Paraphrasing Essay

Paraphrasing and summarizing are very similar. Both involve taking ideas, words or phrases from a source and crafting them into new sentences within your writing. In addition, summarizing includes condensing the source material into just a few lines. Whether paraphrasing or summarizing, credit is always given to the author. Below is a passage taken from Raymond S. Nickerson’s â€Å"How We Know-and Sometimes Misjudge-What Others Know: Imputing One’s Own Knowledge to Others.† Psychological Bulletin 125.6 (1999): p737. In order to communicate effectively with other people, one must have a reasonably accurate idea of what they do and do not know that is pertinent to the communication. Treating people as though they have knowledge that they do not have can result in miscommunication and perhaps embarrassment. On the other hand, a fundamental rule of conversation, at least according to a Gricean view, is that one generally does not convey to others information that one can assume they already have. Here is an example of what would be considered plagiarism of this passage: For effective communication, it is necessary to have a fairly accurate idea of what our listerners know or do not know that is pertinent to the communication. If we assume that people know something they do not, then miscommunication and perhaps embarrassment may result (Nickerson, 1999). The writer in this example has used too many of Nickerson’s original words and phrases such as â€Å"effective communication,† â€Å"accurate idea,† â€Å"know or do not know,† â€Å"pertinent,† â€Å"miscommunication,† and â€Å"embarrassment.† Also note that the passage doesn’t have an opening tag to indicate where use of the Nickerson’s material begins. A citation at the end of a paragraph is not sufficent to indicate what is being credited to Nickerson. Here is an example, in APA style, that is considered acceptable paraphrasing of this passage: Nickerson (1999) suggests that effective communication depends on a generally accurate knowledge of what the audience knows. If a speaker assumes too much knowledge about the subject, the audience will either misunderstand or be bewildered; however, assuming too little knowledge among those in the audience may cause them to feel patronized (p.737). Here the writer re-words Nickerson’s idea about what determines effective communication. The writer re-phrases â€Å"generally accurate knowledge† into â€Å"reasonably accurate idea.† In the second sentence,  the writer re-words Nickerson’s ideas about miscommunication and embarrassment using instead the words â€Å"misunderstand,† â€Å"bewildered,† and â€Å"patronized.† Nickerson is given credit from the beginning as the originator of the ideas. This is an example of a successful paraphrase because the writer understands the ideas espoused by Nickerson, and is able t o put them into her own words while being careful to give him credit. Here is an example, in APA style, that would be considered acceptable summarizing of this passage: Nickerson (1999) argues that clear communication hinges upon what an audience does and does not know. It is crucial to assume the audience has neither too much nor too little knowledge of the subject, or the communication may be inhibited by either confusion or offense (p. 737). Notice that the writer both paraphrases Nickerson’s ideas about effective communication and compresses them into two sentences. Like paraphrasing, summarizing passages is a tricky endeavor and takes lots of practice. If you’re ever in doubt about whether your summary or paraphrase might be accidental plagiarism, ask your teacher. Example of Editing Original: The novel Fight Club works to accomplish multiple things in terms of theme, for one thing it tries to show the destructive tendencies of humanity, how in many ways people are geared towards the destruction of themselves, but the movie also tried to reject this idea, to show that we can never embrace this aspect of ourselves, because if we do we’ll end up just like that, in destruction, and as the main character find out in the end, what’s more important is making connections with people and understanding others rather than living only for yourself and breaking any rules which disagree. Edited: The novel Fight Club work to accomplish numerous things thematically, for one it attempts to express the tendencies of mankind to devolve to embrace self destruction, and on the other it attempts to show how this can be nothing but futile. If we simply embrace self destruction then we fail to see the importance and value of the people around us, and we simply live to bre ak rules, which is no way to live at all. Effective Paraphrasing A successful paraphrase is your own explanation or interpretation of another person’s ideas. Paraphrasing in academic writing is an effective way to restate, condense, or clarify another author’s ideas while also providing credibility to your own argument or analysis. While successful paraphrasing is essential for strong academic writing, unsuccessful paraphrasing can result in unintentional plagiarism. Look through the paraphrasing strategies below to better understand what counts as an effective paraphrase. Ineffective Paraphrasing Strategies When paraphrasing, there are a few common mistakes you should learn to avoid: 1. Avoid switching out or changing around of a few words in an author’s sentence(s) for use in your paper. 2. Avoid failing to acknowledge (through an in-text citation or direct quotes) the outside source from which you obtained your information or ideas. Exception: When paraphrasing, you do not have to directly cite common knowledge. Common knowledge is information that is widely known and can be found in multiple places. For example, writing that Ronald Reagan was a U.S. Republican president would be considered common knowledge, so it would not need to be cited. However, when in doubt, it is always better to cite than run the risk of plagiarism. 3. Acknowledging the author in an in-text citation but failing to include quotation marks around any terms or phrasing that you have borrowed from the author. Note that any of the unsuccessful elements of paraphrasing are considered plagiarism in your essay , even if these paraphrasing missteps are unintentional. Effective Paraphrasing Strategies If you’re having trouble paraphrasing a text effectively, try following these steps: 1. Reread the original passage you wish to paraphrase, looking up any words you do not recognize, until you think you understand the full meaning of and intention behind the author’s words. 2. Next, cover or hide the passage. Once the passage is hidden from view, write out the author’s idea, in your own words, as if you were explaining it to your instructor or classmates. 3. After you have finished writing, check your account of the author’s idea against the original. While comparing the two, ask yourself the following questions: Have I accurately addressed the author’s ideas in a new way that is unique to my writing style and scholarly voice? Have I tried to replicate the author’s idea or have I simply changed words around in his/her original sentence(s)? 4. Next, look for any borrowed terms or particular phrases you have taken from the original passage. Enclose these terms and phrases in quotation marks to indicate to your readers that these words were taken directly from the original text. 5. Last, include a citation, which should contain the author’s name, the year, and the page or paragraph number (if available), directly following your paraphrase. Examples of Paraphrasing Here is the original source an author might use in a paper: Differentiation as an instructional approach promotes a balance between a student’s style and a student’s ability. Differentiated instruction provides the student with options for processing and internalizing the content, and for constructing new learning in order to progress academically. Here is an example of bad paraphrasing of the source. Even though the student is citing correctly, underlined words are simply synonyms of words used in the original source. You can also see how the sentence structure is the same for both the original source and this paraphrase. Differentiation is a way to encourage equality between the approach and talent of the student (Thompson, 2009). This type of instruction gives students different ways to deal with and grasp information, and for establishing new learning to move on in education (Thompson, 2009). Here is an example of a better way to paraphrase the source. In this example, the author has taken the essential ideas and information from the original source, but has worded it in her own way, using unique word choice and sentence structure. The author has condensed Thompson’s (2009) information, including what is relevant to her paper, but leaving out extra details that she does not needed. Teachers use differentiated instruction to help students learn, allowing the teacher to cater lessons to the way each student learns and each student’s skill (Thompson, 2009). – See more at: http://writingcenter.waldenu.edu/295.htm#sthash.EKKl31Ro.dpuf Paraphrasing and summarising In contrast to quoting directly, by summarising or paraphrasing an author’s ideas you are able to present your interpretation of an author’s ideas and to integrate them more fully into the structure of your writing. Paraphrasing is generally used when you wish to refer to sentences or phrases in the source text. It is particularly useful when you are dealing with facts and definitions. Paraphrasing involves rewriting a short section from the source text in different words whilst keeping the same meaning. Summarising is generally used when you wish to refer to ideas contained in a long text. Summarising enables you to reduce the author’s ideas to key points in an outline of the discussion or argument by omitting unnecessary details and examples. Whether you summarise or paraphrase, you will still need to include a reference citing the source of the ideas you have referred to. A process for paraphrasing and summarising Many students find the following process useful for summarising and paraphrasing information. Read the text carefully – you may need to read the text several times, and check the meaning of terms you do not understand in a dictionary. Identify and underline the key words and main ideas in the text, and write these ideas down. Consider these points as a whole and your purpose for using this information in relation to the structure of your assignment. You may be able to group the ideas under your own headings, and arrange them in a different sequence to the original text. Think about the attitude of the author, i.e. critical, supportive, certain, uncertain. Think about appropriate reporting verbs you could use to describe this attitude. Think of words or phrases which mean roughly the same as those in the original text. Remember, if the key words are specialised vocabulary for the subject, they do not need to be changed. (see Using synonyms below.) Using your notes from the abov e steps, draft your summary or paraphrase. When you have finished your draft reread the original text and compare it to your paraphrase or summary. You can then check that you have retained the meaning and attitude of the original text. Using synonyms To paraphrase a text, you can use a variety of techniques, such as synonymous words, synonymous word forms, or synonymous phrases. For example, the student text below has used synonymous word forms(scanners – scanner, use – using) (in bold), synonymous words (convert – recreates) (in bold italics), and synonymous phrases (their â€Å"eyes† – the scanner eye) (in italics). Original source scanners convert analog data into digital information†¦ scanners use small electronic components (called CCDs, PMTs, or CISs) as their â€Å"eyes†Ã¢â‚¬ ¦ Student text A scanner recreates an image such as a graphic using small electronic components referred to as the scanner’s eyes†¦ Changing word forms A common approach to changing the word forms in a sentence is to change the main verb into a noun, or less commonly to change the main noun into a verb. For example, compare the two sentences below: Original source Scanners convert analog data into digital information. Paraphrased sentence The conversion of an image such as a graphic by a scanner occurs†¦ Re-ordering main ideas Another way of paraphrasing is to change the order of the main ideas in a sentence. One way of doing this is to change the active voice to passive voice or the passive voice to active voice. The active voice focuses on who or what is affected by a process or event, whilst the passive voice focuses on the event or process. For example compare the use of ‘ scanners convert’ and ‘ the conversion of’ in the examples above. For further information on the use of active and passive voice see the grammar tutorial. Paraphrasing is the process of presenting another author’s content in your own words, while maintaining the meaning of the passage. It is useful when the author uses difficult-to-understand language and structure, when you want to focus on a different element of the passage or when your audiences are different (for example, the author wrote an academic paper, and you are a newspaper reporter). However, paraphrasing can also lead to plagiarism (using another author’s work or ideas as your own) if your sources are not appropriately and explicitly cited. Other People Are Reading How to Paraphrase Without Plagiarizing Types Of Paraphrases Instructions 1 Change the voice of the sentences from active to passive voice and vice versa. For example, â€Å"Educators prefer teaching lower grades† can become â€Å"Teaching lower grades is preferred by educators.† This is helpful when you want to focus more on the object rather than the subject of the sentence. 2 Change the wording of a passage using synonyms. A thesaurus can prove quite useful for this task. â€Å"Children develop their language by interacting with those around them† can become â€Å"Kids acquire language skills by communicating with people close to them.† Sponsored Links SoftLayer ® Official Site More Custom Hosting From A Trusted Source. 24Ãâ€"7 Support. Chat Now. SoftLayer.com/Asia-Pacific 3 Change the verb of the mood to subjunctive if you want to paraphrase a wish, a request or an unrealistic situation. You can also change subjunctive mood to indicative. For example, â€Å"The minister requested that his assistant bring the documents,† can become â€Å"The minister asked his assistant to bring the documents.† 4 Change the order of the sentence’s elements — without altering the mood of the verb of the voice — to stress the most important part for your work. For instance, â€Å"John Day (an imaginary person) was a successful writer, politician and businessman,† can be â€Å"John Day is famous for his success as a businessman, politician and writer.† 5 Use nicknames or colloquial terms to change a passage’s wording. You can change â€Å"New York City† to â€Å"the Big Apple,† for instance, or refer to â€Å"night shift† as the â€Å"graveyard shift.† However, this technique is not acceptable when writing a formal paper. Read more: http://www.ehow.com/how_8759404_easily-paraphrase.html#ixzz2jBcfjEac Paraphrasing correctly can prevent plagiarizing. When you paraphrase, you simply express someone else’s ideas in your own words. Unlike a brief summary, a paraphrase contains more detail, according to the Purdue Online Writing Lab (OWL). Although you have reworded the original, you must use in-text citations, parentheses containing the source of the information, in the required format. Paraphrasing may involve changes in vocabulary, length, parts of speech and sentence structure. How to Write a Paraphrase How to Teach Students How to Paraphrase 1. Synonym Replacement At its simplest level, paraphrasing involves replacing original wording with synonyms. Consider this original sentence from Claudia Kalb’s â€Å"Newsweek† article, â€Å"Painkiller Crackdown,† â€Å"While the DEA says OxyContin is a ‘valuable’ drug, it is ‘concerned’ that many doctors who are prescribing the medications don’t ‘know’ enough about it and are not ‘conveying’ the dangers to patients. . . . † If a student made only these replacements — â€Å"useful† for â€Å"valuable,† â€Å"worried† for â€Å"concerned,† â€Å"know† for â€Å"understand† and â€Å"explaining† for â€Å"conveying† — some paraphrasing would result, but much of the original would remain, resulting in partial plagiarism. Reduction of Clauses Another method of paraphrasing involves changing clauses to phrases. For example, the clause, â€Å"while the DEA says OxyContin is a valuable drug† could become a more succinct phrase, â€Å"claiming Oxycontin’s value.† If a student combines this approach with synonym replacement, more effective paraphrasing occurs. Sponsored Links Download Free PC Software Download Free PC Manager Software. Easy File Transfer. Download Now ! mobogenie.com/download-pc-software Parts of Speech Changing parts of speech may assist in paraphrasing. Consider another original sentence from Kalb’s â€Å"Newsweek† article: â€Å"Last week the ‘spotlight’  on OxyContin ‘intensified’ as the Drug Enforcement Administration ‘announced’ a national strategy to ‘combat’ the painkiller’s ‘illegitimate’ use. . . .† If a student restructured the sentence, changing parts of speech, some paraphrasing would occur: â€Å"The Drug Enforcement Administration last week ‘spotlighted’ OxyContin more ‘intensely’ and made an ‘announcement’ of a national strategy, which combats using the painkiller ‘illegitimately.'† However, this paraphrasing lacks originality and again results in partial plagiarism. Change of Structure Changing the sentence structure adds to the value of the paraphrase, reflecting the writer’s interpretation of the author’s thoughts. Consider this original wording from the â€Å"Newsweek† article: â€Å"OxyContin was developed to do good: relieve debilitating pain. But since the powerful drug debuted in 1996, it has become increasingly known for a dangerous side effect — the potential for serious addiction.† By beginning with a phrase and changing the structure, a writer could create the following: â€Å"First appearing in 1996, Oxycontin claimed to relieve unnecessary suffering. Today, however, experts know it can pose an ‘addictive’ threat (Kalb 38).† These restructured sentences also include synonym replacement (â€Å"appeared† for â€Å"debuted†) and changes in parts of speech (â€Å"addictive† for â€Å"addiction†). With the Modern Language Association (MLA) in-text citation, this paraphrasing a voids any trace of plagiarism by combining multiple forms of paraphrasing. Read more: http://www.ehow.com/info_8410412_types-paraphrases.html#ixzz2jBcsVmxv How to Teach Students How to Paraphrase By Hilary Riepenhoff, eHow Contributor Share Print this article Teaching students to paraphrase takes time and practice. Paraphrasing is an essential skill for students to obtain. Without paraphrasing, students are at risk for plagiarism. It is important to lay the ground work for successful instruction of paraphrasing through explanation of key concepts, modeling and practice of the skill. Only through practice and constant feedback will a student’s paraphrasing ability grow. Activities for Paraphrasing Information Difference Between Summarizing & Paraphrasing Instructions 1. 1 Teach the key differences between retelling, summarizing and paraphrasing. Author of â€Å"Summarizing, Paraphrasing, and Retelling,† Emily Kissner suggests, the three concepts are similar, but are different in development, formation, and final product. Summaries contain main ideas, some supporting details and are in chronological order, yet shorter in length. Retelling is orally sharing information, while recalling important information from the text. According to Purdue’s Online Writing Lab, successful paraphrasing puts the information from the passage in your own words, while attributing the original source. It is shorter in length because you abbreviate the information. 2 Remind students that although paraphrased material is not in quotes, one must credit the original source. Explain that making small changes in wording, rearranging the original quote or failing to cite the source is plagiarism. Sponsored Links Download Free PC Software Download Free PC Manager Software. Easy File Transfer. Download Now ! mobogenie.com/download-pc-software 3 Indiana University of Bloomington’s Writing Tutorial Service suggests teaching several key strategies, including to rewrite using your own words while covering the quote you are paraphrasing to avoid the urge to copy; also check your paraphrased work to ensure you have not accidentally written anything word for word from the original and that the information included is correct. 4 Begin small by introducing paraphrasing with sentences instead of lengthy paragraphs. Ensure students understand information stated in each sentence. Consider a student’s ability levels in reading. 5 Model the concept of paraphrasing to students. Show students what good paraphrasing looks like. Give examples based on appropriate change in words and structure. Prepare examples and have students explain their reasoning on whether the paraphrasing is correct or not. 6 Provide students the opportunity to orally paraphrase sentences in their own words. Work as a group to recognize what works with a student’s paraphrased responses and what does not. Instant feedback guides students toward correct paraphrasing. Independent practice then evaluates student progress and growth. Read more: http://www.ehow.com/how_8783769_teach-students-paraphrase.html#ixzz2jBd4uoZv Paraphrasing and Summarizing Exercise This resource was written by Tony Cimasko. Last edited by Allen Brizee on August 7, 2009 . Summary: This resource contains the practice exercise on paraphrasing and summarizing to help you learn how to apply the guidelines in this section to your own writing. Take a look at the text below (excerpted from â€Å"Expert: Wikipedia  Won’t Go Away, So Learn How to Use It† by Maggie Morris) and the following attempts at paraphrasing and summarizing. The first four are not adequate, but the last one is. Look at each of the four inappropriate attempts, and decide what exactly makes each inappropriate. The popularity of Wikipedia makes it important that users learn to use the online collaborative encyclopedia as a starting point for their research rather than as the final word, says a Purdue University communications expert. â€Å"Students are addicted to Wikipedia, and teachers fight it with stern grading policies and restrictions on its use,† says Sorin A. Matei, an assistant professor in the Department of Communication. â€Å"But Wikipedia is here to stay and, des pite penalties, people are likely to continue using it.† Version 1: The popularity of Wikipedia makes it important that users learn to use the online collaborative encyclopedia as a starting point for their research. â€Å"Students are addicted to Wikipedia, and teachers fight it with stern grading policies and restrictions on its use,† says Sorin A. Matei, an assistant professor in the Department of Communication. Version 2: The popularity of Wikipedia makes it important that users learn to use the online collaborative encyclopedia as a starting point for their research. â€Å"Students are addicted to Wikipedia, and teachers fight it with stern grading policies and restrictions on its use,† says Sorin A. Matei, an assistant professor in the Department of Communication (Morris). Version 3: Wikipedia is popular, which makes it vital that users learn to use the online collaborative encyclopedia as a beginning point for their research. â€Å"Students are addicted to Wikipedia,† says Sorin A. Matei, an assistant professor in the Department of Communication, â€Å"and teachers fight it with stern grading policies and restrictions on its use† (Morris). Version 4: â€Å"Wikipedia is popular, which makes it necessary to learn using the online collaborative encyclopedia as a beginning point for their research. ‘Students are addicted to Wikipedia,’ says Sorin A. Matei, an assistant professor in the Department of Communication, ‘and teachers fight it with stern grading policies and restrictions on its use’† (Morris). Version 5: Sorin A. Matei of Purdue University says that because students are â€Å"addicted to Wikipedia† and will continue to rely on it, it is important for teachers to help them to use Wikipedia as a place to begin research, rather than as a final source. Matei also says that penalties are unlikely to be effective (Morris). Version 5 is correct. Here the student combined her own paraphrasing with a quotation of striking language of the original text. She made certain her words and those taken directly from the source fit together; she quoted accurately and cited her source. Some of the information is consolidated, and the specific kinds of penalties given by teachers—a minor detail—are left out. Answers for Paraphrasing and Summarizing Exercises This resource was written by Tony Cimasko. Last edited by Allen Brizee on November 5, 2008 . Summary: This resource contains the answers for the ESL exercises on paraphrasing and summarizing. Paraphrasing and Summarizing The popularity of Wikipedia makes it important that users learn to use the online collaborative encyclopedia as a starting point for their research rather than as the final word, says a Purdue University communications expert. â€Å"Students are addicted to Wikipedia, and teachers fight it with stern grading policies and restrictions on its use,† says Sorin A. Matei, an assistant professor in the Department of Communication. â€Å"But Wikipedia is here to stay and, despite penalties, people are likely to continue using it.† Version 1: The popularity of Wikipedia makes it important that users learn to use the online collaborative encyclopedia as a starting point for their research. â€Å"Students are addicted to Wikipedia, and teachers fight it with stern grading policies and restrictions on its use,† says Sorin A. Matei, an assistant professor in the Department of Communication. This version would be considered blatant plagiarism. The text is excerpted almost word for word without using quotation marks appropriately, without giving credit to the original author. Some words have been cut out, but the original author’s language is still quite obvious. Version 2: The popularity of Wikipedia makes it important that users learn to use the online collaborative encyclopedia as a starting point for their research. â€Å"Students are addicted to Wikipedia, and teachers fight it with stern grading policies and restrictions on its use,† says Sorin A. Matei, an assistant professor in the Department of Communication (Morris). Credit is given to the original author (Morris), but quotation marks are still not used, and the language still closely resembles the original writing. Version 3: Wikipedia is popular, which makes it vital that users learn to use the online collaborative encyclopedia as a beginning point for their research. â€Å"Students are addicted to Wikipedia,† says Sorin A. Matei, an assistant professor in the Department of Communication, â€Å"and teachers fight it with stern grading policies and restrictions on its use† (Morris). The original author is given credit, and technically the passage is correct, but the writer suggests that Morris’ main point is teachers’ reactions. In fact, Morris is emphasizing the importance of Wikipedia, and talks about teachers’ reactions as a secondary point. Version 4: â€Å"Wikipedia is popular, which makes it necessary to learn using the online collaborative encyclopedia as a beginning point for their research. ‘Students are addicted to Wikipedia,’ says Sorin A. Matei, an assistant professor in the Department of Communication, ‘and teachers fight it with stern grading policies and restrictions on its use’† (Morris). The quotation is essentially accurate, quotation marks are used, and Morris is given credit. The bigger problem is that the writer made no attempt to use his or her own language, to integrate the quotation into their own  words. The smaller problem is the lack of ellipses (. . .) to indicate where the writer took out part of the quotation. Version 5: Sorin A. Matei of Purdue University says that because students are â€Å"addicted to Wikipedia† and will continue to rely on it, it is important for teachers to help them to use Wikipedia as a place to begin research, rather than as a final source. Matei also says that penalties are unlikely to be effective (Morris). Version 5 is correct. Here the student combined her own paraphrasing with a quotation of striking language of the original text. She made certain her words and those taken directly from the source fit together; she quoted accurately and cited her source. Some of the information is consolidated, and the specific kinds of penalties given by teachers—a minor detail—are left out. Paraphrasing & Summarizing Exercise This is the last part of Wallace’s Copyright & Plagiarism tutorial.Please read the following passages to garner an understanding in the art of paraphrasing. More practice is available via Web links on the Student Guide to Copyright . Original passage: Nobody called him Abe–at least not to his face–because he loathed the nickname. It did not befit a respected professional who’d struggled hard to overcome the limitations of his frontier background. Frankly Lincoln enjoyed his status as a lawyer and politician, and he liked money, too, and used it to measure his worth. By the 1850’s, thanks to a combination of talent and sheer hard work, Lincoln was a man of substantial wealth. He had an annual income of around $5,000–the equivalent of many times that today–and large financial and real-estate investments. Oates, Stephen B. Our Fiery Trial: Abraham Lincoln, John Brown, and the Civil War Era. Amherst, MA: University of Massachusetts Press, 1979. p. 65 Incorrect paraphrase: No one used Lincoln’s nickname, Abe, because he detested it. It didn’t go  with a lawyer and politician who had worked to get away from the restrictions of his country heritage. Lincoln liked his new position, and his wealth, and used it to gauge his status. By mid-century, his skill and labor had made him a fairly wealthy man. He had a yearly income of approximately $5,000 – equal to several times that now – and hefty business and land commitments. ** This is incorrect because it uses the same basic structure as the original with some word changes and does not credit the author. Correct paraphrase: By the middle of the century, Lincoln enjoyed life as a well-respected lawyer and politician, having acquired a position of status and wealth that was well removed from his early â€Å"frontier background†. He now was bringing in $5,000 a year (this translates to $87,500 in 1997 dollars [Derks, 2]), and had substantial â€Å"financial and real estate investments†. As a consequence, he disliked being called Abe because of its association with his rural heritage. (Oates, 65) ** This is correct because it portrays the ideas of Oates’ passage and gives Oates credit for his ideas. The writer has used his own words to present those ideas and has used quotation marks for those phrases that are from Oates. The writer has also included additional research on the value of the income and has sited the source for that as well. Correct summarization: When we think of Abraham Lincoln, the image of a wealthy lawyer is not the first that comes to mind. A man, who worked hard, struggled and came from a less than ideal background is often the picture we invoke. However, it is an incomplete portrait. Mr. Lincoln was successful both professionally and financially even by today’s standards. (Oates, 65) ** This is also correct. It summarizes Oates’ ideas completely in the writer’s own words, but gives Oates credit for the ideas. Chapter Objectives To understand and applying critical reading strategies. To develop the understanding of summary in various rhetorical modes such as narrative fiction, personal essay, and technical writing (figures and tables). To define and instruct students on the three skills of  incorporating research into their writing: summary, paraphrase, and quotation. To review models and apply concepts of summary, paraphrase, and quotation through practical applications and exercises. To understand the concept of plagiarism and learn techniques to avoid it through various examples and exercises. Although the papers you write will be your own—your own voice, your own purpose, your own thesis statement, introduction, conclusion, and topic/transition sentences—there will be times when you will want to integrate source material to help you support your assertions. Integrating sources such as information from books, newspapers, magazines, interviews or websites, is done in one of three ways: summary, paraphrase, and quotation. The purpose of this chap ter is to teach you these three basic concepts of writing, so you can incorporate research into your writing without plagiarizing. These skills are addressed first because you will need them in all college writing you produce no matter what the course subject. In fact, this process will begin with synthesis and analysis essays which appear later in this book. What is a Summary? A summary is a brief restatement, in your own words, of the content of a passage. You should focus on the central idea of the passage, and, in a condensed form, relay the passage’s main points reflecting the order in which they occur. In most situations a summary is approximately one quarter the length of the original passage. A summary will not include minor details, repeated points, or any of your own opinions and conclusions. You will use summary when you want to present the main points of a lengthy passage in order to develop or support the discussion of your essay. How to Write Summaries Read the passage carefully. In order to summarize information, you must first be able to understand it. This requires careful critical reading. Read the passage completely the first time to gain an overall understanding of the piece, as you re-read the piece, begin making margin notes that identify important points, shifts in thoughts, and questions you may have. You will also want to consider at this point what the significance of the whole piece is, what the parts of the essay that fit into the whole are, and how the points are organized to  support the whole. Finally, you will want to divide the passage into stages of thought, which you will later develop into the body paragraphs of your rough draft. A section or stage of thought in a passage is usually several paragraphs in length. You can identify these more easily by looking for transitional sentences at the beginning or end of paragraphs thatsummarize what has come before or set the stage for what is to follow. Write one-sentence summaries of each stag e of thought. Once you have identified the stages of thought in the passage, create a one-sentence summary for each stage of thought. This sentence must be in your own words, and it must illustrate your understanding of the passage. This is often the most difficult part of summary writing because you may be tempted to use the writer’s words or structure, which would be plagiarism. It is always a good idea to put the original passage aside at this point and summarize what you have read in the section using your own understanding and thinking skills. Write a thesis: a one- or two-sentence summary of the entire passage. Now look over all the sentences you have created for your stages of thought. Once again, you will work to condense information as you summarize the essence of the passage in one or two sentences, thereby creating your thesis statement for your rough draft. Another hint is to remember that the thesis will be the first sentence of the summary draft, and it includes the passageâ⠂¬â„¢s subject and the claim that the author is making about that subject. Write the first draft of your summary. At this point you are ready to draft your summary essay. Depending on whether you have been assigned to write a short summary or a longer summary, you can structure your summary in one of two ways: combine the thesis with your list of one-sentence summaries (short summary) or combine the thesis with your list of one-sentence summariesplus significant details from the passage (longer summary). Check your summary against the original passage. After completing your draft, you will want to make sure the content of your information has completely and accurately summarized the passage without plagiarizing or adding any of your own personal opinion. Now, return to the original text and compare your draft against it. Revise your summary. In revising your summary, combine sentences and insert transitions where necessary to make your summary clear and coherent. Edit for grammatical correctness. Compare the length of the summary to the original. Summaries, as general rule, should be no longer than one-fourth of the original passage, although they could be much shorter, depending on your purpose in summarizing the original. What is a Narrative? A narrative is a story, a retelling of a person’s experiences. It can be imaginary, in which the narrator is a created character (fiction), or it can be biographical (non-fiction), in which the narrator is actually the author. Note: non-fiction narratives are referred to as essays, or personal essays. Summarizing a narrative will be slightly different from summarizing an expository essay because it will most likely not have a direct thesis statement, and its stages of thought will be developed through descriptive events or time periods rather than through factual evidence or logical explanations of the subject. In summarizing a narrative, you will give a synopsis or overview of the story’s events and relate how these events affect the central character. However, the steps of reading/rereading, dividing stages of thought, writing one-sentence summaries, writing a thesis, drafting, and revising will be primarily the same. Summarizing Figures and Tables Figures and tables are in essence summaries themselves; they present a pictorial overview of material and are often used because they communicate information more clearly and quickly. Below are different types of graphic devices: Pie Charts show relative proportions or percentages. Graphs relate one variable to another. They are effective in showing trends or cause-and-effect relationships. Tables present numerical data in rows and columns for quick reference and are most effective when the writer wants to emphasize numbers, particularly when a great deal of data is being displayed. What is a Paraphrase? A paraphrase is very similar to a summary in that you use your own words to communicate to your reader what the original passage has stated; however, an important difference between the two is that the paraphrase is approximately the same length as the original rather that one quarter of its length, as a summary is. In a paraphrase, instead of only restating the writer’s main points, you will follow the progression of the writer’s ideas sentence by sentence. In other words, each sentence in the paraphrase corresponds to a sentence in the original, the main difference being, of course, you have replaced the language of the original with your own language. Paraphrasing is used most effectively when you want to present material written in language that is abstract, archaic, or highly technical, and you feel your audience will better understand the material in your words. What is a Quotation? A quotation records the exact language in a source. You should use quotations sparingly, because every quotation contains the voice of the writer who composed the text. Using too many quotes obliterates your voice and is a clear indication that you have not successfully synthesized your source material with your own writing. It is often a red flag to your audience that either you may not have completely understood the source or you have not taken the time paraphrase the information for them. Used wisely, however, quotes can add credibility and interest to your paper. When to quote Use quotations when another writer’s language is particularly memorable and will add liveliness to your paper. Use quotations when another writer’s language is so clear and economical that to make the same point in your own words would, by comparison, be ineffective. Use quotation when you want the solid reputation of a source to lend authority and credibility to your own writing. Incorporating quotations into your sentences Quotations should never stand by themselves without an attribution. Work the material into your sentence as naturally as possible, using appositives to identify the speakers or authors of the quote. Always credit your sources with an attribution in the text or in a formal citation, depending on the level of formality of your assignment. Use ellipses (three spaced periods)  to indicate that material has been omitted from the quote. If you are deleting the end of a quoted sentence, or if you are deleting entire sentences of paragraphs before continuing a quotation, add a period before the ellipsis. Use brackets whenever you need to add or substitute words in order to clarify meaning for your audience. What is Plagiarism? Plagiarism is generally defined as the attempt to pass off the work of another as one’s own. At any time in your writing if you are using the thoughts or words of another source, you must document where you read or found the information by giving credit to its author; this is done by using parenthetical citation and a works cited page which will be discussed in further detail in chapter seven. With the ease of the Internet for research and the ability to cut and paste information from websites, plagiarism can become quite tempting, especially if procrastination haunts your life and you find that your unwritten paper is due the next morning. However, most plagiarism is unintentional. Poor note taking skills and synthesizing of source material can lead you to overlook placing parenthetical citations where they are necessary. Unfortunately, most professors treat unintentional plagiarism the same as intentional plagiarism because the student is ultimately responsible for his/her o wn work. Avoiding Plagiarism You can avoid plagiarism by being aware of the follow rules of thumb and by practicing using sources appropriately. Remember summaries, paraphrases, and quotes all receive documentation because all are the thoughts or words of another person. Remember when writing summaries and paraphrases you must communicate the source information into your own words (your own language and sentence structure). Always check your summary or paraphrase against the original after writing it. If you find four words in a rowidentical between the two, then you know you have not properly summarized/paraphrased the information, and you would be guilty of plagiarism.

Whitney Houston

The Greatest of All Times General Purpose: To inform Specific Purpose: To inform my audience about Whitney Houston. Introduction Attention Getter: I have often been told I have a beautiful voice; most people compare me to Whitney Houston†¦. maybe even better. Credibility: Whitney Houston has always been of my favorite artists. Topic Reveal: Today I am going to tell you a little about the life of Whitney Houston. Preview Statement: After discussing my three main points, you will understand why she is one of my favorite artists.My three main points are her early years and being discovered, her fame, and the end of her career. Body I. Whitney Houston had the mentality of becoming a singer since birth. A. Whitney was born August 9, 1963 in Newark, New Jersey. 1. Everyone she was brought up around had some kind of musical talent. 2. Her mother was the choir minister, which is where Whitney started. 3. Her cousin Dionne Warwick and her godmother Aretha Franklin were both in the music industry also. B. Whitney was working on her own record deal at the age of 15. 1.While working on her record deal she was also being discovered by a photographer. 2. She later became a teenage model. 3. Becoming the first African American women to appear on the cover of Seventeen Magazine. C. By the time she reached age 19, Whitney was discovered by Clive Davis. 1. He took her from the gospel stage to the pop life. 2. In 1983, Whitney was appearing on TV shows and performing. (Transition: Now that we know a little about Whitney’s early years and how she was discovered, let us talk about her fame. ) II. It was then all about the money and fame. A.It did not take much before Whitney became a big sensation. 1. In 1985, she released her debut album Whitney Houston. 2. A year later the fame and the Grammy’s started rolling in. 3. She released her second album Whitney that went platinum and won Grammy’s. B. Everything that glitters isn’t gold. 1. Whitney then t hought she was on top of the world. 2. She then married Bobby Brown of New Edition. 3. She struggled with drugs and health problems. Her career hit a big downfall. (Transition: Finally Yet Importantly we are going to talk about the end of Whitney’s career.III. There is always room for improvement. A. Whitney felt the need for a comeback. 1. She worked on the remake of the musical film Sparkle. 2. She had been said to join The X Factor as a judge. B. Unfortunately, she didn’t make it to see those days. 1. Whitney died on February 11, 2012 in Los Angeles. 2. That was a sad day in the music industry. Conclusion Today we have looked at the good and bad in Whitney Houston’s life. From the money and fame to the heartaches and pain. We now know the life of the legendary Whitney Houston.

Applying Kants Ethical Theory to Nursing

Applying Kants Ethical Theory to Nursing Immanuel Kant was born in 1724 in Kà ¶nigsberg, which is today the city of Kaliningrad in the Russian exclave of Kaliningrad Oblast (Watkins, 2002). He was raised in a Pietist household that stressed intense religious devotion, personal humility, and a literal interpretation of the Bible (European Graduate School [EGS], 2010). Kant wrote numerous works in his lifetime but most of Kant’s work on ethics is presented in two works, The Foundations of the Metaphysics of Morals written in 1785, and the Critique of Practical Reason written in 1787 (McCormick, 2006). In order to understand Kant’s ethical views, his views on duty, reason, freedom, and good will should be explored. Freedom plays an important role in Kant’s ethics. A moral judgment presupposes freedom (McCormick, 2006). Also, freedom is a notion of reason, so without the assumption of freedom, reason cannot proceed. On the other hand, reason can only be satisfied with assumptions that practical observatio n cannot support. Reason seeks knowledge or understanding that it cannot comprehend (Williams, 2009). The question of moral action is an issue for rational beings. There is nothing in a rational beings character to waver. It will always match the dictate of reason. Humans are not wholly rational beings. We can either follow our natural instinct or non-rational impulse. Thus, rules of conduct are needed to guide human’s actions. Will is the ability to act according to the law. Outcomes of our actions are beyond our control. The only thing we can control is the will behind the action. Morality of an act must be assessed in terms of the impulse behind it. Kant says â€Å"good will† as the only thing unconditionally good because it cannot be used for ill purpose. Kant argued that moral requirements are based on a standard of rationality he dubbed the Categorical imperative. Categorical imperative is defined as the standard of rationality from which all moral requirements a re derived (Categorical imperative, 2007). It is an imperative because it is a command. It commands us to exercise our wills in a particular way. It is categorical because it is unconditionally and applies to everyone at all times (Hinman, 2006). CI requires an autonomous will. It is the presence of this self-governing reason in each person that Kant offered decisive grounds for viewing each person as possessed of equal worth and deserving of equal respect. There are three maxims or categorical imperatives that Kant’s theory are based on. The first categorical imperative is Universalisability which states that, â€Å"Act only according to that maxim whereby you can at the same time will that it should become a universal law.† The second categorical imperative is the Law of Nature which states that, â€Å"Act in such a way that you treat humanity, whether in your own person or in the person of any other, always at the same time as an end and never merely as a means to an end.† The third categorical imperative is known as the Kingdom of Ends states that, â€Å"every rational being must so act as if he were through his maxim always a legislating member in the universal kingdom of ends† (Kant, n.d.,  ¶ 43).

Human Resources Receptionist Essay Example | Topics and Well Written Essays - 1250 words

Human Resources Receptionist - Essay Example Skills and work experience. The candidate should have a good understanding of the principles of handling the public in a manner that creates a rapport with the public. He/she should be able to demonstrate the office etiquette when handling the visitors. He/she should have excellent communication skills including both written and spoken English. Knowledge of additional language like French or German is preferred. He/she should be able to understand the given instructions. The candidate should be conversant with the operation of standard office equipments alongside the knowledge of the routine practices in an office environment. The candidate should have knowledge of basic computer application packages like Word, Excel, Access, Outlook, PowerPoint, and Internet Explorer. He/she should be conversant with the various divisions in the Human Resource department, and the policies that are applicable in every such division. The position requires a minimum of three years experience in a busy organization, two of which should be in the same capacity. Education Diploma in Secretarial Studies or its equivalent from a recognized institution is required. A bachelors or master degree will be desirable. A post-graduate diploma in Human Resource management is also a plus. Other desired qualification. A demonstrated ability to type at least 40 words per minute will be required. A good general body conditions is also necessary as the duty may often entail lifting relatively heavy loads like boxes containing files or equipment. This is a permanent and pension able job with the incumbent working for about 8 hours per day for five days in a week. The candidates who meet the above minimum qualifications should submit their cover... Human Resources Receptionist The selection process is very crucial since the right candidate needs to be chosen from among the numerous applications that have been received. Care needs to be taken to avoid any kind of discrimination in conducting the exercise, as this will build on the reputation of the organization among the public. The first step is to discard all the applications that have been received after the agreed date. Even though a potential candidate could be locked out by such a move, it is the initial step of ensuring justice. It also shows the ability of the candidates to meet short deadlines. Then all the applications need to be scrutinized to confirm the minimum qualifications that were stated. Those applications that do not meet any of the essential qualifications need to be discarded. If the remaining number is manageable, say 10, they should be called for an interview. If the number is still large and we only have one position, then the recruiting officer(s) should use additional criteria to eliminate the less capable candidates. Having obtained a manageable, the candidates should be taken through a series of tests including aptitude tests, oral interviews, and medical tests. The aptitude test will test the suitability of candidate for the job. It tests how first the candidates can make a decision from a mixture of options since the test will contain several challenging problems in mathematics, English and those that test the general knowledge.

Intercultural communication class- Project Report Coursework

Intercultural communication class- Project Report - Coursework Example I met four African Americans and two Americans of British origin. The experience was strange yet engaging. The experience in deed challenged my comfort zone. I am an introverted individual who finds it difficult to interact freely with people. The situation becomes worse when I have to interact with strangers. The walk was as tiring just as it was adventurous. I tried as much as I could to play with the children occasionally and engaged the few adults I met in casual conversations. At one instance, a group of unruly male African American youths stopped and roughed me up thereby making me regret the idea. I presented myself the best way I could thereby enticing them into walking me around their neighborhood. With them as my tour guide, the remaining part of the evening became lively and gratifying. I became their friend and they promised to visit me some time later. Among the intercultural communication challenges, I faced included facing the societal stereotypes. I could not speak the English language as fluently as most of the people could. This made me vulnerable to their ridicule as they readily identified my background. Additionally, I could not identify some of the features of the new environment. The unique popular culture for example was difficult to comprehend. The marauding youths were loud, rough and appeared disorderly. They approached my in a condescending tone and often blurted abusive words which I later realized did not mean any harm. The walk was equally long and laborious. It therefore challenged my comfort zone given the fact that I do not like walking. Despite the numerous challenges I faced on the day, I learnt fundamental lessons including interpersonal skills that will help me overcome some of the challenges presented by intercultural communication. I played with the children, talked to a four adults and interacted peacefully with the unruly African American youths. I faced the youths courageously a moved that proved the fact

Marketing Strategy for Hair Extensions and Beauty Products Research Paper

Marketing Strategy for Hair Extensions and Beauty Products - Research Paper Example Behavioral segmentation involves observing how customers use products and media, purchasing behavior and ownership. Psychological segmentation involves using the lifestyles of customers, the types of benefits sought by customers and customers’ attitudes and perceptions. We shall use all different attributes from each of the three segmentation bases to help us identify possible target markets. Our approach for doing this will be the breakdown approach which considers the market as consisting of customers that are essentially the same, thus our job would be to identify groups sharing particular differences. Our core products are hair extensions and beauty products. The hair extension products shall be targeted at women whereas the beauty products shall have products targeting both men and women. Targeting both men and women in our beauty products will enable us to use complementarity of our products between the sexes to create a market positioning. The economic environment for o ur targeted customer, in North America and Europe, is still in recovery mode, thus many consumers have low discretionary income. The level of discretionary income affects our products because they do not fall under the essential products category. For this reason we shall target midlife independents (35–54 year olds who are not married and do not live with relations) and unconstrained couples (35–54 year olds who are married but do not live with son/daughter). These two life-stage groups are likely to have a job (in the current low jobs market) and have higher discretionary income because of fewer life-obligations such as not living with relatives, living single or married with two sources of income. Lastly, we cannot ignore the importance of geographic variables on our products. People in different continents tend to have different skin care concerns based on their skin pigmentation and climatic conditions. For example, women leaving in coastal regions will need skin care products with lower moisture content in comparison to their counterparts living in dry, inland areas. Competitors Two of direct competitors are NIVEA by Beiersdorf AG for beauty products and SHE by SO.CAP for hair extensions. NIVEA has a broad and deep product range for both men and women beauty products. It is also a strong and global brand. NIVEA’s product positioning strategy is a mix of both functional and expressive positioning. In its functional positioning strategy NIVEA focuses on use, for example, its sun care range highlights different products that match different needs such as sensitive skin or after the sun. In its expressive positioning strategy NIVEA speaks of its heritage as a symbol of knowledge and experience e.g. on its UK website it says â€Å"NIVEA: 100 years feeling closer†(NIVEA, 2012). NIVEA’s current positioning is delivering a heritage in beauty products in an extensive range of products. SHE by SO.CAP USA, on the other hand, is a subsidiary of the 40 year old Italian Company, SO.CAP. s.r.l (SO.CAP, 2012). SHE is a functionally positioned brand that focuses on the features. For example, it emphasizes the fact that their hair extensions are hand selected and 100% European-type human hair that is pre-bonded with 100% Keratin (SO.CAP, 2012). However, it is not as globally-recognized brand as NIVEA. It promises to deliver to the customer the largest selection of hair types and hair color. According to a research conducted by

Risk Analysis and Ethical Considerations Essay Example | Topics and Well Written Essays - 500 words

Risk Analysis and Ethical Considerations - Essay Example As the discussion there are three main events under this theory. First all actions must be judged from the consequence of the actions. Secondly, the judgment is about the quantum of happiness these actions have generated. Lastly, each person’s welfare is equally important and actions must be directed to this objective. There are two sub theories of Utilitarianism. Van Wyck explains that under Act Utilitarianism theory the view taken is that a right action is one that is also chosen by another individual, and the common intention is to produce at least the same good result. Under this theory an action is taken for the larger good even if it means abandoning or ignoring a rule or set of rules. In other words ends justify the means. This study stresses that the proponents of the other theory called Rule Utilitarianism believe firmly in observing rule and not encroaching on others happiness even if the happiness of a larger group is likely to be affected. This means that rules are meant to be followed to preserve sense and balance in a society. The other group called Deontological theory hold that obligations must be followed irrespective of consequences. Deontologists insist that actions are morally in the wrong not because of their consequences, but because fundamentally these actions are a moral violation (Boxill). Morally right mans approved by God and morally wrong means disapproved by God. The will of God is the arbiter of right or wrong. In 1907 Henry Sidgwick expanded the Greatest Happiness principle to conclude that welfare of the people was more paramount than mere happiness. He felt that utilitarianism could be used to balance the morality of â€Å"common sense:† In effect Sidgwick attempted to bring utilitarianism into mainstream thinking of other less philosophical theories on ethics.

Risk Prediction of Automobiles Article Example | Topics and Well Written Essays - 2500 words

Risk Prediction of Automobiles - Article Example In this case, the research will take into account the two different estimate values namely the insurance risk rating and the normalized losses. While the former determines the degree to which an automobile is risky than its price indicates, the latter provides the estimate of the relative average loss of payment per insured vehicle year. One of the most prominent risk analysis methods that are in use today in various insurance companies is the insurance risk factor profiling technique. ... usually achieved by analyzing data that has been collected over a period of time for insured entities. The information collected is segregated according to a number of variables. In the case of automobiles, the variables usually consist of both numerical and categorical data entries and most often; such data may also have noise characteristics. However, the incidence of noise in the analysis and values is minimized by using software profiling tools that help in finding out specific patterns within variables, correlations among different sets of variables and the relationships between a set of variables as the need be (William Mendenhall, 2001). Most often, these tools utilize the help of artificial intelligence logic such as neural networks and incremental learning that in addition to determining useful results, helps use existing data to determine trends for the future. However, the varied efficiency in reducing noise for different sets of data is one deficiency of these risk profil ing tools. The use of software tools facilitates the extraction and processing of large volumes of data and requires minimum cost, time and effort (Douglas L. Reilly, 1996). An example of such profiling is as shown below: Fig: risk factor profiling technique (Found at: www.roselladb.com) However, the above method demonstrates the fact that there would be a large difference in the case where the insurance claim would be dependent on a number of factors/reasons. As such, the construction

The Motivational Factors That Affect Workers Dissertation

The Motivational Factors That Affect Workers - Dissertation Example They play a great role in determining whether the organisation succeeds or not. On this basis, an organisation needs to enact motivational strategies that will be effective in ensuring that the restaurants workforce is are motivated. This in turn should reflect on their work performances. That is, there should be efficiency in the manner in which the employees of the organisation handle their duties and work. On this basis, this research seeks to specifically find out which motivational strategies are sufficient for Michelin Rated restaurants (Goalen, 2011). The main reason as to the interest of these motivational factors that can help in improving the efficiency of employees in the Michelin rated restaurants is based on the numerous challenges that workers usually face in the course of carrying out their duties. In a restaurant industry, there are a variety of employees; this includes chefs, waiters, cashiers, and cleaners (Ferguson, 2008). These employees normally serve a variety o f customers and interests, working for long hours within a day, and even working at odd hours of the night. For these employees to achieve efficiency in their work, they have to be motivated enough. Motivation is therefore is important factors that contributes in the quality of a restaurants cuisine, and hence determine whether a restaurant will receive, one star, two stars, or even three stars (Burke and Greene, 2007). The other interest emanates from the quality of guests that Michelin rated restaurants serve.

Conflict Essay Example | Topics and Well Written Essays - 250 words - 2

Conflict - Essay Example The director ought to have communicated to the nurses on the sweeping changes so as to obtain their concerns or contribution. An example of a factor that can cause conflict is the adjustment of work hours or process. Also, Nurses who have vast experience in the department may feel isolated or unappreciated and hence the hostility. Experience is important when making changes to treatment plans, and career development aspects such as promotion. Despite the imminent threat of conflict, nurse leaders can devise methods to avert it. Conflict can be managed through compromise (American Sentinel University, 2011). A nurse leader ought to analyze the motive and the impact of such reorganization. If the actions consider the interest of patients and the nurses, then a compromise can be reached in which all nurses adapt to the changes. If the changes violate the interest of nurses, a nurse leader can take a collaborative approach and engage the director in finding common ground. In this approach, the director ought to cede ground on issues that violate the interest of nurses, and nurses to allow several vital changes in the department. American Sentinel University. (2011, July 27). The Five Styles of Managing Conflict Resolution for Nursing. Retrieved  June  30, 2015, from

Ashlyfive point linguistic star Essay Example for Free

Ashlyfive point linguistic star Essay We’ve allowed a natural approach to language instruction to dominate our schools, hoping our English learners â€Å"will just figure it out. † (SCOE, 2009) This approach suggested by Kevin Clark proposes that teachers explicitly teach ELL by giving them a set of skills. Teacher will have to teach students not just vocabulary, but the sound system of language, the words and their word parts and meanings, and also rules for structuring sentences grammatically. Teaching students from this perspective can support a deeper understanding of the language. When the  concept is thoroughly supported by background knowledge, explanation as to why, activities that strengthen skills, and consistency in lesson structure that follows this pattern, students are more likely to understand the concept and create a platform from which to launch higher level thinking and conclusions on following concepts and content area. Students learn more efficiently when they have prior knowledge on a presented concept. If the student can link content to a concept that they gained from previous knowledge on from their own unique background or culture, it  will inevitably spark interest in that subject area. By sparking interest the teacher is now adding value to the lesson. Since students synonymize interest with value, the teacher would prove effective. Now a sense of purpose has now been infused into the lesson, and the student/students may begin to contribute more. (NCREL, 1990) This approach is rather intriguing, and teachers should be trained in linguistics prior to teaching ELLs. I would learn the subparts of linguistics via a course: phonetics, phonology, morphology, syntax, semantics, and pragmatics. By learning each subpart in-depth, I can better compose lesson plans and activities that explore those areas for the ELLs to better benefit. Understanding the mechanics of a language is just as important as understanding the language itself, for both teachers and students. The concept of prior knowledge should not be limited to the students but 2 LINGUISTIC APPROACH teachers should utilize this concept for their own effective instruction. If teachers have prior knowledge of the subparts of the English language, as well as knowledge of the diverse cultures  he/she is instructing can help the teacher create and blend a comprehensive and student-inclusive lesson plan and curriculum. Prior knowledge influences how the teacher and students interact with the learning materials as both individuals and a group. (Kujawa and Huske, 1995) Prior knowledge assists in segue of appropriate instruction and retention, because it is a foundation from which to build from and facilitates the idea of making sense of the educational experience. As the students are learning from the linguistic perspective, especially under syntax and  semantics, students would be primed for grammatical instruction, also. As they learn how, where and when to use appropriate vocabulary, I will insert instruction on main grammatical principles and rules and branch off into further instruction where applicable. I would try to make sound non-confusing connections with the native language grammatical principles, so there is a prior knowledge foundation established in that arena as well. I would also have a grammar day in the middle of the week to review prior concepts and morph new grammar lessons into the lesson  plan and utilize formative assessment strategies to see what needs to be reviewed and further defined. 3 LINGUISTIC APPROACH References Kujawa, S. , Huske, L. (1995). The Strategic Teaching and Reading Project guidebook (Rev. ed. ). Oak Brook, IL: North Central Regional Educational Laboratory. Restructuring to promote learning in Americas schools, videoconference #2: The thinking curriculum. (1990). Oak Brook, IL: North Central Regional Educational Laboratory. Sonoma County Office of Education. (2009) Structuring language instruction to advance stalled English learners. Aiming High Resource. Retrieved September 16 2014. 4

Compare the Ways in Which Susan Hill Essay Example for Free

Compare the Ways in Which Susan Hill Essay Compare the Ways in Which Susan Hill and Thomas Hardy Present Their Narratives of Suspense and the Supernatural in the Woman in Black and the Withered Arm? Both the Woman in Black and the Withered Arm are well known pieces of modern literature, and utilize both different and similar methods to present a narrative of the supernatural. In this assessment of the two books I will be considering the pace, tension, description, structure, style, literature devices and the creative writing within the two books. However throughout my evaluation of the two pieces I will take into account the fact that although The Withered Arm and The Woman in Black are both considered short stories rather than novels, their lengths vary immensely. This may help account for some of the differences but may also be a reflection of the authors preferred style of writing, and therefore can be used to give us a better insight into their reasons and motives behind every literal device. Thomas Hardy, the author of The Withered Arm is probably one of the most effective and to the point authors of his time. Every single person, every single place and every single object in the book has a point, whether it is an obvious point or a more vague and ambiguous point. Therefore person, place and object create a very effective example of the scenic code in The Withered Arm by Hardy. Hardy uses his flair for being succinct and concise to not only decrease the amount of words needed to tell the story, but to also increase the amount of hidden and inconspicuous messages in the written and spoken dialogue. This can explain the amount of detail in the book in relation to the length of the story. The concealed details give indications and suggestions into events further on. An example of this is the hint surrounding the future of Rhodas son. Hardy describes him as playing with a knife, and returning from catching coneys, which implies that at this time, his life involves crossing lines with the law, and that his future will be linked with the law, crime and punishment. The Woman in Blacks author Susan Hill employs a different style of writing which is intentionally drawn out and long-winded then abrupt and unexpected to embark the reader on a rollercoaster ride affair within the book. It is filled with changes in pace, tension and emotion that create dips, build ups, climactic peaks, and the eventual and inevitable hangover period of the come down. The rollercoaster ride within The Woman in Black is deliberate as to ensnare the concentration of the reader, keep them on their toes and heighten their awareness of the story. The dips occur during scenes unconcerned of the supernatural, such as in the second chapter, where the objective of the narrative at this point is simply to plot the way for the supernatural to transpire. In this chapter concerning the assigning of Arthur Kipps to the estate of the lately deceased Alice Drablow, there is no hint of the sinister events to come, except perhaps of the ominous feelings created by the considerably described state of Londons fog. These ominous feelings are repeated by the portrayal of foggy weather later on in the book, where it is used to good effect to assist in the build-ups in pace, tension and emotion. There is an immense feeling of menace and apprehension during the build-ups, which help to accumulate a sense of foreboding. This may be likened to the Hollywood device of a background crescendo before a frightening event. The climactic peaks of a ghost sighting occur for only a short time, but Hill prolongs the events with detailed descriptions. These descriptions are recurring throughout the book, and at times can be described as a logorrhoea. These excessive flows of language are on occasion unnecessary, but understandable in terms of the purpose of varying the pace and tension. The post-supernatural event calm allows the reader to recover from the event and lulls them back into a state of comfort. The Withered Arm is in the third person, which has the benefit of giving the narrator a feeling of omnipotence. This is advantageous as it lends the narrative the use of describing everything that is occurring with a link to the story. The Withered Arm starts off in a simple, stable and somewhat controlled environment; however when Hardy throws in the bitter emotions of a discarded lover and the conflict between the supernatural and mere coincidence, the story becomes a lot more elaborate. Whereas Hill states that it is actually a ghost story and offers no other alternative explanation, Hardy tries hard to keep this distinction vague and indistinguishable. He doesnt define the story as being of the supernatural, but instead tries to make us believe the logic of coincidence. This could be a measure of reverse psychology, intertwined with the exploitation of human instincts. Saying that it isnt a ghost story makes us want to disbelieve the statement and formulate our own ideas that it is a ghost story and it also immediately places the statement of a ghost story into the brain due to instinct. Hardy extends the argument for mere coincidence with Conjuror Trendle joking about his apparent powers and dismissing them as pure luck. Further evidence of his wish to leave the supernatural in shrouds of mystery is his modifications from his unsolicited first version in 1887 to the altered edition in 1888. Changes like from she would not explain to she could not explain on page 64, and the addition of dream to precede scene on page 68 create hesitation as to the certainty of the supernatural event actually taking place. The Woman in Black is written in the first person, which has the advantage of presenting this feeling of a memory rather than a story being told by the narrator. This leads to the hypothesis that, as a ghost story, one of the authors intentions for the book was as a publicly performed storytelling book. This furthers its notion of a classic Dickensian story (such as A Christmas Carol) which has been made a part of modern literary culture and is widely associated with storytelling. However, the first person means that the story can only be describe through the eyes of the main character, Arthur Kipps. Evolutions in plot can only happen under Arthurs presence, but this does not lead to too much of a problem as all of the main events happen to Arthur and any necessary information is relayed through him to the reader by somebody else. These informing conversations happen with a number of people who are all reluctant to divulge all they know to Arthur. Hill uses their unwillingness to expand the changes in tension. Her use of the characters is not limited to increasing tension and the sense of foreboding but also to increasing comfort. Hill uses two characters to reinforce this sense of comfort, Stella (Arthurs fianci e) and Samuel Daily (Arthurs new friend). Stella is never seen apart from the last chapter, but is frequently used as a mental comforter for both Arthur and the reader, when they are scared. She adds depth to his character, reminding the reader that Arthur is capable of love. She adds a facet to Arthurs personality that gives the reader more to connect to. Samuel Daily is the only friendly person in Crythin Gifford, and is used as a Safety Blanket, another means of comfort for Arthur that is physical rather than just mental, as with Stella. He is also a means for Susan Hill to slowly describe the story of Jennet Humhrye, using Samuel to reluctantly release the details he knows about. This combats the problem of the 1st person limitations effectively. Events that do not happen to Arthur are being known to the reader in a manner which suits the story. Hardy uses his characters in a different way. Unlike Hill, where the moral classifications are immediately set, Hardys characters have no obvious categorisation into hero, friend or villain. Even though it is a very short story compared Hills he manages to give the characters superior, making them mysterious in their personality traits. Both of the main characters are female, and have multi faceted personalities, which develop and change over the period of the book. Rhoda, the main character in the first half of the story, is initially disturbing and malevolent with her obsession towards Gertrude. It seems as if she is the token villain and the supernatural force, but Hardy casts doubts on this by conflicting the paranormal with coincidence, as previously mentioned. Hardy thickens the plot by portraying the mystic as either an accident or as not occurring at all, that the events are due to the freaks of coincidence, and are not by Rhodas intent. Gertrude is the main character in the second half of the story distinguished by a six-year gap. She is initially modest, generous and beautiful, the ideal of a lady. But during the second half, the reader learns that she becomes fixated on necromancy as a cure for her disfigurement. The Withered Arm has an unoriginal structure, as it is in chronological order. However, the second half of the story takes place 6 years after the first half, which signifies both that there is a change in the story (Gertrudes actions become the focus of the narrative) and that Gertrudes ailment in the first half was not serious enough to kill her, she simply declined into a loveless marriage. Hill employs an original structure to her story where a framing narrative precedes the main bulk of the story. This Love plays a major part in the two books; it serves as a reason for some of the events and gives motives for some peoples actions. In the withered arm, love could be considered the driving force behind Rhodas initial hate for Gertrude. It is Gertrudes deep desire to be loved again that forces her to take such extreme measures. It is Jennet Humphyres love for her son that makes her become a malevolently evil force. In conclusion I think that Hardys narrative of the supernatural is superior to Hills as although it is much shorter, using literary analysis, I have discovered that it contains far more in terms of detail, allusion, references, prophesies and obscurity and ambiguity.

Naval Helicopter Landing Gear Engineering Essay

Naval Helicopter Landing Gear Engineering Essay The landing gear, is a structure (or mechanism) attached to the fuselage (or the body) of the aircraft, helps the aircraft during landing, take-off and ground handling operations. The landing gear plays important role absorbing the crush (or thrust) while landing and thus ensure lower crush related injuries and material damages. For achieving this crush worthiness require optimum design of the springs of the landing gears. I have started the process of the optimum design of the landing gear mechanism through theoretical hand calculations. After I established a base design through hand calculation; I shifted to the ADAMS tool. The ADAMS tool seemed to be very powerful for achieving the optimum mechanism design solution through number of iterations. For the sake of simplicity, I have considered non-retractable type of landing gear for this study. Also, I have considered using only helical compression spring and no torsion spring for this design study. Research on Naval Helicopter Landing Gear The naval helicopters operate in much severe landing conditions compared to the commercial helicopters. Hence, while designing the naval helicopter landing gear all the necessary landing conditions should be taken care. In this section I am going to discuss about the types of landing gear and few practical examples about the usage of the landing gears. History and evolution: The first wheeled landing gear appeared in Santos-Dumonts No.14 bis on 1906 soon after the Wright brothers famous flight. Initially, the landing gear used to have bungee as shock absorbing elements. The Ford trimotor landing gear, which used rubber discs and rebound cables, was the predecessor of the modern days shock absorbing landing gear. During World War-II, the shock absorbing landing gear had developed further. Use of the spring and lever came into the landing gear system design. After the world war, the landing gear design matured further to give modern days sophisticated landing gear system. Types of Landing Gears: All of the landing gear used in helicopters can be broadly classified in three categories: Tail dragger Landing Gear: Two main gears are placed under the mid of the fuselage and one tail gear is placed under the tail of the helicopter for the tail dragger landing gear arrangement. This type of landing gears are used in older helicopters (e.g. Seahawk) Tri Cycle Landing Gear: In this configuration, there are one nose wheel and two main gears at the mid of the fuselage. Most of the modern helicopter has this landing gear configuration. Tandem Landing Gear: Large aircrafts use multiple wheels in line for each of the landing gears and this configuration is known as Tandem. Examples about the usage of the landing gears in naval helicopters: Landing Gear for Seahawk S70B: The Seahawk is an US naval aircraft manufactured by Sikorsky Aircraft in Stratford, Connecticut. Fig.1: Showing a Seahawk in operation (Image source: http://www.naval-technology.com/projects/seahawk/seahawk2.html) The chopper has energy absorbing two-wheel tail dragger type of landing gear arrangements. The landing gear design is much simpler compared to the other naval helicopters. Boeing Vertol CH-46 Sea Knight: Sea Knight is a marine transport helicopter, manufactured by Boeing Vertol. Fig.2: Showing a Sea Knight (Image source: http://en.wikipedia.org/wiki/File:USMC_CH-46.jpg) The Sea knight has tricycle type of landing gear system. Each of the landing gear has twin wheels. Sikorsky SH-3 Sea King: The Sea King is an anti-submarine amphibian helicopter manufactured by Sikorsky. It is fitted with retractable type trail dragger landing gear arrangement. MH-53E Sea Dragon: This is a three engine powered large navy helicopter designed for heavy lifting and Airborne Mine Countermeasures (AMCM). It is fitted with twin-wheel tricycle configuration of landing gear system. Development of the Landing Gear Mechanism The landing gear mechanism should be strong enough to withstand the specified stringent landing conditions of this assignment. I am planning to develop a landing gear mechanism using two double rear landing gears and a nose landing gear. All the landing gear will use helical compression springs only. Fig.3: Top view of the landing gear arrangements for the concept As the above figure shows, the concept will have the centre of gravity somewhere in between the front and the rear landing gears. Selection of the proper compression spring is the key to the success of the mechanism. Hence I have started with the hand calculation to arrive at the preliminary spring design parameters. Hand Calculation Total mass = 5126 kg Hence, Sprung mass on each spring = 1025.2 kg For zero initial velocity: Say, max. Deformation of spring =35 mm So, spring rate K = 292.9142857 N/mm For normal landing: Initial velocity of helicopter = 0.5 m/sec Spring rate k = 292.9142857 N/mm Now, using the formulae: 0.5*m*v^2=0.5*k*x^2 Max deformation of the springs =0.935414347 mm For hard landing: Initial velocity of helicopter = 3 m/sec Initial velocity of deck = 3 m/sec So, Relative velocity between the helicopter and the deck = 6 m/sec Spring rate k =292.9142857 N/mm So, Max deformation of the springs = 11.22 mm For crush landing: Initial velocity of helicopter = 15 m/sec Spring rate k = 292.9142857 N/mm So, Max deformation of the springs =28.06 mm Since, the deformation values from the hand calculation are well below 30 mm with the spring rate of 292 N/mm. So, I think it is good to go ahead with these values and check the acceleration results and vibration results by creating the ADAMS model. Developing ADAMS Model The ADAMS models of the landing gear mechanism are created by the ADAMS/View. I have come out with two ADAMS design based on the already discussed mechanism concept. The following steps are followed to create each of the ADAMS models: Unit Setting: I choose to use the units as: Length Millimeters, Mass Kg, Force Newton, Time Second, Angle Degree, and Frequency Hertz. Following consistent units are important for getting accurate results. Gravity Setting: I activated the gravity. Points: Points are the basic building block of the whole mechanism. Box: This option was used for creating the deck. Torus: All the wheels were created using the torus option. Link: The structure and the axels were created using the link options. Translational Spring Damper: This option was utilized for creating all the helical compression springs of the designs. Contact: The contact option was used for simulating the contacts between the deck and the wheels. Revolute Joint: The joints between the wheels and the axels were created using the revolute joint option of ADAMS. Translational Joint: For simulating the vertical descent speed of the helicopter and vertical speed of the deck it was required to create transitional joints between the structure and space and between deck and space. ADAMS Mechanism Design-1: Fig.4: ADAMS model of the design option-1. Fig.5: ADAMS point table for the design option-1. ADAMS Mechanism Design-2: Fig.6: ADAMS model of the design option-2 Fig.7: ADAMS point table for the design option-2 The basic difference between the design opton-1 and the design option-2 is in the height of the design. After reviewing the initial displacement results (which I will present in the next section) of the option-1, I have decided to increase the height, as for the specified test condition the structure is hitting the deck for design option-1. Result Comparison for Option-1 and Option-2: Fig.8: Deflection plot of the structure for crush landing condition The above plot is showing the comparison of the deflection of the top frame (structure connected to the fuselage), it shows that the option-1 has much higher deflection. The deflection value for the option-1 is even higher than the clearance between the structure and the deck. Means, for option-1, the structure will hit the ground for extreme condition. So, Option-2 is a better design. Testing ADAMS model in Various Landing Conditions Different landing conditions specified for this assignment is simulated in ADAMS for the design option-2. Normal landing: Here the vertical descent speed of 0.5 m/sec is applied at the translational joint between the structure and space. Result is shown below: Fig.9: Normal landing acceleration plot The result for the normal landing test for the design option-2 is showing that: the maximum acceleration is 6.8 m/sec2. Hard Landing: For the hard landing test, I applied vertical descent speed of 3m/sec at the joint between the structure and space and vertical deck speed of 3m/sec at the joint between the deck and space. Here is the result: Fig.10: Hard landing acceleration plot The above plot is showing that the maximum acceleration value for the hard landing test of the design option-2 is 19.3 m/sec2 . Crush Landing: In order to simulate the crush landing condition, I applied the vertical approach speed of 15 m/sec at the joint between the structure and space, keeping the deck stationary. The result of the crush landing test is shown below: Fig.11: Acceleration plot for the crush landing test The above plot is showing that the maximum acceleration value for the crush landing test is 206.6m/sec2. Running Vibration Analysis in ADAMS The naval helicopter will be kept in landed condition over the aircraft carrier. The aircraft carrier will be oscillating continuously under the influence of the sea waves. The purpose of the vibration analysis is to find out the resonating frequency of the landing gear mechanism under the sea oscillation. For simulating the sea wave oscillation, I created five kinetic actuators placed at the centre of each of the axels and placed one output channel at the centre of gravity of the top structure. Frequency response analysis: The frequency response analysis (FRA) shows the amplification of acceleration for each frequency values. The FRA plot for the design option-2 is shown below: Fig.12: Frequency response plot for the design option-2 The FRA plot above is showing a pick at 2.5 Hz. The pick is the resonating frequency of the landing gear mechanism. Results of the Different ADAMS Analysis Maximum acceleration for normal landing = 6.8 m/sec2. Maximum acceleration for hard landing = 19.3 m/sec2. Maximum acceleration for crush landing = 206.6 m/sec2. Resonating frequency of the mechanism = 2.5 Hz. Conclusion The conceptual design of the naval landing gear is simulated using ADAMS for the specified landing conditions. The results from the simulation are showing that the maximum acceleration values are well below the specified maximum limit for this assignment. The ADAMS vibration simulation is showing the resonating frequency for the mechanism as 2.5 Hz.

Recession :: essays papers

Recession Despite all the recession talk recently, the economy apparently isn't doing so badly. The Commerce department today (4.27) announced that GDP grew at a 2.0% annual rate in the first quarter. This was up from 1% in the final quarter of 2000. The 2% rate is still slower than this time last year, but it seems as though a recession has been avoided for another quarter. (A recession is often defined by 2 or more quarters of negative growth, click here for more on the definition of a recession). This means that the current expansion has lasted for an even ten years - the trough of the recession in the early 1990's came in March of 1991. Caution: Revisions The number that was released is the "advance GDP report" and is subject to revision. In the last two quarter of 2000, the final release was slightly lower than the advance number - so it's possible - but very unlikely - that we will be dipping below the zero mark. On average preliminary real GDP is revised by 0.6 points to reach the final measure - in 90 percent of the cases the revision (advance to final) was between - 0.9 to 1.3. (See table) Revisions to Real GDP Average 2/3 of revisions 90% of revisions Advance to preliminary 0.5 -0.5 to 0.7 -0.9 to 1.2 Advance to final 0.6 -0.6 to 0.9 -0.9 to 1.3 Preliminary to final 0.3 -0.4 to 0.4 -0.5 to 0.6 Advance to latest 1.

The Benefits of Play Time for Children Essay -- Cognitive, Social, Psy

The best way for parents to teach their child is to play with them. Because indoor and outdoor play is a child's opportunity to explore his new world, it is very important for his growth. In order to help their children develop cognitive, social, and psychological skills, parents should actively participate in their child's playtime. The first step for parents to take is to give the child enough room to play. Enough play space will give way to paths, ramps, bridges, hills, etc (Strickland par. 3). Because the child will have extra room to move, his body will engage in actions, which is important for him to learn how his mind cooperates with his body. Provide tools like plastic shovels, sand buckets, or blocks of wood to encourage him to build anything he wants. Such things as sand, water, blocks, and boxes for construction are moveable. Since they are moveable, they are also changeable; he can calculate in his head what needs to go where (Strickland par. 1). The balancing, lifting, and carrying will help develop his cognitive skills because he will be using his mind to complete his project just the way he imagines it (Strickland par. 2). The movements and strategies that are accompanied by outdoor projects will enhance his motor coordination, and hone his timing skills (Muller par. 38). Dr. Katheleen Al fano, director research at Fisher Price, states that â€Å"a great deal of research has been conducted recently into the link between play and movement, and intellectual development† (Muller par. 37). Of course, the parents' role in this activity is to monitor their child's play, but to not hover or intervene. The parents may feel urged to correct the child's method of construction, but it is vital for the child to ... ...k. There is no time commitment, and the child savors the play-time just the same (Bush par. 4). There are many things to do outside to help define the child's character: read outside (Bush par. 8), gaze at the sky (Bush par. 9), listen to animal sounds (Bush par. 10), look at the many bugs, and much more. When a child sees an eccentric insect, his reaction will portray his character and personality. It also helps him explore his feelings (Bush par. 7). Allowing aggressive play and scheduling time to see the world together are ways that parents can actively participate in their child's play-time. The famous author Dr. Seuss thinks that â€Å"adults are obsolete children.† Still, parents must put adulthood aside sometimes and actively participate in their child's play-time in order to help the child develop cognitive, social, and psychological skills.

Gothic Architecture Essay -- Gothic Cathedrals

Architecture has always been an integral part of the society and its culture. It not only defines the space of the community that it participates in but it also shapes the community’s place in history. Moreover, historians all over the world have found architecture playing a key role while they study the communities in time periods. Architecture helps the historian decipher the civilization's daily life and the values they hold. The historians are able to decipher as such by looking at the recurring structural feature and ornamental feature of certain buildings of certain time period. Some of the significant feature of the building usually defines the political regime or the religious values of the civilization. During the 12th and the 13th century, a certain time period where the religious faith of Christianity were instilled throughout most of the western civilization. The time when mostly Gothic dominated the realm of expression. Gothic was everywhere; it was in painting, in sculpture, and primarily in architecture. Gothic architecture can understood thoroughly through the study in the form of cathedrals of that time. The cathedral stands as the most comprehensive of the various trends that was brought along with the gothic architecture. If there was a cataclysmic event during that time where every thing was destroyed except the cathedrals, they alone could help us define the values and all the questions about the time period. It is interesting story that the cathedrals try to tell with scholasticism, politics, and the religion under the influential umbrella of the Christian ideology. While it was a very practical and expressive on its own rights a magnificent feat in engineering and symbolically; the most notable part... ...ry of Art. London: Phaidon Press. info.com. (2012). gothic architecture. Retrieved 2013, from info.com: http://topics.info.com/Gothic-Architecture_2245 Morris, E. (2011). Exploring castles. Retrieved 2013, from http://www.exploring-castles.com/characteristics_of_gothic_architecture.html#.Uq_mxmRDt95 Panofsky, E. (n.d.). Abbot Suger, On Consecration. Princetom vinversity press. Salvadori, M. (1980). Why Buildings Stand Up. In M. Salvadori, Why Buildings Stand Up (p. 213). McGraw-Hill. unknown. (n.d.). Gothic Cathedrals. Retrieved 2013, from History of western civilization: http://mason.gmu.edu/~ddonald/imageassignment/cathedral.htm Verde, T. (2012, may). saudiaramcoworld. Retrieved from the point of the arch (This article appeared on pages 34-43 of the print edition of Saudi Aramco World): http://www.saudiaramcoworld.com/issue/201203/the.point.of.the.arch.htm

Barbed Wire By Mary Emeny

Mary Emenys poem, Barbed Wire, depicts war as a negative force, destroying every decent aspect of human existence. Written during the Vietnam War, the work displays Emenys negative views on war. In one way or another everyone experiences and identifies with the presence of war. Although some wars are fought for justifiable reasons, every war tears into the lives of those undeserving. The tragic effects of war consume the innocent creating an unconquerable path of entanglement. The physical effects of war overwhelm the nave causing pain and suffering. Initially, war entangles the lives of youth, destroying the innocence that they experience as an aspect of their life. The girl glid[ing] gracefully down the path (1) and the boy rid[ing] eagerly down the road (9) have their enjoyable realities striped by the harshness of war. Likewise, war enters womens lives creating turmoil. The woman who works deftly in the fields ( ) no longer is able to experience the offerings of life. The wire cuts, ( ) pushing her away from the normal flow of life. In addition, man undergoes tragic obstacles as a result of war. A man walks nobly and alone ( ) before the horrible effects of war set in on his life causing disruptions. War enters the life of man destroying the bond man shares with his beloved environment ( ). Although a great deal of physical effects exist in Emenys work, the spiritual consequences of war serve as the most devastating ones. The will and spirit of those amidst the harshness of war diminishes because of the seriousness of war. Prior to the complexities of war, the spirit flees gleefully to the clouds, ( ) illustrating the freedom one expresses without repression. As soon as the wire catches, ( ) or the war commences, and intervenes with the lives of innocent bystanders, the innocence is lost. Furthermore, the hearts of the untainted human beings experience demolition due to the irrationality of war. Before the tragedy of war enters the picture, a heart goes openly to the street, ( ) showing the freedom that one possesses until the wire snares, ( ) and the sense of innocence disappears. Significantly, as a direct result of the entanglement of war, mans mind suffers pain and misfortune. A mans mind grows in searching ( ) preceding the brutality of war, exhibiting the ability of man to explore his surroundings without interference. Wars hampering of the innocent limits man to certain life experiences that repress his potential. ). Barbed Wire illustrates how the severity of war detracts from the innocence within and surrounding humans. Men and women languish from the tangible results of war, encountering barriers when attempting to complete normal tasks. On the other hand, the spiritual consequences of war such as the repression of the mind, signify the tragedy involved when faced with war. Ultimately, war serves as an aspect of life that possesses the capacity to destroy human experiences and beliefs.