2008 - Communication Across the Curriculum (CAC)

More documents

Recommendations

Info

E n g l i s h home, and children’s attitudes regarding math improve (Caspe et al. 6) Outside of participating in daily school and after-school activities, parents can do one very simple thing to help ensure their children’s success: turn off the television. On average, students who watch six or more hours of television each day scored lower on a standardized math assessment than students who watched less television (Barton 29). By limiting distractions like television and having their children focus on homework, even parents who aren’t able to regularly attend school functions can do at least one thing that has been proven effective. Works Cited Barton, Paul E. and Richard J. Coley. The Family: America’s Smallest School. Educational Testing Services. Sept. 2007. 22 Feb. 2008. . Caspe, Margaret, Elena Lopes, and Cassandra Wolos. Family Involvement in Elementary School Children’s Education. Harvard Family Research Project. 2007. 22 Feb. 2008 . Gilstrap, Samuel. An Evaluation of the Effectiveness of Federal Class Size Reduction in the Los Angeles Unified School District: Does Class Size Influence Teacher- Student Interaction in Secondary Classrooms Diss. Los Angeles Unified School District Program Evaluation and Research Branch, 6 March 2003. National Center for Education Statistics. The Condition of Education 2004. 6 March 2006. 22 Feb. 2008 < http://nces.ed.gov/programs/coe/2004/section5/indicator31.asp>. Parent Institute for Quality Education. “Nine Week Parent Involvement.” 22.February.2008. . Radcliffe, Jennifer. “More HISD Schools Miss Federal Mark.” Houston Chronicle 16 August 2007: 1A. 2 7 W r i t i n g A c r o s s t h e C u r r i c u l u m
ENGL 2322: Survey of British Literature I (Honors Contract Project). In this research paper, Kayleigh Overman explores the role of free will in Milton’s, Paradise Lost in an attempt to arrive at the answer to the question, “Who is the real hero in Milton’s Paradise Lost” In her introduction, she summarizes the different positions of literary critics engaged in the current debate about who the real hero of Paradise Lost is and announces that the answer to the question can only truly be found by determining whom the antagonist or ‘villain’ is. Her unexpected conclusion, which she presents at then end of her Introduction in her thesis, is that Free will is both hero and villain in the piece, thus the ‘paradox’ mentioned in her paper’s title. In the rest of the paper, Kayleigh provides coherent and well-organized evidence from the work to support her thesis as she presents one major character after another and shows how each one exercises “free will” in his or her actions, the consequences of which form the bulk of the ‘action’ described in the poem. Kayleigh’s writing is clear and concise, and her argument is coherent and well supported with textual examples and details. Furthermore, she smoothly and ‘seamlessly’ integrates her literary sources and quotations with her own ideas and language so that the ideas flow naturally and coherently from one to the next. This is the greatest strength of her paper, coupled with her rather insightful and articulate analysis of her subject. Kayleigh won First Place for her presentation of this paper at the Spring 2008 Honors Day Conference. Martina Kusi-Mensah V o l u m e I V : F a l l 2 0 0 8 R e s e a r c h P a p e r The Glorious Paradox: The Role of Free Will in Milton’s Paradise Lost by Kayleigh Overman There has been much controversy, fierce debate, and literary theorizing about who is the real hero of Paradise Lost. However, one cannot fully answer this question without first determining, who is the villain. Is it Satan who defies the good Creator of the universe and tempts the first happy couple Is it Eve whose weakness causes her to sin and subsequently uses her feminine wiles to cause her adoring husband to do the same Could it be God, the One who placed the tree in the middle of Paradise The literary critic is tempted to point fingers as the fallen pair did when confronted with their newfound guilt; however, if one looks at the driving force behind all of the events that led to mankind’s Fall, one can see that free will is the guilty agent. Now, one might ask, is there any hope for mankind With Paradise Lost, Milton intended to “Justify the ways of God to man,” not pin the damaged state of man on his Creator. On the contrary, Milton presents free will as a paradox, at once the cause of man’s fall and the avenue of his redemption. The characters in this work each exert free will, some with beneficial consequences, some with detrimental. Satan, Adam, Eve, God, and Christ, the Son, are all 2 8
Page 3 and 4: W r i t i n g A c r o s s t h e C u
Page 5 and 6: A c k n o w l e d g e m e n t s We
Page 7 and 8: T a b l e o f C o n t e n t s A r t
Page 9 and 10: I m p r e s s i o n i s t i c A r t
Page 11 and 12: B i o l o g y C a s e S t u d y BIO
Page 13 and 14: C a s e S t u d y associated with d
Page 15 and 16: C a s e S t u d y Patient Status at
Page 17 and 18: R e s e a r c h P a p e r BIOL 2401
Page 19 and 20: Figure 2. This picture shows the di
Page 21 and 22: R e s e a r c h P a p e r to detect
Page 23 and 24: E n g i n e e r i n g D e s i g n P
Page 25 and 26: D e s i g n P r o j e c t R e p o r
Page 27 and 28: D e s i g n P r o j e c t R e p o r
Page 29 and 30: V o l u m e I V : F a l l 2 0 0 8 I
Page 31 and 32: English 1302: Composition and Rheto
Page 33: S o c i a l C o m m e n t a r y aca
Page 37 and 38: R e s e a r c h P a p e r …When w
Page 39 and 40: R e s e a r c h P a p e r themselve
Page 41 and 42: R e s e a r c h P a p e r the reade
Page 43 and 44: English 1302: Composition and Rheto
Page 45 and 46: V o l u m e I V : F a l l 2 0 0 8 C
Page 47 and 48: A n n o t a t e d B i b l i o g r a
Page 49 and 50: D e f i n i t i o n E s s a y ENGL
Page 51 and 52: P o e t r y E x p l i c a t i o n E
Page 53 and 54: P o e t r y E x p l i c a t i o n B
Page 55 and 56: E S L C a u s e / E f f e c t E s s
Page 57 and 58: G e o g r a p h y I n v e s t m e n
Page 59 and 60: I n v e s t m e n t P r o s p e c t
Page 61 and 62: I n v e s t m e n t P r o s p e c t
Page 63 and 64: from their insurance provider. As a
Page 65 and 66: S p e e c h been handed over to dru
Page 67 and 68: H i s t o r y I n - c l a s s E s s
Page 69 and 70: I n - c l a s s E s s a y roads, ra
Page 71 and 72: R e s e a r c h e d E s s a y had s
Page 73 and 74: E s s a y Global Surveyor, combinin
Page 75 and 76: E s s a y site effort. And that wil
Page 77 and 78: N u r s i n g C l i n i c a l A n a
Page 79 and 80: planning for the next stage. Dad ca
Page 81 and 82: C l i n i c a l A n a l y s i s tha
Page 83 and 84: P h y s i c s L a b E x e r c i s e
Page 85 and 86:
L a b E x e r c i s e You light me
Page 87 and 88:
D o c u m e n t e d E s s a y were
Page 89 and 90:
R a d i o l o g i c T e c h . R e s
Page 91 and 92:
R e s e a r c h P a p e r whether c
Page 93 and 94:
R e s e a r c h P a p e r of these
Page 95 and 96:
V o l u m e I V : F a l l 2 0 0 8 R
Page 97 and 98:
V o l u m e I V : F a l l 2 0 0 8 R
Page 99 and 100:
V o l u m e I V : F a l l 2 0 0 8 R
Page 101 and 102:
R e s e a r c h P a p e r The issue
show all

2008 - Communication Across the Curriculum (CAC)

Create successful ePaper yourself

Delete template?

Save as template?