Get This Book In response to recognition in the late s and early s that traditional incarceration was not working, alternatives to standard prison settings were sought and developed. One of those alternatives—community-based corrections—had been conceived in the s as a system that might prove more progressive, humane, and effective, particularly with people who had committed less serious criminal offenses and for whom incarceration, with constant exposure to serious offenders and career criminals, might prove more damaging than rehabilitative. The alternative of community corrections has evolved to become a substantial part of the criminal justice and correctional system, spurred in recent years not so much by a progressive, humane philosophy as by dramatically increasing prison populations, court orders to "fix" overextended prison settings, and an economic search for cost savings.
Meaningful critical thinking, speaking, and writing require students to have an open mind and to treat others with respect. Different views are not only inevitable, but essential in creating a dialogue that promotes real analysis and understanding.
To this end, our class must be an environment in which all feel comfortable sharing their perspectives. If you feel uncomfortable about your own participation in class, or about the participation of another student, please come see us in our offices. All successful analysis and writing begins with confusion, questions, or uncertainty.
Class time should therefore be an opportunity to freely explore issues that a text raises, to pose questions, and to hypothesize about what something might mean. Coming unprepared to class is disrespectful to your instructors and peers, not to mention a waste of your own time.
It is impossible to benefit from a literature class unless you have read the assigned reading at least once and come prepared with questions and comments.
The discussion questions that we will email at the end of every week are designed to help you generate these questions and comments. If students regularly attend class without preparation, we will have unannounced reading quizzes.
After that, absences will severely affect the participation grade. There is no need to notify us via email if you plan to be absent. We expect that you budget your own absences to account for days when you may feel ill, need to travel, or have too many other academic demands.
If you need to be absent for more than three classes due to a medical or family emergency, please get in touch with us about possible arrangements. Arriving to class late more than two times will also count as an absence. Please speak to us if you are coming a far distance to class everyday.
Missing more than one of the scheduled performances will count as an unexcused. You are responsible for material you miss during an absence. We ask that you come see us in office hours or consult another student in the course about the material you missed rather than emailing.
Improvement in your writing from your first paper draft to your final paper will be reflected in your overall grade, as will your effort and conscientiousness in revision and in office hours attendance. At the beginning of the semester, along with the first close reading exercise, each student will be asked to hand in a standard folder with pockets labeled with her name.
This will allow both you and us to look back at previous successes and areas that need improvement. Once a specific topic is covered in class, students are expected to implement what they have learned in their writing assignments, and grading will consequently reflect this policy.
Use of the views opinions, or insights of another without acknowledgment. We have a no tolerance policy for plagiarism in this class.
Copying another work is not only unfair to the original author, but also undermines the effort and time your colleagues have put into their own assignments and prevents us from measuring your actual abilities. Any plagiarized paper will automatically receive an F.
Late papers will receive a grade lower for every day they are late. If you are concerned about meeting a paper deadline, you must contact us about your issue at least one week ahead of time.Writing Analytically (selection) Writing Workshop: Making a Thesis Statement Evolve. Thursday, September 17 Shakespeare, The Tempest Act III & IV.
Tuesday, September 22 Shakespeare, The Tempest Act V Writing Workshop: Close Reading Film and Performance *** evening screening, Julie Taymor, The Tempest *** Thursday, September 24 Writing Skills.
writing analytically Download writing analytically or read online here in PDF or EPUB. Please click button to get writing analytically book now. All books are in clear copy here, and all files are secure so don't worry about it. RESOURCES FOR WRITERS Cornell University The Knight Institute Writing Walk-In Service Print&materials&availablein&TheKnight&InstituteWriting&Workshop,&&Rockefeller&Hall&.
Writing Analytically 7th edition by David Rosenwasser (Author), Jill Stephen (Author). Writing Analytically treats writing as a tool of thought, offering prompts that lead you through the process of analysis and synthesis and help you to generate original, well-developed ideas.
Writing analytically at A2 level Feyza Konyali [email protected] 1. Outline of the Presentation - Analysis is the method (Rosenwasser and Stephen, ) - Deconstructing and re-constructing a text facilitates critical analysis of the content (Hammond and Macken-Horarik, ).
Sociology Writing and Analysis John Kaiser, PhD UC Berkeley Instructional readings on writing analytically—and how to write well more generally— Rosenwasser and Stephen. Ch. 11, “Making a Thesis Evolve” () Bonilla-Silva, E. “The Strange Enigma of .