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The Source for the first (200) words is Marx, Leo (1987). Does Improved Technology Mean Progress? Technology Review 90.
The Sources for the (300) words are
Marx, Leo (1987). Does Improved Technology Mean Progress? Technology Review 90.
Ritzer and Atalay, Chapter 1 in Readings in Globalization (pgs. 3-17).
Jasanoff, Sheila (2016). The Ethics of Invention: Technology and the Human Future. Chapter 1: The Power of Technology.
Beck, The Terrorist Threat: World Risk Society Revisited (pgs. 39-55).
Briefly write a summary of the reading Marx, Leo (1987). Does Improved Technology Mean Progress? Technology Review 90. it’s main points, thesis (argument), and evidence. This should be no more than 200 words.
Then, write a response to the reading Does Improved Technology Mean Progress? This can include your opinion, but it should be informed by the other readings/videos (the list is above). The point here is to demonstrate an application of your understanding of the material. Use examples to illustrate your ideas. This part of your assignment should be about 300 words.

The effect of Tobacco advertisement/promotion on our society
a. Describe the effect of tobacco advertisement/promotion during the last 100 years.
b. Since advertisements and the use of cigarettes are highly regulated today, why
would we still need to worry about their effects on young people?

Originality:
The essays must be your own original essays created specifically for NATS 1670. The essays
must be written with your own words and ideas.
Do not copy text directly from another source.
Do not use quotes (___) at all. You must to use your own words when you describes
ideas from other resources.
Do not use copy-paste and try to change the wordings after that.
Cite any ideas that you’re borrowing from another source.
The originality will be determined according to the percent of similarity to other resources
(should be as low as possible) and the originality of your own ideas. The specific questions I
wrote for each topic will help you to take the best direction in your assignment. However, you
can discuss each topic from other directions. You are expected to discuss the topic from multiple
perspectives. These perspectives should be supported by scholarly material. In other words: your
thesis should be based on your personal opinion, but it still must be supported by accurate
scholarly information. How can find the appropriate scholarly or peer-reviewed sources? Using
your YorkU account you can access some journals online at York University Libraries website:
https://www.library.yorku.ca/web/. You can also look at Google Scholar or PubMed as other
options. The following link can help you differentiate between scholarly vs. popular sources:
https://owl.purdue.edu/owl/research_and_citation/conducting_research/evaluating_sources_of_in
formation/where_to_begin.html .

You are permitted to use personal pronouns/write in the first person. But you need to support
your opinion by using scholarly sources. This does not mean that your view on a particular
subject must be identical to the views espoused in a peer-reviewed text. Rather, it means that you
should demonstrate how the scholarly literature has informed your opinion or made your specific
argument/opinion possible.
For instance, the following sentence would be less than ideal:
“I think that vaccines are important. In my opinion, people should get vaccinated because it helps
prevent the spread of viruses.”
A better sentence is one that can both use the first person and state how the view is supported by
scholarly material:
“I am in accordance with ___[insert scholar/research here]_____, who argues that, while
government-mandated vaccination is a hotly debated topic, it is still our best option. My research
so far has shown that the resurgence of ____[disease/virus]____ is caused, in part, by failing
rates of immunization.”

Essay Structure
The length of each essay should be 4-5 pages on top of a title page and bibliography, typed and
double spaced. The assignment must consist of the following parts:
A. Description of problem: presentation of the issue from multiple perspectives.
B. Discussion: here, I want to hear YOUR voice and opinion on the question.
C. Bibliography: You can use the referencing style of your choice (APA, MLA etc.), but it
must be consistent. You will also need to include in-text citations in your work. Please follow
the rules depending on which referencing style you choose. The rules can be found here:
https://owl.purdue.edu/owl/research_and_citation/resources.html . The pre-recorded lectures
should NOT be used as a reference. We are expecting 4-5 references in each assignment.

Writing an AP English Language and Composition synthesis essay. Prompt is found on the first page of the attached files. It is required to use 4 sources and at least one counterargument.

the assigment will be a disccssion bord.
Is Professor Tribbe full of crap? Do you agree with Professor Tribbes argument that Bacons Rebellion (1675-76) was a major turning point in Virginias shift toward becoming a slave society, with racism fully instituted in its laws? Or does the evidence from this weeks readings tell you something else?
To answer this question, you first need to carefully watch Professor Tribbe’s video lectures on slavery in Virginia to understand his argument, and then you need to think about the nature of the laws you’re reading concerning race and slavery before and after Bacon’s Rebellion. There is no doubt that laws concerning slavery were already solidifying the institution before Bacon’s Rebellion. But do you think these laws before 1675 were designed to also create a strict race-based society by institutionalizing a kind of racism that elevated all white Virginians over all Blacks in Virginia? Or do we only see such attempts to create this kind of systematic racism in Virginia after Bacon’s Rebellion? In other words, do the nature and goals of the laws change after Bacon’s Rebellion, or do you see a more natural evolution of laws whose development seem to have little relation to Bacon’s Rebellion?
Reference specific laws as you make your case, and don’t be afraid to call Professor Tribbe full of crap if that’s what you think–this is a question that historians disagree on, so he very well may be!

According to Gerald Graff and Cathy Birkenstein in They Say/I Say, Chapter 5, what is a naysayer? Why do Graff and Birkenstein argue, “[N]o single device more quickly improves a piece of writing than planting a naysayer in the text”? In other words, how do naysayers increase a text’s credibility or ethos?

I have uploaded chapter5-6. This is a discussion post that needs 200-250 words . Above is the question. Thank you

post 1
Discuss the three stages of Alzheimer’s disease; make sure to include neurodegeneration in your discussion.
Alzheimers disease is a neurologic disorder that causes the brain to shrink (atrophy) and brain cells to die. It is the most common cause of dementia, which is characterized by a continuous decline in thinking, behavioral and social skills that affects a persons ability to function independently (Lane et al., 2018). Approximately 5.8 million people in the United States age 65 and older live with Alzheimers (DeTure et al, 2019). Out of the approximately 50 million people with dementia worldwide, between 60% and 70% are estimated to have Alzheimers disease (DeTure et al., 2019). There is a current hypothesis for Alzheimers disease. This hypothesis suggests that the formation of toxic amyloid plaques from peptides contribute to Alzheimers disease (Stahl,2013). This means that too much formation of amyloid-forming peptides or little removal of them can cause Alzheimers disease (Stahl, 2013). There is also a proposal that there are some neuron abnormalities in patients who have Alzheimers disease (Stahl, 2013). There are three stages of Alzheimers disease. These are the first stage, second stage, and third stage.
The first stage of Alzheimers disease is also known as the early stage. It is also considered to be trial or preclinical. This is characterized by asymptomatic amyloidosis. At this stage, amyloid plaques begin to build up in the brain, but people are mostly asymptomatic (Lane et al., 2018). As time progresses, they build up more in the brain and triggers neurodegeneration. It is however not clear whether the amyloid plaque causes the neurodegeneration, or it is occurring simultaneously with the disease. Even though this stage is considered silent, there is progressive accumulation of AB peptides in the brain and there is less elimination of these peptides. Further studies propose that, gray matter atrophy is linked to the release of AB peptides (Lane et al., 2018). In the first stage of Alzheimers disease, a person may function independently. He or she may still drive and do most activities. However, the individual may have memory lapses such as forgetting location od everyday objects. The induvial may also have difficulties which include coming up with the right word or name, experiencing increased trouble with planning or organizing, and losing or misplacing a valuable object. Some practices may help in slowing the progression include healthy diet, and adequate sleep.
In the second stage have mild cognitive impairment but have not developed dementia yet. Only a few people with MCI have amyloidosis that can be measured. It is however assumed that patients with MCI have progressed beyond the preclinical stage without any brain damage. Atrophy of the hippocampus is also noticed in patients with MCI. There is ventricular enlargement of about 2.5 cm cubic yearly in patients with MCI (Stahl, 2013). There is elevated cerebrospinal fluid (CSF) and this thought to be associated with neuronal loss in the brain of Alzheimers disease patients. The brain cortex also thins out which is indicative of loss of brain substance in the cortex. During this stage, the individual may have difficulty remembering events or personal history or experiencing confusion about where they are or what day it is.
The third and final stage is dementia. Individuals develop cognitive or behavioral problems that interfere with function at work or in everyday activities. With this stage, the person has amyloidosis with the neurodegeneration experienced in 1st and 2nd stages plus there is cognitive decline (Stahl, 2013). At this stage, the individual requires around the clock assistance with daily personal care. They lose awareness of their recent experiences as well as of their surroundings and they have difficulty communicating too. The individual may not be able to initiate engagement as much during this stage, but they can benefit from interaction in many ways.
post 2
Discuss the sleep wake cycle and histamines role in it?
There are several anatomical regions that are responsible for the sleep wake cycle, and I will list their roles briefly in this discussion board. The basal forebrain has various inputs from the hypothalamus and brain stem, the basal forebrain promotes cortical activity through the cholinergic neurotransmission that occurs during the wake and REM sleep. The basal forebrain participates in the sleep and wake cycle due to the neurotransmitters involved, such as glutamate, vesicular glutamate transporter, and lastly GABA (gamma-aminobutyric acid) (FALUPPECURARIU1 et al., 2020). The hypothalamus is the main sleep center, neuropeptides secreted in the hypothalamus glutamate and acetylcholine, as well as hypocretins (orexins) in the lateral hypothalamus are responsible for wakefulness. This is a lot of information, but it is important to understand the sleep wake cycle. The factors that help promote sleep are prostaglandin D2, adenosine, melatonin, serotonin, L-tryptophan, GABA, and growth factors (Huether & McCance, 2017). The reticular activating system is a bundle of nerves that helps regulates the state of consciousness by producing fast-firing brain waves that help contribute to alertness and attentiveness. During the sleep-wake transition the firing of those neurons will go at a slower rate and during the non-rem of sleep there are a high voltage of brain waves that are firing (Scammel et a., 2019).
There are two significant stages of sleep that you go into: non-Rem sleep (NREM) accounts for 75% to 80% of the sleep time and the REM (rapid eye movement) sleep is initiated 1-2 hours after non-REM sleep begins. Non-REM sleep is initiated in the thalamocortical network, and the pontine reticular formation is responsible for generating REM sleep. Non-REM sleep is further divided into 3 different phases (N1, N2, and N3) which goes from light to deep sleep (Huether & McCance, 2017). During the REM cycle which can occur in four to six cycles a night, you will experience muscle relaxation, altered heart rate, blood pressure, loss of voluntary control of the tongue and upper pharynx, and increase in cerebral blood flow. In Non-REM sleep (NREM), the basal metabolic rate falls, the temperature decreases, the heart rate, respiration, blood pressure, and muscle tone decreases. There is release of growth hormone but corticosteroids and catecholamines are depressed (Huether & McCance, 2017).
Histamines are involved in the sleep wake cycle because they are key wake supporting transmitters. According to Scammel et al., (2019), histamines are small monoamine signaling molecules in the brain the tuberomammillary nucleus (TMN) is the main neuronal source of histamines. There are four G protein coupled receptors, H1-H3 receptors are expressed through the brain. The H1 receptor is responsible for the wakeful process of histamines by depolarizing on post-synaptic neurons. The H3 is an inhibitory auto receptor cells that works by binding with histamine when it is high to reduce the activity of the cells (Scammel et al.,2019). Histamine works by using the H1 and H3 receptors to promote sleep/wake cycle. Going more in detail the TMN histamines fire faster with the levels of histamine stronger during the waking hours. During the sleeping hours histamines fire extraordinarily little during NREM and are nonexistent during REM.

post 1
Discuss unique features associated with interviewing a patient who has a narcissistic personality disorder. Describe your approach to the comprehensive assessment of someone with this personality disorder.
Narcissistic personality disorder is characterized by a patient presenting with a heightened sense of self importance, lack of empathy, and grandiose feelings of uniqueness (Sadock, et al., 2017). It is important when performing an assessment on this type of patient, that although they present as strong and uncaring, their self esteem is fragile, and they are extremely vulnerable to even minimial criticism (Sadock, et al., 2017). Keeping this in mind, while performing a comprehensive assessment, it is important for the provider to realize the narcissiscist will more than likely see no issue with their negative behaviors, and show no sympathy for the people they may have hurt (Sadock, et al., 2017). It may be a more difficult process to get the narcissist to open up about their flaws, although it may be difficult, a person with narcissistic personality disorder often suffers from different disorders as well. In a study I reviewed they highlight, in a 12 month period 40.8% also suffered with substance abuse, 28.6% suffered from a mood disorder, and 40% suffering from anxiety as well (Kacel, et al., 2017). It is important to keep in mind that these disorders also play a crucial role, and helping the narcissist recognize the problems within themselves, they may also begin building a better relationship with those around them. It may also be appropriate, with the patients permission, to allow relatives or close friends to describe their association with the narcissist and how they view them. In another study I reviewed they interviewed relatives and asked the following questions regarding their narcissist family members, they inquired of issues with grandiosity, arrogance, entitlement, jealousy, explotion, vulnerability, and self-esteem (Day, et al., 2020). In this article the relatives shed light that the narcissist presents as a grandiose behavior, that did not respond to critism, and believed everyone owed them thanks just for being there (Day, et al., 2020). When utilizing this measure, it may help the narcissit see that everyone does not view them as “special,” and their flaws are more noticeable than they may think. It is also an important concept we do not offend the narcissist to the point they would not return for treatment, this is a chronic and difficult to treat disease that involves numerous different concepts within a treatment plan (Sadock, et al., 2017). It is important to realize narcissist also do not tolerate medication rejection well. Within the interview, it is important to gather information regarding past medication usage including SSRIS or antidepressants (Sadock, et al., 2017). With this type of information, the provider may be able to better utilize pharmacologic treatments for concurrent disorders such as depression or anxiety that often go hand in hand with the narcissistic disorder.
post 2
Discuss unique features associated with interviewing a patient who has borderline personality disorder. Describe your approach to the comprehensive assessment of someone with this personality disorder.
The DSM- 5 (2013) describes borderline personality disorder as, a pervasive pattern of instability of interpersonal relationships, self- image, and affects, marked by impulsivity, beginning in early adulthood and present in a variety of contexts (pp. 663). Symptoms may include extreme behaviors to avoid abandonment, labile and intense interpersonal relationships, lack of identity, impulsivity that may be harmful, recurrent suicidal/ self-mutilating behaviors, unstable affect marked by reactive mood, chronic empty feeling, unstable anger regulation, and disassociation (National Institute of Mental Health, 2017).
When providing a comprehensive assessment, it is critical to complete a strong differential diagnosis list due to the potential for a mood disorder to be present. For example, an individual with borderline personality disorder may engage in unsafe impulsive acts that can mimic hypo/mania, therefor it is important to assess for elevated mood at the time of the behaviors. In conjunction, a comprehensive family psychiatric history should be obtained assessing for increased risk of borderline personality disorder, as well as a thorough psychosocial background including traumas, abandonment, adversity, precipitating events, and current/past self harm/suicidal behaviors (National Institute of Mental Health, 2017). It is critical to keep in mind the importance of the therapeutic relationship while conducting assessments and treatments, due to the likelihood the patient with struggle with idealizing the practitioner and devaluing the practitioner, potentially in a short amount of time and in a continuous cycle.
A practitioner may find screening tools such as the SI-Bord or the Temporal Bayesian Network Model helpful in identifying borderline personality disorder and discriminating against other cluster B personality disorders. The SI- Bord is a self-administered, 5 question likert scale to aid in the diagnostic process (Lohanan et. al., 2020). The Temporal Bayesian Network has shown to be 96% accurate when utilizing this interviewing approach with individuals with borderline personality disorder, as well as major depressive disorder and PTSD (Selby et. al., 2020).

ASSIGNMENT: Considering methods suggested throughout the course, choose one of the topics provided and write an argumentative essay in response.
Your essay should be 500 words in length (+/- 50 words).
Be sure to include a clear, outlining thesis statement.
Your essay must include appropriate textual evidence, cited in the body of your essay and the Works Cited page according to MLA guidelines.
Indicate which topic you are writing about in your essay’s title (for example Who Watches the Watchmen: Interrogating the Question of Censorship in Childrens Literature).
Students must format papers using the MLA style throughout, including in-text citations and the Works Cited page.
TOPICS:
1. Analyze and discuss Desdemona’s role in Othello. To what extent is she responsible for her own demise?
2. Considering Iago’s motives in Othello, analyze and discuss how he makes his plans for revenge and how much damage he intends to cause.
3. Jealousy is one of the major themes of Othello. Explain how Othello’s attitude changes as Iago manipulates him.
FORMAT: Your essay must adhere to MLA format guidelines (consult Purdue’s MLA guide online).
In particular, this means you must follow MLA guidelines when formatting your essay’s first page (for instance, there is no title page), when formatting your header and any end notes, when documenting quotes and paraphrases, and when formatting your Works Cited list.
You are only required to use primary sources for this assignment; however, if you do consult any secondary sources, then you must also properly document them in the body of the essay and your Works Cited list.
Infrastructure
Critical Approaches to Analyzing Literature
MLA Format and Citing Sources
Paraphrasing
Quoting
Incorporating Sources
Writing an Essay, the Argumentative Essay
Thesis Statements
Please understand that using MLA format means each quotation or paraphrase requires an in-text citation, and most often such an in-text citation is the author’s surname followed by the page number, maybe like (Reynolds 123).
However, certain works of literature come with other special rules, as well. If this is the case, your professor ought to let you know (just as I am doing so now).
So, whenever you cite Shakespeare’s plays, the norm is to reference the Act, Scene, and line(s) instead of the page number.
That means if you were paraphrasing Act 1, Scene 2, lines 3 and 4, then the in-text citation would look like this (Shakespeare 1.2.3-4).
Otherwise, this does not impact how you craft entries for your sources in a Works Cited list.
MLA
guidelines are quite comprehensive.
We will be relying on the standards detailed in the 8th edition.
You must use Purdues online MLA guide as your resource for use in this class.
Their online guide also provides samples (a sample paper and a sample Works Cited page), so you may see how it should look on paper.
You can also find material about MLA formatting on the websites of the Writing Centre and the QEII library here at MUN.
If you require further explanation of how MLA citations work, you can speak with me (your professor), a tutor, or a librarian.
Besides that, let me stress that students must attempt to follow the MLA format and citation guidelines for each of the essay assignments in this course.

Quoting
Clouse and Wall explain, To use a direct quotation, reproduce the authors exact words within quotation marks (Clouse 507).
The previous sentence is an example of a quote cited in MLA style.
Again, notice that there is an in-text citation, and this would prompt a reader to look through the Works Cited list for the complete publication information for that source.
It also states in Patterns for a Purpose, You should limit the number of quotations you use because using too many quotations obscures your distinctive style (Clouse 507). As a general guide, the text continues, limit your quoting to those times when something is so well expressed that you want to preserve the original wording (Clouse 507).
Note that the above is an example of what not to do.
Do not simply string quotes together and think that that is a good thing.
Any time you provide a piece of textual evidence, the next thing you write should explain how that evidence actually supports your claim.
Also, please note that quotes should be introduced somehow, not simply dropped into an essay with no context or no explanation.
Finally, whenever you quote material, be mindful of punctuation placement.
MLA dictates where punctuation should be placed, and it changes depending on the circumstances
Incorporating Sources
Keep the following in mind when incorporating evidence into your writing in the form of paraphrasing and quoting:
Use sources appropriate to your purpose. Try to avoid letting your sources drive your writing or simply stringing quotes and paraphrases together. Instead, you should have a good reason for including evidence from sources, and explain its relevance to your own topic.
Credit the author/source when introducing a quote or paraphrase. The first mention of a source should include a more detailed introduction of that source (Fredric Wertham states in Seduction of the Innocent). Later use of that source can be more abbreviated (Wertham argues in Seduction that).
Vary the preset tense verbs used to introduce quotes or paraphrases (acknowledges, argues, implies, insists, explains, writes, etc.).
Other conventions to keep in mind include:
Titles of books, plays, films, etc. must be italicized (or underlined if writing by hand). Containers follow this rule, too.
Titles of chapters, short stories, poems, essays, songs, episodes, etc. are placed in quotation marks. Any smaller source that is found in a container follows this rule.
Punctuation would go inside the quotation marks, as in the sentence above. However, MLA citing conventions tend to avoid this scenario because the citation comes at the end of the sentence (usually after the quote and before the period).
Never begin a body paragraph with a quote or paraphrase.
You must begin with an original topic sentence.
Likewise, never finish a paragraph with a quote or paraphrase.
Explain the significance of that piece of evidence, and then finish by transitioning to your next paragraph.
Remember, in order to properly document (or cite) your sources, you must show your audience the source for each of your quotations and paraphrases.
However, various disciplines prefer or require certain conventions for documenting sources, generally the best-suited conventions for that discipline.
The conventions prescribed by the Modern Language Association (MLA) are typically used in English classes and the Arts, while the American Psychological Association provides another set of conventions commonly used by psychologists and social scientists
Writing an Essay, the Argumentative Essay
Many of the academic essays you write will have five paragraphs an introduction, three body paragraphs, and a conclusion.
Try to visualize your intro as a funnel.
Begin with a broad statement followed by more specific ones to lead into your topic.
Try to write maybe 2-4 sentences, depending on how you write and the word count for the assignment.
And then, the last sentence of your intro should be a clear, outlining thesis statement.
Learn more about thesis statements in the next section.
The bulk of your essay is made up of body paragraphs.
This is where you really make your argument.
Well-developed body paragraphs might be 5-10 sentences in length each, depending on how you write and the word count limit for the assignment.
Remember, each body paragraph begins with a topic sentence that links back to a point outlined in the thesis, and then you must provide supporting details (claim, evidence, explanation, transition).
Topic sentence: The first sentence of each body paragraph states what you will discuss in that paragraph.
In a five-paragraph essay in which you have a thesis statement that outlines three points, the topic sentence for each body paragraph should mention the corresponding point that’s outlined in the thesis statement.
So, if you imagine an essay with body paragraph A, the topic sentence would mention point A from the essay’s thesis statement.
This provides an instant cue for readers, it helps build a cohesive essay, and it demonstrates thoughtful organization and paragraphing.
Claim: Take another sentence or two to articulate the specific claim you seek to establish in that body paragraph. Remember, you are setting up the evidence that you will use to support this claim, and — along with the other body paragraphs in your essay — this will also support your overall thesis, the argument you are putting forward in the essay.
Ask yourself: What is this point? How does it help build my case? What evidence will I use with this? Where does it fit in my essay? Does it even fit in my essay?
Evidence: This is what you use to demonstrate the veracity of your claim.
You should always try to select the best evidence. As university students, you are trying to impress upon your professors that you are familiar with the assigned material and that you have something insightful to say about it.
For in-class writing, the evidence might just be a detail from the text that you describe from memory.
For take-home writing assignments, such as the writing you will do for an online course, you will be expected to quote and paraphrase material from the literature as evidence to support your claims, and you will be expected to introduce and cite your sources properly, according to MLA guidelines.
Again, do not accidentally plagiarize another person’s work just by leaving out citations. Document your sources for each quotation (both standard quotations and block quotations) and for every sentence paraphrased. DO NOT PLAGIARIZE! This is crucial!
Explanation: This is crucial, too! Take 2-4 sentences to explain exactly how your evidence supports your claim.
Connect the dots for your reader.
Use precise diction. Be clear and concise.
Transition: The last sentence in a body paragraph in an essay should be a transitioning sentence, meaning you link the point you just discussed to the point that follows next.
Note that the final body paragraph in an essay leads to the concluding paragraph. In a sense, try to transition from the final point you just discussed to the conclusion. Signal that the end is next.
Also note that this body paragraph structure is super useful when you must write short-answer questions on exams, whether it is in English, in the humanities, or in another field of study. Throughout the university, your professors are likely to appreciate clear and concise writing. For more on how good writing is defined at this university, consult the University Calendar Once you have completed each body paragraph, then you must finish with a conclusion.
The conclusion should provide some closure. Aim for a substantial conclusion, writing maybe 4-6 sentences.
It may be helpful to paraphrase your thesis statement here.
In an essay where you have outlined three points in the thesis statement, you should try rewording those three points as three separate sentences for the concluding paragraph.
When you write about a single piece of literature in this course, you will take a position and argue that it is significant. This type of essay is called an argumentative essay. In these argumentative essay’s you will perform literary analysis, meaning you should write something original, interesting, intelligent, evidence-based, and responsible about the literature.
Be straightforward.
Be direct.
Introduce and cite your sources effectively.
Write clearly and concisely.
Strive to produce error-free papers.
Proofread, revise, edit, and repeat before you are satisfied with the final draft that you will submit for assignments in this course.
Ordering Ideas in an Argumentative Essay
Before you begin to write (and before you craft your thesis statement), you should think about how you will order your ideas.
The following are three common organization techniques:
Spatial Order: present the details as they appear in space. For instance, you might describe a country starting in the East and proceeding West. This is not likely a good choice for assignments in this class.
Chronological Order: present the details of your essay according to which event occurred first in time, then moving on to the next event, and so on.
Progressive Order: present the details or ideas as they grow from least to most important, compelling, interesting, and so on.
You should try to use the most effective ordering principle for your topic.
If you are discussing how a character changes over time, then chronological order might be best.
If you are analyzing an important motif, then perhaps the order of events means little for that topic, and so you should choose progressive order.
In general, consider using progressive order before choosing chronological order (and spatial order may never even be appropriate for topics in this course).
No matter which method you choose to organize your thoughts, remember the order of your body paragraphs should match the order you outlined those points in your thesis statement (thesis statements are detailed next)

Thesis Statements
Every successful essay has an effective thesis statement that guides its central focus, and it is often considered to be the most valuable sentence in an English assignment.
A well-written thesis statement will help keep you focused while writing, and it will explain to your reader exactly what to expect from your essay.
A precisely defined thesis statement is like a miniature outline of your essay, and it will also ensure that your essay is manageable and appropriate for the length of the assignment.
Your thesis statement should be the last sentence in the introductory paragraph of your essay.
You should try to make it a clear statement that outlines the points you will discuss in your essay.
The thesis statement should also indicate your position on the matter, such as whether you are for or against the idea.
An effective thesis statement accomplishes the following:
Without repeating the essay’s title, it states the subject of the essay.
It points out the purpose of the essay without explicitly saying The purpose of this essay is….
It presents the author’s perspective or attitude.
It is a concise statement, leading to the essay’s main ideas and supporting details.
It avoids using vague words, preferring specific terms instead.
It briefly outlines the essay’s points on the topic.
Many of the shorter essays you will write during your undergrad will likely be between four to six paragraphs in length.
Let us assume you want to write a five paragraph essay, consisting of an introduction, three body paragraphs, and a conclusion.
This method can be quite successful, but you must have a clear and outlining thesis statement.
In short essays like this, your thesis statement should be the last sentence in your introductory paragraph.
Beyond this course, in your other studies, you may be asked to write much lengthier essays. An outlining thesis statement is not feasible in those cases. Like, you wouldn’t try to outline a dozen separate points in a single thesis statement. So, when you must write lengthier assignments elsewhere, an appropriate thesis statement is typically just your position on the topic.
For this course, however, students will be expected to craft effective thesis statements that express your position and outline your points.
Thinking of your position and points, keep in mind the following formulae for constructing thesis statements:
By examining A, B, and C, it is clear that __(state position)__.
It is apparent that __(state position)__, once A, B, and C are considered.
So, you may construct similar thesis statements by more or less filling in the blanks.
Be sure to use your own words.
The following examples are meant to be a guide only:
POOR THESIS STATEMENT: By closely considering Iago’s actions when he appears to help Roderigo in Act 1 and Cassio in Act 2, it is evident that deception is a prominent theme in Othello.

Note that this example is a little weak. It expresses the position on the topic, and it outlines points to be discussed, but it only outlines two points to be discussed.
Remember that a five-paragraph essay should have three body paragraphs, and each of those should focus on detailing a single point in order to support the essay’s thesis
So, this would be a better thesis statement if it outlined three points instead of two.
EFFECTIVE THESIS STATEMENT: In order to facilitate an understanding of the theme of deception in Othello, consider how Iago’s deceptions influence events for Cassio, Desdemona, and Othello.
This one is effective.
It expresses the position on the topic and outlines three points to be discussed, all in a single, grammatically effective sentence.
EXCEPTIONAL THESIS STATEMENT: The contrast between darkness and light is a prominent motif in Othello, and this is apparent when Iago contrasts Othello and Desdemona in Act 1, when he compares the actions of devils and angels in Act 2, and when Othello murders Desdemona on Act 5.
This is an example of a thesis statement for a comparison-contrast topic.
This is not a perfect example for when you must write about two separate works of literature, but it is included because it is also possible to consider topics that compare and/or contrast a pair of closely related literary elements depicted within a single work. You won’t have to write an essay like this for this course. For this course, you will write about two separate works of literature when you write comparison-contrast essays.
Comparison-contrast comes with some extra criteria. The thesis statement must also mention the two subjects being compared and/or contrasted (darkness and light as motifs).
Otherwise, this thesis statement expresses the position on the topic, specifies both subjects, and outlines three points that will be discussed in the essay.

1. first write an annotated bibliography of about 2-3 sources used.

2. then define interpersonal violence first for a bit
3.Critique of resources/services available now, highlighting the increased need for support as noted by heightened IPV during covid and the lack of resources or support etc??

Write 1 to 2 paragraphs illustrating my plan of attack as a protozoan. Id like it to be about trichomonas vaginalis we had to select our pathogen by the month of our birthday. My birthday is in August so I am a protozoan.These paragraphs may be funny or just basic and informative the main goal is to answer all of the questions that my instructor has listed and for my classmates to guess what I am