Internet commerce and current tax code essays

Web trade and current duty code papers Web trade and the complexities of consenting to state deals and use charge laws At the point when a resident of a state buys products from a seller out of the state, for the most part they don't pay any business expense to either state included. Until reasonably as of late in our countries history, these exchanges were made through index sellers and spoke to such a modest quantity of lost expense income that state charge organizations were not worried enough to make any move. The expansion of dependable and reliable electronic trade (web based business) advances in the late 1990s changed the condition to some degree. Presently the volume capability of interstate retail exchanges can possibly match the conventional physical retail channels. The mix of developing piece of the pie for online business organizations and cooling financial conditions has numerous states stressed over deals charge pay. This has most state burdening specialists asking how, if by any means, online business exchanges ought to be burdened? There is a lot of discussion on this theme among ch arge authorities, lawyers, administrators, and both web based business and customary retailers. As I would see it, E-trade exchanges ought to be burdened as some other interstate retail exchange. To guarantee the best possible assortment of deals and use charges, internet business organizations ought to be required to gather deals charge for the benefit of every one of the fifty states. So as to make this prerequisite strategically sensible, states should significantly improve their deals and use charge code. There is a general misinterpretation inside people in general on the idea of interstate internet business exchanges and deals charge. A great many people accept that on the off chance that they buy items from an out of state organization by means of the web, at that point the deal is tax exempt. This recognition is brought about by certain particulars of how tax assessment is generally taken care of for interstate exchanges. Deals charge locale is goal based. The physical area of the buyer figures out who is ... <!

Parental Estrangement Essays - Family, Parenting, Human Development

Parental Estrangement Alienated kids The contrast between an antagonized youngster and a distanced kid is that an alienated kid has become separated from the parent for reasons that are, to be gruff, sensible, and practical. An antagonized youngster is either totally irresolute about the other parent or infuriated by the other parent. These emotions are, notwithstanding, supported by the kid's understanding of the division or by the youngster's understanding of that parent. A parent who leaves the family home, enters another relationship, and ignores time with their youngsters and excuses the mischief done to their kids is probably going to become offended from them. Any reasonable person would agree that nobody reacts emphatically to poor treatment, in particular youngsters. Antagonism results from a parent carrying on gravely toward his/her youngsters which, consequently makes the kids cut off contact. It isn't exceptional for a parent who is offended from his/her kids to accuse the other parent of parental estrangement. It is simpler to censure others for terrible conduct than to acknowledge and recognize awful conduct. At the point when offense happens, the legitimization is generally truly justifiable, alarming, and legitimate. The withdrawing developed youngster frequently has been seriously mentally sincerely harmed in the relationship. Here are probably the most well-known root issues why parental alienation happens. Separation: Following a separation, a few youngsters dismiss one parent, limit contact, or demonstrate extraordinary hesitance to be with the parent. Remarriage: Parent's remarriage may likewise cause strain. It can incite or fuel ridiculous dismissal. Absence of schedule: If there is no daily practice or plan for place the kid may feel on edge, kids need schedules to assist them with having a sense of security. Character Disorders: Many guardians are troublesome or tyrannical, yet a few guardians are too harmful to even think about being around particularly narcissist guardians. They don't consider their to be conduct as assuming a job in the issue; they feel qualified for act severely without any repercussions. Narrow mindedness: youngsters are going to settle on choices that guardians may not really concur with. Parental alienation happens when guardians neglect to comprehend their kids, never ready to take a gander at circumstance from their kids' perspective. Steady embarrassment before others: Parents ignorant/purposefully caused their youngsters to feel that s/he is worthless'; there is no respect for his/her poise and opinions. Needs and Time. These are individuals who go a long time at once without reaching their youngsters since they are enveloped with their vocation life. They don't comprehend why their kids aren't holding up with great enthusiasm when they do discover time to fit them into their timetable. Uncertain clashes. Undesirable peace making make a reason for struggle to happen once more. Repeating family contentions during critical occasions could break down guardians kid connections prompting insignificant contacts later on. Seeing savagery submitted by that parent against the other parent Being the casualty of maltreatment from that parent The parent's diligently juvenile and narcissistic conduct The parent's unduly unbending and prohibitive child rearing style The parent's own mental or mental issues. Practices Common to an Estranged Parent: The parent who is antagonized from a kid because of his/her own terrible treatment of the youngster has a keep a watch out disposition. They don't seek after a relationship with the kid on the grounds that in their brain the kid is the one liable for repairing the relationship. The antagonized parent will think that its hard or difficult to see the circumstance from their youngster's point of view. They don't consider their to be conduct as assuming a job in the issue; they feel qualified for act seriously without any repercussions. These guardians won't focus on a daily practice to see their youngster, they fit the kid in when they have save time rather fit their life around the kid. These are individuals who go a long time at once without reaching their kids since they are enveloped with another relationship, concentrating more on their profession, investing energy with the other man/lady or caught up with building another life. They don't comprehend why their kids aren't holding up with great enthusiasm when they do discover time to fit them into their timetable. An agenda for guardians when considering their alienated youngster: Have you asked your youngster what they genuinely feel is the issue? Is it accurate to say that you are truly tuning in to what my youngster is letting you know? Is there a part of truth to any of what your kid feels isn't right in your

Software Packages Such As Primavera P3; Microplanner Expert; Project

Software Packages Such As Primavera P3; Microplanner Expert; Project Software Packages Such As Primavera P3; Microplanner Expert; Project Scheduler 8 Assist In â€" Assignment Example > Assistance of Software in Communication PlanIntroductionCommunication plan of any company helps in image building and raising public awareness about the company. The perception about the products of the company by the people depends on the communication of company with stakeholders, customers, shareholders and other contacts or suppliers. The communication is capable of saving the company from backstabbing and treachery by the competitors as this involves transparency and planning in executing operations. The comprehensive communication strategy involves public, government, customers, vendors, shareholders, creditors, bankers, stock exchange and media. This needs an allocation of budget at the beginning of the year for every component by communications department. Before the allocation, the involvement of the team in the communication system is according to planning and the budget allocation is accordingly. The allocation depends on the definition of goals also. The communication plan involves the coordination between different persons and departments on a daily basis. Briefly, the components of a communications plan are the 1. Need to communicate 2. Reason for communicating, 3. The subject for communication, 4. Source and destination for communication, 5. Method of communication and 6. Tools of Communication. Role of Software in Communication Role of Primavera Project P3: The essence of usage of Primavera project is it gives control to project managers on their plan. This involves scheduling and resource control. This can manages multiple projects in a multi user environment. Managers can have control on large and complex projects efficiently as it connects to corporation worldwide also. The integration of the data with information is possible by this. To have enough control over any project, one has to clear the complexity and Primavera offers this. By using Colour coded bands, it organises the data. This helps in prioritising, planning and managing the m ultiple projects. The advanced resource levelling option will help in scheduling resources realistically. The PERT charts help in interacting with project data. The communication can be done by intranet, custom reports and e-mail. The data can be organised and is connected to everyone involved with it and coding is done according to user. The PERT streamlines and organises the data as it tracks and analyses the processes. The complex and long tasks need multi year and multi project environments. This demands the establishment of relations among activities in separate projects and automatic scheduling. This depends on individual resources in primavera and delivers high end scheduling. In corporate organisations, groups of tasks are common and these are building blocks of projects. This needs cost data as well as resource data. Integrating resources with cost data is crucial in calculating and communicating profit oriented and cost effective strategies all over the company. The manag ers shall use information in subsequent projects also. Until now, the overall planning is mentioned. To an effective communication, day to day management is also required. In this context, P3 works as one of valuable colleague and helps on a daily basis. This is done by resource scheduling and monitoring the use of resources. This helps in monitoring the work pattern of each person and setting timelines. This involves establishment of resource groups thus forecasting staffing and funding requirements. The Role of Micro Planner: The use of project management software helps in reporting, tracking, project tracking. The reporting is done by Gantt charts and PERT or CPM charts. Word processing and spreadsheets also help as supplements in reporting the facts. The next step is tracking of the project and this compares the actual progress to planned one. This is done, when project staff completes the given tasks and helps in tracking of performance and an effective review of processes. A s stakeholders are concerned with the progress of projects, the time-to-time information given to them about the projects helps in making them aware about the projects. In addition to this Micro Planner will allocate costs to various projects according to resources and offers control over the cost. The control over the costs is possible by figuring out the resource time and effort used by the processes. Micro Planner does this and “most project management software systems lack flexibility in handling costs as well as interfaces into budgeting and accounting systems”, (Lientz, Rea). The cost computations done by project manager may not be suitable with those done by accountants. To integrate and coordinate these two same types of aspects done at different contexts, Micro Planner is necessary. While making the cost control possible the number of hours or total time spent on each project by the resources is a necessity. This is done by providing information of the processes to th e software on a daily basis and at the end of certain period; it gives the clocking report of different processes and tasks. If there is any abnormality in these systems, the checklists offer different types of choices of monitoring, thus making it possible to coordinate the activities. After the completion of the communication report, they need a clear informative format to display right information in a glance by top managers and to assess the activity. Micro planner Expert does this by charting ability and offering interface options with the help of telecommunications systems. These charts are useful when the company offers off-peak discounts or seasonal discounts. The results like money back guarantee schemes and other schemes can be viewed in the form of charts and even toll free service line can be arranged to enable the communication with customers and stakeholders. Role of Project Scheduler: The project scheduler helps in management of the project by correct scheduling of resources. This needs the identification of accomplishment, the way the team works, working together. These aspects are materialised by project scheduler and lead the team towards a common goal as the scheduling is according to it. The project scheduler helps the managers to know and define the scope of work and convey it to the subordinates. The justification of the value of the project to its cost is estimated and risk handling is done accordingly. The scheduling allows to monitor’s the teams progress in selected parts of the project towards the completion. Managing essential communications and acquiring the resources is possible by monitoring the progress. The definition of scope of the project is part of scheduling, as it needs extent to which the team has to work. By this the tool draws a line around the work that the project team will take on and understanding does not drift. When each thing is being completed, the progress reporting is done in the form of charts and tables to stakeholders and higher management. This needs putting together the team of the project. This is possible by scheduler only. When one understands the scope and goal, the scheduling can be done accordingly. The scheduling enables to identify the major areas of work to complete and number of people required for it. Thus, scheduler decides the need of staff or the excess of staff present in the organisation. Project Scheduler helps in understanding the importance of time, as it is an important aspect in scheduling. This serves as a point of reference to monitor the productivity achieved and hence the performance of schedule. The justification of the project manager’s belief is calculated and verified. Project Scheduler relates the scheduling directly to the role in monitoring the performance. This needs the skills like setting limits of scope, gain commitment, satisfying the customer, delivering the benefits, cost efficiency, anticipating the problems, completing the tasks in t ime, matching people and tasks, follow up of vital information, providing resources and setting the standards. Project scheduler provides these.

The Armorer s Shop By David Teniers - 1357 Words

Conservation Study While there were several works of art that I had liked, the artwork and album finally chosen from Noelle Ocon’s album for this particular study was The Armorer’s Shop by David Teniers the Younger and Jan Brueghel the Younger. The goals for the study of this painting were to delve into topics such as subject matter, spectrum bands used to reveal information about the painting, and conservation efforts in general. As such, this study will start with the subject matter and style of presentation. The Armorer’s Shop’s medium and materials are oil paints applied to connected wood panels. The artwork was painted circa 1640-1645 (â€Å"The Armorer’s Shop.†), and depicts an armorer’s shop as the title suggests. To go further into†¦show more content†¦Interestingly, outside of The Armorer’s Shop, there is virtually no evidence that Brueghel and Teniers ever collaborated with each other (Woll.) As seen in the visible light photographs, the painting was flaking in some areas. The key issue here, however, is not necessarily the flaking paint. Instead, it is the fact there were also two barely noticeable lines that were particularly noticeable from the back of the painting. At the time of these first few pictures, The Armorer’s Shop had been strictly attributed to Teniers the Younger, with no mention of Brueghel (Huskinson). The painting was first analyzed using visible light, which can only show some surface details through techniques like grazing. However, a couple of other bands of the spectrum that can be used to obtain information about the painting in question are infrared, in the form of infrared reflectography, and x-ray. These were both utilized in this case to analyze The Armorer’s Shop. Infrared can be used to see through the paint layers to the underdrawing and also to detect details in the painting that may have changed color since being painted (â€Å"Infrared (IR) Light.†). X-ray can be used to see through the entire painting to detect its base and find possible weaknesses or damages to the painting’s

A Contrasting View Individualism and Nationalism - Free Essay Example

Sample details Pages: 4 Words: 1276 Downloads: 9 Date added: 2019/08/02 Category Politics Essay Level High school Tags: Nationalism Essay Did you like this example? There are unique values that every American citizen holds. According to each individual, some values have more weight than others. But without a doubt, freedom and peace are two essential values that every American seeks and expects to possess. Don’t waste time! Our writers will create an original "A Contrasting View Individualism and Nationalism" essay for you Create order Both President John Fitzgerald Kennedy and President Lyndon Baines Johnson made these qualities a priority for the country during their times as Presidents, specifically in their respected speeches. In his commencement address at American University, Kennedy explains that the peace will come to the United States when the people come together as one and focus on strength and integrity. In the speech known as The Great Society, Johnson also makes this point, but in a contrasting fashion. Johnson makes the stance that the people must come together with pride, trust, and support for their nation and its leaders in order for peace to come into action. John F. Kennedy aims to inspire the American citizens to aim for peace through an image individualism, whereas Lyndon B. Johnson focuses on bringing people to focus on strengthening the nation through pride and nationalism. A better sense of peace will come through the thought process of Kennedy advocating the American citizen to focus more on the wellbeing of themselves and their fellow citizens than the contentment of government officials. The President with a powerful stance on freedom, civil rights, and peace had   a very colorful life story. The John F. Kennedy Librarys website states, John Fitzgerald Kennedy was born May 29, 1917 in Massachusetts. Kennedy would be go to Harvard College and join the Navy. After returning home, he was awarded the Navy and Marine Corps medal for his leadership and courage. The future president would begin working in politics. He would become a representative, senator, then finally nominated as a candidate for presidency on July 13, 1960. At the age of 43, Kennedy was the youngest man elected president and the first Catholic to fill the position. On June 10, 1963, Kennedy would deliver a commencement address for American University graduates. In this time in history, the tensions of the Cold War   and aches for peace were beginning to peak. President Johnson lived a life full of caring actions and dedication to his country. According to whitehouse.gov, the future prominent figure in American politics was born in Stonewall, Texas on August 27, 1908. Going to school at Southwest Texas State Teachers College, Lyndon Baines Johnson would spend countless hours teaching disadvantaged students of Mexican descent. He would then become a US representative, join the navy, return to become a Senator, run as John F. Kennedys running mate, and would be sworn in as president after JFKs assassination. To give context of the time period of the speeches, it is important to understand that the speeches were only 11 months and 12 days apart from each other. Both Kennedy and Johnson were feeling pressure in the ever-rising tension of the Cold War. The American citizens wanted a resolution to the conflict and was simply seeking peace. Peace is a very hot topic and emotion-filled word at the time of these speeches. As he gives the commencement speech at American University, Kennedy is the figurehead for American liberty after being very passionate about the subject of freedom and peace in the past, and Johnson has an even bigger problem on his plate because of the nation still being shaken up by the assassination of Kennedy. In both speeches, many devices to push rhetoric are utilized. Kennedy mainly uses tools such as alliteration, antithesis, and repetition. A great example of Kennedy utilizing antithesis to push the attractive rhetoric of individualism is when he states, I am talking about genuine peace, the kind of peace that makes life on earth worth living, and the kind that enables men and nations to grow, and to hope, and build a better life for their children not merely peace for Americans but peace for all men and women, not merely peace in our time but peace in all time. President Kennedy uses antithesis to make sure that the actions that Americans can make for themselves, not only makes the peace more prominent in America, but also in foreign nations. Johnson puts alliteration, repetition, and juxtaposition to use to push his message of nationalism. A very dangerous example of Johnson using a device to push his rhetoric of nationalism and eventual authoritarianism comes in the concluding par agraphs of The Great Society speech is when he utilizes repetition. Four paragraphs all start out will the line, Will you join. Questions like Will you join in the battle to give every citizen an escape from the crushing weight of poverty? are asked. While this question seems harmless, Lyndon B. Johnson has put a sinister twist of submission to Americas powerful political leaders. The repetition of will you join is a constant push for the yielding of the American people. In the two presidents speeches, both use similar tactics through propaganda elements. Both head of states are constantly using plain folks appeal to seem more approachable and possibly easier to agree with. They are constantly saying using words such as our and we to get on the same level of the American people. Kennedy consistently uses this to bring the connection back to the idea that we are to solve this problem ourselves. This point is very explicit in the following excerpt from the commencement speech speaking about those who believe peace is impossible, It leads to the conclusion that war is inevitable, that mankind is doomed, that we are gripped by forces we cannot control. We need not accept that view. Our problems are man made; therefore, they can be solved by man. In this piece from the text, Kennedy uses plain folks appeal to explain that peace comes through individualism, while Johnson uses the propaganda element to shame the American public into blaming them for the gro wth of urban areas in America. As Johnson tries to put the American people on the same level of himself, he states, So in the next 40 years we must rebuild the entire urban United States. The state of urban America is because of the injustice and poor actions of the political leaders, not because the American people are doing something wrong. To assist in proving their points, Kennedy and Johnson both uses organizational patterns. To push the idea of selfhood, Kennedy utilizes cause and effect. Kennedy stresses that unity towards the goal of individualism will result in a peaceful nation. This way the peaceful effects individualism is a very effective and morally sound action. To push the idea of capitulation and nationalism, Johnson utilizes classification. Johnson categorizes his paragraphs with different meanings and goals, all of which are aimed towards nationalism. In the beginning of the speech, Johnson focuses on the false importance of making America the most powerful nation on Earth. Throughout the text, Johnson aims more to explain what the government must do to give itself more power to take the rights away from countless groups of American citizens. This powerful organizational pattern of classification is used for dishonorable reasons. In the final analysis, John F. Kennedys way of going about peace through individualism and self analysis to strengthen the nation is far more effective than Lyndon B. Johnsons advocation of national pride and reliance on public leader figures. With this information, one may make their own opinion on what most effectively puts peace into action. While doing this, its important to keep in mind the dangers of becoming reliant on your nations leaders and becoming too supportive of your countrys actions. For when nationalism becomes a higher priority than liberty, rights are taken from those not in power.

Writing and Business Letter Free Essays

string(26) " complexity of the topic\." Oakley Public School Content Area: English Language Arts unit Title: Types of Nonfiction: Essays, Articles, and Speeches Grade Level: Ninth Grade unit Summary: This unit will revisit the genre of nonfiction with an emphasis on the reading of essays, articles, and speeches. The unit will reinforce the premise that the concepts and evidence presented by writers of nonfiction are factual, even though the writer may include anecdotes that are fictional, ideas that are personal, or language that is poetic. As the students read the samples of nonfiction included in this unit, they will come more proficient In recognizing the techniques of narrative, reflective, and persuasive writing. We will write a custom essay sample on Writing and Business Letter or any similar topic only for you Order Now Primary Interdisciplinary Connections: Social Studies Science Technology 21st Century Themes: Standard 9. 1 -21st Century Life Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. A. Critical Thinking and Problem Solving The ability to recognize a problem and apply critical thinking and problem-solving kills to solve the problem Is a lifelong skill that develops over time. B. Creatively and Innovation Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. D. Cross- Cultural understanding and Interpersonal Communication Effective communication skills convey intended meaning to others and assist in preventing misunderstandings. Unit Rationale: In order to become global thinkers with an astute awareness of the world around them, ninth grade students must be provided with the tools for reading nonfiction with comprehension and fluency. Teachers should still model active reading strategies In the high school classroom In order to assist the students In meaningful reading experiences and engage them In the reading process. Making connections when reading and identifying with authors and their chosen subject matter will help and science. When reading nonfiction, students must learn to separate fact from opinion and recognize a writer’s bias in order to make informed decisions about what they have read. By reading a variety of essays, article, and speeches, students should learn to identify a writer’s voice and recognize that authors write with a particular audience and purpose in mind. In turn, the students will learn to develop their own unique voice as they write for a variety of audiences and purposes themselves. Learning Targets Standards : Reading for Informational Text (RI): Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, and Range of Reading and Level of Text Complexity. Writing (W): Text Types and Purposes, Production and Distribution of Writing, Research to Build and Present Knowledge, and Range of Writing Speaking Listening (SSL): Comprehension and Collaboration, and Presentation of Knowledge ND Ideas. Language (L): Conventions of Standard English and Vocabulary Acquisition and Use. ICP Number Cumulative Progress Indicator (ICP) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ERR Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ERR Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ERR Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e. G. , how the language of a court opinion differs from that of a newspaper). ERR Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ERR Delineate and evaluate the argument and specific claims in a text, assessing whether he reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. ERR Analyze seminal U. S. Documents of historical and literary significance (e. G. , Washington’s Farewell Address, the Gettysburg Address, Roosevelt Four Freedoms speech, Kings â€Å"Letter from Birmingham Jail†), including how they address related themes and concepts. ROI By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. WI valid reasoning and relevant and sufficient evidence. A. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. B. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. C. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. E. Provide a concluding statement or section that follows from and supports the argument presented. WWW Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. A. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e. . , headings), graphics (e. G. Figures, tables), and multimedia when useful to aiding comprehension. B. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. C. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. D. Use precise language and domain-specific vocabulary to manage the complexity of the topic. You read "Writing and Business Letter" in category "Papers" E. Establish and maintain a formal style and objective tone while attending to the norms and inventions of the discipline in which they are writing. F. Provide a concluding statement or section that follows from and supports the information or explanation presented (e. G. , articulating implications or the significance of the topic). WWW Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WWW Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WWW Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology capacity to link to other information and to display information flexibly and dynamically. WWW Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Wool Write routinely over extended time frames (time for research, reflection, and revision) ND shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. SSL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. B. Work with peers to set rules for collegial discussions and decision-making (e. G. Informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed. C. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. D. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and , when warranted, qualify or Justify their own views and understanding and make new connections in light of the evidence and reasoning resented. SSL Integrate multiple sources of information presented in diverse media or formats (e. G. , visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SSL Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. SSL Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SSL Make strategic use of digital media (e. G. , textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SSL Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 on pages 54 for specific expectations. ) Al Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A. Use parallel structure. . Use various types of phrases (noun, verb, adjectival, adverbial, participial, repositioned, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. LO Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Use a semicolon (and perhaps a conjunctive adverb) to link two or m ore closely related independent clauses. B. Use a colon to introduce a list or quotation. C. Spell correctly. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more Lully when reading or listening. A. Write and edit work so that it conforms to the guidelines in a style manual (e. G. , MEAL Handbook, Turban’s Manual for Writers) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Interpret Figures of speech (e. G. , euphemism, oxymoron) in context and analyze their role in the text. . Analyze nuances in the meaning of words with similar denotations. LO Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and rarer readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Unit Essential Questions How does understanding a text ’s structure help me better understand its meaning? How does fluency affect comprehension? What do readers do when they do not understand everything in a text? Why do readers need to pay attention to a writer’s choice of words? How do readers construct meaning from text? How do good writers express themselves? How does process shape the writer’s product? How do writers develop a well written product? How do rules of language affect communication? Why does a writer choose a particular form of writing? Unit Enduring Understandings Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text. Fluent readers group words quickly to help them gain meaning from what they read. Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply Good readers compare, infer, synthesize, and make connections (text to text, text to world, text to self) to make text personally relevant and useful. Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts. Rules, conventions of language, help readers understand what is being communicated. A writer selects a form based on audience and purpose. Unit Learning Targets The students will . Read developmentally appropriate materials such as essays, articles, and speeches Understand literary heritage/movements as part of global tradition Analyze how arks reflect historical/social events and conditions Evaluate appropriateness of diction and figurative language Distinguish essential/nonessential information Differentiate fact vs.. Pinion Read and follow technical and instructional manuals Critique public documents Use rubric to evaluate writing of self/others Reflect on writing; set goals for improvement Critique published works for authenticity and credibility Write compelling openings and strong conclusions Use most effective writing format/strategy for purpose and audience Use variety of organizational strategies Demonstrate effective delivery strategies Make impromptu revisions based on audience feedback Use rubric to improve presentations Demonstrate appropriate listener response Identify propaganda and argument Evidence of Learning Summation Assessment (One day) Types of Nonfiction: Essays Articles Speeches Business Letter Editorial Formative Assessments: â€Å"Thinking About The Selection† Questions Teacher Observation of Whole Group and Small Group Discussion Response to Graphic Organizers Equipment Needed: Overhead Projector Overhead Transparencies of Graphic Organizers Chalkboard Teacher Resources: Ninth Grade New Jersey Penguin Edition, Prentice Hall Literature, 2007 Supplemental Lesson Plans Lesson Timeshare Lesson 1: Introducing Essays, Articles, and Speeches Teacher will introduce the definitions of essays, articles, and speeches and emphasize that the writer contributes more than information to nonfiction, but also contributes style, tone, perspective, and purpose through the writing. Teacher will explain differences among narrative, descriptive, expository, persuasive, and reflective essays. Students will read an essay and identify the author’s tone and purpose. One period Lesson 2: Main Idea and Supporting Details Teacher will introduce and model reading skill of finding main idea and supporting details in an essay. Students will read an essay and fill out an anticipation guide to perform a literary analysis of the author’s style. Teacher will guide students in recognition of author’s style as being formed through the diction, syntax, and tone of the writing. Two periods Lesson 3: Literary Analysis: the Expository Essay Teacher will guide students in recognizing an expository essay as a short piece of nonfiction that presents information, discusses ideas, or explains a process. Students should identify the writer’s technique of providing support as either description, comparison and contrast, or cause and effect. Teacher will guide students in reading an expository essay and ask guided reading questions to assist students in identifying main idea and supporting details. Teacher will guide students through reading a technical document and applying skill of identifying main idea and details to reading informational materials. Students will fill in a graphic organizer to identify information learned through diagrams, headings, labels, and other visual features. Two class periods Lesson 5: Biographical Writing Teacher will introduce biographical writing as a form of nonfiction in which a writer tells the life story of another person using factual information and interpreting these pieces of information. Teacher will guide students through reading of an excerpt from â€Å"A Lincoln Preface† by Carl Sandburg. Teacher will guide students in a discussion of what makes a great leader and students will analyze details from Lincoln life that fit the definition of a great leader. One class period Lesson 6: Writing a Business Letter Teacher will guide students in defining a business letter as a piece of resplendence that is written in the course of conducting business or professional matters. Teacher will emphasize qualities of a business letter including clarity, directness, courteousness, and format. Students will identify six parts of a business letter to include heading, inside address, greeting, body, closing, and signature. Students will read and analyze a sample business letter for these qualities. Lesson 7: Writing a Business Letter Students will brainstorm a list of purposes for writing a business letter and select an appropriate purpose for their own letter. Students will begin outlining contents of heir letter. Students will research address of company to which they will be writing and consider audience for their letter. Begin first draft of letter. Lesson 8: Writing a Business Letter Students will finish first draft of their business letter and exchange letter with a peer to proofread and edit. Peers will provide feedback on strengths and weaknesses of letter for revision purposes. Lesson 9: Writing a Business Letter Students will use feedback form to revise letter and write a final draft. Lesson 10: Persuasive Essay convince a reader to think or act in a particular way. Teacher will emphasize that the persuasive essay usually includes appeals to reason and/or appeals to emotion. Teacher will guide students through reading a persuasive essay and assist them in identifying the author’s motive and line of reasoning. Lesson 1 1: Persuasive Essay Students will read a persuasive essay independently and analyze passages as appealing to reason or emotion by creating a graphic organizer. Students will compare findings in small group and then share thoughts as a whole class. Lesson 12: Persuasive Speech Teachers will guide students in identifying a persuasive speech as one that tries o convince listeners to think or act in a certain way. Teacher will assist students in recognizing rhetorical devices including parallelism, restatement, repetition, and analogy. Teachers will guide students through reading and listening to Martin Luther King, Jar. ‘s â€Å"l Have a Dream† speech. Lesson 13: Persuasive Speech Students will identify examples of restatement, repetition, parallelism, and analogy in Martin Luther King, Jar. ‘s â€Å"l Have a Dream† speech by filling out a graphic organizer. Lesson 14: Persuasive Speech Students will apply skills they have learned for listening to author’s purpose and heterocyclic devices in persuasive speech to Franklin Delano Roosevelt â€Å"First Inaugural Address. Lesson 1 5: Humorous Essay Teacher will guide students in recognizing a humorous essay as a form of nonfiction writing intended to make the reader laugh. Teacher will emphasize the humorous writer’s use of hyperbole, understatement, and comic diction as effective techniques. Teacher will guide students in reading of â€Å"The Talk† by Gary Sotto. Lesson 16: Humorous Essay Students will apply skills they have learned for reading a humorous essay to organizer with samples of hyperbole, understatement, and comic diction found in say and share findings as a whole class. Lesson 17: Writing to Persuade: The Editorial Students will read sample editorials and recognize the format as one decisive and public way to take a stand on an issue. Students will brainstorm a list of issues that confront the school or community about which they may choose to write. Lesson 18: Planning an Editorial Students will plan an outline for their editorial to include a clear thesis statement, evidence that supports their argument and anticipates the reader’s counterarguments, effective organization, and persuasive language. Students will egging first drafts of editorials. Lesson 19: Writing an Editorial Students will write first draft of editorial with focus on solid thesis statement and gathering evidence to support it, including information that contradicts or opposes position so they may acknowledge and overcome opposing viewpoints. Editorial should include both appeals to logic and emotion. Lesson 20: Editing and Proofreading Persuasive Writing Students will exchange rough drafts of editorials with peers and offer comments on strengths and weaknesses on feedback form. Meet with teacher in a writing conference to receive additional input on writing. Lesson 21: Publishing and Presenting Editorials Students will use feedback from peers and teacher to create final draft of editorials. Students will submit editorials to newspaper or post on a website. Teacher Notes: Lessons will be developed to address learning needs of students as reflected in NJ ASK scores. Teacher discretion should be used to provide appropriate differentiation of activities based on variety of learning styles and needs of individual students in the classroom. Curriculum Development Resources: (Click the links below to access additional resources used to design this unit) How to cite Writing and Business Letter, Papers

Writing and Business Letter Free Essays

string(26) " complexity of the topic\." Oakley Public School Content Area: English Language Arts unit Title: Types of Nonfiction: Essays, Articles, and Speeches Grade Level: Ninth Grade unit Summary: This unit will revisit the genre of nonfiction with an emphasis on the reading of essays, articles, and speeches. The unit will reinforce the premise that the concepts and evidence presented by writers of nonfiction are factual, even though the writer may include anecdotes that are fictional, ideas that are personal, or language that is poetic. As the students read the samples of nonfiction included in this unit, they will come more proficient In recognizing the techniques of narrative, reflective, and persuasive writing. We will write a custom essay sample on Writing and Business Letter or any similar topic only for you Order Now Primary Interdisciplinary Connections: Social Studies Science Technology 21st Century Themes: Standard 9. 1 -21st Century Life Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. A. Critical Thinking and Problem Solving The ability to recognize a problem and apply critical thinking and problem-solving kills to solve the problem Is a lifelong skill that develops over time. B. Creatively and Innovation Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. D. Cross- Cultural understanding and Interpersonal Communication Effective communication skills convey intended meaning to others and assist in preventing misunderstandings. Unit Rationale: In order to become global thinkers with an astute awareness of the world around them, ninth grade students must be provided with the tools for reading nonfiction with comprehension and fluency. Teachers should still model active reading strategies In the high school classroom In order to assist the students In meaningful reading experiences and engage them In the reading process. Making connections when reading and identifying with authors and their chosen subject matter will help and science. When reading nonfiction, students must learn to separate fact from opinion and recognize a writer’s bias in order to make informed decisions about what they have read. By reading a variety of essays, article, and speeches, students should learn to identify a writer’s voice and recognize that authors write with a particular audience and purpose in mind. In turn, the students will learn to develop their own unique voice as they write for a variety of audiences and purposes themselves. Learning Targets Standards : Reading for Informational Text (RI): Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, and Range of Reading and Level of Text Complexity. Writing (W): Text Types and Purposes, Production and Distribution of Writing, Research to Build and Present Knowledge, and Range of Writing Speaking Listening (SSL): Comprehension and Collaboration, and Presentation of Knowledge ND Ideas. Language (L): Conventions of Standard English and Vocabulary Acquisition and Use. ICP Number Cumulative Progress Indicator (ICP) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ERR Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ERR Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ERR Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e. G. , how the language of a court opinion differs from that of a newspaper). ERR Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ERR Delineate and evaluate the argument and specific claims in a text, assessing whether he reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. ERR Analyze seminal U. S. Documents of historical and literary significance (e. G. , Washington’s Farewell Address, the Gettysburg Address, Roosevelt Four Freedoms speech, Kings â€Å"Letter from Birmingham Jail†), including how they address related themes and concepts. ROI By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. WI valid reasoning and relevant and sufficient evidence. A. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. B. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. C. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. E. Provide a concluding statement or section that follows from and supports the argument presented. WWW Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. A. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e. . , headings), graphics (e. G. Figures, tables), and multimedia when useful to aiding comprehension. B. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. C. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. D. Use precise language and domain-specific vocabulary to manage the complexity of the topic. You read "Writing and Business Letter" in category "Papers" E. Establish and maintain a formal style and objective tone while attending to the norms and inventions of the discipline in which they are writing. F. Provide a concluding statement or section that follows from and supports the information or explanation presented (e. G. , articulating implications or the significance of the topic). WWW Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WWW Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WWW Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology capacity to link to other information and to display information flexibly and dynamically. WWW Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Wool Write routinely over extended time frames (time for research, reflection, and revision) ND shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. SSL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. B. Work with peers to set rules for collegial discussions and decision-making (e. G. Informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed. C. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. D. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and , when warranted, qualify or Justify their own views and understanding and make new connections in light of the evidence and reasoning resented. SSL Integrate multiple sources of information presented in diverse media or formats (e. G. , visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SSL Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. SSL Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SSL Make strategic use of digital media (e. G. , textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SSL Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 on pages 54 for specific expectations. ) Al Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A. Use parallel structure. . Use various types of phrases (noun, verb, adjectival, adverbial, participial, repositioned, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. LO Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Use a semicolon (and perhaps a conjunctive adverb) to link two or m ore closely related independent clauses. B. Use a colon to introduce a list or quotation. C. Spell correctly. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more Lully when reading or listening. A. Write and edit work so that it conforms to the guidelines in a style manual (e. G. , MEAL Handbook, Turban’s Manual for Writers) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Interpret Figures of speech (e. G. , euphemism, oxymoron) in context and analyze their role in the text. . Analyze nuances in the meaning of words with similar denotations. LO Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and rarer readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Unit Essential Questions How does understanding a text ’s structure help me better understand its meaning? How does fluency affect comprehension? What do readers do when they do not understand everything in a text? Why do readers need to pay attention to a writer’s choice of words? How do readers construct meaning from text? How do good writers express themselves? How does process shape the writer’s product? How do writers develop a well written product? How do rules of language affect communication? Why does a writer choose a particular form of writing? Unit Enduring Understandings Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text. Fluent readers group words quickly to help them gain meaning from what they read. Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply Good readers compare, infer, synthesize, and make connections (text to text, text to world, text to self) to make text personally relevant and useful. Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts. Rules, conventions of language, help readers understand what is being communicated. A writer selects a form based on audience and purpose. Unit Learning Targets The students will . Read developmentally appropriate materials such as essays, articles, and speeches Understand literary heritage/movements as part of global tradition Analyze how arks reflect historical/social events and conditions Evaluate appropriateness of diction and figurative language Distinguish essential/nonessential information Differentiate fact vs.. Pinion Read and follow technical and instructional manuals Critique public documents Use rubric to evaluate writing of self/others Reflect on writing; set goals for improvement Critique published works for authenticity and credibility Write compelling openings and strong conclusions Use most effective writing format/strategy for purpose and audience Use variety of organizational strategies Demonstrate effective delivery strategies Make impromptu revisions based on audience feedback Use rubric to improve presentations Demonstrate appropriate listener response Identify propaganda and argument Evidence of Learning Summation Assessment (One day) Types of Nonfiction: Essays Articles Speeches Business Letter Editorial Formative Assessments: â€Å"Thinking About The Selection† Questions Teacher Observation of Whole Group and Small Group Discussion Response to Graphic Organizers Equipment Needed: Overhead Projector Overhead Transparencies of Graphic Organizers Chalkboard Teacher Resources: Ninth Grade New Jersey Penguin Edition, Prentice Hall Literature, 2007 Supplemental Lesson Plans Lesson Timeshare Lesson 1: Introducing Essays, Articles, and Speeches Teacher will introduce the definitions of essays, articles, and speeches and emphasize that the writer contributes more than information to nonfiction, but also contributes style, tone, perspective, and purpose through the writing. Teacher will explain differences among narrative, descriptive, expository, persuasive, and reflective essays. Students will read an essay and identify the author’s tone and purpose. One period Lesson 2: Main Idea and Supporting Details Teacher will introduce and model reading skill of finding main idea and supporting details in an essay. Students will read an essay and fill out an anticipation guide to perform a literary analysis of the author’s style. Teacher will guide students in recognition of author’s style as being formed through the diction, syntax, and tone of the writing. Two periods Lesson 3: Literary Analysis: the Expository Essay Teacher will guide students in recognizing an expository essay as a short piece of nonfiction that presents information, discusses ideas, or explains a process. Students should identify the writer’s technique of providing support as either description, comparison and contrast, or cause and effect. Teacher will guide students in reading an expository essay and ask guided reading questions to assist students in identifying main idea and supporting details. Teacher will guide students through reading a technical document and applying skill of identifying main idea and details to reading informational materials. Students will fill in a graphic organizer to identify information learned through diagrams, headings, labels, and other visual features. Two class periods Lesson 5: Biographical Writing Teacher will introduce biographical writing as a form of nonfiction in which a writer tells the life story of another person using factual information and interpreting these pieces of information. Teacher will guide students through reading of an excerpt from â€Å"A Lincoln Preface† by Carl Sandburg. Teacher will guide students in a discussion of what makes a great leader and students will analyze details from Lincoln life that fit the definition of a great leader. One class period Lesson 6: Writing a Business Letter Teacher will guide students in defining a business letter as a piece of resplendence that is written in the course of conducting business or professional matters. Teacher will emphasize qualities of a business letter including clarity, directness, courteousness, and format. Students will identify six parts of a business letter to include heading, inside address, greeting, body, closing, and signature. Students will read and analyze a sample business letter for these qualities. Lesson 7: Writing a Business Letter Students will brainstorm a list of purposes for writing a business letter and select an appropriate purpose for their own letter. Students will begin outlining contents of heir letter. Students will research address of company to which they will be writing and consider audience for their letter. Begin first draft of letter. Lesson 8: Writing a Business Letter Students will finish first draft of their business letter and exchange letter with a peer to proofread and edit. Peers will provide feedback on strengths and weaknesses of letter for revision purposes. Lesson 9: Writing a Business Letter Students will use feedback form to revise letter and write a final draft. Lesson 10: Persuasive Essay convince a reader to think or act in a particular way. Teacher will emphasize that the persuasive essay usually includes appeals to reason and/or appeals to emotion. Teacher will guide students through reading a persuasive essay and assist them in identifying the author’s motive and line of reasoning. Lesson 1 1: Persuasive Essay Students will read a persuasive essay independently and analyze passages as appealing to reason or emotion by creating a graphic organizer. Students will compare findings in small group and then share thoughts as a whole class. Lesson 12: Persuasive Speech Teachers will guide students in identifying a persuasive speech as one that tries o convince listeners to think or act in a certain way. Teacher will assist students in recognizing rhetorical devices including parallelism, restatement, repetition, and analogy. Teachers will guide students through reading and listening to Martin Luther King, Jar. ‘s â€Å"l Have a Dream† speech. Lesson 13: Persuasive Speech Students will identify examples of restatement, repetition, parallelism, and analogy in Martin Luther King, Jar. ‘s â€Å"l Have a Dream† speech by filling out a graphic organizer. Lesson 14: Persuasive Speech Students will apply skills they have learned for listening to author’s purpose and heterocyclic devices in persuasive speech to Franklin Delano Roosevelt â€Å"First Inaugural Address. Lesson 1 5: Humorous Essay Teacher will guide students in recognizing a humorous essay as a form of nonfiction writing intended to make the reader laugh. Teacher will emphasize the humorous writer’s use of hyperbole, understatement, and comic diction as effective techniques. Teacher will guide students in reading of â€Å"The Talk† by Gary Sotto. Lesson 16: Humorous Essay Students will apply skills they have learned for reading a humorous essay to organizer with samples of hyperbole, understatement, and comic diction found in say and share findings as a whole class. Lesson 17: Writing to Persuade: The Editorial Students will read sample editorials and recognize the format as one decisive and public way to take a stand on an issue. Students will brainstorm a list of issues that confront the school or community about which they may choose to write. Lesson 18: Planning an Editorial Students will plan an outline for their editorial to include a clear thesis statement, evidence that supports their argument and anticipates the reader’s counterarguments, effective organization, and persuasive language. Students will egging first drafts of editorials. Lesson 19: Writing an Editorial Students will write first draft of editorial with focus on solid thesis statement and gathering evidence to support it, including information that contradicts or opposes position so they may acknowledge and overcome opposing viewpoints. Editorial should include both appeals to logic and emotion. Lesson 20: Editing and Proofreading Persuasive Writing Students will exchange rough drafts of editorials with peers and offer comments on strengths and weaknesses on feedback form. Meet with teacher in a writing conference to receive additional input on writing. Lesson 21: Publishing and Presenting Editorials Students will use feedback from peers and teacher to create final draft of editorials. Students will submit editorials to newspaper or post on a website. Teacher Notes: Lessons will be developed to address learning needs of students as reflected in NJ ASK scores. Teacher discretion should be used to provide appropriate differentiation of activities based on variety of learning styles and needs of individual students in the classroom. Curriculum Development Resources: (Click the links below to access additional resources used to design this unit) How to cite Writing and Business Letter, Papers