Writing Young Adult Fiction An Editor’s Guide to Awesome YA

Writing Young Adult Fiction An Editor’s Guide to Awesome YA Writing Young Adult Fiction: An Editor’s Guide to Awesome YA Last updated: 04/12/2018Young Adult is perhaps the largest category of new fiction today. Or, to put it another way, writing young adult fiction seems to be at an all-time high. There’s something about adolescence - coming of age, first loves, first triumphs, loss of innocence - that makes it the perfect backdrop for raw, honest storytelling. No matter how far we get away from them in time, the memories of our teenage years tend to remain fresh.Kate Angelella is an experienced YA editor, formerly of Simon Schuster. She has edited a number of popular series including Nancy Drew and The Hardy Boys. In this post, she shares her top tips for writing Young Adult fiction. 1. Don’t think of YA as ‘adult fiction that’s been dumbed-down’Some of my favorite YA novelists are accidental children’s book authors. YA pioneer Francesca Lia Block - and author/maven of some of the most lyrical prose you’ll find this side of Gabriel Garcà ­a Mrquez - is a fine example. She did not intend to write her cult classic Weetzie Bat series as children’s books, but Weetzie was destined to be a YA protagonist for the ages, doing and saying things while she came of age that would make Holden Caulfield blush, and the rest of us rejoice.Though your character’s voice should be authentic to her identity and life experience, you never have to (and never should) simplify the language, story, or style choices in your novel in order to talk down to teen readers. YA authors should aspire to write at least as well as they would for adult fiction- and there are innumerable examples of YA fiction that outshine even the prettiest prose adult lit-fic has to offer. #YA Tip 1: Young Adult isn't just dumbed-down mainstream fiction. 2. Make sure your characters are the right ageDisney's adaptation of 'The Princess Diaries'Cabot also employs repetition to communicate her main character, Mia’s voice. Note in the first paragraph how two sentences in a row begin with â€Å"he’s cool if† and the next several sentences begin with â€Å"he’s NOT so cool if.†He’s cool if you’re Lilly Moscovitz.He’s cool if you’re good at Algebra†¦.He’s not so cool if you’re flunking Algebra, like me.He’s not so cool if he makes you stay after school†¦.He’s not so cool if he calls your mother†¦then ASKS HER OUT.And he’s not so cool if he’s sticking his tongue in your mom’s mouth.Almost as though she’s ticking items off a list. Through the repetition, you can feel her attitude. There is some snarkiness and drama present here, but note that it’s not off-putting or snarky to the point of meanness or cr uelty, which would make us dislike her. Mia is pretty justified in feeling what she’s feeling here, and she’s not overly sarcastic. There are a few places where Cabot uses caps lock to get across Mia’s dramatic nature, but she’s not so ridiculous that we’re rolling our eyes.The next example is from the opening of MT Anderson’s Feed.We went to the moon to have fun, but the moon turned out to completely suck.We went on a Friday, because there was shit-all to do at home. It was the beginning of spring break. Everything at home was boring. Link Arwaker was like, â€Å"I’m so null,† and Marty was like, â€Å"I’m null too, unit,† but I mean we were all pretty null, because for the last like hour we’d been playing with three uninsulated wires that were coming out of the wall. We were trying to ride shocks off them. So Marty told us there was this fun place for lo-grav on the moon. Lo-grav can be kind of stupid, bu t this was supposed to be good.Probably one of my favorite first lines in any book, ever. We went to the moon to have fun, but the moon turned out to completely suck. What does this sentence say about the main character, Titus, and the world he lives in?The language is casual like in Cabot’s example, but there’s a different feel to this voice. While Mia’s voice felt a bit dramatic, Titus seems just the opposite. â€Å"Shit-all† to do. Boring. Stupid. Without it being stated outright, Titus comes across as kind of apathetic and impassive. And though there are some words in there that Anderson has made up (null, unit) we are able to understand through context and tone that these words, too, are adding to the generally cool, dispassionate feel of Titus’ voice.The last example comes from the opening chapter of The Hate U Give by Angie Thomas, which hit #1 on the New York Times Bestseller list its first week out. It’s a novel that explores police brutality and systemic racism in America.We break out the crowd. Big D’s house is packed wall-to-wall. I’ve always heard that everybody and their momma comes to his spring break parties- well, everybody except me- but damn, I didn’t know it would be this many people. Girls wear their hair colored, curled, laid, and slayed. Got me feeling basic as hell with my ponytail. Guys in their freshest kicks and sagging pants grind so close to girls they just about need condoms. My nana likes to say that spring brings love, but it promises babies in the winter. I wouldn’t be surprised if a lot of them are conceived the night of Big D’s party. He always has it on the Friday of spring break because you need Saturday to recover and Sunday to repent.Starr is the narrator: her voice is thick on the page. Take the sentence: Girls wear their hair colored, curled, laid, and slayed. You can feel the rhythm, the cadence of these words. Word choices like â€Å"mommaâ €  and â€Å"everybody.† Slang like â€Å"kicks† and â€Å"basic,† â€Å"laid and slayed.† From this paragraph, I can tell that Starr is very matter-of-fact. There’s no room for sarcasm or dramatics or even apathy, as in the other examples I’ve read from today. She’s telling it like it is, no frills. No fuss.In all of these examples, see how the punctuation (or lack of punctuation) and sentence-and-paragraph length play a role in the feel of a voice too. #YA Tip 5: Try to nail your protagonist's way of speaking (and don't try to make 'Fetch' happen) 6. Don't write around heavy subject matterOne of the most common statements I hear in my freelance career? â€Å"My main character is a teen, but I don’t think my novel is YA because the content is too dark.†Now I’m not saying that no subject matter is too dark for the YA market (my husband, J.R. Angelella, did a superb job of showcasing that too dark can be an actual thing with his first novel, Zombie). But I will say this: remember that your target audience is experiencing sex, drugs, bad language, and all the other Big Bads you might dream up in their everyday lives, whether they are active participants or not; writing about the teen experience is what YA is all about.So long as you’re writing with purpose (and not just writing to be edgy), embracing heavy subject matter is essential when writing a YA novel that is both authentic and relatable. #YA Tip 6: Embrace heavy subject matter if you want to write a relatable YA novel. @kateangelella 7. Don’t write into trendsIt can be difficult to avoid the temptation of choosing your subject matter based on the latest Publisher’s Marketplace deal that just sold at auction for a â€Å"major deal.† But the truth is, trends in YA are fickle. By the time you get around to shopping your novel, the trend may have already passed.The surefire way to ensure that an agent, editor, or reader will fall madly in love with your book is to write about something that lights you on fire. Something you wake up every day ecstatic to write, regardless of the topic’s trend status. Your passion and originality will come through, and there is nothing more infectious."When reviewing YA submissions,† says Melissa Nasson, Associate Agent for Rubin Pfeffer Content, â€Å"one of my biggest gripes is when I start reading and immediately feel that I've read something similar before. Originality is so important, so when I sense that an author is trying to emulate Suzanne Co llins or Veronica Roth rather than telling their own story, it makes me less inclined to continue reading†¦. if I find the manuscript too familiar, then editors (and eventually readers) certainly will too." #YA Tip 7: Don't write into trends. When  you get to shopping your novel, the trend may have already passed 8. Papa, don’t preachSome call it preaching, some call it didacticism. Whatever you call it, whatever you do, please don’t talk down to your YA reader.By this, I mean that you should never set your main character up to take a fall simply to teach him or her a thing or two. Not only will your teen reader smell the fakey-fake lesson cooking in your prose a mile off, but your YA novel will also suffer for it. Because writing YA is not about the result at the novel’s conclusion; it’s about the journey, about finding the center of your character’s emotional truth to present a very real, very relatable human being who is currently in flux, and figuring things out.YA readers deserve your emotional honesty. They deserve authentic, emotionally resonant characters that serve to show them they aren’t alone, not characters who are being used as tools to sell moral high ground or life lessons. #YA Tip 8: Don't try to 'teach your reader a lesson'. Teens can smell that a mile off. @kateangelella To learn more about how to write a young adult novel, check out Kate's FREE course on Reedsy Learning,  The Ten Commandments of Writing YA Novels.Are you an author of fiction for teen readers? Do you have any questions about the art of writing young adult fiction, drop Kate a message in the comments below.

Principles of Newtons Law of Gravity

Principles of Newtons Law of Gravity Newtons law of gravity defines the attractive force between all objects that possess mass. Understanding the law of gravity, one of the fundamental forces of physics, offers profound insights into the way our universe functions. The Proverbial Apple The famous story that Isaac Newton came up with the idea for the law of gravity by having an apple fall on his head is not true, although he did begin thinking about the issue on his mothers farm when he saw an apple fall from a tree. He wondered if the same force at work on the apple was also at work on the moon. If so, why did the apple fall to the Earth and not the moon? Along with his Three Laws of Motion, Newton also outlined his law of gravity in the 1687 book Philosophiae naturalis principia mathematica (Mathematical Principles of Natural Philosophy), which is generally referred to as the Principia. Johannes Kepler (German physicist, 1571-1630) had developed three laws governing the motion of the five then-known planets. He did not have a theoretical model for the principles governing this movement, but rather achieved them through trial and error over the course of his studies. Newtons work, nearly a century later, was to take the laws of motion he had developed and applied them to planetary motion to develop a rigorous mathematical framework for this planetary motion. Gravitational Forces Newton eventually came to the conclusion that, in fact, the apple and the moon were influenced by the same force. He named that force gravitation (or gravity) after the Latin word gravitas which literally translates into heaviness or weight. In the Principia, Newton defined the force of gravity in the following way (translated from the Latin): Every particle of matter in the universe attracts every other particle with a force that is directly proportional to the product of the masses of the particles and inversely proportional to the square of the distance between them. Mathematically, this translates into the force equation: FG Gm1m2/r2 In this equation, the quantities are defined as: Fg The force of gravity (typically in newtons)G The gravitational constant, which adds the proper level of proportionality to the equation. The value of G is 6.67259 x 10-11 N * m2 / kg2, although the value will change if other units are being used.m1 m1 The masses of the two particles (typically in kilograms)r The straight-line distance between the two particles (typically in meters) Interpreting the Equation This equation gives us the magnitude of the force, which is an attractive force and therefore always directed toward the other particle. As per Newtons Third Law of Motion, this force is always equal and opposite. Newtons Three Laws of Motion give us the tools to interpret the motion caused by the force and we see that the particle with less mass (which may or may not be the smaller particle, depending upon their densities) will accelerate more than the other particle. This is why light objects fall to the Earth considerably faster than the Earth falls toward them. Still, the force acting on the light object and the Earth is of identical magnitude, even though it doesnt look that way. It is also significant to note that the force is inversely proportional to the square of the distance between the objects. As objects get further apart, the force of gravity drops very quickly. At most distances, only objects with very high masses such as planets, stars, galaxies, and black holes have any significant gravity effects. Center of Gravity In an object composed of many particles, every particle interacts with every particle of the other object. Since we know that forces (including gravity) are vector quantities, we can view these forces as having components in the parallel and perpendicular directions of the two objects. In some objects, such as spheres of uniform density, the perpendicular components of force will cancel each other out, so we can treat the objects as if they were point particles, concerning ourselves with only the net force between them. The center of gravity of an object (which is generally identical to its center of mass) is useful in these situations. We view gravity and perform calculations as if the entire mass of the object were focused at the center of gravity. In simple shapes - spheres, circular disks, rectangular plates, cubes, etc. - this point is at the geometric center of the object. This idealized model of gravitational interaction can be applied in most practical applications, although in some more esoteric situations such as a non-uniform gravitational field, further care may be necessary for the sake of precision. Gravity Index Newtons Law of GravityGravitational FieldsGravitational Potential EnergyGravity, Quantum Physics, General Relativity Introduction to Gravitational Fields Sir Isaac Newtons law of universal gravitation (i.e. the law of gravity) can be restated  into  the form of a  gravitational field, which can prove to be a useful means of looking at the situation. Instead of calculating the forces between two objects every time, we instead say that an object with mass creates a gravitational field around it. The gravitational field is defined as the force of gravity at a given point divided by the mass of an object at that point. Both  g  and  Fg  have arrows above them, denoting their  vector nature. The source mass  M  is now capitalized. The  r  at the end of the rightmost two formulas has a carat (^) above it, which means that it is a  unit vector  in the direction from the source point of the mass  M. Since the vector points away from the source while the force (and field) are directed toward the source, a negative is introduced to make the vectors point in the correct direction. This equation depicts a  vector field  around  M  which is always directed toward it, with a value equal to an objects gravitational acceleration within the field. The units of the gravitational field are m/s2. Gravity Index Newtons Law of GravityGravitational FieldsGravitational Potential EnergyGravity, Quantum Physics, General Relativity When an object moves in a gravitational field,  work  must be done to get it from one place to another (starting point 1 to  endpoint  2). Using calculus, we take the integral of the force from the starting position to the end position. Since the gravitational constants and the masses remain constant, the integral turns out to be just the integral of 1 /  r2  multiplied by the constants. We define the gravitational potential energy,  U, such that  W  Ã‚  U1  -  U2. This yields the equation to the right, for the Earth (with mass  mE. In some other gravitational field,  mE  would be replaced with the appropriate mass, of course. Gravitational Potential Energy on Earth On the Earth, since we know the quantities involved, the gravitational potential energy  U  can be reduced to an equation in terms of the mass  m  of an object, the acceleration of gravity (g   9.8 m/s), and the distance  y  above the coordinate origin (generally the ground in a gravity problem). This simplified  equation  yields  gravitational potential energy  of: U  Ã‚  mgy There are some other details of applying  gravity on the Earth, but this is the relevant fact with regards to gravitational potential energy. Notice that if  r  gets bigger (an object goes higher), the gravitational potential energy increases (or becomes less negative). If the object moves lower, it gets closer to the Earth, so the gravitational potential energy decreases (becomes more negative). At an infinite difference, the gravitational potential energy goes to zero. In general, we really only care about the  difference  in the potential energy when an object moves in the gravitational field, so this negative value isnt a concern. This formula is applied in energy calculations within a gravitational field.  As a form of energy, gravitational potential energy is subject to  the law of conservation of energy. Gravity Index: Newtons Law of GravityGravitational FieldsGravitational Potential EnergyGravity, Quantum Physics, General Relativity Gravity   General Relativity When Newton presented his theory of gravity, he had no mechanism for how the force worked. Objects drew each other across giant gulfs of empty space, which seemed to go against everything that scientists would expect. It would be over two centuries before a theoretical framework would adequately explain  why  Newtons theory actually worked. In his  Theory of General Relativity,  Albert Einstein  explained gravitation as the curvature of spacetime around any mass. Objects with greater mass caused greater curvature, and thus exhibited greater gravitational pull. This has been supported by research that has shown light actually curves around massive objects such as the sun, which would be predicted by the theory since space itself curves at that point and light will follow the simplest path through space. Theres greater detail to the theory, but thats the major point. Quantum Gravity Current efforts in  quantum physics  are attempting to unify all of the  fundamental forces of physics  into one unified force which manifests in different ways. So far, gravity is proving the greatest hurdle to incorporate into the unified theory. Such a  theory of quantum gravity would finally  unify  general relativity with quantum  mechanics into a single, seamless and elegant view that all of  nature  functions under one fundamental type of particle interaction. In the field of  quantum gravity, it is theorized that there exists a  virtual particle  called a  graviton  that mediates the gravitational  force because that is how the other three fundamental forces operate (or one force, since they have been, essentially, unified together already). The graviton has not, however, been experimentally observed. Applications of Gravity This article has addressed the fundamental principles of gravity. Incorporating gravity into kinematics and mechanics calculations is pretty easy, once you understand how to interpret  gravity on the surface of the Earth. Newtons major goal was to explain planetary motion. As mentioned earlier,  Johannes Kepler  had devised three laws of  planetary motion  without the use of Newtons law of gravity. They are, it turns out, fully consistent and one can prove all of Keplers Laws by applying Newtons theory of universal gravitation.

Marketing your own arts event or project Essay Example | Topics and Well Written Essays - 1250 words

Marketing your own arts event or project - Essay Example In an argument by Bose (2010) the product, promotion, place and price analysis is mandatory. From this information, the marketing plan develops insights on the exact approach to the market in regards to selling the strategy. In terms of marketing a musical event, the four Ps of marketing would provide the target market with the accurate information to the product, the place to which the concert would be held, promotional approaches to be used and the price of tickets. The product in this regard is the music concert. The product in this place is a norm in this market (Kerin, 2012). For this reason, the main act would be accompanied by opening acts from already established artist. The opening acts should have the maximum preference of the target market. The event target teenagers and young adults. For this reason, the opening acts should have at least a minimum of 3-Year dominance in the music industry. To increase the relevance of the product, the main act should provide an analysis on what the audience may expect during the concert. The event main product is selling to the industry a new artist. The music industry is highly trendy considering the numerous shifts in market preferences. For this reason, the use of online modes of promotional would be appropriate. The event would use mega social sites for the promotion of the event. Specifically, the main and opening acts would use their social networks handles to increase the quantity of information provided to the market. The use of the conventional media would also be appropriate. This is based on that the approach offers a wider market reach. Evenson (2011) asserts that the success of promotional strategies is based on how well it achieves the objective of the product. In this case, the objective of the product is to provide a sold out event. The price of the event is directly

Bioenergy Term Paper Example | Topics and Well Written Essays - 750 words

Bioenergy - Term Paper Example When forests are managed sustainably, their biodiversity, vitality, productivity, and capacity to regenerate both at present and in the future is conserved. As a result, the forests maintain their capacity to perform social, economic, ecologic functions without interfering with other ecosystems negatively at the local, national and global levels. There are several challenges to sustainable use of forest-derived bioenergy sources including the land-use conflict and land availability in many areas (Oko Institut 10). When selective logging is done at a rate that is sustainable, the forest is bound to be conserved. By adopting Reduced Impact Logging (RIL) practices such as establishing buffer zones along watersheds and streams, applying modern technologies to mitigate effects of log extraction and careful planning of the forest to prevent forest encroachment by humans, the productivity of the forest will be sustained according to CBD (Oko Institut, 8). Even as forest resources are harves ted, the way they are used determines the how much sustainable the resources will last. Wood products can be recycled to reduce the rate at which forests are harvested. Furthermore, when agro-forest bi-products and residues such as leaves, husks, shells, and straw are used in producing energy, the rate at which felling of trees is done can be greatly reduced. Developing countries have a lot of forest resources compared to developed countries according to Tomaselli (V). In this respect, the capacity of developing nations to produce high amounts of bioenergy compared to developed countries. However, with respect to sustainability, the developing countries have a long way to go. This is so considering that the policies instituted by their governments with an aim of making sustainable development are never well implemented. Furthermore, the technologies that they commonly use in the production and application of the energies are less efficient. In overall, both developed and underdevelo ped countries have a huge capacity to increase their share of forest bioenergy production, the former having the need to capitalize on the technological advantage that they have. 2. Realizing the potential a. Compare and contrast developed and less developed countries with respect to the potential for increasing the share of energy supplied by forest resources. Both developed and developing countries to some extent depend on forest resources to provide energy used in industries and for domestic purposes. However, forest resources can easily get depleted when used in a manner that is unsustainable whether in developed or underdeveloped countries. Forest derived bio-energy in most places is used in the form of fuel wood or charcoal. In developed countries, using biofuels including those from forests has often been considered old fashioned, its share in the national economy grossly declining until the period succeeding the oil crisis that hit the world in the 1970s. However, production of this kind of energy has been on the steady rise following growing concerns related to climate change, and the development of new biomass technologies among other factors. Following several studies conducted on the potential of bioenergy on a global scale taking into consideration population, yield and agricultural factors, it has been realized Africa and

The Sublime and Architectural Theory Essay Example for Free

The Sublime and Architectural Theory Essay As Michael K. Hayes comments in Architecture Theory since 1968, a typology to emerge in the mid eighteenth century was a return of architecture to its natural origins, an example of the primitive shelter. This return and respect of nature was interestingly enough occurring across art, literature and landscape design simultaneously and internationally. It was as if people were warily eyeing the beginnings of the Industrial Revolution and entered into a love-hate tolerance of the machine age with the concepts of nature playing a reassuring role throughout these social and industrial evolutions. In reference to nature, the sublime countered many perceptions of the tamed environment through poetry, painting, national parks and urban design. The term sublime was first used to describe nature by British writers taking the Grand Tour of the Swiss Alps in the 17th and 18th centuries. The sublime was meant as an aesthetic quality in nature that was both beautiful and terrible, horrible and harmonious, appreciating the unexpected and dangerous forms found in nature that had been avoided in literature and art through the concepts of a more tamed and friendly environment. German philosopher Immanuel Kant reflects on the concept of boundaries between beauty and the sublime in his Critique of Judgment written in 1790. Distinguishing between the differences of beauty versus the sublime, beauty is connected with the form of the object, respecting the objects boundaries whereas the sublime is found in a formless object, boundless, unfamiliar and unexpected. The Romantic Period revealed a shift from the picturesque paintings of a controlled and safe landscape to paintings depicting the grotesque and beautiful as found in works such as Frederic Edwin Churchs Cotopaxi , oil on canvas 1826, an opposition to the classical ideals of perfection. The concept of sublime evolved through the machine age with a sense of self-forgetfulness, an awe-inspired feeling of well-being and security when faced with an object or place of superiority. It is a realization of unavoidable suffering that is to be accepted and that the difficulties in life will never be completely resolved. The terrible, beautiful and inescapable sublime resonated with the social instability found in the Modernist period. These two movements faced suffering brought about by the consequences of the Industrial Revolution. Inescapably crowded cities meant survival was dependent on the proximity to work. Leisure was a little afforded luxury. As John Mitchell much later on discusses in his book What Is to be Done about Illness and Health (1984), the attributes of a healthy life is a clean and safe environment, time for rest and recreation, a reasonable living standard, freedom from chronic worries, hope for the future, an adequate level of self-confidence and autonomy, and finally to have a worthwhile and fulfilling job. These well-being concepts were absent for many low and middle class families working in factories during the machine age and were threatened by social injustices of modern times. Throughout difficult times experienced in the Romantic period up through present day, the order and at times chaos of nature remained a constant influence in the perceptions of design and life. It would seem our societies distanced themselves from primitive nature through perfect geometry of the Classical movement, imitated nature through the rusticity of the hut and embraced the sublime during the Romantic period. It was as if a return to the most basic and natural state gave a sense of control over the uncontrollable, the forest/city was to be tamed, brought into rational order by means of the gardeners art; the ideal city of the late eighteenth century was thereby imaged on the garden The acknowledgment and connection of the roles of nature throughout our design history offered an outlying and abstract zeitgeist: a continuing spirit of admiration, reverence and fearful respect of our natural surroundings as they are impacted by our industrial and socially changing cities.

The Debt-for-Nature Swap Essay -- Environment, Environmental, Costa Ri

The Debt-for-Nature Swap In recent decades, the issue of biodiversity loss in developing nations has captured the attention of many environmental groups in the global North. Since the vast majority of the Earth's plant and animal life lies within the borders of developing nations, efforts to protect global biodiversity through the promotion of environmental conservation have largely been focused in the global South. Because of this regional focus, financial mechanisms have been seen as an effective way for groups in the industrialized North to promote their environmental interests in the developing world. Debt-for-nature swaps, which became popular in the early 1990's, are one such mechanism in which an indebted developing nation agrees to invest in conservation projects or environmentally friendly actions in exchange for the cancellation of a portion of its foreign debt by a creditor. (Patterson, 4) "The location of much of the world's most diverse biota often forces agreements to trade-off conservation and conventional development goals." (Moran, 63) Debt-for-nature swaps take this into account and attempt to balance out the economic costs that an LDC (less developed nation) incurs when investing in environmental conservation. Debt-for-nature swaps can be implemented through either bilateral or commercial swap mechanisms. A bilateral debt swap may be assisted by an NGO but is primarily an agreement made between a creditor government and a debtor government. The creditor government forgives the debt owed to it, and in exchange the debtor government agrees to set aside a pre-determined amount of money to fund conservation programs within its borders. A commercial debt swap occurs when a transnational NGO purchases debt at ... ...." Conservation Biology 7 (1993): 140-147. Isla, Ana. "Women and 'Sustainable Development' in the Costa Rican Rainforest: Questioning the Politics of Corporate Environmentalism." Women & Environments International Magazine (Fall 2001): 30. Moran, Dominic. "Debt-swaps for hot-spots: more needed." Biodiversity Letters 2 (1994): 63-66. "National Biodiversity Institute, Costa Rica." World Resources Institute. 25 April 2004. http://www.wri.org/wri/biodiv/b34-gbs.html Patterson, Alan. "Debt for Nature Swaps and the Need for Alternatives." Environment 32 (1990): 4-12. Redford, Kent H. & Stearman, Allyn Maclean. "Forest-Dwelling Native Amazonians And the Conservation of Biodiversity: Interests in Common or in Collision?" Conservation Biology 7 (1993): 248-255. "The Structure of an Environmental Transaction: The Debt-for-Nature Swap." Land Economics

Process Writing and Teaching Grammar in Context Essay

From the lowest level of grade towards the prestigious masteral and PhD degrees offered in schools, writing and grammar enhancement never cease to affect the curriculum. Why is this process of teaching repeatedly implicated among students? This is primarily because of the fact that writing is one of the most important and the most widely used skill in any type of profession in the business and industrial sectors of the business world, people who are aiming to become professionals in the future, therefore taking part in the different positions of the said economic industries indeed need to learn the basics towards the complicated notes of becoming a fine writer. Not that writing would be a career for them; however, it would always be a part of their communicative connections with their colleagues if whatever field they might be joined with later on. One of the primary lessons regarding this matter though is the writing process. According to Stone, â€Å"process writing is learning how to write by writing† (1995, 232). Certainly, this means that a student or a particular individual is able to learn the basic principles of writing if he is given a briefing on the procedures of correct writing practice. The said procedures include five main activities that must be considered when one is trying to create a certain written work. The said procedures include: Prewriting- this stage involves the preplanned writing topic of the writer. In this stage the writer aims to prepare himself in the work that he is about to write. He scribbles down the ideas in a certain note trying to collect the data that are needed to support the topics that he aims to propose. Drafting- this stage is the process by which the ideas are written in a away that the writer aims to simply present the ideas that he has with regards the topic he aims to write about. This is just the outcome of the prewritten work, which means it still needs to be revised to be able to meet the needs of actually getting the standard result for the final outcome of the written work. Revising- this is when the writer tries to see the basic errors on the prepared draft and then further assess the work on what ideas need to be rejected and which ones are still needed to be added so as to be able to enhance the impact of the discussion of the topic being presented. Editing- The final revisions are applied in editing the work. The final furnishing of the written job makes it easier for the readers to understand the final output since it would become more focused and certain about the ideas that it tries to imply to the audience of this particular reading material being produced. Publishing- The final output is ready for public reading. After the clarification done on the writing through the first four stages, the reading material that has been produced is now ready for sending the message to the public readers. These fie stages of writing is what the process writing lessons are all about. Schools intend to help the students master these particular stages of writing to help them enhance their capabilities in sending their ideas ort messages to others through written pieces of work. Meanwhile, grammatical learning lessons are also imbedded within the procedures of implying the lessons of process writing within students. However, it is first essential to know what teaching grammar in context means.

The Fall of Rome: Political and Economic Corruption

Roman Empire kneeled to the power of political and cone mimic corruption, foreign invasions, along with natural disasters and diseases. The Roman Empire was assumed to be a sturdy empire, however, Rome expel oriented much corruption, both politically and economically. Rome had a total of 19 e emperors from 235285 CE ( Document A ). Thirteen of the nineteen emperors either were, or were assumed to have been, assassinated. A pattern Of assassination in royalty alludes to the FAA CT that people were unhappy with their rulers.Along with that, a constant change of emperors ma ekes it hard for anything to get done, because as the new emperor takes over priorities often change. The Roman economic and justice system was very much in favor of the wealthy: â€Å"†¦ A [wee Itty lawbreaker]†¦ Is not punished for his injustice, while a poor man.. Undergoes I gal penalty. † ( Document E ). This injustice caused for the poor people to reject their own home, the peep eel became less willing to fight to keep their empire thriving.Rome, though viewed as this large, strong, and unbreakable empire, this was not the case. Negligence lead to the abandonment of the customary armor and parade grog undo drills. The Roman soldiers fought without armor because the armor became too heavy, f or the men never wore them.. Michael Grant states that, â€Å"There can be little doubt that the wee nesses of the late Roman army was largely due to the eventual failure† ( Document B ). The lack of trained soldiers resulted in many issues, as illustrated in Document C Rome was open to many different invaders.Rome lacks the natural borders some ancient civilizations such as G rice possessed. Due to the lack of borders The Hunks easily overthrew the Roman people. Sins e â€Å"The Hunks exceed any definition of savagery† ( Document D) he untrained, lazy, and unprotected Roman soldiers had no chance of victory. Natural disasters and plagues caused for a quick drop of Roman population; † Fifty thousand persons had lost their lives in the flood [in the city Of Alexandria all en]†¦ ( Document With so many lives lost the amount of people to help protect the country fell greatly. This lack of people make it even easier for the already brutally superior Hunks to ova retorts the â€Å"almighty' Rome. If Rome had not been affected by such strong disasters and disease more soldiers would have been able to contribute to fighting the Hunks. Rome could have lasted for a longer period Of time if not for the political and economic corruption.The empire may still be striving today if the Roman soldiers would have remained diligent, still practicing their marches. Growing accustomed to their armor so t hey could actually wear it in combat. If it weren't for the lack of natural borders in the large MME ire the Hunks may not have been able to inundate the land. Another document that would be into resting to read would be about how the Hung warriors felt whi le invading and conquering this foreign land.

A Critic of Kazol’s Ordinary Resurrection Essays

A Critic of Kazol’s Ordinary Resurrection Essays A Critic of Kazol’s Ordinary Resurrection Essay A Critic of Kazol’s Ordinary Resurrection Essay A Critic of Kazol’s Ordinary Resurrection Name: Institution: A Critic of Kazol’s Ordinary Resurrection In chapter six, Kozol presents the resentment in Lucia. When asked about God’s power she does not recognize His supremacy over all creation. She limits His power to making hearts. Because of the hardship she and her family were undergoing, she had lost faith in God’s provision and protection. The disease afflicting her grandmother symbolizes the hardship. In addition, Kozol draws attention to the absence of a man figure. Society views Men as heads, protectors and providers. In this chapter, Lucia’s father is absent, and her grandfather is dead. This symbolizes the absence of protection, provision and leadership. Her grandmother’s fall to the ground depicts the place of women in society, thus a low place. Chapter 7 presents a generous side of the able society. At St. Anne’s, a group of ‘lucky’ girls benefit from the generosity of this institution. In the book, Katrice’s daughter says, â€Å"†¦..there are many hungry children in this neighborhood who never have enough to eat and we are blessed to have enough to give you†¦.† (Kozol, 2000, p. 83). The author titles the chapter ‘Things As They Are’. This presents an opinionated reality that the immigrants were entirely dependent on the able in society even for their basic needs. He contrasts the organization and the disorganization in the two societies. At the beginning of the chapter, he shows us the punctuality at St. Anne’s, the institution funded by the generosity of the able and the unruly nature of the poor immigrant children. The hopelessness of the black children at St. Anne’s is eminent in Chapter 8. With the absence of their stronger brothers to encourage them, they look to female students who come to give them hope. Even the author who is a male could not play this role rather is only at St. Anne’s to document. He even cannot identify with the discouragement and hopelessness of the girls when asked as he finds it hard to answer. The title of the chapter perhaps signifies the giving back of life to the once dead hope in the girls. The disadvantage of women in society shows in this excerpt. This is shown by the author by drawing the readers attention to the knowledge of the female students on the evidently existent gender issues. The males take a back role in the regular visits to the church to get to know the girls. Chapter 9 shows poor health and education services available to the immigrant communities living in the south. The quality of Language is poor. For instance, when Piedad answers about how many people she saw at the hospital by saying â€Å"almost a lot of people†. (Kozol, 2000, p. 109). This is a clear indication that her education system was not proper. A proper education system would equip her with correct grammar. As well, the health services to this unlucky community are substandard and crowded. Asthma requires an immediate response. Even with this urgency, Piedad still had to wait the whole night for her brother to get medical attention. She explains the crowded nature of this facility, a reality that was not in the north. In Susanna Medina’s ‘Sterilized against their will’, the women are treated as though they do not own their bodies. The government forces sterilization on their bodies without consulting them. Some undergo tubal ligation contrary to their will. This is a depiction of the powerlessness of a lower class group. The lower class suffers under the dictates of an able society. The dormant role of men also emerges. Men could also undergo vasectomy, but the government chose to cut the fallopian tubes on women. Both Kazol’s book and Medina’s article portray the inequality of social classes in society. As well, the dormant and absentee role of men while women continue to suffer is depicted.

Popular Food - Mandarin Chinese Vocabulary

Popular Food - Mandarin Chinese Vocabulary Chinese food is one of the most popular types of cuisine worldwide. Its no wonder! Chinese food is tasty, healthy, and the wide variety means theres something for every taste. As with many cultural exports, the names of some Chinese dishes have changed by the time they arrived in other countries. So if you visit China or Taiwan, you may find that the names of dishes are unfamiliar. List of Popular Chinese Food Names If you visit a Mandarin-speaking country, this list of popular Chinese food dishes will help when it comes time to ordering food. The items have been roughly arranged by type of food. Click on the links in the Pinyin column to hear the audio. English Pinyin Characters boiled dumplings shu jio sticky buns mn tou steamed stuffed bun bo zi fried noodles cho min plain noodles yng chn min fried rice noodles cho m fn steamed white rice bi fn sushi shu s vegetarian platter s sh jn white radish patty lubo go spicy tofu m p dufu beef and rice niru fn egg omelet dn bng chicken leg and rice j tu fn Peking duck bi jing koy pork chop and rice pig fn fish cooked in soy sauce hng sho y fried rice with shrimp xi rn cho fn crab png xi egg and vegetable soup dnhutng seaweed soup z ci tng hot and sour soup sun l tng

Enlightment Vs. Romanticism Essay Example | Topics and Well Written Essays - 1000 words

Enlightment Vs. Romanticism - Essay Example Although they pass common knowledge to the human beings, they differ in their opinions. Keats believes that beauty is a concept that conquers everything in life. He argues that it is good for the authors to argue their opinions based on reality and the reality he emphasizes is the nature and romanticism. He argues that authors should not categorize the earth into different knowledge as he believes that knowledge is just one. On the other hand, Kant emphasizes of reasoning by saying that the world composes different knowledge. This is the primary tool for getting the reality of enlightenment from the society. According to Kant, enlightenment means the release of a man from his self-tutelage. This is where a person is not able to make his own decisions without the influence of other people. Kant therefore, encourages people to think and reason He considers the traditional philosophers as people who could not reason to bring reality into the world. Through his poetry, he thus hopes to end the age where things are speculated without using the reasoning and thinking capabilities. Kant used his poetry to define the enlightenment as a situation where men are released from their self- incurred tutelage and having the courage to reason and air out one’s opinions on a particular issue. Through the poetry, Kant enlightens people on the nature and the reality (Kant, 23). His poetry is very crucial in the society where reasoning is valued as the primary driver of one’s life. He analyzes the previous philosophers as people who could not reason because they were coward. He argues that their coward behavior made them remain unenlightened in the society for quite a lot of time. Furthermore, he says that people in the society are too lazy that they cannot even reason. The people’s laziness has made them not to think and reason beyond the box. The poet is thus important to the society as through his poetry; people become enlightened. People