Identify which biological concepts from the course and / or text are relevant to the topic covered in the article

/in /by

Biology homework help

Assignment 1: Biology Article

Due Week 5 and worth 120 points

Use the Internet and / or the Strayer Learning Resource Center to research aspects of biology.

Select an article from a magazine or newspaper that has something in it that pertains to biology. This will serve as the “target article” for this assignment. For instance, you can select an article about medicine, invasive species, nature, conservation, genetic technology, ecology, or any other topic that is related to biology. One purpose of this assignment is to help you become aware of how biology is related to your everyday life.

Write a one to three (1-3) page paper in which you:

  1. Summarize the article in one (1) or more paragraphs, using your own words. Be sure to identify the article using an in-text citation in the body of the paper, as well as a reference in the reference section.
  2. Explain how the article relates to this course. Identify which biological concepts from the course and / or text are relevant to the topic covered in the article. Citing the course text, discuss the ways in which this course does (or doesn’t) provide background information to help you understand the article and the larger issues surrounding it.
  3. Explain why the article caught your attention. Relate the article to your life and to issues that are important to you. Discuss how or if the scientific knowledge about the topic covered in the article affects you directly or indirectly.
  4. Discuss your opinion on how research on this topic should be funded. State whether you think taxpayer monies should support research on this topic or whether such research in this area should be funded by the private sector. Rate the importance of research on this topic, relative to other areas of research.

In addition to the target article, you should use at least one additional resource, such as your textbook or another article. You must have a reference section which contains an APA reference to your chosen article and all other sources. Additionally, you must provide in-text citations (in APA format) to your references in the body of the text. Integrate all sources into your paper using proper techniques of quoting, paraphrasing and summarizing, along with your in-text citations.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Use technology and information resources to research issues in biology.

BMC Evolutionary Biology

/in /by

Biology homework help

 Biological Evolution Spring 2018 WRITING ASSIGNMENT (200 POINTS) DUE DATE FOR WRITTEN ASSIGNMENT: APRIL 29TH 2018 CASE STUDY IN EVOLUTIONARY BIOLOGY–For this writing assignment you will pick a peer-reviewed scientific study in the field of evolutionary biology and analyze it in depth. In this assignment, you will write a concise abstract of the chosen work, an introduction on the overall topic within evolutionary biology the study is focused on, and a discussion on how the presented methodology and results of the research advanced (or not) our knowledge within the area of evolutionary biology the study is focused on. Writing this assignment will help you learn to read primary scientific literature and to combine the results from the literature and your ideas into a thoughtful analysis of research in evolutionary biology. Your written analysis should follow the guidelines and formatting below. AVOIDING PLAGIARISM: The assignment must be your own and in your words. There are numerous ways to communicate similar thoughts. So, you should take from various authors, process the information, produce something that is clearly your own product, and use citations to give credit to the original source for BOTH conceptual ideas AND any data that you present. Lack of proper attribution and/or plagiarized text/figures will result in severe grade penalties. TOPIC IDEAS: For topic ideas try key word searches in a database search engine (e.g., Web of Science, Google Scholar, or PubMed, see below). Some journals that you may want to scan for topic ideas are more generalized journals with many broad papers including “BMC Evolutionary Biology”, “PLOS ONE”, and “Nature: Scientific Reports.” This is by no means an exhaustive list, and because interesting evolutionary biology research is found in nonevolution specific journals, I encourage you to use Web of Science or Google Scholar as well. I am happy to talk to you in or out of class or by email about topics that you are interested in. It is highly recommended that you talk to me about your ideas if you are unsure whether your chosen topic fits the assignment. Page 1 of 5 Biological Evolution Spring 2018 RESOURCES: Library and Research Resources: General library research resources are available at: https://www.stcloudstate.edu/library/ Searching for Scientific Literature: The search engines most useful to you will most likely be Google Scholar, PubMed, and SCSU Library Databases. To access SCSU Library Databases go to https://stcloud.lib.mnscu.edu/subjects/ guide.phpsubject=databases&_ga=2.72959635.1427582946.1509550654-1742056851.1 496248952 To access Google Scholar go to https://scholar.google.com and enter search terms. To access PubMed go to http://www.ncbi.nlm.nih.gov/, choose “search PubMed” and enter search terms. All search engines use boolean criteria [and, or, not etc…] to combine search terms. NOTE: in Web of Science and Google Scholar you can look at the papers that were cited in a given paper, as well as all the papers that have cited that paper since its publication. Retrieving Scientific Papers: In SCSU Databases you can use the “Download PDF” button to go directly to PDFs of journal articles that interest you if SCSU has access. 1) Determine if SCSU has access to the journal of interest for the publication year. Link to E-journals from the library home page, and search for the title (e.g., “Evolution and Development”). 2) If SCSU does not have e-access, the hard copy may be in the stacks. Link to Catalog: Books & more from the library home page and search for the journal title. Check that the volume and issue numbers match the article you need. 3) A great service of the SCSU library is electronic document retrieval. If the library has the article you need in the stacks, you can have it scanned and retrieve it as a PDF. If the library does not have the article you need, you can request an electronic copy. The library will find another library with the article, have it scanned, and you will be able to retrieve it as a PDF. These services usually just take a couple of days and can be found under the “Request Materials” link from the SCSU library home page. Page 2 of 5 Biological Evolution Spring 2018 The SCSU Writing Center: The SCSU writing center (The Write Place) is another great resource at the university. They are there to help you not only with your grammatical problems but also with the logical structure of your term paper and presentation. Please don’t hesitate to take advantage of this resource. To learn more about this click here: https://www.stcloudstate.edu/writeplace/

Use technology and information resources to research issues in biology

/in /by

Biology homework help

 

Assignment 1: Biology Article

Use the Internet to research aspects of biology.

Select an article from a magazine or newspaper that has something in it that pertains to biology. This will serve as the “target article” for this assignment. For instance, you can select an article about medicine, invasive species, nature, conservation, genetic technology, ecology, or any other topic that is related to biology. One purpose of this assignment is to help you become aware of how biology is related to your everyday life.

Write a one to three (1-3) page paper in which you:

  1. Summarize the article in one (1) or more paragraphs, using your own words. Be sure to identify the article using an in-text citation in the body of the paper, as well as a reference in the reference section.
  2. Explain how the article relates to this course. Identify which biological concepts from the course and / or text are relevant to the topic covered in the article. Citing the course text, discuss the ways in which this course does (or doesn’t) provide background information to help you understand the article and the larger issues surrounding it.
  3. Explain why the article caught your attention. Relate the article to your life and to issues that are important to you. Discuss how or if the scientific knowledge about the topic covered in the article affects you directly or indirectly.
  4. Discuss your opinion on how research on this topic should be funded. State whether you think taxpayer monies should support research on this topic or whether such research in this area should be funded by the private sector. Rate the importance of research on this topic, relative to other areas of research.

In addition to the target article, you should use at least one additional resource, such as your textbook or another article. You must have a reference section which contains an APA reference to your chosen article and all other sources. Additionally, you must provide in-text citations (in APA format) to your references in the body of the text. Integrate all sources into your paper using proper techniques of quoting, paraphrasing and summarizing, along with your in-text citations.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Use technology and information resources to research issues in biology.
  • Write clearly and concisely about biology using proper writing mechanics.

Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills.

Textbook:

Starr, C., Evers, C. A., & Starr, L. (2013). Biology today and tomorrow without physiology (4th ed.). Belmont, CA: Brooks / Cole Publishing Co. (Cengage Learning)

What are typical physical abilities one could expect of a person like the one you have selected?

/in /by

Biology homework help

 

Integration Paper #1

HD 101

Task: Write a 2 – 3-page paper incorporating the information identified below.

Purpose:  Apply concepts from chapters 1-4 to a practical example.

Audience: Assume you are explaining this information to someone who does not have a background in human development. Provide plenty of detail so it is clear you understand the concepts.

Format: Write a short paper, which includes an introduction, body, and closure (do not simply write responses to the questions). Use at least one reference to support your work. This reference may be your textbook, or another professional and credible source of information. Use APA referencing format, including in-text citations and reference list. Papers will be scanned through SafeAssign.

___________________________________________________________________________________

Assume that you are in one of the following types of positions: parent, social worker, group leader, or activities director.

In this role, you are going to plan an activity you believe to be appropriate for one of the people identified below. The activity should serve to support or enhance the physical abilities of the individual.

Select one of the following for writing your paper:

· 6-year-old child – 1st grade; attends before and after school care at a local YMCA; healthy; typical development; only child

· 10-year-old child – very active; typical development; enjoys sports; healthy; lives in urban area without safe outdoor activity space unless an adult is around; two younger siblings

· Adolescent – 16 years old – junior in high school; typical development; inactive; plays video games or is on computer several hours a day; lives in suburban area

· Middle-aged person – 45-50 years old – works full time; typical physical development; limited mobility, therefore limited activity level; has a spouse; children live far away; lives in own house

· Elderly person – 80 years old – mind is good; vision is good for age; physical dexterity allows picking up of small objects; overall strength is limited; likes to be active and spend time with others; lives in care center

Respond to the following questions, using the person you have selected (one of those described above), to construct your paper:

· What are typical physical abilities one could expect of a person like the one you have selected?

· Describe the activity you have selected to support or enhance this person’s physical abilities.

o Does the activity promote the use of fine and/or gross motor skills? Identify the physical skills needed and whether each is fine or gross motor.

o Why do you think this activity will support/enhance this person’s physical abilities?

· What microsystem elements should be in place to support this person and his/her participation in this activity?

· What is a common potential health issue related to a person like the one you have selected?

· How might the activity you have selected influence this health issue?

Integration Paper Rubric

 

Item

Little or no Evidence

Meets Expectations

Exceeds Expectations

Points Possible

 

Application of Course Concepts

0-7

8-11

12-13

13

 

Poorly identifies and discusses conclusions,   implications, and consequences of relevant course concepts, considering   context, assumptions, data and evidence

Somewhat identifies and discusses conclusions,   implications, and consequences of relevant course concepts, considering   context, assumptions, data and evidence

Clearly identifies and discusses conclusions,   implications, and consequences of relevant course concepts, considering   context, assumptions, data and evidence

 

Question Prompts Answered

0-2

3-4

5

5

 

Not all questions are answered thoroughly and   accurately, indicating poor understanding of the course concepts presented

All questions are accurately answered; responses   could be more thorough, indicating mostly clear understanding of the course   concepts presented

All questions are answered thoroughly and   accurately, indicating clear understanding of the course concepts presented

 

Supporting Evidence

0-1

2

3

3

 

Poorly examines the evidence and questions; little   or no support is drawn from readings/ research. Cites sources inaccurately   (APA); doesn’t include in-text citations and/or reference list

Incompletely examines the evidence and questions;   draws support from readings/ research. Cites sources, with some errors (APA),   and includes reference list

Examines the evidence and questions while drawing   support from readings/ research. Cites sources accurately (APA) and includes   reference list

 

Writing Mechanics

Effectively presents ideas

Provides attention to writing mechanics

0-2

3

4

4

 

Written communication shows superficial discussion   of ideas/concepts; repetitive or redundant statements; multiple errors in grammar,   punctuation, sentence structure, use of paragraphs, and few spelling errors   or typos

Written communication displays basic organization as   well as coherent discussion in general terms, but with some errors in grammar,   punctuation, sentence structure, use of paragraphs, and few spelling errors   or typos

Written communication is organized, clear, concise,   and logical. Uses proper grammar, punctuation, sentence structure, use of   paragraphs, and few spelling errors or typos

 

Total Points:

25

How do the aligned filaments exchange excitation energy and concentrate it to the centre of core–shell structures with radial gradients in the optical bandgap?

/in /by

NANOMATERIALS HOME WORK

Submit your detailed by I Want This” id=”_GPLITA_0″ style=”text-decoration:underline” href=”#” in_rurl=”http://i.trkjmp.com/click?v=SUU6MTY1MTQ6MzQxOnF1ZXN0aW9uOmE5OTY3YmUzZWJjMmJiOWQxODk1MDE0ZTk5MGJhZmJjOnotMTExMi0zMDM1Mzp3d3cudHJhbnN0dXRvcnMuY29tOjQzMDU6NDI0M2EwMDc4NjFkNmU4NmMxNWYzODQzODhhNGQxOGM” in_hdr=””>question here…

Document Preview:

Physics of nanomaterials Problem Sheet Due last teaching week of term on the Monday, check notices on blackboard for specific dates Question 1 Outline the Quantum Confinement effects in quantum wells Question 2 Outline what you know about Exciton processes in semiconductors Question 3 Outline what you understand in regard to the electronic structure in carbon nanotubes Question 4 Outline one example of where carbon nanotubes are applied in biology Question 5 Outline two methods that enable the optical measurements of single quantum dots Question 6 Outline what you know about how quantum dots can be used in imaging in biology Question 7 Answer the following by reading the 3 papers published this year. Research PAPER 1 attached on blackboard Write a short note using diagrams were possible a) How does the device work b) What role do the nanoparticles play c) Has the device been applied to single-organelle probing Research PAPER 2 Write a short note using diagrams were possible a) What is a solar concentrator and optical antenna? b) How do the aligned filaments exchange excitation energy and concentrate it to the centre of core–shell structures with radial gradients in the optical bandgap? Research PAPER 3 a) Outline how semiconductor quantum dots coated with strands of DNA can self-assemble into a variety of structures

WHO OR WHAT IS RESPONSIBLE FOR THE CONDITIONS UNDER WHICH FAMILIES HAVE TO LIVE?

/in /by

WHO OR WHAT IS RESPONSIBLE FOR THE CONDITIONS UNDER WHICH FAMILIES HAVE TO LIVE?

OCTOBER 12, 2014 NO COMMENTS

Questions to explore after reading “Reductionism, When Are the Answers

Too Easy?” 

            These questions are all based on materials in this essay.  Don’t give routine or perfunctory answers.  Search you own experience, and make sure you base your answers on that.  Even when I ask you to explain something in the text, use your own words and thoughts.

            These questions are meant to exercise your skill and imagination in readingsocial science theory, andanalyzing social processes.  Real reading of real writing is not easy; it takes practice. Social analysis, likewise, is not in your genetic code, and certainly not available from mainstream journalists or politicians: that’ll be the day.  No, it has to be learned, and learned from sources outside of what passes for “the mainstream.”

            Just answer the each question in two or more paragraphs, but each time you make a new point, make anew paragraph, as many as  .

            Short paragraphs are good.  Punchy.

1.  Is “theory” a difficult term for you?  In what contexts (where and from whom) have you heard the term before now?  How about outside of class?  What was it used to mean there?  How is/was it often misused?  What’s wrong with saying, “Oh, that’s just a theory”?  What does Strange say it means?  What does he say is important about theory in the first two paragraphs?

2.  Have you heard of ADHD (or ADD) before now?  Where and in what context?  How were its causes explained to you, or how did you imagine it could be explained? (If you have never heard of it before, say so, and move on to the next Q.)

3.  Answer the question at the end of section I about your first critical reaction to the chemical- genetic explanation of ADHD given so far.  How does it (the theory/explanation) of ADHD sound to you at this point?  Be frank.  What other human actions (complex behaviors or traits) have you heard described as having genetic, or hormonal, or biological causes (make a list)?

(The remaining questions, but especially 4, 5, 7, 8, and 10, demand a little more detail, as well as more soul-searching.)

4. a) What are the possible shortcomings stated here (but translate into you own words) with the chemical-genetic explanation of Isabelle’s ADHD?  b)  What can be said to be missing from the chemical-genetic explanation/theory?  c) What is meant by “blaming the victim”?  Do you feel the chemical/genetic theory does this to Isabelle?  How so, or how not? What is your reaction to the other examples mentioned here of blaming the victim?  Do they?

5.  a) What is Gabor Mate’s alternative explanation for the problems of children like Isabelle?

 b) Show how Mate’s theory/explanation can be applied to Isabelle’s specific case (in other words, translate his general theory into what we know about Isabelle’s social context (meaning her relation to other people and groups, and the history of those relations.)  c)  Give some features, or processes at work in the social world (social context) in which Isabelle’s parents and relatives operate which might create pressures and stresses on them, pressures that are easily communicated to children.  So should we put all blame on the parents?

6. What is your own list of the most pressing problems of our time (my list is on page 18)?

Why do these (sometimes ponderous sounding) issues matter?

7.  Throughout this essay (especially section V and VI), a number of other issues or problems are referred to (like the housing bubble, schizophrenia, etc. etc.) which could be explained either reductionistically, or more holistically (by social context.)  a) Pick  any one of these issues, or one of your own. Explain what the issue or problem is.  Show what an explanation that reduces the answer to a biological factor, or to some form of biological determinism, would look like.

b) Where would you look for a more holistic explanation?

8. a) Pick one other issue or problem that is often explained not by something biological this time, but by putting all the weight of explanation on the individual, or to individual or group mental characteristics (or to some other partof a larger social whole, like those shown in the circles just before page 9.  What issue have you chosen?  b) What would, or does, a more reductionistic explanation look like?  What part of what whole is being used to explain something?  What is missing from such an explanation?  What would a more holistic explanation look like and include?  c) What is wrong with explaining our huge wealth gaps in the US by “greed,” or with explaining Iran’s governmental actions by religion (see especially pages 12, 13, and 14)?

9.  a) How would you explain to someone else, another college student say, what reductionism means? b) What makes some forms of reductionist explanation moreextreme (more heavily reductionistic) than others? c) Looking at the two-sided, one page handout by Neville, “Neuroscience exposes..” and “Race Gap..”, how would you argue that “genes are not destiny.”  Why aren’t they?  e) What accounts for gaps in test scores between blacks and whites?  What would have to happen in order to erase (or reverse) these gaps?

10. a) What makes reductionist (and “human nature”) theories/explanations so hard to resist?  How does our cultural/historical emphasis on machines play into this fatal attraction? b) What does this essay suggest is wrong with (or suspect about) “expertise,” and with reliance on our beloved technical (or technological) solutions to current pressing human problems?

11. a) How might the recent dramatic rise in the incidence of ADHD, as well as other childhood personality or developmental disorders be explained?  (Remember, slow to change factors like DNA or psychological properties can’t explain more rapid changes in behavior or diagnoses.)  Would your explanation be in some degree holistic?  How so?  What contexts, or social units would you include to explain the rise?

12. In the Neville “Neuroscience exposes..” article, it is theorized that poverty affects things like memory, language skills, and I.Q. scores.  a) By what processes do you think this might happen?  Be specific.  b) Can cognitive (or brain) function be improved after birth, and after environmental damage has been done?  How?

Pi learns “faith and love of God through the lens of a physical world depicted as wondrous, brutal, and deeply mysterious.”

/in /by

Prompt:

[Sample Argument for Paragraph One; You must write your own argument that is different from this]:

The Life of Pi is a journey to enlightenment. It is written by a non-religious author, Yann Martel, who is a proponent of secularism. In interviews about the book, Martel said that the story was written for those who disbelieve (especially agnostics). The author’s preface to the novel describes that it will make you “believe that there is a God.” But critic Gregory Stephens goes further than this. In his essay “Feeding Tiger, Finding God: Science, Religion, and ‘the better story’ in Life of Pi,” Stephens argues that the book appeals to two different types of readers – agnostics and true believers. He contends that the story depends upon this liminality of approach and that it’s positioning midway between faiths, continents, boyhood and adulthood, fact and fiction, and animal and human is what gives the tale its great power and effect (Stephens). This essay takes up some of the questions asked by Stephens and attempts to answer them more thoroughly by looking at specific examples of passages from the book. It argues that having to establish faith outside of a church or an “institutional” context makes Pi understand something about what real faith is. Pi learns “faith and love of God through the lens of a physical world depicted as wondrous, brutal, and deeply mysterious.” (Pamela Cooper). For Pi, the body of the animal is both an “agent of God” and a sign of “unexpected cruelty” (Cooper). The novel argues that a central component of a story that makes us believe must relegate human beings to the sideline and put animals back at the “center of our secular and religious imagination.” But this essay also shows the importance of the balance of religion and science, as necessary components of believing in God. This is simply put in Gordon Houser’s view that the two central themes of the Life of Pi are that “that all life is interdependent, and that we live and breathe via belief,” a statement that encapsulates everything from God’s providential designs to the fragile nature of ecosystems and modern chaos theory (Houser). Finally, this essay argues that religion is made clear by the close connection in this novel between religion and storytelling. As Cooper puts it, in some sense, believing in God involves a willingness to suspend disbelief and to listen to fantastic stories, many informed by religion, or at least some element of faith and spirituality. Pi’s worst enemy on the lifeboat is not the Bengal Tiger, but fear and despair (loss of faith). He uses prayers to God’s and also Richard Parker himself in order to maintain faith. This is underscored by Pi’s experience on the carnivorous island, which he lands on, near the end of his ordeal. The island has been viewed as a test of not only Pi’s faith, but also the readers’. To believe in such fantastic islands is to suspend imagination, but also to be captured and transfigured by Pi’s story itself. At the end of the book, even the insurance agents who are trying to find the “real” story admit that the story with animals is the “better” story. Pi replies “that’s how it goes with God.” For Pi, “imagination is the agent of faith” (Cooper).

Instructions:

In your paper you will come up with examples (passages from the book) that illustrate each one of these points. You will use these examples (block quotes) in order to structure your paper. Please cite block quotes correctly and then go in depth into describing them. You will also (when appropriate) bring in at least 3 critics who have written about The Life of Pi. (See the examples below).

Please also staple your paper, include a creative title, and page numbers. I will also be looking for a complex, interesting, and well-articulated thesis in paragraph one.

I will not accept papers that don’t have these features.

Papers should be minimum 7 pages. There is more than enough information to write 7 pages on this topic.

Aspects of religion in the novel that you should include (use at least 5 of the following, and you must include 6, 7, and 8):

  1. Pi learns “faith and love of God through the lens of a physical world depicted as wondrous, brutal, and deeply mysterious.” (Pamela Cooper).

 

  1. For Pi, the body of the animal is both an “agent of God” and a sign of “unexpected cruelty” (Cooper).

 

  1. But this essay also shows the importance of the balance of religion and science, as necessary components of believing in God. This is simply put in Gordon Houser’s view that the two central themes of the Life of Pi are that “that all life is interdependent, and that we live and breathe via belief,” a statement that encapsulates everything from God’s providential designs to the fragile nature of ecosystems and modern chaos theory (Houser). Find examples from the novel that deal with the relationship between science and religion and analyze these in depth.
  2. This essay argues that religion is made clear by the close connection in this novel between religion and storytelling. As Cooper puts it, in some sense, believing in God involves a willingness to suspend disbelief and to listen to fantastic stories, many informed by religion, or at least some element of faith and spirituality. Find examples from the book that deal with religion and storytelling.
  3. Pi’s worst enemy on the lifeboat is not the Bengal Tiger, but fear and despair (loss of faith). He uses prayers to God’s and also Richard Parker himself in order to maintain faith. Find examples from the book to illustrate this point. Passages. Close readings.

 

  1. This is underscored by Pi’s experience on the carnivorous island, which he lands on, near the end of his ordeal. The island has been viewed as a test of not only Pi’s faith, but also the readers’. To believe in such fantastic islands is to suspend imagination, but also to be captured and transfigured by Pi’s story itself. What is the significance of the carnivorous island? Find passages from this episode to help you answer these questions. Use passages and close readings in your answer.

 

  1. Something about the interaction between Pi and the insurance agents. Significance of this scene?

 

  1. Conclusion. Nice. Long. Really show me what you have learned about religion in the Life of Pi.

how syntactic and lexical techniques deployed with the purpose of manipulating the feel of text in one way might also impact other textual properties

/in /by

Question 4. In class we talked about how the mechanical connection of phrases is a strong syntactic technique for imparting emphasis. We also discussed how syntactic and lexical techniques deployed with the purpose of manipulating the feel of text in one way might also impact other textual properties. Considering our exercises and readings over the last few weeks, describe how the concepts of co- and subordination discussed in class might connect to the “rudimentary” idea of unity, identified in our reading as a property necessary but not sufficient for paragraph cohesion. (To answer this question, you may want to begin by defining the terms unity and coherence as they are defined in the text and then detailing how they are related to cohesion. From there, you can comment on how the phrasal coordination techniques discussed in class function in terms of these terms, as well as in terms of emphasis and cohesion.)

Please give me a good rate and quality work with deadline in mind.
(university level paper)

Uploaded additional materials:
penrose_katz.pdf20 Genre analysis – setting the scene
those distant ideas are not merely distant in space and time, but equally
choices,
ments
likely to
are
the
be
presumably
genre-based
occurring in
realized
approach
the department
in
proposed
preferred
next
in
rhetorical
door,
this volume
and
and
as
can
the
linguistic
hope,
encaseatleast, for some enlightenment from the world’s most charismatic cultural anthropologist.

How might these reasons be rationalized in terms of their connection to elements of the rhetorical situation? 

/in /by

Question 3. Penrose and Katz, in their chapter “Reading and Writing Research Reports”, describe a variety of high-level, argumentative, and linguistic patterns which are generic to scientific research articles. Importantly, however, they ground these observations in the rhetorical situation by describing the venues in which these articles appear and the way these articles are constructed, read, and referred to. This grounding presents the opportunity to recognize multiple (often simultaneous) rationales for the structures observed.

Consider specifically citation in journal articles. What are two (or more) co-existing reasons the authors of the chapter list for research article authors to cite the work of others? How might these reasons be rationalized in terms of their connection to elements of the rhetorical situation?  And how might those rationalizations be used to supplement Hyland’s empirical/linguistic discussion of citation patterns?

Penrose and Katz discuss the model for community knowledge that Thomas Kuhn presents in his book The Structure of Scientific Revolutions

/in /by

, PENROSE AND KATZ DISCUSS THE MODEL FOR COMMUNITY KNOWLEDGE THAT THOMAS KUHN PRESENTS IN HIS BOOK THE STRUCTURE OF SCIENTIFIC REVOLUTIONS. GIVEN THAT WE ARE NOT SPECIFICALLY STUDYING WRITING SCIENTIFIC RESEARCH, HOW DOES THIS MODEL RELATE TO THE PHILOSOPHICAL UNDERPINNING OF OUR COURSE?

Question 1. As support for their claim that science is social, Penrose and Katz discuss the model for community knowledge that Thomas Kuhn presents in his book The Structure of Scientific Revolutions. Given that we are not specifically studying writing scientific research, how does this model relate to the philosophical underpinning of our course? (A good answer should contain a recounting of Kuhn’s model as well as the terminology we used in discussing elements of the rhetorical situation.)Question 2. The central concept through which we have been critiquing documents (or at least associating them for observation) is the idea of genre. We have used the term genre loosely to group documents that seem be situated similarly in terms of purpose and audience and in the context of the community in which the author (identity is the word we used) and audience are set. The Swales reading from early in the semester is quite deliberate in describing the properties of genre, however, and Swales would exclude a number of the documents we have looked at on the basis that the documents are not sufficiently intracommunal. Considering Swales’s definitions of genre and discourse community, how does our usage of these terms correspond to his? (To answer this question, you may want to begin by distilling Swales’s requirements for genre and discourse community and then proceed to discuss why each point he makes to discussions, resources, and activities from our weekly classes.)