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Homework Help: Buy Essay 1: Ideal Learning Environment


Homework Help: Buy Essay 1: Ideal Learning Environment

Essay 1: Ideal Learning Environment

 

Purpose: •      To formulate a thesis that conveys YOUR ideal learning environment

•      To support the thesis with reasons and examples

•      To provide development and support for your examples

 

Readings: ·      Children Full of Life (film)

·      Frederick Douglass’ “Learning to Read and Write”

·      Ines Hernandez-Avila “Para Teresa”

·      “Changing Education Paradigms” (video)

·      This American Life’s “Harper High School” (podcasts)

·      NPR’s “Struggle for Smarts: How Eastern and Western Cultures Tackle Learning” (NPR broadcast)

·      Plato’s “Allegory of the Cave”

 

Background: Oftentimes when a teacher applies for a position, he or she must submit a statement of his or her education philosophy. Essentially, this is a statement about what the person feels education should be. For this assignment, we are going to slightly tweak that idea and have you write about YOUR ideal learning environment.

 

To help you brainstorm, consider the following questions:

 

•         What does your ideal learning environment look like? Think about the physical setting, the people, the facilities (ex. computers, supplies, etc.).

•         What do you expect from your teacher (ex. teaching style, types of assignments, personality)?

•         What do you expect from yourself (ex. work habits, attitude, etc.)?

•         How do the texts listed above illustrate these ideas?

•         What personal experiences do you have to support your statement?

 

Writing Task:  

What is your ideal learning environment?

 

This essay is an expository essay written for a general academic audience, meaning that you will explain to the reader what your ideal education environment looks like by offering supporting statements and examples (both personal and from the readings) to illustrate your opinion.

 

Formatting:

 

3-4 pages (750-1000); MLA formatting

(see http://owl.english.purdue.edu/owl/resource/747/01/ for help.)

 

 

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Need Help-MBS 518 Principles of Business Governance


Need Help-MBS 518 Principles of Business Governance

                                                  MBS 518 Principles of Business Governance

                                                                 Assignment   Semester 2 2016

 

Edward and Johnny are brothers and love to sail together. They want to turn their sporting interest into a business. They then decided to start their own business called Everbright Sails Pty Ltd.

Edward and Johnny design and manufacture sails for all size yachts and supply wholesale to retail outlets. Their company becomes very successful and soon they need more sophisticated machinery to ensure that their business is profitable.

Edward’s cousin Julio is also in the manufacturing business, supplying plant and manufacturing equipment to factories. Julio is the sole director and marketing manager for the company Equipment Pty Ltd. On Monday Julio approaches his cousin Edward at a wedding function and offers to sell Everbright new sail making machinery that has been developed in France. Julio claims that the equipment will improve output and efficiency in the sail making factory by 30%. He said he is prepared to sell the equipment to them for only $80,000. Julio said the offer will end on Friday at 5pm, and acceptance could be by email or post.

Edward and Johnny think that Julio’s offer is a very good and one which would enable Everbright to increase production and profit. Edward and Johnny are keen to accept Julio’s offer but feel that they really should try to negotiate better terms. On Tuesday Edward sends Julio an email on behalf of Everbright which states :

Everbright Sails is very interested in your offer. However we believe that the new equipment will only deliver a 15% profit return on capital, so we are only prepared to pay you the amount of $50,000 for the machinery.

Julio happens to be on a three day conference on Tuesday, Wednesday and Thursday, so has not read his email. Meanwhile Edward and Johnny have reconsidered their position and are feeling nervous that they may have missed the deal because they have not heard back from Julio. They decide to accept Equipment Pty Ltd’s original offer and on behalf of Everbright post Julio a letter on Friday morning agreeing to purchase the French machinery for $80,000. Just to be sure, at the same time they email Julio. Due to problems with Equipment Pty Ltd ISP, the email is not received into Equipment Pty Ltd’s system until 6pm Friday.

Over the weekend Julio meets with his old friend Jack who happened to be in the market for the same French sail making machinery. Julio owes Jack a favour so wants to give the machinery to Jack instead of selling it to Everbright. On Monday morning, Julio reads his email and opens the post. He calls Edward and Johnny and says the deal is off. Edward and Johnny are very upset and want to force Julio to sell them the French machinery.

What are the risk factors involved in the above negotiations :

Students with family name A to K : Advise, using appropriate objective references,  Edward and Johnny (Everbright P/L) as to whether or not a contract exists with Julio (Equipment P/L)

Students with family name L to Z : Advise, using appropriate objective references, Julio (Equipment P/L)as to whether or not a contract exists with Edward and Johnny (Everbright P/L).

This assignment is worth 40 marks

See pages 12-14 of the UILG for more details

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Need Help-HIST 120: Civil Rights Movement Assignment


Need Help-HIST 120: Civil Rights Movement Assignment 

HIST 120: Civil Rights Movement Assignment

Dr. Robert Morrow Fall 2016 Due: September 20

Follow these steps to complete this assignment:

1. Select one of the civil rights activists’ primary sources that we read for this week: • Anne Moody, The Jackson Sit-In • Fannie Lou Hamer and Rita Schwerner, Testimony Before the Democratic National Convention • Sheyann Webb, Selma

2. Write one paragraph that shows how that activist’s experience fits with Martin Luther King, Jr.’s principles of nonviolent resistance. Below are a questions to help you focus your analysis: • Did the activist’s experience fit with the characteristics of nonviolent resistance? • Was the activist able to meet the demands that King said nonviolent resistance demanded? • Was there any sign that nonviolent resistance worked as King said it would?

3. Type up your paragraph and be sure that it conforms to these rules: • It must be typed, double-spaced, with your name at the top of the page. • It must begin with a topic sentence that in one sentence answers the question. • It must explain why you answer the question the way you do by using specific facts from the activist’s document. • It must be written entirely in your own words. USE NO QUOTATIONS. • It must have be at least six sentences in length. • Every sentence should relate to the topic sentence. • Identify the source of the evidence and explain who the activist(s) was/were was at the beginning of the paragraph. • For each piece of evidence you must make clear how this fact or facts relate(s) to and support(s) the topic sentence.

4. You must submit your paper on Blackboard: • The paper is due by 11:00 p.m. on September 20 • Submit your paper in a format compatible with Microsoft Word for Mac 2011. Note: Rich Text Format is a common format that is compatible with this standard. • The link for submitting it is under the Writing Assignments section in a folder labeled “Civil Rights Movement Assignment.” In that folder is a link labeled “Submit the Civil Rights Movement Assignment.” • IMPORTANT: If something goes wrong submitting it on Blackboard, email me a copy as an MS Word file. Do not just wait until you are next in class to tell me that you had a problem; I will count your paper as late. • The grades of all late papers will be lowered two full letter grades (for example, an A paper becomes a C paper if it is late). And I will not accept the papers more than one week late.

 

The Civil Rights Movement, Part 1
Class Notes
Section 002

Grievances of Southern Blacks / Dimensions of Racism in the South

  • They couldn’t buy land
  • When greeting a white person, blacks were expected to avert their eyes–deferential
  • Voting registrars could determine if applicant was qualified to vote
  • Black men could not complement a white women
  • White men thought black men had lust for white women; if a black man said anything sexual, could be lynched
  • Elementary schools were only open in the winter—not needed for field work
  • Whites & blacks couldn’t dine, drink or dance together—or even in their own homes
  • Blacks had to call whites Mr. & Mrs.; whites call blacks boy, auntie
  • White men could have sex with black women, held white women on a pedestal—de-sexualized them
  • Blacks had to take a literacy test/pay poll taxes to be able to vote; could raise poll tax to keep them from voting
  • Housing was built poorly, bad materials
  • Public toilets, drinking fountains segregated by race

 

 

 

 

 

 

 

Chronology of the Civil Rights Movement

1954           Brown

1955           Montgomery Bus Boycott

1957           Little Rock school desegregation

1960           Sit-ins

1961           Freedom Riders

1963           Birmingham campaign

March on Washington

 

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Prep Paper
For September 13
The Civil Rights Movement, Part 2

Reading: Takin’ It to the Streets Reader:
“‘Keep on Walkin’” (Introduction), Chs.1 – 4

Ch. 1: “The Power of Nonviolence”

When was this source produced and under what circumstances?  
Who produced this source?  
What purpose was this source created to serve?  
Who was the audience for this source?  
What is the point of view of this source?  

 

Ch. 2: “The Jackson Sit-in”

When was this source produced and under what circumstances?  
Who produced this source?  
What purpose was this source created to serve?  
Who was the audience for this source?  
What is the point of view of this source?  

 

Ch. 3: “Testimony before the Democratic National Committee”

When was this source produced and under what circumstances?  
Who produced this source?  
What purpose was this source created to serve?  
Who was the audience for this source?  
What is the point of view of this source?  

 

Ch. 4: “Selma”

When was this source produced and under what circumstances?  
Who produced this source?  
What purpose was this source created to serve?  
Who was the audience for this source?  
What is the point of view of this source?  

 

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Need Help-EDU20003: Contemporary Perspectives of Learning and Development


ORDER NOW your custom paper to have it completed successfully on time.

Need Help-EDU20003: Contemporary Perspectives of Learning and Development

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Simply Click ORDER NOW and your paper details. Our support team will review the assignment(s) and assign the right expert whose specialization is same to yours to complete it within your deadline. Our Editor(s) will then review the completed paper (to ensure that it is answered accordingly) before we email you a complete paper 

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Assessment 2: Report

Word limit: 2500 (+/- 10%)

APA Formatting – Times New Roman, 12pt font size, running

head, title page, double spacing, side margins, in-text citations,

APA formatted reference list.
Assessment overview

This assessment requires you to individually research and report on BULLYING and how it affects children’s learning and development in Australian primary schools. This assessment will give you an opportunity to demonstrate your knowledge of the contemporary issues and societal influences affecting children’s development, as well as to reflect on how these issues may impact your teaching practice.

Assessment details

Research and report on Bullying and the affects it has on children’s learning and development in Australian primary schools today. You should use relevant research literature to discuss the context and impact of current inclusive education policies

You should frame your report around child development theories and/or models (for example, Bronfenbrenner’s ecological theory). You should choose two to three theories as the base and theoretical lens/theoretical approach in which to discuss the issue and your findings. Refer to learning materials and the Assessment 2 area within Blackboard for further support in choosing and discussing relevant theories in your report.

Ensure your report following components:

  1. Executive summary: a short, sharp summary of whole report.
  2. Table of contents
  3. Introduction:
    • Introduce issue and theories framing your report.
    • Rationale explaining the relevance of teachers having an understanding of these issues.
  4. Findings:
    • Discusses key points of a current issue.
    • Identifies factors contributing to the issue.
    • Reports on the potential effects of the issue in relation to children’s learning and development in the primary school setting.
  5. Conclusion: include recommendations.

Criteria

CR1

Knowledge and interpretation of current perspectives, theories and issue/s affecting children’s development.

(20%)

Evidence of critical reflection in rationale for choice.

Concise but thoughtful discussions of key points including contributing factors and potential effects. Clear links between points, recommendations and relevant readings.

CR2

Critical evaluation and analysis of how contemporary theories impact personal teaching practice.

(20%)

Demonstrates insight and a deep understanding of theory and how it applies to teaching and learning in relation to the issue.

CR3

Appropriate selection, depth and breadth of research and analysis.

(40%)

Insightful discussion.

Recommendations include inclusive policies and specific teaching strategies.

Considers contextual factors and makes clear links to underpinning theory.

Extensive relevant research from unit readings and beyond.

CR4

Academic expression and referencing.

(20%)

Report format is detailed, concise and professional, and aligns with expected report format and structure.

Systematically integrates source information.

Consistent spelling, grammar and APA style referencing and citation used throughout.

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Art Criticism


Art criticism is the process of gathering facts and information about a work of art and the artist to describe, analyze, interpret, and evaluate art. For this assignment, you will choose one work of art from the following artists to critique.

Select ONE (1) work of art by one of the following artists:

  • Mary Cassatt
  • Pierre-Auguste Renoir
  • Claude Monet
  • Edgar Degas
  • Berthe Morisot
  • Gustave Caillebotte

Complete the following:

  • Identify the artist, the title of the artwork, the date it was completed, and the size of the art piece in the first paragraph.
  • Paste an image of the painting in your paper. (The images in the textbook are copyright-protected and cannot be copied. To find the exact painting, search the Internet by the artist’s name and the title of the work. Right-click and copy the image. Open a Word document and right-click and paste. If the image does not paste into your paper, try another image. Sometimes images are protected and cannot be copied. Wherever you do find the image, make sure to cite your source in APA style. If you are unsure how to cite an image, this resource can help you.)
  • Use the four steps to critiquing art that are found in Chapter 9 of the Embracing Art textbook to develop a critique of the work. Be sure that you write a well-developed paragraph on each of the four areas indicating specific areas in the painting in your explanation:
    • Description
    • Analysis
    • Interpretation
    • Evaluation
  • Explain how art can be “aesthetically pleasing” even if it isn’t beautiful?
  • How did viewers of the selected work of art respond to the work at the time it was created?

Part 2

Using a camera or cell phone, take THREE (3) of your own, uniquely different, photographs from your immediate environment that exemplify each of the following styles of art (be creative!):

  • Realism
  • Impressionism
  • Post-Impressionism

You can manipulate your photographs with any software effects to achieve the appropriate results. For example, you can take a photo of a friend or family member, and using software, blur the image to represent impressionism.

Include your 3 original photographs in your paper. (Save the photos to your desktop. If you use your phone camera, you can e-mail them to yourself. Open the image and right-click and copy. Open a Word document and right-click and paste.)

Include the following information in paragraph style:

  • Number each photo and identify the style it closely resembles.
  • Explain the characteristics of each style that you tried to emulate.
  • What style of art would best be used to communicate a direct message? Explain
  • What style of art would evoke an emotional response? Explain.
  • Identify 3 examples of Realism in art or design that you see on a daily basis.
  • Describe a situation in which the style of Impressionism might best be used in art and/or design today?

In-text citations and a list of references are required when including or paraphrasing any idea, fact, date, or other information from the textbook or other references.

Reference

Hume-Pratuch, J. (2010). There’s an art to it. APA Style Blog. Retrieved fromhttp://blog.apastyle.org/apastyle/2010/04/theres-an-art-to-it.html

This assignment will also be assessed using additional criteria provided here.

Please submit your assignment.

For assistance with your assignment, please use your text, Web resources, and all course materials.

Grading Rubric:

Purpose of Assignment and Content Development Demonstrates an outstanding use of appropriate, relevant, and compelling content with excellent expression of topic, main idea, and purpose.

Demonstrates exemplary knowledge or analysis of human perspectives appropriate to the assignment’s purpose and context.

Graphics accurately reflect the assignment requirements.

30%
Organization, Grammar and Presentation Organization is clear.

Language clearly and effectively communicates ideas and content relevant to the assignment.

Presentation and delivery are confident and persuasive (where applicable).

Audience, style, tone and perspective are consistent and appropriate to assignment.

Format is consistently appropriate to assignment, and follows assignment requirements.

Few if any errors in grammar, spelling, and sentence structure.

30%
Information Literacy and Research Demonstrates outstanding selection and use of high quality, credible, and relevant sources to develop ideas that are appropriate to the assignment.

Sources are consistently cited according to required style sheet (e.g., APA), with no errors beyond punctuation. Manuscript style is completely correct, according to style sheet guidelines.

5%
Critical Thinking Demonstrates outstanding or exemplary ability to analyze assumptions and evaluate evidence, complexities of issues, and alternatives. Where required, demonstrates outstanding or exemplary ability to use creativity and originality in problem-solving.

Quantitative literacy – Demonstrates outstanding ability to provide accurate understanding and explanations of information presented in mathematical forms.

Calculations attempted are essentially all successful and sufficiently comprehensive to solve the problem.

35%

Dissertation chapter – Discussion


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Dissertation chapter – Discussion

Please answer each discussion question separately and write separate answer under each question.

 

Must be 250 to 275 words for each discussion.

 

 

Discussion 9

1) Why is air pollution a health threat? How is it measuresd?

 

2) Why is global warming so controverial? What is causing it?

 

3) What is acid deposition? How is it damaging?

 

Discussion 10

1) What disaster is the most likely to occur in your life?

 

2) Why is disaster planning important?

 

3) What are the immediate actions necessary during a disaster?

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MSU com275 Effects of mass communication


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MSU com275 Effects of mass communication

Extra Credit:

Do one of the following:

 

  • Watch one news story each from the following YouTube Channels: The Young Turks; CNN; Fox News; MSNBC.

 

Write a minimum of two pages discussion what you viewed in the context of one of the following subjects we discussed this semester: Priming; Agenda Setting; Cultivation; Uses and Gratifications; Persuasion. It may help to watch news stories about the same topic.

 

  • Watch an episode of either Adventure Time or Rick and Morty. Write a minimum of two pages, discussing the episode in terms of one of the following: Priming; Cultivation; Uses and Gratifications; Persuasion; Social Cognitive Theory; or Framing.

 

Only do one of the above choices. If you do both, I will only read the first one and grade your extra credit based on that. Write in APA format, and reference any points you make. Include a reference page (not part of the minimum two pages).

The extra credit will be worth up to 20 points. I will be grading based on your understanding of the material covered in class, and the originality of your discussion.

Turn the extra credit paper into the extra credit drop box on (Yes, that’s the same deadline for your final paper. Sorry, but papers need to be graded and turned into the school in time.)

History 202: World History since 1700


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History 202:  World History since 1700

Themes and Arguments:

Throughout the course four main themes will be emphasized:  Power; Imperialism; Religious Faith; and Ideology.  Other themes, such as race, gender, class, demographics, and environment will also be included.  Throughout the course many arguments will be made, but the class will be organized around two central arguments:  1) world history since 1700 has revolved around a continuing struggle for power–between social groups, religious groups, nations, and economic interests; 2) Although Western hegemony in modern world history may be challenged and interpreted in a number of ways (two major views (Westernization and Globalization) presently dominate the historiography), Westernization has defined the past several centuries of world history.   This class will be taught as an open narrative, designed to raise more questions than it “answers,” allowing for a wide variety of perspectives, interpretations and criticisms.  Other historiographical points of view will be considered in the various readings and discussions, but the main goal is to allow you, the student, to be the historian, to think about a number of significant questions and issues in a variety of ways and to come to your own conclusions about World History.

 

Books:

There are three books required for the course and they should be read according to the schedule below.

Bentley/Ziegler, Traditions and Encounters, Vol. II, From 1500 to the Present

Andrea/Overfield, The Human Record:  Sources of Global History, vol. II

Achebe, Things Fall Apart

 

Week One:

                The European World of the Eighteenth Century

                (Bentley, chapters 22-23; Andrea, chapter 5, pp. 139-165)

 

Week Two:

The Age of Revolution:  The American Revolution and the Industrial

                Revolution

(Bentley, chapters 28-30; Andrea, chapter 5, pp. 166-191)

The Muslim World

(Bentley, chapters 27, 31; Andrea, chapters 2, 6—pp. 205-222)

 

Week Three:

The Asian World: China and Japan

(Bentley, chapters  26, 31, 35; Andrea, chapters 7, 10)

The World of Ideas (Andrea, chapter 8)

 

Week Four:

From Napoleon to Bismarck

(Bentley, chapter 28; Andrea, chapters 8-9)

 

Week Five:

The Mind of Europe before World War I

The Great War

(Bentley, chapter 33; Andrea, chapter 11—pp. 373-388)

 

Week Six:

The World of the 20th Century Dictators

(Bentley, chapters. 34, 36; Andrea, chapter 11—389-424)

 

Week Seven:

The World of the Cold War

                (Bentley, chapters 35, 36, 37; Andrea, chapters 12-13)

                The Post-Cold War World

                (Bentley, chapter 38)

Final Essay:

 

Answer the following in a well-organized essay, using information from lectures, discussions, and readings.  Be sure to provide specific evidence to support your thesis.

 

Throughout the course, four main themes have been emphasized:  Power; Imperialism; Religious Faith; and Ideology.  Other themes, such as race, gender, class, demographics, and environment have also been included.  Throughout the course, many arguments have been made, but the class has been organized around two central arguments:  1) world history since 1700 has revolved around a continuing struggle for power between social groups, religious groups, nations, and economic interests; 2) Western hegemony in Modern World History may be challenged and interpreted in a number of ways, with two major views (Westernization and Globalization) presently dominating the historiography.  The instructor has argued that Westernization has defined the past several centuries of world history, creating cultural contacts, ecological exchange, conflict, conquest, the building of empires, and the globalization of society. These themes and arguments have been in keeping with the instructor’s own theoretical views and biases.  As a result, the course has been “Euro-centric” and may be misleading in that it makes it seem that the rest of the world only reacts to the West. Other problems with this approach can also be found.  Some alternative theories are Globalization; world systems (economics!); feminism (history of patriarchal power); and Marxism (class conflict). Thus, the course has been designed as an “open narrative,” raising more questions than it answers, inviting the students to make their own conclusions.

Now, it is time for you, the student, to respond.  Do you agree?  Why or why not?

Were the four main themes the most important in modern world history?  What other themes would you include?  How and why or why not?  Were the main arguments of the course persuasive?  What other arguments might you make?  Was power really so important?  Religion?  Imperialism?  Ideology?  Were faith and ideas really as significant as the instructor made them out to be?  However you choose to answer (agree, disagree, or partially so), be sure to address all relevant political, economic, social, cultural, environmental and religious factors and provide specific evidence to support your argument.

Answer the above question(s) in the following way:  It is August, 2016, and you (yourself) have been invited to make a speech before the United Nations and a world-wide television audience on the subject of Modern World History.  What do you say?  Where do you begin and end?  What themes do you emphasize?  What argument(s) do you make?  What people, places and events do you include?  You have the opportunity to be the world historian, what history will you write for your oration?

 

 

War versus Peace: Should the United States have gone to war in Iraq?


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War versus Peace

Should the United States have gone to war in Iraq?

Follow the process previously detailed in this section to write a well-organized, well-researched, solidly edited, persuasive essay. Make sure to include your support in the form of facts, statistics or quotes. Properly frame the support and cite your sources. Consider your word choice and work to ensure a well-structured introduction and conclusion. Use what you’ve learned about adding phrases to improve your sentence variety.

This essay will be graded using the 6+1 writing traits rubric that can be found in the introduction to the course. There will be 20 points available per trait. The last 20 points will be for a works cited page. Look up the proper MLA formatting for works cited.

Given that this unit is about war and peace, you probably saw this coming. You will write your persuasive essay on the following question:


“Should the United States have gone to war in Iraq?”


You can argue the affirmative or the negative. The speeches you have listened to in this unit can be used as sources

 

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Assignment 2.2:The Public Needs to Know


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Assignment 2.2:

The Public Needs to Know
Due Week 6 and worth 250 points

Select scenario.
1.Your boss has asked you (a communication specialist) to write an informative paper about the free clinic that will be opening in your local neighborhood for those without medical insurance. Describe the process and benefits of the program for the public..
2.The state school board chairperson has asked you (a consultant on health and wellness) to write an informative paper about the recent changes to the national breakfast and lunch program to improve nutrition and health. Describe the process and benefits of the program for parents..
3.The director of a local domestic violence shelter has asked you (a board member and volunteer for the organization) to write an informative paper about your local organization’s program. Describe the process and benefits of the program for the community members..

Based on the INSTRUCTIONS, write three to four (3-4) page paper in which you:
1.Provide a clear thesis statement..
2.Describe the process (decisions, steps) involved in the program..
3.Explain the benefits of the program..
4.Develop a coherently structured paper with an introduction, body, and conclusion..
5.Provide three (3) relevant and credible sources to support claims. Note: Wikipedia and other Websites do not qualify as academic resources..

Your assignment must follow these formatting requirements:
•Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions..
•Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length..

The specific course learning outcomes associated with this assignment are:
•Associate the features of audience, purpose, and text with various genres..
•Recognize the elements and correct use of a thesis statement..
•Recognize how to organize ideas with transitional words, phrases, and sentences..
•Incorporate relevant, correctly documented sources to substantiate claims..
•Apply the writing process to develop various writing genres..
•Write clearly and concisely about selected topics using proper writing mechanics..
•Use technology and information resources to research selected issues for this course..

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