Outrageous Argumentative Writing Tips

Outrageous Argumentative Writing Tips Writing may be one of the most troublesome things to do, if not the toughest for many students. Because our writing today is going to be a shorter piece and because it is going to be the students first time doing argumentative writing, I need to supply them with a very good model. In any event, your essay is going to have the exact standard format and structure. The college essays must be organized in the particular format and design based on the instructions given. Argumentative Writing - Dead or Alive? Be clear about what sort of argument you're making in argumentative writing. Sum up the primary points and main arguments that you're going to support or refute. The target of an argument isn't to attack your opponent or maybe to impress your audience. It is very important to reinforce the key points in the conclusion sensibly. In case you're not sure it's far better to ask again or check with a person who got similar endeavor. Students may effectively defend their claim with reasoning and evidence that's clear, original and compelling, in place of obvious and vague. Strong language and robust evidence are expected to make the readers agree on what's being said by the writer in the whole essay. For this reason, you don't need to give up that easily in the event you find it really hard to handle persuasive writing. Persuasive essay writing is a strong pedagogical tool for teaching argumentation abilities. Write the introduction you can Now sit down to begin writing your essay. Writing an essay is a typical task given to each student in college. An essay may have a lot of intentions, but the fundamental structure of all sort of essays will be same. Us with your assignment rubric, you can be certain they will be dealt with confidentially once you furnish. The structure of the essay is still the exact same generally in the majority of the kinds of essays. In the event that you should compose an extremely general essay, for instance, about capital. Consequently, students may think of different thesis for unique themes to compose essays on hamlet. You could be writing an argumentative essay to argue for a specific point of view or to may do a persuasive essay to spell out the steps necessary to finish a job. Initially, you might want to write down points about your topic when you start to examine it. The collection of the topic ought to depend on your interest because it's essential that you maintain your interest throughout the technology essays writing. Copywriting jobs are among the lucratively paid copywriting work in the world these days. Content writing jobs are readily available through the net and one can so do a content writing job from the boundaries of the house. For that you should do lots of research from various websites i.e. Essay writing services U.S.A.. Our writing service has an effective privacy policy. For instance, one tension in relationships is known as predictability vs. novelty. The persuasive essay is about changing somebody's mind. An argumentative essay presents either side of a problem. While our writers always have it appropriate the exact very first time, there are a couple of circumstances where the submitted article demands a few changes. When you imitate the job written by somebody else and move it as your individual it's generally referred to as plagiarism. If you're feeling unsure at any stage, you should decide on low-cost essay writing services readily available online as opposed to risking for any error. Though, there aren't any hard and fast rules about how to compose an academic paper, by following a couple of precise practices, information and mindset, you can assemble an uncomplicated, trustworthy technique of producing quality academic papers with at least hassle and pressure. The Dirty Facts About Argumentative Writing An academic paper demands careful maturation of the proposed research statement. It would be useful to have an outline according to which you are able to do the job. Analyze your findings Once you've gathered information, you can begin to analyze what you've found.

Susan B. Anthony s Speech On Women s Rights - 948 Words

Susan B. Anthony is considered one of the most influential female characters in the history of the United States, mainly, for her leading role in ending discrimination against women. Moreover, Susan’s arrest for casting an illegal vote in the presidential election of 1872 fueled her even more to fight for women’s rights until her last breath. As a result of this indictment, Susan gave her phenomenal speech on women’s right to vote, that did not only play a major role in ending discrimination against women, but also leaving its prints on the Constitution of the United States. Throughout her speech, Susan uses Aristotelian appeals, which are logos, ethos and pathos, to deliver her message in a dominant and impactful way, which successfully changed the minds of most, if not all, Americans who previously viewed women as inferior. The phraseology mentioned in Susan’s speech was exceedingly powerful and emotionally loaded that it was able to actuate certain emot ions. These words were cable of immersing the audience, mainly the male citizen, in the exact same situation as women; and as a result, being sympathizing with them. Susan dramatizes the society in which men treat women as â€Å"an odious aristocracy† and â€Å"[the most] hateful oligarchy of sex †¦ ever established on the face of the globe† She then implies that this type of government â€Å"which makes father, brothers, husband, sons the oligarchs over the mother and sisters, the wife and daughters† cannot be endured, since women areShow MoreRelatedThe Heroic Of Women Rights807 Words   |  4 PagesThe Heroic of Women Rights In the early eighteen century in Canajoharie New York, Susan B. Anthony, a teacher discovered that men and women have different hourly wages. This commotion made Susan B. Anthony and other female to join the â€Å"teacher union to fight for equal wages.† (â€Å"SusanBAnthony† par.5) Nevertheless there was one problem, - Susan B Anthony continued to fight for the teacher union actively but she had to end her career as a teacher. Under the circumstances, Susan B Anthony had taken a roleRead MoreSusan B. Anthony : An American Icon1462 Words   |  6 PagesSusan B. Anthony Susan B. Anthony was a born a fighter she never stopped protesting the morally incorrect in her first years to her last she fought for equality. Susan B. Anthony is an American icon known for her work with the Women Suffrage Movement she influenced the American culture and brought all American women a better future. Her legacy sculpted feminism and helped the community pave the way to equality. Susan B. Anthony was born an activist her family being involved in the Anti-SlaveryRead MoreThe Journey Of Susan B. Anthony1088 Words   |  5 PagesDare to Vote: The Journey of Susan B. Anthony Susan B. Anthony entered the juryless courtroom. A judge sat before her. Just shortly after she arrived, Anthony said, â€Å"I have many things to say. My every right, constitutional, civil, political and judicial has been tramped upon. I have not only had no jury of my peers, but I have had no jury at all† (ecssba.rutgers.edu). Anthony stressed that the laws were not fair only because they were created by men. The courtroom tensed as she made more pointsRead MoreHistorical Female Leaders Exhibiting Civil Disobedience1295 Words   |  6 PagesHistorical Female Leaders exhibiting Civil Disobedience Susan B. Anthony lived in a time, 1820-1906, that lacked equality. Thus, She dedicated most of her life’s time to social issues (Susan B. Anthony†). Anthony was known in history as a suffragist and Women’s Rights activist and is recognized for her demonstration of nonviolent resistance also known as civil disobedience. Civil Disobedience is the refusal to obey governmental demands or commands especially as a nonviolent and usually collectiveRead MoreSusan B. Anthony s Speech826 Words   |  4 Pagesyears for women to get the same rights as men after Susan B. Anthony gave her speech? After knowing that it took so many years for that happen, people might start thinking that Anthony’s speech was not effective or she wasn’t able to convince women to fight for their rights. No, that wasn’t a reason for the delay and in fact her speech was very effective. It just took a long period of time for congress to pass the bill that would allow women to vot e and hold an office. Susan B. Anthony’s speech â€Å"On womenRead MoreCult of True Womanhood: Womens Suffrage1299 Words   |  6 PagesIn the 1840’s, most of American women were beginning to become agitated by the morals and values that were expected of womanhood. â€Å"Historians have named this the ’Cult of True Womanhood’: that is, the idea that the only ‘true’ woman was a pious, submissive wife and mother concerned exclusively with home and family† (History.com). Voting was only the right of men, but women were on the brink to let their voices be heard. Women pioneers such as Elizabeth Cady Stanton and Lucretia Mott wrote elevenRead MoreFeminism : The Advocacy Of Women s Rights On The Basis Of Equality1645 Words   |  7 Pages- the advocacy of women s rights on the basis of the equality of the sexes.† Throughout history women have been perceived as these docile,fragile,and inferior type of people. Men were supposed to b e the ones in charge and women were meant to follow along. These women back in the day were conditioned to believe that their place was at home being a good little housewife to their husbands. Women’s thoughts and opinions did not hold the same value as that of a man. There were women that were just fineRead MoreSusan B Anthony In The Womens Suffrage Movement1295 Words   |  6 PagesSusan B. Anthony In The Women’s Suffrage Movement The crucial process of slavery was the biggest economic salvation in the United States for hundreds of years. With time, many evangelical Americans began to emphasize the struggling lives of slaves in order for them to be saved through the grace of their mighty God. In the early 1800s, the Second Great Awakening rose to power to acknowledge the slaves and their rights as children of God. During the Civil War (1861-1865), the Abolitionist MovementRead MoreBetty Friedan s The Feminine Mystique1099 Words   |  5 Pagesprominently know for her activism, she was also a writer. She used her passion for writing and fight for equal rights and wrote the best-selling book, The Feminine Mystique. This book looks to fight against â€Å"the feminine mystique,† which convinces women that to be a fulfilled woman they must be sexual passive, be dominated by males, and act as a maternal and nurturing type of lover. The argument is women are unable to satisfy themselves or their husbands not because of any sexual problems, but due to theRead More`` What Is A Hero Without Love For Mankind `` By Doris Lessing1559 Words   |  7 Pagespursuit of reform, and those who are passionate about their work are the worthy, deserving heroes. In the aspect of encompassing said traits, Susan B. Anthony is the definition of a worthy hero. In 1820, Susan B. Anthony was born in Adams, Massachusetts, to Daniel and Lucy Anthony. Raised as a Liberal Quaker with sharp features and beliefs, Susan B. Anthony was prompted by her parents to be hard-working, confident, and self-sufficient. In 1846, she moved to Canajoharie, New York, where she accepted

Mental State Exam Process

Question: Discuss about the Mental State Exam Process. Answer: Introduction: According to Mental State Exam (MSE), the thought form or process is the formation of thoughts that are logical and consistent (Akiskal 2016). These thoughts are inferred through a persons expression of ideas and speech. There are many characteristics that help to study the thought form in a person. Firstly, the person makes comments that are highly irrelevant showing derailment or loose associations. Secondly, there is tangible thinking or flight of ideas that shows change of topics. Thirdly, there is circumstantial thinking reflecting extreme vagueness. Fourthly, the person use nonsense words and use of halted speech. There is also blocking or thought racing (Arevalo?Rodriguez et al. 2015). The evaluation of a persons thinking according to their thought nature or content. It is characterized by delusions like the false beliefs are rigidly held that are not consistent or relevant to a persons background (Hom et al. 2015). They have unreasonable belief or overvalued ideas. They are preoccupied and experience depressive thoughts. They are inclined to homicidal ideation, aggression, self-harm or suicidal attitude. They have repetitive thoughts about a catastrophic outcome accompanied by compulsive behavior. They also suffer from having heightened or generalized anxiety with unexplained reasons (Haller et al. 2014). In the given case study, Annabelle showed disturbances in her thought content and form. She wringed her hands and paced showing that she is in constant danger or fear indicating anxiety. While interviewing her, she frequently interrupted and changed topic showing tangential thinking signifying problems in thought form. During the interview, she smiled, muttered and said that it is in her veins showing sores on her arms that she was constantly picking up indicating self harm. She also showed derailment or loose associations with the reality when she changed her topic from sores on her arms to falling of the planet. She showed sudden disappointment and sob in distress saying that the children are getting hurt that indicated obsession about a catastrophic outcome. According to MSE, perceptions are sensory experiences that include disturbances like hallucinations, illusions or dissociative characters (Fnelon 2013). The screening is important to detect mental health conditions like mood disorders, severe anxiety or psychosis. The auditory hallucinations are widely known in which a person does self talk or hear inner voice. A person also hears instructive voices telling them to do something. In some cases, hallucinations are accompanied by extreme distress or fear. Illusions are also experienced in which a person perceives things in an unusual or unrealistic manner. The dissociative symptoms consist of the depersonalization and derealization in which a person feels that the surrounding objects are not real and feels detached from one respectively. In the given case study, Annabelle has disturbances in both visual and auditory senses experiencing hallucinations with false auditory and visual perceptions. During the interview with her mother, she stared at the ceiling and then shouted in distress saying shut up as if she heard a loud noise. Again she looked up at the ceiling she could hear children being hurt and on hearing that she slumped to the floor shouting in distress. This is related to auditory hallucinations experienced by Annabelle. In the meanwhile, she stopped screaming and slides down the hall saying to forgive her and she does not mean to hurt anyone. As said by her mother, she locked herself in the room and spoke to herself indicating auditory hallucination in which she could hear voices talking to her. She also showed dissociative symptoms as she locked herself in the room showing loose associations with her family and friends. Her looking at the ceiling terrified indicates that she experienced visual hallucinati ons. The affect and mood are one of the domains that are assessed during the mental state examination (Cumming et al. 2013). According to MSE, relationship between mood and emotional effect is like the weather and the season. The emotional experiences of a person over a prolonged period of time are defined as mood (Godefroy et al. 2011). The affects is defined as the immediate response or expressions related to emotions. The mood can be explained by happiness in terms of lowered, elevated, depressed or ecstatic. The irritability could be explained by explosive or calmness. Stability also defines mood of a person. A patient describes mood in their own words in terms like anxious, angry, euphoric or apathetic. Affect is the non verbal form of behavior described by apparent emotions conveyed by a person. It could be measured by many parameters like range, reactivity, intensity, mobility or in terms of appropriateness. It may also be described by the range in terms of flat, blunt, restricted or expansive. The appropriateness is assessed in terms of congruence, inappropriateness or appropriateness. The labile or stable with regard to stability defines affect (Andreassi 2013). Annabelles mood is very fluctuating and there are disparities in the range and intensity of her effect. She showed extreme sadness and distress while she was brought to the Emergency Department. At the first instance, she showed pangs of fear while she was pacing down the corridor and wringed her wrist. Her gaze and manner ranged from fear to being hostile. Her intensity of the effect is incongruous as she was not in harmony with her surroundings. She also showed flat or heightened intensity describing her range of effect. At times she showed heightened range while looking at the ceiling intensely, sweating palms and dilated pupils. And the next moment she was blunt showing reduction in the range effect. During her interview, she approached with a smile indicating happy mood and the next moment she looked terrified. She showed explosive mood while she denotes that she could hear childrens voices seeking help. She was unstable as she could not sit still for a while and was incongruent towards the older women trying to relax her. Abnormalities in terms of activity that includes abnormal movements, level of activity in a person, arousal and observations of the patients eye movements (Andreassi 2013). The attention to ones behavior is important during an examination especially to non verbal communication. The MSE examination provides information about Annabelles emotional attitude, behavior and her appearance. Annabelles behavior was quiet weird. When she arrived she was odd in her dressing. She was dishevelled and dirty. Initially after entering the cubicle she appeared to be scared, terrified with sweating palms and showed a feeling of suspicion. Her behavior was confusing as in one moment she smiled and then muttered in herself in the next moment. Her behavior demonstrated a tendency of self harm as wringed her wrist and picked up sores in her hand. Movement of her eyes was denoting a state of heightened level of anxiety. She had difficulty in concentrating over one thing as she was switching topics before any of it could be well understood or interpreted. Moreover her speech was disorganized that made the communication with her more difficult. It was clearly evident that the client had distorted perception. After arriving the cubicle her behavior changed into several forms and her face expressed variety of feelings from happy, sad, depressed, stress, despair, and furious. Her sudden tr ansition to aggressive and agitated form by screaming and sliding down the wall was irrational. Again transforming soon into distressed and despair girl crying for hurting children without any explaining were clear symptoms of psychosis. Her behavior and responses were suspicious. It was not realistic as she appeared to feel, see, hear things that were not existing. Whatever she spoke was completely disorganized and appeared to based on false beliefs. Either she was hyperresponsive or unresponsive. Overall her behavior was odd and erratic which indicated her experiencing hallucinations, delusions which are the clear symptoms of psychosis. References Akiskal, H.S., 2016. The mental status examination. InThe Medical Basis of Psychiatry(pp. 3-16). Springer New York. Andreassi, J.L., 2013.Psychophysiology: Human behavior physiological response. Psychology Press. Arevalo?Rodriguez, I., Smailagic, N., Roqu i Figuls, M., Ciapponi, A., Sanchez?Perez, E., Giannakou, A., Pedraza, O.L., Bonfill Cosp, X. and Cullum, S., 2015. Mini?Mental State Examination (MMSE) for the detection of Alzheimer's disease and other dementias in people with mild cognitive impairment (MCI).The Cochrane Library. Cumming, T.B., Churilov, L., Lindn, T. and Bernhardt, J., 2013. Montreal Cognitive Assessment and MiniMental State Examination are both valid cognitive tools in stroke.Acta Neurologica Scandinavica,128(2), pp.122-129. Fnelon, G., 2013. Hallucinations associated with neurological disorders and sensory loss. InThe Neuroscience of Hallucinations(pp. 59-83). Springer New York. Godefroy, O., Fickl, A., Roussel, M., Auribault, C., Bugnicourt, J.M., Lamy, C., Canaple, S. and Petitnicolas, G., 2011. Is the Montreal Cognitive Assessment superior to the Mini-Mental State Examination to detect poststroke cognitive impairment? A study with neuropsychological evaluation.Stroke,42(6), pp.1712-1716. Haller, H., Cramer, H., Lauche, R., Gass, F. and Dobos, G.J., 2014. The prevalence and burden of subthreshold generalized anxiety disorder: a systematic review.BMC psychiatry,14(1), p.1. Hom, M.A., Stanley, I.H. and Joiner, T.E., 2015. Evaluating factors and interventions that influence help-seeking and mental health service utilization among suicidal individuals: a review of the literature.Clinical psychology review,40, pp.28-39.

Social Justice in Education

Justice in every contemporary society is a matter of concern. Social justice as advocated by the human rights is focused towards ensuring that human rights are equally available to all persons regardless of their ethnic origins, religions, social status and gender (Gigacz, 2007). Religious institutions and schools are then mandated to ensure that schools have included social justice education in their curriculum. The purpose of teaching justice in schools is deeply rooted in the religious teachings (Mananzan, 2002).Advertising We will write a custom essay sample on Social Justice in Education specifically for you for only $16.05 $11/page Learn More The education pertaining to justice subsists to promote and encourage fairness both in schools and in the community. In the New Testament, the Bible through the Christ teachings emphasises on the agape love as justice that goes beyond mere relationship with our friends but with our enemies (Groome, 1997). Ther efore, by maintaining a clear distinction between the education about justice in the classroom and offering various channels of justice execution in the wider school environment is a crucial step towards realizing social justice in the school environment and the community as a whole. With a clear distinction between justice taught in class and justice allowed to thrive in the school environments, teachers can be able to observe how their students perceive and response to social injustices in the society and within the school set up. Through this, students’ behaviours and responses to ethnicity, religions, social status and gender can be closely monitored. This practise then mandates that the school administration provides channels and means through which social justice and fairness can flourish. They are then expected to put relentless effort to counterbalance all tendencies trying to sideline all the marginalized members within the school environment. As such, the school pol icies and strategies should be, free of gender, religious, social status and ethnic biases. This approach will ultimately lead to better appreciation of the minority students. In mono-cultural education, the fellow students and teachers usually look down upon minority students (Mananzan, 2002). However, by clearly differentiating between educating about justice in the classroom and offering the establishment of justice, teachers will promote the acceptance of cultural diversity. Tuohy in his writings illustrates how the catholic teachings promote and advocate thoughts and actions in their social teachings (Tuohy, 2005). Similarly By outlining the distinction between the forms of justice in the classroom set-up and offering the execution of justice in the wider school environment, students should not only depend on their teachers’ opinions, but also equally develop their own opinions in this regard.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Tuohy suggest that the world of thought inspired from class work introduces the students to values, principles and ideas that guide them in their daily activities. Likewise the world of actions demands that the principles and ideas learnt in class must be translated practically into the students lives (Tuohy, 2005). By doing so, students will demonstrate that they are respectable thinking beings. Through their class-derived knowledge on social justice, they can examine their own identities in the environment in a just manner. Similarly, by allowing students to learn on their own, we let them to have multiple viewpoints in solving different issues affecting them. Therefore, through the effective appreciation of social justice by students and their teachers, we not only differentiate between the justice taught in class and the justice formed within our settings, but also understand that every person can on their own develop a nd engage with others in a free and just society. With a clear distinction, teachers and the school staff will not only teach their students, but will also serve them by acting as role models. This implies that teachers must demonstrate to students through words and actions the importance of being just by respecting, caring and loving them. Through these acts, teachers will initiate and spark critical thinking and curiosity among their students. The failure to differentiate between the justices taught in the classroom and practiced justice means that we have introduced academic aspects in the social justice education (Mananzan, 2002). With a clear distinction between the two, students would not only put into practice what they have learnt in class, but would also have the chance to understand their real world challenges. Some teachers only focus on teaching their students the social education without emphasizing on the practical justice experiences challenging students such as gende r and racial discrimination. With such teaching methodologies, students will only major on cramming their class work for passing their exams. Normally student under the guidance of such teachers adopt poor social skills (Mananzan, 2002). All types of education including social justice are geared towards making a difference in students’ lives both in school and outside the community (Mananzan, 2002).Advertising We will write a custom essay sample on Social Justice in Education specifically for you for only $16.05 $11/page Learn More It must engender transformative approaches by students, teachers and the community at large. To achieve this cause, social justice education should not only be taught in class, but also be allowed to thrive through practical actions in classrooms, school environment and in the society. This calls for students to be critical, analyze the world from their own perspective, and take actions as per their insights (Mananzan, 2002). As Tuohy suggest, School religious education aims at promoting ethical thinking and actions in the society. In this regard, students are introduced to ethical ideas, values and principles aimed at promoting just behaviours both in school and in the society (Tuohy, 2005). By actions, these students are supposed to demonstrate practically what they have learnt in class. The school as a centre where concepts are develop and conveyed means that religious teachings through clear distinction of forms of justice will be refined. By clearly differentiating between the educations about justice in the classroom and offering the formation for justice in the wider school environment, we encourage students to embrace both Bibliotherapy and case studies (Ferreira, 2008). The Bibliotherapy process allows students to solve their problems through reading class books and other relevant articles. There are several religious books and articles available in our schools. When students assess thes e articles, they are encouraged to become more morally upright and just as the religious education permits. Similarly, through case studies, students stimulate and initiate their own critical thinking to help them in solving their day-to-day problems. In this regard, teachers encourage their students to collect data about social injustices in the society. This data, relative to their moral issues, undergoes critical examination and analysis. Like the previous method, this method permits students to learn acceptable morals and encourages them to uphold justice in their daily endeavours. Thus, the two methods equally contribute to the refining of the religious education in our schools. To highlight the concept taught in the Bible and other religious books, religious education aims at instilling favourable behaviours and habits in students’ lives through teachings of peace and social justice (Groome, 1997). Social justice education permits just and fair environment in our societ y. This implies that through the learning and application of social justice between the students and school workforce, students are moulded into morally upright and just individuals. All these attributes as advocated in religious education imply that students are not only going to enjoy their religious lessons, but also comprehend the message passed by these lessons and employ it bettering themselves.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More In addition, the emphasis of actions and reflection in these teaching approaches such as need for a critical reflection is eminent as constituted by several religious teachings and ministries (Mananzan, 2002). To ensure the continuation of the work on justice, teachers will conduct further research to understand the background culture of their students hence unmasking their personal insights and prejudices against other cultures and religions. As a result, the teachers will have a preview of those who suffer from injustices including their minority students. In the course of this process, our instincts and guilt are going to convict us to live morally upright and justified lives as advocated by the religious lessons in our schools. Religious education emphasizes on social justice, and a moral society implies that social justice should be design in such a manner as to promote and allow justice to prevail among school set-ups. Likewise, religious lessons and most religious articles en courage readers to maintain a healthy and good relationship with the authorities (Tuohy, 2005). Thus, through the clear distinction of the taught form of justice and the created justice, students learn and foster good relationships among themselves, teachers and the community members. In this regard, the students will have refined their religious lessons teachings and values. References Ferreira, J. (2008). Today’s Catholic Teacher, Essential teaching strategies that facilitate student moral development (pp. 78-83.). no city of publication: no puplisher. Gigacz, S. (2007). â€Å"’See, judge, act’ more than truth by consensus† in Eureka Street. No city of publication: no puplisher. Groome, T. (1997). The church’s ministry of justice and peace. In Sharing faith. San Francisco: HarperSanFrancisco.. Mananzan, M. (2002). Globalisation and the perennial question of justice. In Spiritual  questions for the Twenty-first century. New York: M.H. (Ed), Orbi s. Tuohy, D. (2005). Catholic social teaching in action. Tuohy, D. (2005). Catholic social teaching in education. In Molloy. C. (Ed) (pp. 113-127 ). Dublin: Columba Press.. This essay on Social Justice in Education was written and submitted by user Selah Vang to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.