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Strategies For College Writing: Sentences, Paragraphs, Essays Second Edition Jeanette Harris, Texas Christian University Ann Moseley, Texas A&M-Commerce Appropriate Courses Designed for courses in Developmental Writing and Basic Writing. Summary Strategies for College Writing offers full coverage of the basics of writing essays, paragraphs, and sentences with a focus on preparing students for academic writing and reading assignments. The book starts with detailed attention to the writing process at a pace that is comfortable for the developmental student. It emphasizes the importance of the controlling idea, the process of gathering information from both personal experience and other sources, the structure of an essay, and the way in which ideas are arranged and connected. In Part Two, students learn how to use models for each of the patterns of development. The sentence/grammar material is self-contained in Part Three for flexible use by students studying independently or by teachers who might want to focus on a particular topic. Students learn how to construct different types of sentences and how to use appropriate punctuation. Ample exercise material reinforces the instruction. Part Four, Critical Reading Strategies, focuses on the process of reading and relates it to the process of writing and provides students with effective strategies for summarizing, note-taking, and annotating reading material. Features An emphasis on academic writing and reading assignments prepares students to deal successfully with college work. Integration of reading and writing instruction reinforces how these two fundamental skills complement each other and helps students deal more effectively with academic discourse. Abundant exercise work includes group activities called â€Å"Participating in the Academic Community† at the end of each chapter to help promote active learning through collaboration. Chapters on doing research and conducting interviews and observations support students' efforts to look outside themselves for writing topics. A separate section of readings is grouped thematically and offers material from academic and popular sources for practicing critical reading and writing skills. Sentence exercises, including cloze and sentence-combining types, allow students to focus on the discrete skill being taught and then to work with the skill in the context of a paragraph or essay in passages provided in the text and in their own writing. Extensive examples of student writing are included in the writing sections of the book to provide examples that are accessible to students. An extensive instructor's manual supports a variety of course methods and emphases. Contents Each chapter ends with â€Å"Chapter Review,† â€Å"Participating in the Academic Community,† and â€Å"Writing Assignment.

El Tonto Del Barrio Essay

A cursory look at the conclusion of El Tonto Del Barrio would show that there are no clear winners or losers in the story. There are reasons for this perception. Romero Estrada might be a little â€Å"touched† or an oddball, but his relationship with the community of Golden Heights Centro could be considered cordial and harmonious, even mutually beneficial. As the author aptly puts it, there appears to be an agreement, albeit unwritten, between Romero and the community for him to clean the sidewalks in exchange for the people looking after most of his needs. For instance, the barber (Barelas) gives him an occasional haircut, the produce market provides him with fruit (although overripe), and the Tortilleria contributes bread and a viand called â€Å"menudo. † Even his occasional beer in the evenings is usually free. Both parties are clearly satisfied with the unwritten agreement as evidenced by the fact that Romero is a respected citizen of Golden Heights Centro in spite of his mental state and has in fact fitted well into the life of the community. The peace is however disturbed with the arrival of Seferino, Barelas’ son who has just graduated from high school and is about to enter Harvard University. Seferino raises the issue of Romero’s dignity and starts paying him for his labor, an arrangement which his father opposes without success. Barelas fears that paying Romero might prove damaging to Romero’s stability and unduly injure the harmonious relationship that exists between him and the community. As it turns out, Barelas has correctly read the situation. The salary that Romero receives from Seferino finally gets into his head and radically alters his outlook and consequently his behavior. He starts feeling self-important. A mere couple of weeks into his new arrangement with Seferino and Romero is already applying for credit with the grocery store. Seferino interprets his action as a sign of growing self-confidence and boasts to his father that he has done right with Romero. However, on the fourth week Romero shocks Seferino with his demand for a wage hike. When he is turned down by Seferino, the trouble in Golden Heights Centro begins and the peace is shattered, as Barelas has predicted. Romero gets mad at Seferino for turning him down and severs his arrangement with him. Very soon after, behavioral changes are observed in him. He continues to sweep the sidewalk but excludes the portion fronting the barber shop. He withdraws into himself, becomes irritable, and neglects his hygiene. He even starts disturbing the peace by the rather high volume of his television, stops traffic in the streets, and pulls at the passing women’s skirts as he sits by the curbside. The Romero of old – cheerful, helpful, and peaceable – ceases to exist. The disturbing change in him forces the townspeople to consider having him confined in a mental facility for fear that he might harm himself. They want Barelas to initiate a petition for the purpose. However, Barelas refuses to give in to their demand. Just as he has disagreed with Seferino in altering the state of things in the community because he knows that money will corrupt Romero, he also disagrees with the plan of the townsfolk because he believes that the day will come when Romero will revert to his old cheerful and helpful self. It turns out that Barelas is again accurate in his reading. When Seferino leaves for Harvard, Romero miraculously returns to his old self. He goes back to his self-assigned task of sweeping the whole sidewalk and resumes singing with gusto. In other words, because of the departure of Seferino, the old Romero is back, peace reigns once more in the community, and the residents of Golden Heights Centro are once again secured in the company of a crazy on whom they could depend. As to the question whether there are clear winners or losers in the story, the answer is yes, there is one clear winner in the person of Barelas, the town barber. He is the only character in the story who has accurately predicted that paying Romero will corrupt him. He is also alone in his belief that Romero will revert to his old personality in due time.

Quantitative And Qualitative And Quantitative Data

Qualitative and Quantitative The manager needs qualitative and quantitative data to help with different jobs in the business. Qualitative data helps with the cashiers and counter staff’s jobs while quantitative data helps the manager with ordering new products and perishable food from the wholesale. The two types of data that helps a manager to make decisions within his business are called qualitative and quantitative data. Qualitative and quantitative data can come from internal and external sources within the business. Qualitative data involves the quality of the products and sever at the sandwich bar. Qualitative data is harder to analyse and can be less reliable as the information comes from observations, surveys, and focus groups.†¦show more content†¦This spreadsheet can help the cashier to choose the correct price and amount of products, then giving the customer their receipt of their order which is classed as a primary source as the information and data comes from the customer. The spread sheet also help the manager to decide what ingredients and non-perishable food needs to be ordered from the wholesale. The spreadsheet shows the quantity of what items have been sold and the quantity left helping the manager to decide what needs to be ordered. Qualitative data is also produced from feedback from the customers, classed as a primary source, which is produced from questionnaires that could be handed out to customers about the sandwich bar or menus. This help the manager decide what to make changes to in the menu or sandwich bar by analysing their surveys and questionnaires to make a judgement of what changes need to be made and what factors work well in the business. The human resources department also create the staff shifts from qualitative data of knowing how busy the sandwich bar will be to figure out how many staff will be needed and their working hours. The human resources department also ensure that the sandwich plus staff have attended training which is monitored through qualitative data kept on what courses each member of staff has attended and update the system when their training has been updated. As this data comes from staff who attend the