Example research essay topic A Night To Remember 744 words Essay Example

Example research essay topic: A Night To Remember 744 words Essay The non-fiction novel A Night To Remember by Walter Lord is about the well known disaster that the luxury cruse ship the Titanic went thorough. This story takes place on the ship and on its many decks. During the story the Titanic sails along the Atlantic Ocean. Walter Lord wrote this book in 1955, but the famous collision occurred on April 14, 1912 at 11:40 P.M. In this novel the author, Walter Lord wants to show what happened at every moment on the cruse liner. The Novel also has not one main character, that is, all characters have the same value in the story. On April 14, 1912, 2:00 P.M. was when the Titanic left Queenstown for New York on the huge Voyage carrying 1316 passengers and 891 crew. All was calm cruising along the Atlantic at 221/2 knots and the ocean looked like a sheet of ice. The watchman in the crows nest accounted for an iceberg but since the ship was unsinkable there was no need to worry right? All was calm on the ship as well some were playing cards, looking out at the night sky, listening to the band play, and some people decided to sleep. Until that grinding noise came, at around 11:40 that night some people heard a grinding noise that seemed to be coming from the inside of the ship. All but a few cared about it if they even heard it. The ships reputation would hold up to some grinding noise any day. We will write a custom essay sample on Example research essay topic: A Night To Remember 744 words specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Example research essay topic: A Night To Remember 744 words specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Example research essay topic: A Night To Remember 744 words specifically for you FOR ONLY $16.38 $13.9/page Hire Writer So after a while the word got around that they had, in fact, stuck an iceberg. Surprisingly no one cared and everyone went back to bed. The captain of the Titanic could if in emergency hit a electric button and many air-tight doors sealed off special rooms that could keep the ship afloat even if it had a hole in its double reinforced hull. As word soon spread that the collision was a lot worse than before expected, the captain and the crew members went to go check the damage. The blow caused a two foot gash in the side of boiler room number 5. The people had to get into the emergency row boats right? Wrong! The Titanic only had enough row boats for a fraction of the passengers. So the only likely thing to do was to make the women and children go first then if there was any other room left (which there couldnt be) the men could go on. The calls came from all around shouting Women and children on the emergency row boats. That really startled the people on the ship. They wanted to know why they had to go on the emergency boats if the ship was unsinkable. But if they had to they would. People went back in their rooms and they took things that were most valuable to them. One person took a Bible that was given to him by his brother. But almost all of the people (in the upper class) took jewelry and money. At 12:15 A.M. the next day, the first wireless call for help was made. The water was getting higher and higher. The departing said their final good-byes. Soon the Titanic would be under the great Atlantic Ocean. So they would have to act fast. But they were also were ready to go down by the ship. The ship was taking on more and more water, faster and faster. Some people panicked and jumped over the edge thinking that they could swim for their lives. But the water was so cold that they died quickly. The ship was now on such a tilt that it was no longer easy to stand. People were tumbling left and right. People were also going crazy because they either saw their spouse or friend drown in front of them. As the Titanic was in its final stages of being above the sea, some accounted that the huge ship looked like a gigantic jagged rock sticking out of the water. No one could save the Titanic now the only hope was to save the people who got off the ship with the help of the ship Carpathia who dropped the lines out to save those in the life boats. Back home Newspapers read that all were saved from the massive collision. But that was far from the truth. There was only about 705 survivors. The Titanic was the single most popular ship in History that was noticed as one of the worst tragedies. Bibliography: none.

Surrealism and Real in Spellbound and Un Chien Andalou Essays

Surrealism and Real in Spellbound and Un Chien Andalou Essays Surrealism and Real in Spellbound and Un Chien Andalou Paper Surrealism and Real in Spellbound and Un Chien Andalou Paper As Richardson’s rightly suggests, ‘if a film could be viewed as surrealist under certain conditions, this does not make this or that film a ‘surrealist’ one. In fact, there is no such thing as ‘surrealist’ film. There are only films made by surrealists, or films, which have an affinity or correspondence with surrealism’ (Richardson, 6). Both Un Chien Andalou and Spellbound should be regarded in the mentioned respect. Notwithstanding these film’s surrealist connotation, which are especially evident in Bunuel’s and Dali’s film, the first thing that links them to reality is formal techniques such editing, sequencing of images and events, structural elements, which unravel in real time, creating framework for interpretation. However, as Un Chien Andalou vividly exemplifies, at least formally surrealism also contradicts certain conventions in realist representation of reality. The latter is reflected in the absence of linear and logarithmic correlations and causal ties, recursive and programmable parallel sequences. By means of exposing inner structure of the movie, the symbolic unity of cultural content is often broken and the audience is left in front of grotesque and estranged reality (Richardson, 67). In comparison to traditional realist approach, Un Chien Andalou lacks clear temporal and spatial coherence and logic. The plot in conventional sense is absent from the film and its temporal fabric is broken into pieces and temporal leaps – the starting sequence ‘once upon a time’ inadequately narrates the image sequence of man’s sharpening the razor and then slitting the eye of his wife with it. The image of moon, being cut by the sharp object seems to create association with opened eye. The meaning of this scene, if interpreted in a strictly realist perspective is absent, as the episode is not explained and connoted in a coherent way. The absence of causal links between actions and implications create the atmosphere of nonsense. However, such an approach is not viable in this situation. The reality presented in this scene has dream logic, because it is filled with free associations and perceptive amplifications, which often have traumatic character. One of the basic purposes of such surrealist technique is increasing human perception, which should result in deep penetration in one’s own Unconscious and Real’s structure. Therefore, the purpose of such cinematic sequence is not providing with clear understanding of the logic, but amplifying experience of Real as it is in its ugliness and absurdity. The next scene is ‘eight years later’ and has not direct linkage with the previous sequence, which means that perception is understood by the authors as blind to the memory and time, as it is the only means for portraying the Real in its condition. This sequence is also filled with strange meanings and signs, which are seemingly impossible to interpret. The ‘lover’ wearing a nun’s clothing with a locked box on his neck. The same affect of fantasy is produced after the death of ‘lover’, when the ‘wife’ assembles the pieces of his clothing and he suddenly appears near the door, looking at his palm with the hole in it, from which many ants emerge. The scene has similarities with traditional method, used in horror films, however, its purposes are different, which is proved by the following episodes. The sequence is cut to the street, where an androgynous subject is poking at a cut hand, surrounded by the crowd, policemen etc. When a cut hand is finally placed by the police in ‘lover’ box, the blind androgynous figure is left alone in the middle of the street and then ran down by the car. The ‘lover’, being affected by this sudden death, becomes aggressive and tries to sexually offense the ‘wife’. As in the previous case, the analyzed sequence lacks clear logical links between its episodes. However, the episodes often seem to convey assertive meanings by themselves. The episode, when the ‘lover’ exposes his sadist essence after the death of blind figure, is obviously an allusion to Freudian concept of ‘will to death’, as deeply ties sexual desire with finite nature of human existence.

Some Aspect of Romanticism in Blake's The Marriage of Heaven and Hell Essay

Some Aspect of Romanticism in Blake's The Marriage of Heaven and Hell - Essay Example is writing but also involved himself in the time consuming process of engraving, coloring and the printing of the books which were extraordinarily beautiful. As a result he was prevented from gaining a higher reputation and income level for the wonderful work he merited. In contrast to Blake, Dante was a Florentine poet belonging to the Middle Ages. He is revered as the â€Å"Father of the Italian language† because he composed in Italian. One of the most important influences of writing the poem â€Å"The Marriage of Heaven and Hell,† was his close association with the New Church of Emanuel Swedenborg. The increasing rigidity witnessed by Blake from Swedenborg and his followers, easily made them primary targets for this well written parody and satire. Due to his publicizing his political philosophy, it helped him to associate within the circle of some of the most important leading radicals of his time, such as, Spain Thomas Paine and Joseph Priestley. In sharp contrast is Dante’s ‘Inferno’ was written in the Jubilee year 1300 and was one of the most intricate and artistic poems ever to be written. He wrote this poem ‘somewhere between the death of Clement V and the end of Dante’s1 life when he was just 35 years old.’ (Dante and his Time, p. 270) An introductory canto begins the book which is then followed by 99 other cantos speaking of Christ’s life on Earth. The whole poem is segregated into three parts each comprising of 33 cantos each of high lyrical value and beauty. Blake’s satirical attack was on the orthodoxy of the Swedenborgians in addition to a description of the poet – prophet’s own developmental and educational process. The poem which was written during a great political upheaval in America has a historical backdrop that portrayed a revolutionary prophecy. Blake introduces the poem with â€Å"The Argument† backing it with his prophetic character Rintrah and brings it to a close with another poem titled â€Å"A Song of Liberty,† where

THE HUMAN BODY Coursework Example | Topics and Well Written Essays - 750 words

THE HUMAN BODY - Coursework Example Mr. Kile's coronary arteries were reported to have been 80-90% blocked which led to oxygen deficiency in the myocardium which therefore resulted in the permanent damage of the heart muscle. The affected part of the heart potentially triggered electrical activity which led to ventricular fibrillation (Starr, 2013). This fibrillation can be described as an uncoordinated twitch instead of the regular rhythmic pumping of the heart. Therefore, the heart is unable to fulfill its role of supplying blood to the rest of the body. How are arteries different from veins and capillaries? Describe the functions of both arteries and veins Arteries, veins and capillaries differ both in their histological composition and their functions (Starr, 2013). The walls of arteries and veins are comprised of three layers whilst those of capillaries are only one cell thick. However, the arterial and venous walls differ in their structure as arteries have a thicker tunica media than that of veins (Starr, 2013). This is mainly due the the fact that arteries carry blood away from the heart hence the blood has a higher pressure than that in the veins which is carried towards the heart. Veins also have a wider lumen due to the low pressure in venous blood (Starr, 2013). They also possess several valves to prevent the back flow of blood. Apart from the umbilical and pulmonary arteries and veins, arterial blood is always oxygenated and and venous blood is always dehydrogenated. In summation, the main function of arteries is to supply oxygen and nutrients to different tissues in the body, while veins carry deoxygenated blood from these tissues to the heart (Starr, 2013). Vertebrates and some invertebrates have a closed circulatory system. Explain the advantage of having a closed circulatory system over an open circulatory system? An open circulatory system is characterized by the heart pumping blood into the hemocoel, which is localized between the endoderm and ectoderm (Pittman, 2011). This flu id is often referred to as hemolymph and is distributed to tissues and organs through ta system of interconnected sinuses. Animals with this type of circulation often have low blood pressure and a high volume of blood in comparison to their bodies (Pittman, 2011). A closed circulatory system is comprised of a heart and a vascular system. The organs and tissues are not directly bathed in the blood. This system as a more complete separation of function than that of an open circulatory system (Pittman, 2011). A closed circulatory system enables the organism to survive with lower volumes of blood. A closed circulatory system also enables more control over the blood supply to different parts of the organism. Animals with a closed circulatory system also have a higher metabolic rate. The closed circulatory system is also advantageous in the sense that it is able to include the process of ultrafication in blood circulation. In the closed circulatory system, the pulmonary and systemic circu lations can respectively maintain their optimum temperatures (Pittman, 2011). Briefly explain how the lymphatic system is associated with the circulatory system? There are many interrelations between the circulatory and lymphatic system. The lymphatic system is involved in the removal of interstitial fluid from different tissues and is also

The Methods of Statutory Interpretation Available to the Judiciary Essay

The Methods of Statutory Interpretation Available to the Judiciary - Essay Example The primary rules are the mischief rule, the literary and the golden rule. The judiciary also uses what is referred to as the purposive approach and typically enter the statutory interpretation process based on a set of presumptions.4 This research study analyses how the judiciary uses these rules, presumptions and the purposive approach for maintain consistency in the application of statutes. Presumptions The judiciary applies presumptions to guide them in the construction of statutes. There are essentially six main presumptions used by the judiciary. The first well known presumption is the presumption that penal laws are interpreted â€Å"strictly in favour of the citizen†.5 In R v Cuthbertson the House of Lords construed the Misuse of Drugs Act 1971 in favour of the defendant. Under the 1971 Act, forfeiture was permitted in respect of any items the court felt were related to the offence. However, the House of Lords rules that since the provision did not state conspiracy to commit the offence, but rather specified the actual offence, forfeiture would not be permitted for a conspiracy offence under the Misuse of Drugs Act 1971.6 Other important presumptions include the presumption that statutes are not meant to alter the common law; statutory criminal offences are typically require the mental element of mens rea; Parliament does not intend to usurp the court’s jurisdiction; and statutes do not have â€Å"retrospective effect†.7 There are also a number of linguistic or language-based presumptions used by the judiciary in the interpretation of statutes. For example, the maxim noscitur a sociis dictates that words â€Å"take meaning from the context†.8 The maxim noscitur a sociis was applied in Muir v Keay in relation to the construction of the Refreshment Houses Act 1860. Under the 1860 Act houses to which the 1860 Act referred were house that provided refreshments, resort and entertainment to the public. It was held that entertainmen t in the context of the 1860 Act could not refer to theatre or music but rather applied to refreshment, reception and accommodations.9 Another instructive maxim related to the language of a statute used by the courts as a guide for the interpretation of statutes is expression unius exclusion alterius which means that: The express mention of one member of a class by implication excludes other members of the same class.10 For instance should a statute use the word â€Å"land† it can be assumed that land includes mines. However, if the word is grouped together with other words such as â€Å"lands, houses and coalmines† it can be assumed that the word land does not refer to any other mines aside from coalmines.11 The maxim ejusedem generis is also used by the judiciary as an aid in the interpretation and application of statutes by reference to the language used. The maxim ejusdem generis presumes that where a statute provides a list of specific words, any general term appe aring at the end of the list will be interpreted by reference to the list of particularized words.12 Maxims are methods of linguistic interpretation that help the

Mertons theory

Mertons theory Compare and contrast Mertons theory and the labelling theory of deviance. I. Introduction Your Essay Outline Write about Compare and contrast Mertons theory and the labelling theory of deviance in the first sentence. Summarize Mertons Theory in the second sentence. Summarize Labelling Theory of Deviance in the second sentence. Summarize Comparions contrast in the third sentence. Briefly summarize So in short, both theories try to explain crime from a social perspective but one explains why crime begins while the other one explains why crime continues. in the final sentence of the first paragraph. In second paragraph you need to expand on Mertons Theory. Write one sentence summarizing Mertons Theory. Then write two sentences expounding on Mertons Theory. Be sure to back up your argument for Mertons Theory. In the final sentence transition from Mertons Theory to Labelling Theory of Deviance In third paragraph you need to expand on Labelling Theory of Deviance. Write one sentence summarizing Labelling Theory of Deviance. Then write two sentences expounding on Labelling Theory of Deviance. Be sure to back up your argument for Labelling Theory of Deviance. In the final sentence transition from Labelling Theory of Deviance to Comparions contrast. In fourth paragraph you need to expand on Comparions contrast. Write one sentence summarizing Comparions contrast. Then write two sentences expounding on Comparions contrast. Be sure to back up your argument for Comparions contrast. In the final sentence transition from Comparions contrast to your So in short, both theories try to explain crime from a social perspective but one explains why crime begins while the other one explains why crime continues.. In the fifth and final paragraph, summarize Mertons Theory again. Summarize Labelling Theory of Deviance again. Summarize Comparions contrast again. Then write two sentences stating your So in short, both theories try to explain crime from a social perspective but one explains why crime begins while the other one explains why crime continues.. Outline and assess the structionalist themes of crime and deviance Structural theories of deviance are similar to Mertons theory. They explain the origins of deviance in terms of the position of individuals or groups in the social structure. In the 1930s Robert k Merton wrote an article entitled Social Structure and Anomie. It became one of the most influential explanations of crime and deviance. He offered a social rather than psychological or biological explanation. In particular, it was a structionalist theory as it saw the structure of society shaping peoples behaviour. According to Merton, American culture attaches great importance to success and success is measured in terms of money and material possessions. There are norms which define legitimate means for achieving success. These legitimate means include gaining skills and qualifications and career advancement. The American dream states that anybody can make it to the top if they try hard enough. So much emphasis is placed on material success that many people experience pressure to deviate from accepted norms and values. Deviance occurs when they reject the goals of success and/or the legitimate means of reaching that goal. For example, some people are tempted to use nay means of getting to the top-even if that involves criminal behaviour. Merton refers to this pressure as a strain to anomie. Anomie means normlessness it refers to a situation where norms no longer guide behaviour, where anything goes. Despite what the American dream says, not everybody has an equal chance at success. The social structure prevents equal opportunity. In particular, the strain to anomie is most strongly felt by those at the bottom of the class structure. They are less likely to acquire skills and qualifications needed to reach the top. As a result, they are more likely to seek alternative routes to success. Merton identifies five possible adaptations or responses to the strain to anomie in American society, conformity, innovation, ritualism, retreatism, rebellion. Conformity according to Merton, most people conform despite the strain to anomie. Even if they dont make it, they continue to strive for success and follow the normative means of getting there. Innovation, people who adopt the deviant adaptation accept the goals of success but, in Mertons words, they have little access to conventional and legitimate means to becoming successful. As a result, some innovate-they turn to legitimate means, to crime. The pressure to select this adaptation is greatest for those in the lower levels of the class system. Ritualism, people who follow this deviant route abandon the goal of success, but stick rigidly to the rules- for example, people in dead end, white collar occupations that follow their job descriptions to the letter. Retreatism, this deviant adaptation involves a rejection of both the goal of success and the normative means of achieving it. It applies to people who drop out- tramps, drug addicts and habitual drunkards. Rebellion, this involves a rejection of conventional goals and means and their replacement with alternatives. The revolutionary who seeks to change society illustrates this type of deviant adaptation. Mertons strain theory was an early attempt to explain crime and deviance in terms of culture and structure of society. It provided a sociological alternative to biological and psychological theories. In particular, it offered an explanation for working class crime. Whatever its weaknesses, Mertons work provided a spur for the development of further theories of crime and deviance. Mertons theory does raise a number of unanswered questions. First, why do people but not others adopt deviant adaptations? For example, why do some people in the lower levels of the class system turn to crime but others do not? Secondly, Mertons theory focuses on individuals rather than groups. Crime and deviance are often collective activities. How can this be explained in terms of strain theory? Thirdly, crime and deviance are not always motivated by a desire for monetary gain. How can activities such as vandalism and fighting between rival gangs be explained in terms of Mertons theory? In search for these answers subculural theory was formed. Subcultural theories explain deviance in terms of the subculture of a social group. They argue that certain groups develop norms and values which to some extent different from those held by other members of society. For example, some groups of criminals or delinquents might develop norms that encourage and reward criminal activity. Other members of society may regard such activities as immoral, and strongly disapprove of them. Subcultual theories claim that deviance is the result of individuals conforming to the norms and values of the social group to which they belong. Members of subcultures are not completely different from other members of society: they may speak the same language, wear similar clothes, and attach the same value to family life. However, their subculture is sufficiently different from the culture of society as a whole to lead to them committing acts that are generally regarded as deviant. Often, structural and sub cultural theories are combined, as in Albert Cohens analysis of delinquency. The development of subcultures is explained in terms of the position of groups and individuals in the social structure. Cohen was the first sociologist to develop a subcultual theory of working class crime and deviance. He examined delinquent gangs in low-income, inner city areas. Delinquency refers to the criminal and anti social acts of young people. Cohen agreed with Merton that the mainstream value of success creates problems for young working class males. Many do badly at school and fail to acquire the skills and qualifications needed for success. Employing Durkheims concept of anomie, Robert K Merton, an American sociologist, developed his theory of deviance by analysing the American reward system. Mertons argument is that in a well-regulated society, goals and the means of achieving these goals are integrated in that they are available to all in society. In some societies the accepted means of achieving these goals are not available to all, hence those who wish to achieve the goals, but are not able to do so through legitimate means, must adapt to the situation. Merton presented a typology describing the modes of adaptation. The important aspect of the typology is the relationship between the cultural goals and the institutionalised means of achieving them. I will describe the typology in the following paragraphs. Howard S. Beckers labelling theory of deviance asserts that deviance and conformity result, not so much from what people do, but from how others respond to those actions. It analyses how definitions for deviant behaviour are created by social groups. Merton then sets out a typology of modes of adaptation in terms of conformity, or non-conformity, to cultural goals and institutionalised means: 1. Innovation accepting cultural goals but employing illegitimate means, for example, property theft, cheats. 2. Ritualism adherence to means whilst ignoring the goals, for example, bureaucratic adherence to routine going through the motions. 3. Retreatism withdrawal, opting out of socially defined desirable behaviour, for example, alcoholics, addicts. 4. Rebellion not only rejection of goals and means, but a positive attempt to replace them with alternative values, for example, political revolutionaries, religious prophets. Mertons analysis suggests that deviant behaviour is functional. First, for the individuals involved, since it enables them to adapt to the circumstances in which they find themselves. And second, for society as a whole since modes of individual adaptation help to maintain the boundaries between acceptable and non-acceptable forms of behaviour. Criticisms 1. Non conformity, such as ritualism, is not really the same as deviance (indeed with ritualism you do the actions, but have the wrong thoughts its nearer blasphemy). It does not convey the same stigmatising quality as in the label deviant. 2. The assumption of cultural consensus is implicit in the idea of cultural goals, and ignores the possibility of sub-cultures and a pluralistic culture, where cultural goals might differ considerably. 3. It does not really provide a causal theory as to why some groups might adapt via rebellion and others by retreatism. Obviously some form of socialised commitment and differential associations becomes crucial for influencing perceptions of the alternatives to conformity. It does not explain movement into deviant careers. 4. It does not take into account that just as legitimate means to success are limited, that so too are the illegitimate opportunities. Not everyone has equal access to criminal sub-cultures. An analysis of the opportunities for deviant activity is required. However, Merton never claimed that his typology was a total theory of deviance and many of the criticisms of his work were picked up on and improvements attempted by sub-cultural theorists. Conclusion Mertons strain theory is basically an explanation of why people commit crime. His approach involves looking at how people accept reject or redefine our cultural goals according to the means available to them in accepting those goals. So for example, success is the goal, the appropriately accepted way to achieve success in America is through the belief that hard work will get us success. But many people work hard and are not successful. So one adjustment would be to reject the idea that hard work is how to become successful and replace that means of achieving success with an alternative method such as selling drugs. You achieve monetary success without hard work. Labeling theory is also an effort to explain crime from a sociological position. However labeling theory explains why a person continues committing a crime but does not explain why they committed a crime in the first place. So in short, both theories try to explain crime from a social perspective but one explains why crime begins while the other one explains why crime continues.

Pakistan - The Land of Adventure and Nature :: science

Pakistan - The Land of Adventure and Nature From the mighty stretches of the Karakorams in the North to the vast alluvial delta of the Indus River in the South, Pakistan remains a land of high adventure and nature. Trekking, mountaineering, white water rafting, wild boar hunting, mountain and desert jeep safaris, camel and yak safaris, trout fishing and bird watching, are a few activities, which entice the adventure and nature lovers to Pakistan. Pakistan is endowed with a rich and varied flora and fauna. High Himalayas, Karakoram and the Hindukush ranges with their alpine meadows and permanent snow line, coniferous forests down the sub-mountain scrub, the vast Indus plain merging into the great desert, the coast line and wetlands, all offer a remarkably rich variety of vegetation and associated wildlife including avifauna, both endemic and migratory. Ten of 18 mammalian orders are represented in Pakistan with species ranging from the world's smallest surviving mammals, the Mediterranean Pigmy Shrew, to the largest mammal ever known; the blue whale. Situated in the heart of the South Asian sub-continent, it is a country with its own fascinating history and cultural heritage. Pakistan was the site for one of the world's earliest human settlements, the great prehistoric Indus Valley Civilization, the crucible of ancient empires, religions and cultures. Pakistan traces its history back to 2,500 years B.C. when a highly developed civilization flourished in the Indus Valley. Excavations at Harappa, Moenjodaro, Kot Diji and Mehr Garh have brought to light, the evidence of an advanced civilization existing even in more ancient times. The landscape of Pakistan ranges from lofty mountains in the north, the Karakoram and the Himalayas, through dissected plateaus to the rich alluvial plains of the Punjab. Then follows desolate barrenness of Balochistan and the hot dry deserts of Sindh blending into miles and miles of golden beaches of Mekran coast. Pakistan is situated between latitude 24 and 37 degrees North and longitude 62 and 75 degrees East. The country borders Iran on the West, India on the East, Afghanistan in the North-West, China in the North and the Arabian Sea in the South. The great mountain ranges of the Himalayas, the Karakoram and the Hindukush form Pakistan's northern highlands of North West Frontier Province and the Northern Area; Punjab province is a flat, alluvial plain with five major rivers dominating the upper region eventually joining the Indus River flowing south to the Arabian Sea; Sindh is bounded on the east by the Thar Desert and the Rann of Kutch and on the west by the Kirthar range; the Balochistan Plateau is an arid tableland, encircled by dry mountains.

How to Write a 5 Paragraph Essay

1 I. How to Recognize Plagiarism1 Overview In order to avoid plagiarism, you must give credit when You use another person's ideas, opinions, or theories. You use facts, statistics, graphics, drawings, music, etc. , or any other type of information that does not comprise common knowledge. You use quotations from another person's spoken or written word. You paraphrase another person's spoken or written word. 1 Begin the writing process by stating your ideas; then go back to the author's origina l work. Use quotation marks and credit the source (author) when you copy exact wording.Use your own words (paraphrase) instead of copying directly when possible. Even when you paraphrase another author's writings, you must give credit to that author. If the form of citation and reference are not correct, the attribution to the original author is likely to be incomplete. Therefore, improper use of style can result in plagiarism. Get a style manual and use it. 2 II. Formula for an Essay Basically, the writing expected of students in college is of one type that can be used for all disciplines. This handout generally focuses on the basic, â€Å"formulaic† nature of the college level essay and its components.THIS IS THE PROCESS & ITS PRODUCTS: 1. BRAINSTORM: Write down whatever comes to mind about the topic. 2. A. A. : AUDIENCE ATTRACTOR: This is the first sentence of the opening paragraph which catches the reader's attention, an attentiongetting sentence. 3. BACKGROUND SENTENCES: These are the sentences that provide background information about the subject and act to narrow the focus, thereby introducing the thesis. 4. THESIS: This is the sentence that expresses the main idea of the paper. **A thesis may change as the essay matures. ** 5. PROOF SENTENCES (2-3 sentences): Proof sentences support and prove the validity of the thesis. It helps to use a proof sentence as the opening sentence in each body paragraph. In each paragraph, a minimum of four sentences should be wr itten supporting the topic sentence. ) EXAMPLE: SAMPLE TOPIC: The value of a college education. BRAINSTORMING: better job enrichment more pay wider outlook AUDIENCE ATTRACTOR: higher self-esteem People all over the world yearn for an education. 3 BACKGROUND: 1. In the past, many individuals did not have access to an education. 2. History reveals many were forced to perform low-income, manual labor while others reaped the benefits of life. THESIS:Today, a person needs a college education in order to be financially successful in a technologically advanced world. PROOF/SUPPORT SENTENCES: The writer may compose 2-3 proof sentences depending on whether the essay is to be 4 or 5 paragraphs. The model used here includes 2 proof sentences for a 4 paragraph essay. 1. Education is a prerequisite for certain high-paying jobs. 2. In addition, advanced technology, like computers, makes college level training essential. NOTE: Thesis and proof/support sentences can be combined into a single thesis statement which advances the main idea and sketches the arrangement of the roof/support of that thesis. EXAMPLE: Today, a person needs a college education even to start certain high-paying jobs and to be able to use advanced technology in the workplace. OPENING PARAGRAPH: A. A. : People all over the world yearn for an education. BACKGROUND: In the past, many individuals did not have access to an education. History reveals many were forced to perform low-income, manual labor while others reaped the benefits of life. THESIS: Today, a person needs a college education in order to be financially successful in a technologically advanced world.PROOF (SUPPORT) SENTENCES: Education is a prerequisite for certain high-paying jobs. In addition, advanced technology, like computers, makes college level training essential. **PROOF SENTENCES CAN BE PLACED BEFORE OR AFTER THE THESIS. ** 4 FIRST BODY PARAGRAPH: FIRST PROOF SENTENCE REWRITTEN: The pay scale for certain jobs is based on how much educa tion the employee has. (Now, add four or more sentences to support this idea. ) SECOND BODY PARAGRAPH: SECOND PROOF SENTENCE REWRITTEN: Because of computers, sophisticated communications systems, and other technological advances, a general education may not be enough for some of today's jobs. Again, add four or more sentences to support this idea. ) CONCLUSION: The conclusion can be the thesis rewritten and the proof sentences rewritten. Stating one's opinion adds a personal touch. In the conclusion one should never introduce new material. A conclusion usually summarizes or re-emphasizes what has already been discussed in the paper. 5 III. Writing the Five Paragraph Essay INTRODUCTION Motivator, an attention grabbing sentence: Children have many things to learn and to adjust to as they grow up including the awareness of the parts of their bodies. Thesis (Main Idea):Children often do humorous things. Blueprint: They are often humorous in learning to speak, in discovering that all obj ects do not have human characteristics, and in attempting to imitate others. Often, the thesis and blueprint can be combined into a single thesis sentence which advances a main idea and sketches the arrangement of the details which support that main idea (thesis). BODY (SUPPORT & DEVELOPMENT) FIRST CENTRAL PARAGRAPH Topic Sentence: Specific Support: Children are often humorous in learning to speak. My daughter Betsy, mistook â€Å"old tomato† for â€Å"ultimatum. † SECOND CENTRAL PARAGRAPHTopic Sentence: Specific Support: Specific Support: Specific Support: Children â€Å"humanize† the objects around them. A psychologist says children blame balls and chairs as though the things were conscious. When I was a child, I thought the sun was out to get me. Betsy ordered her shoes to climb the stairs. THIRD CENTRAL PARAGRAPH Topic Sentence: Specific Support: Specific Support: Children attempt to imitate what they see. They dress like their parents. My daughter imitated a tantrum a visiting child threw. CONCLUSION Reworded Thesis: Clincher Children are funny creatures to watch. A reminder of the motivator which states that children have a lot of learning and adjusting to do. ) 6 IV. Writing the One Paragraph Essay A PARAGRAPH is a group of sentences that are combined to make a point. Sentences must be tied together in a relationship that gives meaning to the whole. Every ONE-PARAGRAPH ESSAY must contain three main parts: –main idea (topic sentence) –support for the main idea –closing that feels like an ending MAIN IDEA can be proved is worth discussing A MAIN IDEA must have a topic and offer an opinion about the topic. It must be provable, maybe in more than one way.It must be something worth discussing. TOPIC My first grade teacher OPINION influenced my career choice. A sentence that states only a subject, or topic, cannot be a main idea. WITHOUT AN OPINIONATED STATEMENT, there is nothing to PROVE OR ARGUE, nothing worth discu ssing. NOT A MAIN IDEA My first grade teacher was old. A MAIN IDEA without a TOPIC and an OPINION makes a poor foundation for an ESSAY. 7 A NOTE ON PERSONAL AND IMPERSONAL WRITING Some main ideas and some essays are about people and events in our own lives. They are derived from the writer's personal experiences.The writer is prominently featured in this kind of writing. PERSONAL MAIN IDEA-â€Å"My first grade teacher influenced my career choice. † Other MAIN IDEAS do not deal directly with the writer. They are about people, things, and ideas that the writer is thinking about, but they have not necessarily been experienced by the writer personally. IMPERSONAL MAIN IDEA -â€Å"Cold weather was the cause of the Challenger disaster. † SUPPORTING THE MAIN IDEA The main idea states what the writer believes to be true. Once the writer has stated a main idea, he or she must prove that the main idea is plausible. This is done with SUPPORTING IDEAS.Without supporting ideas, the re is no paragraph; there is only a statement of the writer's view or merely his or her opinion. SUPPORTING EVIDENCE can be of many types, including any or all of the following: physical descriptions stories (narrative) examples comparisons discussion or analysis of cause and effect discussion or analysis of a process definitions division of a group into smaller ones statistical evidence quotations from authorities logical and reasonable arguments THE CLOSING OR CONCLUSION Every one-paragraph essay has an effective closing, something that makes the reader feel that the writer is finished.It might be one of the following: –a summary or restatement of the main idea –a conclusion that can be drawn from the proof stated –the repetition of a key phrase from the beginning of the work –a particularly effective supporting detail that feels like an ending 8 V. Writing a Good Three Point Thesis A thesis is: 1. The basic stand you take. 2. Your opinion on a subject. 3. The point you make. 4. The controlling idea. 5. The directing statement of your paper. PERSUADE THE READER THAT YOUR THESIS IS VALID. GENERAL SUBJECT: Education LIMITED SUBJECT: Professor XTHESIS STATEMENT: Professor X is an incompetent teacher. (Your purpose is to back up the statement, to persuade the reader). A THESIS IS NOT A TITLE. OR AN ANNOUNCEMENT. TITLE: The Fad of Divorce THESIS STATEMENT: Too many people get divorced for trivial reasons. ANNOUNCEMENT: My subject is the incompetence of Professor X. THESIS STATEMENT: Professor X is an incompetent teacher. A THESIS IS NOT A STATEMENT OF ABSOLUTE FACT. A good thesis is restricted. A thesis limits or restricts your subject. A thesis keeps the paper from wandering over too great a territory.The more restricted the thesis, the better the chances are for supporting it fully. A GOOD THESIS IS UNIFIED. It expresses ONE MAJOR IDEA about its subject. A good thesis may sometimes include a secondary idea if it is strictly subordina ted to the major one, but without that subordination the writer will have too many ideas to handle. A GOOD THESIS IS SPECIFIC. A GOOD THREE POINT THESIS STATEMENT: Professor X is an incompetent teacher because he grades unfairly, gives tests on materials not covered in his courses, and enjoys threatening students with failing grades. 9 VI. Writing a Good Conclusion ? ? ? ? The conclusion brings the essay to completion and gives the reader a sense of closure. The conclusion is memorable – the writer saves something interesting for the end. The conclusion reminds readers of the thesis or restates it in different words. The conclusion provides a brief but well-worded analysis of the point of the paper. The conclusion ends with a distinctive sentence: it may be a short sentence; it may be an especially well-worded or thoughtful sentence; it may be an image that stays with the readers. Concluding Strategies: End by reflecting on the importance or implications of your thesis.End wi th a call to action. James Baldwin calls for an end to the injustices of racism in his conclusion to Notes of a Native Son: â€Å"One must never, in one's own life, accept these injustices as commonplace but must fight them with all one's strength. † (102) End with a hook. Refer back to an idea, image, or question with which you began your essay. This gives your readers a satisfying sense of closure like a circle coming round. If, for example, you start an essay with a brief story about your mother’s kindness, you can refer back to her kindness in your conclusion.Brian Courtney uses a hook from his title â€Å"Freedom from Choice† when he uses the word â€Å"choose† twice in his conclusion. End with a vivid image or picture that reinforces your thesis and helps readers feel what you mean. End with a quotation that reinforces your thesis in a memorable way. End with a question that leaves readers pondering the significance of your essay. In her essay †Å"Television and Free Time,† Marie Winn argues that television programs what a child experiences. Her last sentence is, â€Å"When, then, is he going to live his real life? † (Winn 155) End by offering a solution to a problem your essay concerns.End by striking a note of reasonable hope that a problem or an issue will get better. End with a prediction that logically follows from your thesis and evidence. 10 Conclusions to Avoid: ? ? Avoid the one-sentence or very short conclusion. Like the one-sentence introduction, the one-sentence conclusion suggests there may be something wrong with the structure of your paper. The conclusion has a real purpose. It is the place where you should evaluate your evidence. In your conclusion you should tell your reader what the evidence means-what insights you draw from your paper.Avoid merely summarizing your paper or restating your thesis. The summary ending is a cliche that is so overused it seems amateurish. Avoid using an overused ph rase, such as â€Å"In conclusion† or â€Å"To sum up. † Try to be original. Avoid drawing attention to yourself instead of drawing attention to your point: â€Å"Now that I have reached the end of this time-consuming paper†¦Ã¢â‚¬  Avoid raising any new or irrelevant subjects in the conclusion. By using effective titles, introductions, and conclusions, you will engage your audience more fully-you will help them pay attention to your thesis and supporting evidence.

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