Pay for someone to write my essay
This is not to be a long research paper but rather a brief argument paper for which you do research. Magazine, newspaper, and journal articles found through library databases, along with your experience, are to be your sources. Determine whether you will follow the five-part argument or the problem-solution structure of organization for your argument. Estab- lish your audience considering your issue and those interested in it.
You are writing to persuade them to agree with you or to be open to consid- ering your claim of fact, value, or policy. Your own position should be clear and you should establish your ethos as credible through your knowl- edge, your reasonableness, and your willingness to consider other views as possible. Use a reasonable, logical, persuasive tone establishing facts and offering your opinion. This response is used with permission of the student. American Cul- ture and the Media: Reading, Writing, Thinking. Composition-Rhetoric: Backgrounds, Theory, and Pedagogy. Composition in the University: Historical and Polemical Essays.
Cultivating Humanity: A Classical Defense of Reform in Liberal Education. Community of Learning: The American College and the Liberal Arts Tradition. The Condition of American Liberal Educa- tion: Pragmatism and a Changing Tradition. Possible Lives: The Promise of Public Education in America.
Common Ground: Dialogue, Understanding, and the Teaching of Composition. Although there are some graduate programs, the focus at UT Martin is on under- graduate education.
Many of the 5,500 students are the first in their family to attend college, and the reading-writing literacy they bring with them is mixed. English 112 is the second course in a two-semester sequence taken by most first-year students. For many years, the course description and texts emphasized genre study, with a particular emphasis on literary analysis. A department committee recom- mended anthologies and faculty selected.
The description also listed the following purposes for En- glish 112. The first semester the new course description was imple- mented my two sections of English 112, From Private Lives to Public Dialogue, were among a handful of theme-based courses.
I believe, as Brooke, Mirtz, and Evans (1994) do, that writers need time to write, ownership of their writing, and response to their writing throughout a semester, as well as op- portunities to hear what other writers are doing. The many op- portunities for writing-based interaction would help students grow as writers in a community of writers. While two weeks of my sections of English 112 focused on poetry (to take advantage of a visiting poet who pay for someone to write my essay read as part of the campus academic speaker program), most of the writing assignments and the reading worked incrementally toward the Save the World writing task near the end of the course. I wanted to immerse my students in real books and the music of language. I wanted them to be startled into learning something new and relevant to their lives.
I wanted to implement a principle of the writing classroom to which Zemelman and Daniels (1988) and others subscribe — much, varied, and ongo- ing reading. Finally, I wanted my students to approach writing from research because they cared, not sim- ply because they had to. I wanted them to revel in choices, to see that they could write well and with enjoyment, and that their writing could make a difference, either on campus, back home, or somewhere else.
Students were asked to mimic, in an abbreviated form, the narratives of the course texts.
They were to tell their story — in this case, the process of discovery — and describe what they learned from the discovery. The next time we met, moving ever closer to the Save the World project, I borrowed a strategy from one of my graduate school professors and asked students to list what irritated them: big things, small things. Any irritation was appropriate: lousy parking, lousy cafeteria food, slow drivers, fast drivers, campus safety, people who snap gum, people who take the wheelchair- accessible elevator with no apparent need to do so, and so on. As I wrote my list on the board, students wrote in their notebooks. When we talked about the lists, there were lots of chuckles and oh, yeahs. Then each of us chose one problem from our list and wrote a letter to the person who could solve the problem. After writing, we reexchanged these quickwrites and read some aloud. In between all the fun, the exercise got us thinking about issues that needed illumination or problems that needed solu- tions. For the next class meeting, students brought in draft writ- es their first thoughts about an issue or a problem, why it was a problem, why the issue was important, and some solutions, if possible. They could field additional questions that needed answers and talk about additional sources of information to strengthen the writing.
Before the essay was due, everyone met with me in an individual writing conference. The final version of their essays required a minimum of four and a half pages of writing plus a works cited list. Each essay also was accompanied by a separate one- to two-page pro- cess memo recounting the story of the writing of the essay from empty page to finished composition. Then each of us in the circle read aloud one to two pages of our own writing so that our community of writers could hear what we had been up to. They wrote about cam- pus issues: parking, food service, malfunctioning showerheads in the residence halls, disparate funding for athletic teams, and the campus work-study program.
What in early drafts had seemed like frivolous writing about mold on dorm walls turned into an essay that ex- plained how and why mold affects those plagued by allergies. How could what - 115 - WRITING ASSIGNMENTS you pay for someone to write my essay have researched and discovered be turned into something that works for change?