Category: English

make sure apa format. 10 pages max including everything 2 problems with solutions to them about mechanical engineering with a references page with min 6 sources max 8. if you need any extra information let me know

RHETORICAL ANALYSIS: to be completed along with the third unit project in this course The Advocacy Text Rhetorical Analysis is an essay that explores the question How did I make my decisions to create the Advocacy Text based on the rhetorical situation I was responding to? Your analysis should show that you made your rhetorical choices from an informed and reflective point of view, so in the Rhetorical Analysis, you should: Articulate the history or definition of your cause, its scope or significance (whos impacted, when, where, why, how, and to what extent?), and the recency or relevance of the cause. Please cite any relevant outside research that you had to consult to create your Advocacy Text. For instance, if you had to learn more about your topic in order to choose content for your Advocacy Text, explain and cite that research in your Rhetorical Analysis. Identify the features of the rhetorical situation in which your Advocacy Texts operated and narrate how you shaped your decisions based on those features. Use specific examples of details from the Advocacy Text itself to explain how you made your rhetorical decisions, addressing the elements that make up your rhetorical situation: the message itself (how you chose the message elements, including the mode or channel, conventions, and graphic, visual, or design elements), the rhetorical purpose (what change you were trying to evoke from the audience and how you think your choices helped you do that), and the audience (including the intended audience, the actual literal audience, and how you got the message to reach these audiencesboth figuratively and literally). Reflect about how your identity or experiences related to your choice of cause, how you experienced the composition process, and what you might be realizing or learning from these connections. Reflect on the affective (or emotional) experiences of this composition process and what you might be realizing about or learning from those experiences. Technical Requirements You must use (4) total outside sources in the creation of the Advocacy Text and Rhetorical Analysis project. Thinking about source literacy from previous units, you want to select high quality and credible source material to build your advocacy text. (i.e. consider using the CRAAP assessment). Advocacy Text and evidence of submitting your Advocacy Text to the intended audience must be submitted as a PDF file Length requirement for the Advocacy Text should be approximately 1-page or more depending on the genre selected Rhetorical Analysis must be submitted at a .doc/.docx file o For the Rhetorical Analysis, the essay and document should use MLA style and to reach the level of depth expected, the essay should be no shorter than about 1,000 words but may be longer

Assignment Description: ADVOCACY TEXT: Your work in the third unit of this course builds to an Advocacy Text project: the Advocacy Text is a text that has a rhetorical purpose of creating positive, productive change for a cause in the world, with an audience that reaches beyond your instructor and classmates. Remember that a text can take many shapes, but to give you a guideline to work with, please create a document that could fit onto a one-sided, standard 8.5 by 11 sheet of paper (or smaller). The text can involve any combination of message elements that fit your rhetorical purpose: these elements may include the mode or channel you use to share the text with your intended audience, the conventions or genre of the document, and graphic, visual, or design elements. You may need to conduct outside research to learn more about your cause or to find up-to-date information to include in your Advocacy Text (and keep in mind that if you use any information thats not yours and is not common knowledge, you will need to find a way to communicate the source of your information to consumers of your text). Youre encouraged to let your text advocate for a cause that suits your personal interests and passions. It might, for instance, seek to do one of the following: to raise awareness about an issue, to inform or educate an audience about an issue, to persuade for a particular perspective on an issue, or to make a call to action (to encourage an audience to take a concrete step to help). To identify an opportunity that might fit this project well, you could consider either: creating a text that you have the authority to share with your intended audience (such as a postcard you could send to members of an organization you lead, an infographic you could share on your social media account, or a letter to a government representative) … or… creating a text that you can propose to an existing organization, group, or individual outside our class who is already advocating for your cause and might be able to use your text (for instance, you could propose a new poster to a local nonprofit that they could use to advertise their hours and services or you could propose an informational sign to your employer that they could add to the recycling bins to educate coworkers on what materials can be recycled) The Advocacy Text must be shared with the intended audience or shared with the organization, group, or individual youre proposing it to before the project is due: this is an important requirement of the project because it gives you as a student the opportunity to exercise your power as a writer-citizen. When you submit your final project, you must include evidence that you’ve shared your Advocacy Text with your intended audience or audience you proposed it to, such as a photograph of the text wherever youve posted it or a screenshot of a sent timestamped email in which you proposed the text to the audience you proposed it to. If you propose your text to an existing organization, group, or individual, whether or not that audience chooses to use your text is beyond your control and will not affect your grade.

Description This week you read two very different authors impressions of genre and what it means to identify and produce different kinds of texts. Consider the arguments of Donald Murray and Kerri closely as you complete this knowledge check reflection. As you finish your final essay assignment and our final course reflection, consider deeply how your own writing identity and understanding of genre has transformed this semester. As you draft this Knowledge Check, consider the genres you have practiced this semester and the ones youve historically worked in, specific to your own career or educational background. What work is left to do? Instructions You need to find examples from two different fields of academic arguments that strike you as being well written and effective. If possible, examine at least one from an online academic database so you can see what features periodical articles tend to offer. Then spend time looking at each of your academic articles and arguments closely and answering and reflect on the following questions: Do they exemplify the key features of academic arguments described in Chapter 17? How are these academic articles organized? What use do they make of visuals? What aspects of Dirk and Murray can you identify in each of these academic articles? Particularly, do you see distinguished genre features or the authors identity in these texts? You may find these articles using an online search engine or may utilize the databases from week three. Guidelines Reflection must meet a minimum of 500 words in length Original Title at the top of your reflection “Walker WK1 Reflection” is not original. Try and think outside of the box and pull something unique and individual from our weekly assigned readings Assignment will be Assessed using Knowledge Check Rubric

Description At this point in the writing process, you have proposed your advocacy topic to peers, received feedback, began preliminary research, annotated those sources, and now you should be ready to begin drafting! After reviewing the assignment sheet, you need to produce (1) full draft of both the Advocacy Text and Rhetorical Analysis Essay from the Advocacy Text and Rhetorical Analysis Assignment + Rubric. Your peers will respond to both your advocacy text and the analysis. So your peers can best respond to your draft, you will attach your drafts as attachments to this discussion board post, but you are expected to produce a 500-word Authors Note detailing where you are in the writing process. Initial Response Instructions Initial Response must include your draft in attachment form as well as a 500-word author’s note that describes where you are in the processes of writing. This post will address your audience (your peer responders and instructor directly). You may address any of the following questions in your author’s note in the body of the discussion post: What are you needing help with at this point in the writing process? What are you most concerned with? What are you most proud of at this point? Peer Response Instructions Peer responses will include attached annotations on your peer’s paper as well as a 35-minute video response explaining what revision you recommend. Peer response should explicitly address the authors note Submission Requirements Authors Note (500-words minimum) is included in the body of the post Attach both your Advocacy text and Rhetorical Analysis full drafts to your discussion board submission (there should be (2) attachments) For the advocacy text, since the text is not a traditional academic essay, you do not need to use MLA style: however, to be ethical and transparent, you must verbally or visually cite any sources you used. Cite them in a way that makes sense for the type of text youve created. For the Rhetorical Analysis, the essay and document should use MLA style and to reach the level of depth expected, the essay should be no shorter than about 1,000 words but may be longer

Description After completing some preliminary research for the Advocacy Text project, please submit annotations of the resources you plan to reference in this project. Although the number of sources you use in this project will vary based on what you need, you must turn in (4) sources annotated but you may turn in more. If less than 4 annotated sources are turned in, you will receive no credit for this assignment. Technical Requirements If youre annotating using pen and paper: Print or obtain a printed copy of all texts. Complete the meta-analysis/annotation process by hand using a dark-colored pen. Use a traditional scanner on a printer or other device to capture images of all pages or sections of all text as a single PDF, OR use a smartphone app for scanning such as CamScanner, TurboScan, or Scannable to capture images of all pages or sections of the texts as a single PDF. Email yourself the PDF for easy access and storage. From your preferred device, download the single PDF of the annotated text from your email and then upload it to the Writer Portrait text annotations area in Canvas. If youre annotating using a stylus on a tablet or other device: Open digital files or images of the texts in your preferred application on the tablet or other device. Complete the annotation process by hand using a stylus and any other relevant marking tools (such as a highlighting feature). Save your annotated files or images of all the texts as a single PDF. Upload the single PDF of the annotated text to the Summary Annotations Assignment area in Canvas.

Description This Knowledge Check Reflection activity was adapted from assignment on p. 349 of your textbook. Please read the below instructions and produce a brief argument. Over the course of week seven, you need to take a photo of (5) different visual arguments you encounter throughout your week. These visual arguments need to be taken from stimuli around you but 2 of the 5 can be screencaps of arguments you experience online, but no more. The goal is for you to notice visual arguments around you, I dont want to just see popular online visual arguments that you looked up inorganically. These 5 occurrences of visual rhetoric need to use both verbal and visual elements. Analyze each images argument first by pointing out the claim(s) the visual argument makes and then explain how you came to that conclusion. As you analyze each of these images if you need extra help, consider the questions about multimodal texts offered in Chapter 16 on pp. 388-390. Your analysis should explicitly answer the following questions for each of your 5 visual arguments: What is/are the claim(s) the visual argument makes? What elements of the text communicate the argument? Is this an explicit or implicit argument? Describe the context in which you came across this visual argument (i.e. I found this political bumper sticker when I was grocery shopping at my local target I found this advertisement in the magazine of my doctors office etc.) Guidelines Reflective exercise must meet a minimum of 500 words in length (total, not for each of the 5 visuals. Try and keep each visual analysis around 100-150 words) Original Title at the top of your reflection “Walker WK1 Reflection” is not original. Try and think outside of the box and pull something unique and individual from our weekly assigned readings Assignment will be Assessed using Knowledge Check Rubric Below

Description The core of the Advocacy Text and Rhetorical Analysis assignment is a proposal argument so this week you will take a deep dive into the features and structure of proposal arguments. Irrespective of the topic you chose for this final assignment, your advocacy is contingent upon a (1) a call for change, often in response to a problem (2) focused on creating a better future or greater good, and (3) your advocacy or call to action is focus on what the audience can do to effect the change you seek. In order to make this argument and complete this assignment, you will rely upon visual rhetoric or a multimodal composition. Chapters 14 and 16 will help you uncover the features of effective visual argument and inform how you might create your own advocacy text. We can convey rhetorical appeals and strong emotions in our visual rhetoric just as powerfully as we can in traditional prose. As you craft your CRR response this week, consider the power of visual argument and how multimodal composition might offer more or less communication tools than traditional forms of prose. In what ways does new media and online mediums of visual rhetoric transform our communication tools and audience reach? Instructions After Reading the assigned texts, your response should be approached in one of the following ways: Reading with/Reading Against: Read with each text, summarizing the key ideas. Then, talk back to the ideas, locating potential gaps or how these ideas might be reconsidered or implemented in various settings. Impact on your own writing: Think of what impact the ideas or concepts in a particular article/chapter/essay may have on the teaching of writing or on writing more generally–in and out of your discipline. Explain as clearly as possible how this impact might occur. You might also talk about the problems and/or possibilities this concept or idea creates for the teacher/student/practitioner. You should reflect, at least a little, on how your own experience(s) in classrooms and courses rub against the concept(s) or idea(s) to which you are responding. Synthesis: Looking at the texts you read for the week, attempt to synthesize a concept or idea that you noticed moving through the texts. Your goal should be to highlight the idea or concept as the writers understand it and then explain how you see these concepts connecting or disconnecting in a productive way. You might also use these syntheses in future projects. You may want to include key definitions and terms to help you on future projects. Every discussion post must include a question you want the class to address that goes beyond reading comprehension (i.e. we want conversations started not merely yes/no or shallow questions). The expectation is that you engage deeply with the assigned readings and draw explicit connections between your CRR and the readings. Guidelines Type or paste your reading response directly into the submission text area You do not need to include an MLA Works Cited entry but do follow MLA format to cite any sentences with direct examples or quotations you reference from the reading. The initial post (worth 5 points) is due Tuesday by 11:59 p.m. Your responses to your writing group members (worth 5 points) are due Thursday by 11:59 p.m. Post Requirements Original Title of Discussion post, “Walker WK1 DQ Answer” is not original. Try and think outside of the box and pull something unique and individual from our weekly assigned readings Initial Response must be 350 words in length Peer responses should be 200 words in length

Good afftrone this is my assignment the first one is like a guide what I have to do the second

Utilizing the Internet, examine training requirements in police academies across several counties or states to compare the physical requirements for entry into or to pass the academy. Are they different for men versus women? Explain. Post your findings to the Discussion Board. After you have posted your initial