself and claiming that it is your own work. * disciplinary action means a punishment for doing something wrong *** reprimand means a warning for having done something wrong **** expulsion means that you are asked to leave the university Course Website (Model) The course website is where you will find copies of course handouts and weekly schedules. Often you will be asked to print handouts off the site and bring them to class or submit homework online. We may occasionally use Blackboard as well. ***The information on this syllabus is tentative and is subject to change.Homework * Expect to spend around la 2 hours outside of class for one day of class. You must complete your homework 100% before class. If you do not complete all of your homework, you will receive a ZERO for the days homework. All homework is due at the start Of class. If you are not present at the beginning of the class when homework is checked, you can receive half- credit. * Late Work: If your assignment is one-day late you will receive half-credit. After one-day, assignments will receive no credit. Even if you are absent, YOU are still expected to complete your homework and show it to your teacher. It is your responsibility to talk with classmates or me to find out what you missed from class. Typed assignments must conform to attached guidelines. * For multi-draft writing assignments, keep all of your drafts. When the assignment is due, you will need to submit all of your drafts with the final paper. * We encourage you to get help with your writing and feedback, but please remember that all writing you turn in for this class must be your writing that you received appropriate help with.That means it is your paper and someone can have helped you with a few awkward sentences or incorrect grammar points, but not a re-write of your work. If you turn in work that does not look like your writing, it may not be accepted. * Practice Homework: There will be many assignments that will prepare you for the quizzes and graded assignments listed on the following page. Even though they do not count toward your grade, the amount of effort you apply to these assignments will most likely influence how well you perform on the graded assignments. If you missed a quiz/test or homework assignment because you were sick, you must make up the quiz/ homework on the first day back to class. If you do not do this, you will receive a zero. Quizzes Tests will usually start at the beginning of class. Your Total Grade: * Writing -? says x Essay one: Essay two: Essay three: . . . 25% Essay four: * In-class writing x 2 . In-class writing 1: In-class writing 2: * Reading Summary 1: Us Mary 2: * Reading Presentations x 2 Presentation 2: .. 20% * Multi-draft * Summary x 2 . .. 10% Presentation 1 Quizzes/Tests.. .. * Grammar quizzes/tests x 7 * Quiz 1: * Quiz: * Quiz 3: * Quiz 4: * Quiz 5: * Quiz 7: * Reading/Vocabulary quizzes/tests x 7 * Quiz 2: Quiz 5: * Quiz 6: * Other graded .. . 5% Reading and Writing Projects: Below is a more detailed description of what will be expected for your reading and writing projects. Keep in mind that your performance in these assignments is key to proving your overall mastery of this courses content. * Multi-Draft Essays: In this writing project you will run through a series of steps to help you produce an excellent final draft in terms of both grammar and content.This multi draft essay project will be based primarily on the reading texts addressed in this class. Every step in this process (both pre-written and written) will be a part of your overall grade. * In-Class Writing: Most of your writing projects are best categorized as homework, but this is one will take place during class. Because this is a timed assignment, this will only be a paragraph assignment, but you must be able show that you have mastered both grammatical and rhetorical structures covered in this class. Similar to the writing projects, the in-class writing will be based on readings covered in this class. Summary: This assignment will also be based on a reading text covered in class, but instead of incorporating your opinion or other outside elements, this paper only be based on the authors ideas expressed in the text. Using your vocabulary knowledge your ability to annotate and outline, you will write a one paragraph expressing key ideas and details in your own words from a provided text. * Reading Presentations: You will be asked to give presentations related to topics that are discussed in our reading textbook and the novel that we will read in this class.These presentations will be done in groups. POPE Grading System A+ 97-100% AAA-96% A- 90-92% 87-89% 883-86% B- 80-82% C+ 77 _ CO-76% C- 70-72% Advance to the next level (Part-time POPE 12 hours) D+ 67-69% May move to Pre-Academic (Full-time POPE) D 63-66% D- 60-62% F 59% or below Must repeat the Advanced Level A (Full-time POPE) Your Name DVD core Skills B May 15, 2013 Assignment type and draft Title of Your Essay Here Place your wonderfully, amazing, attention grabbing hook here. Do not forget that background information comes next.Background information may be a continuation or further example of your hook. Your essay should move from general to specific and have more than three sentences. Try to make this paragraph five sentences long. Notice too how this essay is using Times New Roman, size 12. End this paragraph by putting your thesis statement here. Your first topic sentence goes here. Remember to connect this topic entente to the thesis above. Then use supporting details such as facts, example or other interesting and specific details to support your topic sentence.Be as specific as you can. General statements will not improve your writing. You should be able to write six or seven strong sentences. Do not forget to check over your grammar. Now it is time to put your conclusion sentence here. Remember this concluding sentence brings your ideas to an end and prepares the reader for the next paragraph. Your second topic sentence goes here. Remember to connect this topic sentence to the thesis above. Then use supporting details such as facts, example or other interesting and specific details to support your topic sentence.Be as specific as you can. General statements will not improve your writing. You should be able to write six or seven strong sentences. Do not forget to check over your grammar. Now it is time to put your conclusion sentence here. Remember this concluding sentence brings your ideas to an end and prepares the reader for the next paragraph. Your third topic sentence goes here. Remember to connect this topic sentence to the thesis above. Then use supporting details such as facts, example or other interesting and specific details to support your topic sentence.Be as specific as you can. General statements will not improve your writing. You should be able to write six or seven strong sentences. Do not forget to check over your grammar. Now it is time to put your conclusion sentence here. Remember this concluding sentence brings your ideas to an end and prepares the reader for the next paragraph. You are now ready to start your conclusion paragraph. Remember that a conclusion paragraph starts by restating the thesis using new words or synonyms. Then t summarizes the controlling ideas from the body paragraphs.