What Can a Preliminary Working Essay Help a Writer Do?

What Can a Preliminary Working Essay Help a Writer Do?A preliminary working essay can be extremely helpful to writers as it offers an outline of what can be included in the final draft. As with any other article, these papers are the final opinion form on the writer's part. They serve as a proxy for the writer's true thoughts on certain topics that need clarification before the author is ready to make a formal contribution.Having a preliminary essay as a guide to help writers outline the contents of their final product will ensure that a cohesive and very well-written piece will be created. Aside from this, it also enables the writer to include some interesting details in the outline. The more details included in the outline, the more likely it is that the writer can come up with a very meaningful piece of writing. Here are some ways in which a good working outline can help a writer write a better article.First, it gives the writer a place to start on their project from and get a few initial ideas out of the way. This means that the writer will not be able to waste time or money writing something that won't be valuable to anyone. The outline acts as a starting point, which makes the work all the more effective.Second, by including an idea from the outline, the writer will be able to create a path or road map. While the outline will not provide the writer with all the details on how to put the ideas into an article, it will serve as a jumping off point and a reference guide which allow the writer to gain a better understanding of what should be included in the final piece. It will also allow the writer to create a guide that shows how the articles will flow from topic to topic.Third, a good working outline will help the writer stay focused on the topic of the article as they write. Without an outline, the writer may find it hard to stay focused on one specific area of focus without getting distracted and straying off course. A rough outline helps the writer stay focused and will also be very helpful when they go back and reread their work to make sure that the ideas included in the outline are still relevant to the article.Fourth, a brief summary of the article will help the writer to give a more detailed and complete description of the ideas that they have discussed. This brief overview will act as a list of the main points that the article will cover, as well as a means to direct the writer's attention toward the key areas of the article that need to be covered. The idea behind this is to keep the writer's focus on the main ideas or subject matter which will then let them build upon the ideas as they work on the rest of the article.Fifth, a summary will serve as a summary of the article. Because of the working outline, the writer will be able to write a summary of the article and the ideas they have presented. This summary will then act as a more condensed version of the overall article and will be very useful to read on the internet as well as for reference purposes.Writing a preliminary working essay is just one of the many elements of writing a good article. By including these five simple elements, writers will find it much easier to write a coherent and complete article that will stand out above the rest of the competition.

How Should I Save From College Papers?

How Should I Save From College Papers?You need to know what papers you should save from college. Here are a few ideas that may help.One of the first easy things you should do is to fill out those applications. Most of them will ask for your transcripts. Make sure you have these as well so that they know you attended the school.Pay the bills on time. This can be a great way to remind yourself that you went to school. It is also a nice reminder of your family too.How should I save from college papers? Most of your financial statements will be good ones so keep them somewhere you can get to easily. This can be the bank or maybe a colleague.List the day you received your diploma. You should also list the day you started your career. This will make it easier for you to remember the sequence of events in your life.Find all the programs that you have worked on, whether it was after school or during school. You should write down all of the different information that you could find. This will help you go back and think about what you wanted to achieve with your career.How should I save from college papers? These are just a few of the ideas you can use to help you out. The process can be very personal and by taking stock of the things you did while you were at school you will be able to remember the best things that you accomplished.Take the time to look at what you accomplished on a large scale, because this will be much more helpful to you than remembering what papers you filled out for classes. Keep those memories to a minimum and look back on what you did at school and what you learned in your careers.

Essay Writing on Any Topic

Essay Writing on Any TopicAn essay is a wonderful tool for conveying ideas and thoughts in an informal way. It can be used to make a statement that does not have to be accurate. Many students find the essay a hard thing to write as they try to cram the entire idea of their papers into one single page. But writing an essay is not hard.However, you have to remember that while writing your essay you have to think logically. Thinking logically means having the right information to write an essay. There are a lot of people who do not know how to write an essay correctly. They actually take advice from the experienced people who are writing essays and use them. So, in order to make your essay more attractive, you should be able to think correctly about it.Writing an essay is like drawing a picture or a painting. You need to give your own attention on every single paragraph so that you can extract the essence of what you want to say. A good method of writing an essay is to use the left side as the start of the essay. This starts with the main point, which is supposed to be based on the idea, the main idea of the essay. You should begin your introduction with your idea and then continue with the thesis of the essay.After the introduction, you will have to put the main idea in the first paragraph. This is the starting point of the essay. The thesis of the essay is the conclusion of the paragraph. You have to finish this paragraph with the conclusion of the thesis. These two paragraphs constitute the outline of the essay.To end your essay, you have to include a conclusion that clearly states your opinion. When you are going to write an essay, it is very important that you follow certain guidelines so that you can get an excellent essay. To achieve this, there are some guidelines that you should be following so that you can effectively present your thoughts.You should learn more by reading a good book on the subject. Another tip is to look for a professor who is famous in his field. This will help you because you will have the opportunity to ask him questions and you will also know more about the subject matter. And if you cannot find the lecturer, ask your friend who has studied on the same subject to whom you are planning to go to.Writing an essay does not require a lot of knowledge but it does require dedication. Therefore, when you are writing an essay you should not hesitate to ask the questions and clarify them.

Brian Friels Translations Essays - Fusional Languages,

Brian Friel's Translations Language has been the topic of many debates throughout history. It is an issue, which can cause upheaval and even bloodshed. A modern day example of this can be found right here in Canada. A great amount of time, and emotional input, among other things, has been invested into Quebec's sovereignty debate. There has been no long-term solution to the problem. This may be due to the lack of understanding the majority tongue has of the issues. Language is a part of one's identity. One might even venture to say the most important component. It is the framework used to make sense of the world. Of course other methods are adequate to do this, but language is paramount. To understand one must interpret and internalize. One's language is interwoven with culture; consequently morals, values, and traditions are passed down by language to future generations. In Friel's Translations correlation of language and identity are best exemplified through the character Owen who embraces English, forgets what language actually means, and in essence slights who he is. Owen is the Irishman in Translations who seizes English. He believes it to be an element of success. Language is to be manipulated to fulfill his needs. The culture that is a vital part of the Irish tongue is forgotten, or more conveniently brushed aside to allow for "betterment". A major problem that arises from this is that "...culture is socially constructed, symbolically maintained and transmitted..." (Sackney 59). Without Irishmen speaking and experiencing their language it will die, and inevitably be only a memory of better times. As far as Owen is concerned his mother tongue is outdated, and for the uncivilized. This attitude is highlighted when he speaks to his long time friends and family members at the hedge-school. "My job is to translate the quaint, archaic tongue you people persist in speaking into the King's good English" (Friel 29). The Gaelic tongue is becoming obsolete in the wake of colonization. Owen has boarded the ship of "progress" disassociating himself from his foundation. The language and culture in which he was raised is left secondary to success. In the shuffle his identity has been unquestionably watered down. Assimilation is the key to the "divide and conquer" tactic used by colonists throughout the centuries. Owen has been divided from his people. He has become a nameless face in the struggle to prevail. For Owen names seem to be insignificant. He has lost sight to why they are meaningful. "Owen: Back to first principles. What are we trying to do? Yolland: Good question. Owen: We are trying to denominate and at the same time describe..." (Friel 35). The question that arises is Dun na nGall or Donegal, Muineachain or Monaghan? Congruent place; therefore nothing has changed? As Owen states about his own name "Owen-Roland-what the hell. It's only a name" (Friel 33). He does not comprehend that the primary function of a word is not only its meaning, but also its implication. The importance lies in the significance of those names in a specific context, and being heard from a unique and individual mouth. It is near impossible to convey identical meaning of terms in any contrasting languages, because words are specific to a culture, and that experience. Diverse traditions and cultures are being assimilated into the English masses with the fallout being a destruction of heritage. The effects of this dilemma are evident in the Gaelic League of Austin's mission statement quoted here. "We strive to preserve the language and culture of Ireland, and feel that with hard work and dedication, those in Ireland and abroad can make a genuine step towards promoting the beautiful and vital culture against threats of standardization. ...It [Irish] is worth saving and perpetuating for generations to come." Owen is an example of the type of people who reduced Irish to this level. He has taken on the English language to replace Irish, not just the Irish language, but everything that is interwoven within it. Owen has acquired the English language, but does not realize that he will never be English. There is a divider, which prohibits this second language speaker from completely being embraced into the language. He is the colonized, not the colonizer. Owen will always be Irish to the British, even though he is their ally. He is an outsider on the inside, but overlooks this. He is finally faced with this reality when he is just the translator. "Lancey: ...commencing forty-eight hours from now we will embark on a series of evictions and a leveling

Why does group polarisation occur Essays

Why does group polarisation occur Essays Why does group polarisation occur Essay Why does group polarisation occur Essay Essay Topic: Sociology Group polarisation refers to the tendency for groups to make more extreme decisions or judgements after discussion when compared to the initial views of group members. This phenomenon has interested psychologists since 1961, when Stoner discovered the risky shift, and is central to understanding social influence in groups; therefore the major theories of social influence have been invoked to explain it, so far with little conclusive success. This essay will cover the origins of group polarisation and examples of it in everyday life, and will then proceed to discuss a number of theories proposed to explain it. It will then be attempted to ascertain which of these best explains group polarisation and why. Until the 1960s it was generally accepted that a groups attitudes were the mean or average of its comprising individuals attitudes. In 1961 Stoner asked some business students to make judgements on a choice dilemma questionnaire, this was done individually and then in groups. Group decisions were found to be, on average, more risky than average pre-discussion, individual decisions. This was known as the shift to risk, and was quickly replicated by Wallach et al. (1962). Wallach et al. evised twelve hypothetical choice dilemmas, and asked participants to rate the lowest level of risk that they found acceptable for somebody to take a risky course of action. They found that 92% of group decisions were riskier than the average individual decision; and importantly, that it resulted in permanent cognitive change, with 39% taking riskier actions after the group decisions (Wallach and Kogan, 1965). Early explanations for this shift were based around the idea that groups have a diffusion of responsibility; with no-one individually held responsible, they can afford to take risks. However, the shift to risk was soon found to be a shift to extremity, with several experiments finding that groups are not always risky. Stoner (1968) found reliable shifts to caution on issues of well being and safety; e. g. prisoner to attempt escape, if the prisoner escapes he lives, but if not he will die. It was concluded that groups polarise, they shift to extremities, the more extreme a group is to begin with, the more extreme it seems to become (Brown, 2000, p. 199). This was a very important discovery which challenged the classic conformity theory experiments which typically showed convergence on the group norms. Sherifs 1935 auto kinetic experiment showed groups converging on a range of judgements close to the mean or median of preliminary individual judgements. Aschs line experiments produced similar results (1952, 1955 1956). The risky shift experiments show simultaneous convergence and shift to a more extreme group norm be it negative or positive. Polarisation doesnt just occur in theoretical choice dilemmas, it is a general phenomenon that may be observed in everyday life. Kalven and Ziesel (1966) studied jury decisions in America and found that the initial majority were predictive of 90% of decisions. Blacovich et al. (1975) found that groups bet more than individuals in Blackjack; while McCauley et al. found groups to be more cautious than individuals when betting on horses. Moscovici and Zavalloni (1969) asked French students their attitudes towards President de Gaulle and the USA, the students then formed groups and gave group attitude responses. These group responses were more extreme than their individual responses with de Gaulle being seen more positively and the USA more negatively than previously. However, almost all the studies conducted into group polarisation have been within laboratories using ad-hoc groups and with no realistic outcome for the participants. Therefore it could be argued that these results cannot be generalised Of the experiments that have been conducted with real-experiment groups, the results have been less reliable (e. g. Semin and Glendon, 1973) though it is a phenomenon that is occurring regularly. The first theory that tried to account for group polarisation was by Wallach and Kogan (1965); based on diffusion of responsibility, they held that discussion reduced any anxiety felt about the negative consequences of making a choice, because the responsibility is shared. This didnt explain why shifts to caution or shifts on decisions which resulted in no consequences occurred. The group decision schemes theory (Davis, 1979), was one of the first influential theories in the field; Davis held that groups have implicit rules for combining individual positions on decisions; the most common rule being majority rule. This means the group decision will be more extreme or skewed whenever the majority is biased towards a particular extreme. There were many criticisms levelled at the theory which didnt adequately resolve why polarisation actually occurred. It was rejected, as skewness does not account for shifts in dyads where no majority can exist; it doesnt explain why there are shifts in the group median as well as the mean and the shift may also runs counter to the initial majority. Also it didnt justify why the group shift was internalised and even affected non-participating observers (Lamm, 1967). Lastly, as Graesser (1975) points out, the theory is not falsifiable because group decision schemes theory is based upon infinite maths calculations and therefore it is always possible to claim that the correct scheme has yet to be discovered. A number of other theories were proposed, including familiarisation theory (Bateson, 1965) and various leadership theories, none proved to be watertight and were dismissed. Only two theories have survived and both have tended to rework one of the two dual processes recognised by the social dependency paradigm: normative and informational influence. First we shall consider normative influence and social comparison theory; an extension of Festingers (1954) social comparison theory, Sanders and Baron (1977) have modified it to explain polarisation. Normative influence is being liked; fulfilling and conforming to the groups expectations so as to boost positive feeling about oneself. Sanders and Baron tried to prove that people often value more extreme values than they actually hold; however they are generally scared of being too extremist. However when in a group it is actually found that they hold only moderate views, and so shift them further in the group direction to be seen more positively. The key factor in this social comparison explanation is peoples knowledge of other group members positions relative to the dominant social values in question (Brown, 2000, p. 202). Therefore, as Teger and Pruitt (1967) found, there is no need for any discussion, as long as group members positions can be inferred, their will be no need for a verbal exchanging of views. As the values become more explicit so people polarise more extremely; Baron and Roper (1976) adapted Sherifs (1936) auto kinetic effect paradigm by effectively informing participants that light distance was correlated with high intelligence. This inevitably led to participants estimating higher distances depending upon the claim made by the participant beforehand. However Burnstein and Vinokur (1977) claim that by associating light movement with intelligence, they have provided the participants with a persuasive argument to estimate larger distances (Burnstein and Vinokur, 1977, p. 27). Burnstein and Vinokur have taken a totally opposing stance towards solving the polarisation phenomenon. They hold that it is a result of informational influence, of persuasive arguments which cause people to accept information as the truth. Vinokur and Burnsteins persuasive arguments theory (1974) holds that a culturally given pool of arguments exist for and against the decision in question, which participants can delve into and exchange during discussion. For a shift to occur it depends upon the persuasiveness of the new arguments generated in discussions. However, availability, direction and persuasiveness of these arguments vary, which may allow for experiments whereabouts the arguments do not result in group polarisation. A persuasive argument is defined as a statement judged to have a certain cogency (Burnstein and Vinokur, 1977, p. 326), but the arguments impact can only be effective within certain social contexts; for otherwise it wouldnt be possible to determine its impact. Sanders and Baron have conceded that a persuasive argument also has an effect on group polarisation, and that the two theories work in conjunction with one another. This was rejected on the grounds that it was too complicated and that persuasive arguments can explain polarisation and convergence. There is a huge wealth of evidence lending credence to the persuasive arguments theory; including polarisation when exposed to arguments without exposure to others positions and polarisation when just thinking about an issue. Burnstein and Vinokur found that (i) if an individual could argue but not compare, then polarisation occurred (1973), (ii) if he could compare but not argue, polarisation vanishes or is greatly reduced (1973, 1975). Burnstein et al. conceded that social comparison may play an indirect role in influencing polarisation as information about others may guide the person in generating arguments (Burnstein and Vinokur, 1977, p. 318). Myers and Lamm also disagree with the persuasive arguments theory, they concluded that (although) the evidence for (informational theories such as persuasive arguments) is compelling it also appears that group polarisation is not fully explained by a passive process of cognitive learning. More dynamic processes of cognitive rehearsal and verbal commitment are also likely contributors (Myers and Lamm, 1976 cited in Burnstein and Vinokur, 1977, p. 316). Burnstein and Vinokur argue that this is invalid because persuasive arguments involves a dynamic process whereabouts the persons brain acts like a central processing unit. Another criticism of the persuasive arguments theory is that their research generally involves the use of choice dilemma questionnaires introduced by Kogan and Wallach (1964); as these only measure shifts involving a risk-caution dimension they cant really be used to generalise to choice shifts in general. Many debates have taken place between exponents of the social comparison theory and the persuasive arguments theory ultimately leading to an inconclusive end. An alternative to Turners (1987) self categorisation theory, formulated by Wetherell (1987), proposes that for convergence to lead to polarization rather than just conformity; arguments have to be persuasive and extreme positions desirable only to the degree that they represent the norms of a group with which the person is psychologically identified. What group members converge upon is not the ingroup average, but the ingroup norm. This idea was tested on students by Mackie and Cooper (1984) who confirmed that participants attitudes were significantly more affected when they knew the arguments were coming from an ingroup rather than an outgroup. Sanders and Baron admit that there are probably several processes responsible for group induced choice shifts (Sanders Baron, 1977, p. 303). Burnstein and Vinokur still remain convinced that persuasive arguments can adequately explain group polarisation; but in conclusion (and as Lamm and Myers (1978) deduce) in a naturalistic setting there is no neat dichotomy. There is no clear cut separation between the two main theories, they operate unconsciously within each other and therefore both are necessary in daily life, probably along with several other factors, in order to produce the phenomenon known as group polarisation.

Poverty in the U.S Research Paper Example | Topics and Well Written Essays - 750 words

Poverty in the U.S - Research Paper Example First of all, let us understand how poverty has risen in the U.S. and how it affects the poor. Seccombe (384-393) asserts that poverty can be defined as having an inadequate income that can make a family stay â€Å"below the poverty line†. In the United States, poverty is concretely defined in dollar figures by the Social Security Administration. By determining the amount of money needed to survive on food, and then multiplying that number by three, the Social Security Administration sets the poverty line. For example, if the SSA decided that the amount of money needed to sustain a survivable diet during a year was $4,000, then it would set the poverty line at $12,000. Thus, any individuals whose income was less than this amount for a year would be considered to be living in poverty. According to Flik and Praag (311-330), poverty line is essential for determining who receives welfare benefits in U.S. Poverty does not seem to be an evenly distributed social problem. In America, African Americans and Latinos have, by far, the largest poverty rate. Many factors such as poor wages for women and the increase of single-woman parented families have caused an increase in the percentage of women among the poor. elderly, however, fill a much smaller percentage as they receive benefits as social security. Macionis (216) concluded that in 2003, the government classified 12.5 percent of the U.S. population as poor, which makes 35.9 million of men, women and children. Research suggests that the home environment adds to poverty because most homes that look in disrepair mean that the family living inside might not have the income to fix things. When a family is in the poverty zone they feel bad and inadequate, which can make them unwilling to ask for help (Brooks-Gunn & Duncan). This can be harmful to children because they do not have a say when the adults need help. Poverty is an unkind and brutal way for children to live. It manifests in physical, emotional and social ways. Impoverished children have social, emotional and behavioral problems due to poor health and serious mental health problems stemming from the persistent poverty level in which they live. Serious health problems come with poverty, such as preventable diseases like Influenza, Measles, malnutrition and AIDS due to lack of proper health care. Public assistance offered in most states does not cover all that the poor children need to live a normal lifestyle. Now, we describe how poverty is beneficial for the rich of the society despite its negative outcomes related to the poor. According to the sociologist, Herbert Gans (20-24), occupations and professions like criminology, social work, journalism, and public health exist with the help of existence of poverty. Gans has listed manifold functions of poverty that are beneficial to the rich of the society. The dirty work in the society gets done with the help of the poor who work at low wages and indecent salaries. The poor help in subs idizing the economy because they pay taxes, buy cheap products and go for low-cost services that are just ignored by the wealthy community. The existence of poverty acts as a guarantee for the rich people’s status, because if there would be no poor, there would be no identification left for the rich. The rich people give charity to the poor

Source Page on College Essay - A New Source for Essay Writing

Source Page on College Essay - A New Source for Essay WritingAn outline can be considered an effective tool to create a Source Page on College Essay. A very concise and brief summary of the paper is needed to assist the reader with easy reading and the overall concept. An outline for a college essay can also serve as a guideline to keep the flow of information along. It serves as a guide on how to structure the paper.First, the student has to determine the question that will be asked in a college essay. If the answer is also included in the outline, the student should know it well. It can also serve as a guideline on what topic to discuss. It can also serve as a source for the more important and essential point to include in the essay. The answer is important since it is often the root cause of the whole matter.Another source for a Source Page on College Essay is the thesis statement. This is the subject of the paper and should be thoroughly analyzed. A well-written thesis can really highlight the content of the paper. It should be in the outline as a reference. It also serves as a guide on what kind of content to include in the paper.Finally, the student should use a good format to compose a Source Page on College Essay. This should be clear and concise, with not many words left on the paper. It should be filled with one of the following formats: author, paper title, reason for writing, date, etc.In a Source Page on College Essay, it must be noted that the end of the paper will help it stand out among others. A well-organized outline will make this possible. It will aid the student in managing their time and also allowing them to better concentrate.A Source Page on College Essay is needed in college essay writing. It may not come in handy in an assignment, but it is important to put the article ideas in writing for the college paper. It can be used as a starting point to make the writing flow. It will also serve as a guide to find the best source material.In a ddition, it can serve as a reference on what source material should be used for an outline. It can serve as a guide to organize the list of ideas and projects that can be implemented on the first draft. It can also serve as a way to plan the composition of the actual article.