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Essay about social issues
Essay about social issues
Essay about social issues
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Since coming to UCCS my writing was changed quite dramatically. When I first enrolled at UCCS I was sure that I would not need to complete any additional English courses. As, I had CLEP English Composition previously and completed a master’s Degree, but I was informed that I had not competed the corrected CLEP, so I would need to take both ENGL 1300 and ENGL 1305. Looking back this has been a blessing in disguise. I have always struggled with sentence structure, spelling, grammar, paragraph transitions, and writing in the correct tense. Starting with Ms. Ross in 1300, I began to work on the fundamentals of sentence structure, grammar, and spelling. Along with these basics, Ms. Ross worked with me to build my understanding that it is not always …show more content…
In stage one of Idea and Development we brain stormed and came up with several ideas and narrowed it down to the selected topic. After selecting the topic, we submitted the formal proposal to Blackboard for approval. Once we received approval for the selected topic, as a group we developed questions for each of the sections (ethos, pathos and logos) based on our areas of study. I collected each of the questions and combined them in a word document and emailed them to Maria and Shane for additional input and any changes. After receiving their feedback, I uploaded the outline to Blackboard. After finalizing the outline of the Podcast, I begin to work on my individual portion of the Podcast.
On the Thursday before the Podcast, I worked on the conclusion and started piecing together the notes for the talking points for the Podcast. I struggled to find a balance between presenting the facts that belayed the importance of eliminating food deserts but not losing the audience with so many facts they lost interest in the logos section of the Podcast. When it came time to record the Podcast this problem did not present itself in as much as I was able to provide a transition from the previous topic that lead into my topic that keep interest level up even with all the information
"Eating is not only a political act but also a cultural act that reaffirms one's identity and worldview." (Salmón, 2012, p. 8). It is the statement from the book Eating the Landscape: American Indian Stories of Food, Identity, and Resilience that reflects the author’s main idea. The book is a cultural and geographical travel through the southwest part of the United States of America and northern Mexico. In his book, the author is focused on demonstrating the world of indigenous food and accentuates some direct connections between this food, the culture of people and understanding of the environment that surrounds them.
Transitioning from high school to college can be overwhelming. Before English 1301, I thought that I did not have to worry about being prepared for college. I quickly realized that my little background in writing essays was not going to be enough for college. Writing is not just something that I will use in English classes. In college, I will have to use effective writing skills in all my classes to complete research papers, essay tests and communicate to professors. Throughout my education, writing strategies persisted to be something that did not come easy to me. I dreaded writing because I could never find ways to get my thoughts down on paper. Ironically, a class that petrified me due to the amount of writing that was required ended up helping me in so many ways. English 1301 and my professor prepared me so much for college and real life.
Food deserts are places where healthy foods are not produced nor sold. Unfortunately, Chicago is filled with food deserts. Approximately 600,000 people reside in areas that consist of food deserts (Gallagher, 2006). Nearly 200,000 of those people are children. These children do not have the opportunity for healthier options, which shows an increase in obesity rates (News One Staff, 2011). There are 77 Chicago communities and out of that 77, 23 are food deserts (Gallagher, 2006). Chicagoans-particularly the black communities- are forced to live off the accessible food that is near them. The food deserts are in Austin, North Lawndale, Armour Square, Near South Side, Fuller Park, Grand Boulevard, Washington Park, Woodlawn, West Lawn, Chicago Lawn, Englewood, Ashburn, Auburn Gresham, Beverly, Washington Heights, Morgan Park, Roseland, Pullman, South Deering, Riverdale, South Chicago, and West Pullman (Grossinger, 2007). The communities are usually served by junk food- filled corner stores, which do not offer an abundance of healthy foods. The communities are in desperate need of change.
Brook speaks about a woman named Kelly Bower and her suggestions for solving this problem in low-income neighborhoods. One of Bower’s suggestions is having local policymakers find ways to convince supermarkets and grocery stores to locate in “food desert” areas. According to Sanger-Katz’s article, policymakers have relocated the supermarkets to improve the health of poor neighborhoods but people are still choosing the same foods. People still choose the same unhealthy food because they prefer to eat that kind of food. Obesity is becoming a big problem in America and Finley says that “drive-thrus are killing more people than the drive-bys” because there are more fast food restaurants than there are grocery stores. In the article “Giving the Poor Easy Access,” Sanger-Katz talks about a man named Brian Elbel, who did a study with grocery stores, and he states “improving access, alone, will not solve the problem” of food
When I was first accepted into the AP Language & Composition course, I felt overwhelmed. I had always received above average grades in all subject areas, but because this was an AP course I was unsure if my English skills were up to par. During the summer, my anxiety about the course increased. I began to feel that my writing skills were inferior to the skills of my peers’. Before this course, I did not have a developed writing voice or style. I had little knowledge of what phrases or words to avoid using in writing. I started to wonder if I truly belonged in an AP course. After having completed this course, I have a better grasp of the English language and have acquired skills that have improved my writing.
...is has clearly made a conscious effort to control the camera’s and his own biases by showing us “average” families from several countries. It is only after we analyze Peter’s pictures that a persuasive and emotional appeal occurs. By leaving the pathos up the reader, Peter’s ethos or credibility increases as well. You could argue that some of the pictures, especially ones of malnourished families are an appeal to one’s emotions, but one of the points this project drives home is that all countries have problems and that there must be a global solution not just a national solution. Finally, we look at logos. Peter’s Hungry Planet project is well substantiated with logical evidence. They say that a picture is worth a thousand words, Peter’s photos may be worth so much more. It is very hard to argue against Peter’s stance, because of the magnitude of his empirical data.
Entering this course I was worried because I have struggled with writing in the past, and writing has never been my strongest area. I feared writing classes in middle and high school, and had the same expectations for this course. I had wondered if I was ready for college English, and was worried that my skills and abilities would not be one the level they needed to be for college courses. My attitude and understanding of my writing process have both changed since the beginning of this semester. One thing that really helped my attitude and confidence was the fact that I was able to complete the assignments and get a decent grade. I was worried that I might not be able to do college level writing, and when I started completing the assignments and learning new ways to write my confidence and attitude changed. Another thing that really helped me throughout this course was that there was plenty of reading and information available to guide me through my assignments. I realized that there was more freedom when it comes to writing than I had experienced in high school. Being able to write more freely, and the freedom to choose what subjects I would write over made the assignments more enjoyable and easier to
1) As population in the U.S. has moved to more urban areas, and older grocery stores in urban areas have close, there has been a decrease in access to healthy food. Do a little research to learn about food access and food deserts. Also, learn some of the innovative responses that people are working on to increase access to healthy foods in urban areas. Make sure to provide links to what you find.
... educational session. If education about healthy choices isn’t pushed, the food desert and obesity issue wont be fixed.
Throughout this semester, I was able to learn many writing skill and was able to develop as a writer. When I found out that I was scheduled to be in English Composition I, I was very nervous as I have always felt that writing was one of the skills that I needed to improve on. Although I usually received good grades on my essays, I did not like writing them since it would always take me more than five hours to write a one page essay. If I wanted a good grade in English Composition I, I knew that I was definitely going to have to improve on my grammars. The main skills that we learned in this class were writing a clear thesis statement, paragraph structures, and sensory details. Through this class, I was able to attain more knowledge in these areas and gain confidence in my writing skills. The areas that I have improved on over the course of the semester are staying in the same tense, using
A food desert is a location in which a wide variety of nutrition food is not generally available (Wrigley et al. 261). Food deserts exist in places such as inner cities and isolated rural areas (Morton and Blanchard 1). The purpose of the paper supported by this annotated bibliography is to argue that food deserts do not exist because of discrimination against the poor, but because of forces related to supply and demand. This hypothesis ought to be kept in mind when considering each of the sources (Just and Wansink; Wrigley, Warm and Margetts; Jetter and Cassady; Epstein et al.; Schafft, Jensen and Hinrichs; Bitler and Haider) described in the annotated bibliography.
Before I enrolled into this English class, I knew my strengths were limited as a result of being out of school for a long time, I had forgotten most of the writing rules. Last semester I took English 101 with a lab which helped me refresh my memory on grammar, punctuation and helped me organize my thoughts. I have to admit that English class never served as my strong point and I found myself constantly frustrated and confused as to why I never received the
Writers would asses if the storylines were engaging, if characters Behaviour Change Objectives were met and where we could have improved as a team. Moving on from this stage we would work on the next series storyline by first looking at our content themes, assessing which character could best demonstrate that theme, what would be their BCO, and how can we put an effective Top line story brief together to achieve all this. The team would them spend time to write and share individual synopsis of what would happen in the upcoming series, as well as individual character storylines. The first draft of the top line would entail ideas collectively chosen by the team to best represent the radio drama objectives. Once complete the top line shall be shared with management and when approved shall be sent to various departments within the office.
This peer review will analyze the second draft of “Are Food Deserts Learning Deserts?” by Kimberly Jordan based on the following questions: (1) Is the thesis or research question clearly stated? (2) Does the writer hook the reader with an interesting opening? (3) Does the writer justify the thesis or question? (4) Is the literature review appropriate and thorough? (5) Are the methods clearly explained? (6) Were there any breaks in the logic of the argument, the flow of the paper, the transitions between sections? (7) Is the author using appropriate citations? (8) Is the writing clear and free of common errors? (9) Are there any other suggestions you can make to help the author improve his or her work? This review aims to make supportive suggestions
I have been both looking forward to and nervous for taking pre college English this semester. While I enjoy English, and have previously done well with the subject, it has always been my most challenging class. This course will be difficult but, ultimately, it will push me to be a better student. My biggest weakness is my inability to quickly and clearly articulate my thoughts; it often takes me hours to complete even the shortest writing assignment. Ironically, writing is also the area in which I consider myself most proficient. What I lack in speed, I make up for with quality and experience. I have written both inside and outside of school for years and thoroughly understand the writing process. If given time, I am capable of producing