Article writing homework help

Begin RR 4 with an introductory paragraph that briefly summarizes the readings, as well as grabs your audience’s attention, and establishes a thesis statement related to Alfonso III & Slaughter’s articles.
The summarizing sentences within your opening paragraph should introduce the authors, titles, authors’ thesis, and possibly other key points if directly connected to your own thesis.
The introduction should attempt to integrate summarizing language (facts) with analytical language (opinions) in ways that appeal to an audience and therefore grab attention.  Article writing homework help.
Body Paragraphs
Analyze the points in Alfonso III & Slaughter’s articles by thinking about your own beliefs about the issues discussed. You should be using first person throughout th…
The Most Dangerous Person in America Is The White Woman
May 5, 2018 By Danielle Slaughter
“The most disrespected woman in America, is the Black woman. The most unprotected person in America is the Black woman. The most neglected person in America, is the Black woman.” -Malcolm X, May 5, 1962 .

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Malcolm X s aid these words during his infamous speech, “Who Taught You To Hate Yourself?” Today marks 56 years later and if everyone is honest with themselves we know these words still hold true. I mean we can just look at the difference between how the public handled the Black men arrested in Starbucks versus the incredibly violent arrest of Chikesia Clemons at a Waffle House.
But that’s not what I want to talk about on the anniversary of Malcolm X’s speech. No, I want to talk about the most respected woman in America. The white woman. Let’s discuss the most protected person in America. The white woman. Let’s talk about the most dangerous person in America. The white woman.
That’s right… the most dangerous person in America isn’t the Black man or even the white man. It’s the white woman.
The words of white women have led to the deaths of scores of Black and Brown people since the inception of America. Black men and women have been quite literally lynched because of the words of white women. From Carolyn Bryant Donham to white female teachers in urban schools to the 56% of white women who voted an actual white supremacist into the highest office of our government.
The tears of white women have killed many a Black man and simultaneously exonerated a white man of his murder. Article writing homework help. Perhaps the most famous example is Carolyn Bryant Donham lies under oath about the nature of Emmett Till’s behavior towards her. Those lies led to the lynching of a 14-year-old boy and enabled his killers to go free.
White female teachers have reported fearing Black male students as young as eight years old. A grown ass woman is “afraid” of a child. And yet when white teachers and principals are caught on video or recordings assaulting Black children, someone has the audacity to find a way to blame the victim. Just look at this comment on an FB post where I shared the story of a white teacher literally assaulting a sleeping Black student.
David Henry FB Comment: Something fishy about this story. Who sleeps sitting up so soundly that                 slapping, hair pulling and stepping on them doesn’t wake them up? And what student subjected                to this doesn’t        tell his parents? Fishy story or not, this behavior doesn’t belong in an academic environment, so she should go.
Danielle Slaughter FB Comment Reply: There’s something fishy about this comment.  Who tries to find a way                 to blame the victim? Who wonders how the victim slept through being abused? Who doesn’t understand                 that home isn’t always a safe place for all children? Fishy comment or not, this behavior doesn’t belong on a                 page that puts victims first.
This is, of course, the point where someone says “Not ALL white women.” Of course, not every white woman in America lies to get Black people arrested or killed. The point is that, 63 years after Emmett Till’s death, they all STILL have the power to do so. Article writing homework help.

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It’s true many, if not most, of the white women reading this have not, in fact, lied at the expense of Black people’s lives. That doesn’t make them innocent. Lies are not the only weapons white women wield against Black people. They also weaponize their tears and emotions, most often at the expense of Black women.
I know, because it’s happened to me more times than I can count.
I’ve gritted my teeth and bitten my tongue to keep the peace as white women picked fights with me over motherhood and social justice. When all the emotions I’d bottled up in the name of harmony finally bubbled over into a verbal assault, every white woman the both of us knew came running in to save her either with their words or by liking her comments in support. Nevermind that I was the one who was being attacked. Or that I was actually defending moms in general. Or that umm some of those very people defending her were actually MY friends, or so I thought. Nope, I hurt a white woman’s feeling and the bat signal went out and they came running to her defense.
I mean I should’ve known better by that point. I’ve gone to school and worked closely with white women for 17 years, and I’ve watched the ways their emotions are privileged over my own. My first experience was when my white roommate in college decided to tell our resident advisor that she was so scared of me she slept in the janitor’s closet that night instead of our room. Her “fears” led to me having to participate in a sit down with the hall director, another white woman, who didn’t seem to realize just how stupid it was for my 5’10 roommate to be afraid of a Black woman who was 5’2” and at least 20 pounds lighter.
My roommate cried her pretty brown eyes out as she told our hall director how much I had frightened her by telling her to “get the fuck away from me before I smacked her.”
Yes, that sounds violent… without the details she conveniently omitted. Such as the fact she waited until I was in the middle of undressing for bed to let me know her boyfriend was in the room. And, when I removed myself from this uncomfortable situation to seek a safe space, she followed me to force me to discuss the issue.
Yet somehow, my verbal threat was infinitely more terrifying than her pursuit of someone eight inches and twenty pounds smaller than herself.
These are just two personal instances when I’ve stood up to white women for their mistreatment of me and ended up being made out to be the aggressor by them later.  It is this emotional manipulation that allows for the larger instances to transpire. White women’s ability to make themselves the victim in any situation is why they’re so dangerous. It’s why a white woman manager can call the police on Black men at Starbucks and those men end up being arrested. It’s why a white mom can call the police on two Native American teenagers during a college tour and have them removed from the tour and questioned by police. It’s why a white teacher can assault her Black student and the community fights for her to not resign from her position.  Article writing homework help.
The most dangerous person in America is the white woman because the cult of true womanhood positions her on the top of a ladder when it comes to who must be protected.
The most dangerous person in America is the white woman because she’s mastered using her privilege to uphold white supremacy and patriarchy while pretending to fight for everyone.
The most dangerous person in America is the white woman because we’ve all been complicit by failing to call her to the carpet for her misdeeds.
The most dangerous person in America is the white woman because her white tears of “fear” dilute Black bloodshed.
If your initial reaction when reading this post is to respond defending white women, STOP. Go here and take this class first, Raising an Advocate 101 (Self-Paced).  Article writing homework help.
 

Article Writing homework help

FOLLOW Steps 1-4 below.POST your written response and one critical question.
read: https://en.wikipedia.org/wiki/Couple_in_The_Cage:_Two_Undiscovered_Amerindians_Visit_the_West
watch: https://sites.dlib.nyu.edu/hidvl/h44j100k
1. Describe in Detail (300 words). Study your notes from your performance noticing practice. Think of your notes as an informal collection of evidence from your experience of the performance. Select which pieces of evidence are most intriguing to you, which help offer a way into the deeper significance of this performance event. What sparks your curiosity? What makes you uncomfortable? What makes your skin crawl, makes you burst out laughing, or both? Use as much detail as possible to describe your evidence. Again, it may be helpful to imagine you’re recounting the performance event to an alien who just landed on Planet Earth. Consider details like shape, color, texture, spatial relations (close/far, inside/outside, high/low, touching/separate, etc.) speed, duration over time (long, short, repetitive), stillness, silence, volume (loud/soft), weight, facial expression, posture, gesture, movement dynamics (jerky, smooth, rhythmic, flowing, repetitive, etc.). Get poetic about it! You might use metaphor or simile, for example, to enhance the quality of your description.

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2. Apply Performance Theory (300 words). Choose one (1) Performance Theory Concept and two (2) Performance Terms from the following lists, to apply to your Critical Analysis of Evidence.
PERFORMANCE THEORY CONCEPTS (choose only one)
1. restored behavior
2. is performance/as performance
3. doing, showing doing, explaining showing doing
PERFORMANCE TERMS (choose only two sets from the four listed)
SET 1. performer/audience
SET 2. stage/staging (can include the theater terms onstage, offstage, backstage, centerstage, etc.)
SET 3. costume, props, set
SET 4. script, role(s), character(s)
SET 5. movement, gesture, choreography, routine
You may consider the following questions to aid your analysis:
* Who performs and who is audience? Do the roles of performer/audience switch? If so, why?
* Is there a larger social script or roles that the performers and/or audience follow? What behaviors, actions, or words suggest this? How do performers and/or audience challenge the script or roles? How do they change it?
* How is the performance staged (use stage directions)? Who is on/off/back/center stage?
*Are there props or costumes? Is there a set?
*What kind of embodied behaviors are happening on, off, or between stage locations? What is the relationship between what happens backstage, offstage and onstage?
* What actions, behaviors, gestures, poses, movements are done by the performers and/or audience? Is there a predictable choreography of movements or actions? Who performs them? Does the movement behavior change over time or stay the same? Do the gestures take on different meanings in different contexts?
* How might you think of the museum (or other objects, technologies, social spaces, etc.) as a character in the performance? Does the performance conscript the museum into a specific role? How and for what purpose? What conventions of staging are evidence of this role?
For example, if your evidence is “posing for pictures” and your PT Concept is restored behavior, your Critical Analysis of Evidence should ask questions like: Do the restored behaviors of posing and picture-taking create specific roles for the people involved? What actions or expressive behaviors define these roles? How is posing for pictures in the context of this performance related to the idea of posing for pictures in everyday life? in other historical contexts? Why is the repetition of the act of posing or act of picture-taking important in the context of the performance? What do the repeated acts make you think about? What specific social meanings do you attribute to these actions or behaviors? Does the restored behavior have specific ethical consequences?
3. Ask a Critical Question. What is one larger social, political, historical, and/or ethical question that you think the documentary film Couple In The Cage is asking or posing for deeper reflection?

 

Article Writing homework help

For this initial performance noticing assignment, take in Coco Fusco and Guillermo Gomez-Peña’s performance The Couple in the Cage as a full-body sensory experience. Use your own note-taking system to record your observations and experience of the performance event.
Here is the link to the video: https://www.youtube.com/watch?v=ilYD5ooLhsA

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UPLOAD a file, photo or other recorded documentation of your notes. Notes should be detailed — at least 2 pages.

For this initial performance noticing assignment, take in Coco Fusco and Guillermo Gomez-Peña’s performance The Couple in the Cage as a full-body sensory experience. Use your own note-taking system to record your observations and experience of the performance event.
Here is the link to the video: https://www.youtube.com/watch?v=ilYD5ooLhsA

UPLOAD a file, photo or other recorded documentation of your notes. Notes should be detailed — at least 2 pages.

For this initial performance noticing assignment, take in Coco Fusco and Guillermo Gomez-Peña’s performance The Couple in the Cage as a full-body sensory experience. Use your own note-taking system to record your observations and experience of the performance event.
Here is the link to the video: https://www.youtube.com/watch?v=ilYD5ooLhsA

UPLOAD a file, photo or other recorded documentation of your notes. Notes should be detailed — at least 2 pages.

For this initial performance noticing assignment, take in Coco Fusco and Guillermo Gomez-Peña’s performance The Couple in the Cage as a full-body sensory experience. Use your own note-taking system to record your observations and experience of the performance event.
Here is the link to the video: https://www.youtube.com/watch?v=ilYD5ooLhsA

UPLOAD a file, photo or other recorded documentation of your notes. Notes should be detailed — at least 2 pages.

English homework help

Please use attachment for this assignment. It is a requirement for completion of this assignment.
ASSIGNMENT: Using your research question, working thesis, and  outline from Touchstone 1.2, create an annotated bibliography that  provides a synopsis of your sources and an explanation of how you will  use them.

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In order to foster learning and growth, all essays you submit must be  newly written specifically for this course. Any recycled work will be  sent back with a 0, and you will be given one attempt to redo the  Touchstone.
As this assignment builds on Touchstone 1.2: Write a Research Question, Thesis, and Outline, that Touchstone, as well as Touchstone 2.1, must be graded before you can submit your annotated bibliography.
Please use attachment for this assignment. It is a requirement for completion of this assignment.
ASSIGNMENT: Using your research question, working thesis, and  outline from Touchstone 1.2, create an annotated bibliography that  provides a synopsis of your sources and an explanation of how you will  use them.
In order to foster learning and growth, all essays you submit must be  newly written specifically for this course. Any recycled work will be  sent back with a 0, and you will be given one attempt to redo the  Touchstone.
As this assignment builds on Touchstone 1.2: Write a Research Question, Thesis, and Outline, that Touchstone, as well as Touchstone 2.1, must be graded before you can submit your annotated bibliography.

English homework help

choose one prompt and then Write 300-500 of your own words. write without using any written sources or prompts, such as the internet.
Prompt:

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1. A UT lab found the spike structure that helped design the vaccines
2. The big science machine UT used to find the spike shape is really cool
3. I figured out part of the amino acid sequence for the spike protein. Here’s how
choose one prompt and then Write 300-500 of your own words. write without using any written sources or prompts, such as the internet.
Prompt:
1. A UT lab found the spike structure that helped design the vaccines
2. The big science machine UT used to find the spike shape is really cool
3. I figured out part of the amino acid sequence for the spike protein. Here’s how
choose one prompt and then Write 300-500 of your own words. write without using any written sources or prompts, such as the internet.
Prompt:
1. A UT lab found the spike structure that helped design the vaccines
2. The big science machine UT used to find the spike shape is really cool
3. I figured out part of the amino acid sequence for the spike protein. Here’s how
choose one prompt and then Write 300-500 of your own words. write without using any written sources or prompts, such as the internet.
Prompt:
1. A UT lab found the spike structure that helped design the vaccines
2. The big science machine UT used to find the spike shape is really cool
3. I figured out part of the amino acid sequence for the spike protein. Here’s how

English homework help

choose one prompt and then Write 300-500 of your own words. write without using any written sources or prompts, such as the internet.
Prompt:

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1. A UT lab found the spike structure that helped design the vaccines
2. The big science machine UT used to find the spike shape is really cool
3. I figured out part of the amino acid sequence for the spike protein. Here’s how

choose one prompt and then Write 300-500 of your own words. write without using any written sources or prompts, such as the internet.
Prompt:
1. A UT lab found the spike structure that helped design the vaccines
2. The big science machine UT used to find the spike shape is really cool
3. I figured out part of the amino acid sequence for the spike protein. Here’s how
choose one prompt and then Write 300-500 of your own words. write without using any written sources or prompts, such as the internet.
Prompt:
1. A UT lab found the spike structure that helped design the vaccines
2. The big science machine UT used to find the spike shape is really cool
3. I figured out part of the amino acid sequence for the spike protein. Here’s how
choose one prompt and then Write 300-500 of your own words. write without using any written sources or prompts, such as the internet.
Prompt:
1. A UT lab found the spike structure that helped design the vaccines
2. The big science machine UT used to find the spike shape is really cool
3. I figured out part of the amino acid sequence for the spike protein. Here’s how

English homework help

•        Reading Assignment: By Wednesday, read the following section of Ruth Wilson Gilmore, Golden Gulag: Prisons, Surplus, Crisis, and Opposition in Globalizing California: Chapter 3: The Prison Fix (p. 87-127).
Blackboard Discussion Thread: By 10pm on Wednesday, April 14, you shou

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ld post a comment on our discussion thread for Chapter 3 of Golden Gulag. Your comment should be 250-500 words long. You can comment on anything that you found interesting, important, confusing, or controversial in the reading for this week.
•        Reading Assignment: By Wednesday, read the following section of Ruth Wilson Gilmore, Golden Gulag: Prisons, Surplus, Crisis, and Opposition in Globalizing California: Chapter 3: The Prison Fix (p. 87-127).
Blackboard Discussion Thread: By 10pm on Wednesday, April 14, you should post a comment on our discussion thread for Chapter 3 of Golden Gulag. Your comment should be 250-500 words long. You can comment on anything that you found interesting, important, confusing, or controversial in the reading for this week.
•        Reading Assignment: By Wednesday, read the following section of Ruth Wilson Gilmore, Golden Gulag: Prisons, Surplus, Crisis, and Opposition in Globalizing California: Chapter 3: The Prison Fix (p. 87-127).
Blackboard Discussion Thread: By 10pm on Wednesday, April 14, you should post a comment on our discussion thread for Chapter 3 of Golden Gulag. Your comment should be 250-500 words long. You can comment on anything that you found interesting, important, confusing, or controversial in the reading for this week.
•        Reading Assignment: By Wednesday, read the following section of Ruth Wilson Gilmore, Golden Gulag: Prisons, Surplus, Crisis, and Opposition in Globalizing California: Chapter 3: The Prison Fix (p. 87-127).
Blackboard Discussion Thread: By 10pm on Wednesday, April 14, you should post a comment on our discussion thread for Chapter 3 of Golden Gulag. Your comment should be 250-500 words long. You can comment on anything that you found interesting, important, confusing, or controversial in the reading for this week.

English homework help

The reports should be 350-400 words minimum and should include:

  1. You should write and submit a personal and unique description of the concert. Refrain from copying or paraphrasing your sources. By doing so, it will reflect in the Originality report inside of Turnitin.com
  2. You should describe your personal experience at the concert and take notes and report each piece/composition that you listened to during the concert.

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Here you will find the video for our second Concert Attendance requirement. I could not find a better concert that this one, where the Chicago Symphony Orchestra under the direction of Riccardo Muti plays Ludwig van Beethoven’s most memorable work: The choral symphony, Beethoven’s symphony no. 9 in its entirety. Your report must have 350-400 words. Below is the link.

English homework help

First short report, your film choices are “Fist of Fury,”
Very briefly summarize the film first and then describe your reactions and reflections.  You may focus on any aspects of the film, such as plot, characters, ideology, cinematography, style, choreography of action, sound, music,
Give a title to your short paper
FORMAT:
Length: 2 FULL pages at minimum.
Double-space (NOT triple-space); font size 12; preferably Times New Roman; one-inch (2.54 cm) margin on all four sides.

English homework help

Response to “I’m One” Ad
 
Analyze the “I’m One” ad in terms of ethos, pathos and logos. (I have attached PDF of the AD, 2 pages) Characterize Archie Anderson. What are his qualities? What suggests these qualities? How is he meant to appeal to the target audience? Who is the target audience? Explain your claims using support from the text. Also paraphrase the major arguments Archie Anderson puts forth. (minimum 450 words)