abdulmouiz

Question 1: Monopoly Choice (10 points) True or False? A monopolist always prices in the inelastic portion of the De- mand curve. Provide an explanation - all points are awarded on the basis of the quality of the explanation.

Question 2: Monopsony (20 Points)
Courtesy of Brian Albrecht in the blog ”Economic Forces” on February 16th.
James Buchanan, Nobel Prize winner in economics in 1986, reacted to the Card and Krueger findings that a minimum wage increase might have increased em- ployment as follows:
The inverse relationship between quantity demanded and price is the core propo- sition in economic science, which embodies the presupposition that human choice behavior is sufficiently rational to allow predictions to be made. Just as no physicist would claim that “water runs uphill,” no self-respecting economist would claim that increases in the minimum wage increase employment.
Discuss this claim using the tools on monopsony developed in class. Do you agree with Buchanan’s claim that no self-respecting economists would claim that increases in the minimum wage increase employment?

(e.g., water) based on pressure and temperature. The critical point represents the maximum temperature and pressure where the substance can be a liquid. Below the critical temperature, a gas can become a liquid.

The critical temperature for a substance is the temperature at which it cannot condense into a liquid, regardless of the pressure. There is also a critical pressure, which is the pressure at which the substance cannot boil, regardless of the temperature. The intersection of the two lines on the diagram represents the triple point, which is the temperature and pressure at which a substance coexists as a solid, liquid, and gas. This is used to define the Kelvin temperature scale. The triple point of water is at a pressure of 6.105 millibars and a temperature of 273.16 Kelvin. Below the triple point, a substance can exist only as a gas or a solid, and it transitions directly from one to the other, a process known as sublimation or deposition. The triple point of water is used as a reference point for maps of Mars because liquid water cannot exist at altitudes above the triple point pressure. This is important for searching for evidence of life on Mars.

The kinetic theory of gases explains the behavior of gases based on the motion of their particles. The root mean square speed is a measure of the average speed of the gas particles. Phase changes, such as the critical point and the triple point, have significant implications for understanding the behavior of substances.

Crash Course Physics is a series produced in association with PBS Digital Studios. You can find more episodes on their channel, including shows like PBS Idea Channel, Brain Craft, and Shank's FX. This episode was filmed in the Crash Course Studio with the help of an amazing team.

What is real meaning of education 

What is optical disc? 

1. When glucose is added and stirred, the water feels cooler. Why?

Which statistical test is common for

genetics and tests observed data against

the probability of those values?

A. ANOVA

B. standard deviation

C. chi-square testosterone

What is photosynthesis?

1. what is counter current machenism? 
2. Drug of choice for placental separation in abortion? 
3. Amount of haemoglobin in each RBC? 
4. Type 1st hypersensitivity induced by which Ig_?
5. 3D sign of pellagra? 

Theories of mate selection have fallen into all of the following categories EXCEPT

a. Psychological theory b. Social network theory c. Evolutionary or sociobiological theory d. Freudian theory

Question 2: Core Biological Processes

a) The endosymbiotic theory explains how the origins of life led to diversification seen in the three domains.

State the endosymbiotic theory.

Describe how membrane bound organelles support the theory, include one specific organelle example.

b) Biological processes that are conserved across domains support the idea of common ancestry.

Explain why protein synthesis is a core biological process.

Describe two ways that protein synthesis differs in eukaryotes and prokaryotes.

Explain how these differences support the endosymbiotic theory and the concept of a common ancestor.

What is biological theory

in cats, black color is dominant to a special albino gene which produces cats with dark legs,faces, and tails,(Siamese cats). a short haired(dominant) Siamese colored short haired; 2 black, long-haired; 2 Siamese short haired; and 2 Siamese long haired, what were the genotypes of the two parents

How can I improve article structure for clearer communication and engagement

How does Fatima feel towards Charlie as he explains his life and why he dislikes the 4C challenge so much?

written answer

Create an informal essay outline with this topic

Coming to America 

Basically, You're going to submit your outline and add a brief message. Also, remember that an outline is A structured approach to planning and structuring your work is an outline. You can use it to determine, for instance, if your thoughts flow well together or whether you have enough proof to back up each claim. In order to see the big picture, outline works well for any kind of paper.

what is IELTS writing like?

Which audience type for technical writing does Ramona represent?

Create an 800-word minimum essay in MLA format with a heading and body, with the support of the thesis, here is the topic coming to, America, and here is an essay outline guide 

Topic: Coming  to America 

Title: The journey of coming to America 

I. Introduction

A. Background: Overview of the topic and its importance in a brief.

B. Thesis Statement: Emphasizing the advantages and disadvantages of immigrating to the United States.

II. Making the Decision to Relocate: 

A.  Reasons for personally choosing America.

1. My first reason for relocating to America was for the Educational possibilities that this country can provide me because back in my country educational opportunities were very low.

2.  My second reason was that the U.S. has personal monetary growth opportunities, since this country has the biggest growing economy in the whole world it is a "glorious" place for people who come from a third-world high-inflation country just like me.

III. My journey

A.  My journey through emotions

 1. Leaving behind my loved ones and home was the hardest thing I've done in my life, especially for someone like me who always had to hang around with the same people and attend to the same places. 

 2. On my way here I had fear and excitement about arriving in the unknown, starting from cero was something that used to terrify me every time through my relocation journey. 

IV. Upon Arrival and First Impressions
   A. Getting around in unfamiliar surroundings

1. Since English is not my first language, I used to have many barriers  caused by language

 2. Something that took me a few months was getting used to the norms of American society, which are completely the opposite of where I came from

V. Identity Heritage

   A. Accepting differences

1. To avoid hard times trying to socialize I  found the right and respectful way to engage with this multicultural society     

B. Preserving relationships with culture
1.  I promised myself that I would not cut the roots of my culture, I know many immigrants who have done that I started to understand traditions and celebrations from my culture because, at the end of the day, my country does not have to be blamed for all the bad things that had happened there.

 2. Since my relocating I had to find a balance between integration and cultural belonging.

VI. Accomplishments and Reflection

A. Contemplation of the journey 

1.  Employment goals and academic accomplishments were something that never crossed my mind during my time living in my home country, thanks to the opportunity that the  U.S has provided me, the mentioned above and so much more that I have acquired, and that was thanks to taking the courage to relocate to a new unknown place, that I can now call home.

VII. Conclusion
   A. Emphasize the main idea

1. Emerging to a completely new place is not an easy thing, in my opinion choosing to immigrate to the United States is like a dance between ambition and nostalgia, optimism and fear. In other words, it's about finding a balance between the connections that connect you to your past and the goals that push you ahead.

After reading “Isn’t Everyone a Little Weird?” and completing the poll, answer the following questions:

• Do you think being weird is a good thing?
• Do you think  “weirdness” brings people together or divides them?
• Can you think of any other famous people that are considered “weird”?
• Use examples or textual evidence to support your responses.

In the sentence “Under very specific circumstances, Meiqi can drink a gallon of Fresca.”

Note: Treat [Fresca] as a noun. It’s a fizzy drink.

a. Identify the subject and the predicate.

b.draw the syntax tree

How can someone be a successful computer scientist

You are an employee at a social media consulting firm with a number of clients who you consult with regularly. Previously, your working hours were 9:00 AM to 5:00, but because of your clientele’s unusual working hours, your company now requires you to be on-call for three hours after work

Which of these is a controllable risk factor of cardiovascular disease or heart attacks?

fix my essay. add work cited too. here is my essay:

Clarence Kanda

Tuesday November 14, 2023

Professor Edwards

English 102

Essay 3

                                         Is College education worth the costs

                   College education is a long term investment that pays off  in more ways than one. The first reason is that college graduates earn significantly more over their lifetime than those with only a high school diploma. According to a survey conducted by the US Census Bureau, individuals with a bachelor’s degree earn an average of $1 million more than those who only have a high school diploma. This higher earning potential translates into a better standard of living and more job opportunities for college graduates. Another reason why college education is worth the cost is that it offers a broader range of career options. With the increasing demand for skilled labor in today’s workforce, a college degree provides a competitive edge when it comes to securing a job. College education offers students the chance to explore various fields of study and gain the skills and knowledge required to succeed in their chosen careers. In addition, college prepares students with valuable critical thinking and problem solving skills that are applicable to any profession. Investing in college may be costly, but it pays off in terms of financial stability, career opportunities, and personal growth. 

              This article “College May Not Be Worth It Anymore” by Ellen Shell on page 33 disagrees that College education is worth the costs. She said College students ages 25 to 29 now hold at least a bachelor’s degree, and many paid heavily for the privilege. By last summer, Americans owed more than $1.3 trillion in student loans, more than two and a half times what they owed a decade earlier. Young people and their families go into debt because they believe that college will help them in the job market. People who have dropped out of college about 40 percent of all who attend earn only a bit more than do people with only a high school education, $38,376 a year versus $35,256. For many, that advantage is barely enough to cover their student loan debt. African American college dropouts on average earn less than do white Americans with only a high school degree. Meanwhile, low income students of all races are far more likely to drop out of college than are wealthier students. Even with scholarships or free tuition, these students struggle with hefty fees and living costs, and they pay the opportunity cost of taking courses rather than getting a job. Disturbingly, black and Hispanic students are significantly less likely than are white and Asian students to attend elite colleges, even when family income is controlled for. Students from wealthy black and Hispanic families have a lower chance of attending an elite college than do students from middle class white families. College graduates born poor earned on average only slightly more than did high school graduates born middle class. By middle age, male college graduates raised in poverty were earning less than non degree holders born into the middle class. Students from poor backgrounds have less access to very high income jobs in technology, finance and other fields. Nearly 30 percent of Americans without a high school diploma live in poverty, compared to 5 percent with a college degree, and we infer that this comes from a lack of education. But in 28 other wealthy developed countries, a lack of a high school diploma increases the probability of poverty by less than 5 percent. 

                  This article Paying it forward makes higher ED worth the price by Daniel Rivera-Ibarra on page 40  agrees that College education is worth the costs. It says that the more we invest in our own success, the more we can invest in the stability of our families and communities. If one family member graduates from college, it proves to everyone else in the family that they can also accomplish their goals. I want to leave a path for the next generation to follow. A college education is what will help continue my journey to success. I define success as realizing my full potential and helping others find theirs along the way. That’s how I plan to leave a legacy and that is what makes college worth the price tag. In order to defend the case for college, we must continue to build support for low income, first generation students and students of color. We can do this by offering more flexible options for students to pursue college in ways that work for them, providing ongoing financial and social support for students, and embracing conversations around college and financial aid from earlier in the process. By investing in these areas, our students and communities can continue to see the greatest benefits of a college education and know that the investment is worthwhile. Concurrent enrollment helps students adjust to a new classroom environment while also providing college credit, which saves money in the long run. The faster we finish college, the less money we must spend, and the more money we can save to help our families. Having the option to complete college coursework while still in high school prepared me for greater success with less financial strain. High schools and colleges should work together to provide more academic bridges like concurrent enrollment to help students graduate from college in a timely manner, and on their own terms. A college education turns our goals and dreams into reality by helping students like me understand and improve the world around us, while having a lasting impact on the community.

                    This article: What does it mean to be a college grad? Jennie Le on page 43 agrees that college education is worth the costs. Jennie said that while I considered hanging up my two diplomas, she believed that having a bachelor’s was so standard and insubstantial, only a professional degree is worth hanging up and showing off. In previous decades, stats still show that those who earn bachelor’s degrees are likely to earn twice as much as those who don’t. Also, only 27 percent of Americans can say they have a bachelor’s degree or higher. Realistically, having a college degree will likely mean a comfortable living and the opportunity to move up at work and in life. My degrees validate my mother’s choice to leave Vietnam. She moved here for opportunity. She wasn’t able to attend college here or in Vietnam or choose her occupation. But her hard work has allowed her children to become the first generation of Americans in the family to earn college degrees. Being the fourth and final kid to earn my degree in my family, my mom can now boast about having educated children who are making a name for themselves. For me, this degree symbolizes my family being able to make and take the opportunities that we have been given in America, despite growing up with gang members down my street and a drug dealer across from my house. This degree will also mean that my children will have more opportunities because of my education, insight, knowledge, and support. 

               The Gale Business library database says that After six years of increasing negativity, Americans are feeling more optimistic about investing in a college education according to the latest COUNTRY Financial Security Index.With the economy and financial sentiment rebounding in 2015, this is the first time Americans' thoughts on investing in a college education have moved positively in the last seven years. Fifty-two percent of Americans currently believe a college education is a good financial investment, up from 48 percent in 2014. However, Americans are still far from reaching the pre-financial crisis levels of optimism. In 2008, 81 percent of Americans felt strongly about investing in education. "The vast majority of college graduates (83 percent) are glad they invested in a college education," says Joe Buhrmann, manager of financial security at COUNTRY Financial. "While this might not be consolation for soon-to-be college students weighing the costs of higher education, there are ways to help lower the near-term financial burdens and maximize the long-term benefits a college education provides."

      The compromise will be Expand financial aid options: Explore ways to make college more affordable for all students, regardless of their socioeconomic background. This can include increasing need based grants, scholarships, and work study opportunities. Additionally encourage colleges to offer more merit based scholarships to attract talented students and reduce their financial burden. Increase transparency: implement policies that require colleges and universities to provide clear information about the potential return on investment of different degree programs. This will help students make informed decisions about their educational choices and minimize the risk of taking on excessive student loan debt.

             In conclusion, College may not be worth it anymore argues that the rising costs of education and increasing student loan debt make college less worthwhile. On the other hand, “What does it mean to be a college grad? Suggests that earning a bachelor’s degree leads to higher earning potential. A compromise that both sides can agree on is to focus on improving the value and affordability of college education. By increasing transparency, enhancing vocational training, expanding financial aid options, fostering partnerships between academia and industry, and promoting lifelong learning, we can address the concerns raised in the first article while acknowledging the benefits highlighted in the second article. This compromise has validity and merit because it acknowledges the rising costs and financial burden of college while also recognizing the potential for higher earnings and career opportunities that a degree can provide. It finds the balance between the two perspectives and ensures that college education remains a valuable investment for students.

What is the significance of Heisenberg's uncertainty principle in quantum mechanics?

Make a summary of this reading

 "Centering Immigrant Youth Voices: Writing as Counterstorytelling" highlights a multiyear after-school writing experience that aimed to provide space and opportunity for young immigrants/migrants to write and share their personal stories in resistance to problematic constructions of their identities, given the current political rhetoric surrounding immigration/migration in the United States. The paper describes the afterschool writing club and focuses on three student narratives to better understand the realities of immigration/migration to the United States today. The narratives reflect deeply felt familial connections, courage in the face of struggle, and a commitment to truth-telling. It also emphasizes the need to reclaim the stories of young immigrants/migrants and the importance of leveraging personal stories as tools for identity reclamation. The paper demonstrates how young people's narratives act as counterstories to challenge dominant narratives about immigration/migration, emphasizing their strength, resilience, and courage. It also highlights the need for critical attention to the narratives and how they can be internalized and reflected in the stories. The authors suggest that inviting students to explore questions related to dominant narratives about immigration/migration can open opportunities for critical understanding and empowerment. The research provides a valuable perspective on the power of storytelling as a means of resistance and self-advocacy for immigrant youth, encouraging hope, healing, and the challenge of problematic discourses. Also, the researchers provide insight into ongoing work in the field and potential areas for future research and teaching initiatives

A global virus crashes electronic devices. For a week, all the inhabitants of the planet remain without phones, PCs, social media... Write a narrative - descriptive text in which you outline this scenario.

Please create your first flashcard deck from "The 1000 Most Common SAT Words" using the first 100 vocabulary terms. 

On one side, please have the word and part of speech.

On the other side, please have a definition (which you may copy directly from the PDF) and original sentence examples.

resume this in a more human way

In the video "Writing a Narrative, Chapter XIII," the instructor walks viewers through the process of crafting a casual narrative essay from Chapter 13 of their writing course. They emphasise the value of storytelling and exhort students to look for inspiration from a variety of sources by drawing a comparison between sharing stories during casual discussions and storytelling. The speaker also discusses important components of successful narratives, such as a distinct event, characters, setting, conflict, and a setting that is well-described. Regardless of whether the story is personal or not, he stresses the significance of picking an engaging subject and getting started with an emotional effect. The speaker offers advice on all aspects of writing, from coming up with ideas and making an outline to developing a thesis statement and include specifics. The speaker gives students constant support and encouragement while working on their own tales, giving examples along the way.

What are the techniques to understand language?

a minimum word count of 400 Your paper that is finished but not polished is called a rough draft. Before beginning your rough draft, it's a good idea to construct an outline to help you organise your thoughts and arguments. The actions you can take to write your rough draft are as follows: Select a topic (the one the professor has already approved of course). Expand on the earlier concepts you raised in the outline. Formulate and articulate your thesis statement. Sort through your ideas and make notes. Create a synopsis. Get more details, but this time look for material that bolsters your arguments. Compose your introduction. Write the paper's body. Write the paper's conclusion.

this is the theme outline that you’re going to use 

Introduction: coming to America

• Hook: Anecdote, personal story, or surprising fact about the American Dream/experience.
• Thesis statement: Briefly state your main point about what it's really like to come to America (expectations vs.reality, challenges, adaptations, etc.).

Body Paragraphs:

1. Preconceptions and Dreams:

• Popular images and stereotypes of America from your home country.
• Personal motivations for coming to America (opportunity, education, freedom, etc.).
• Expectations based on media, movies, or testimonials.

• Initial cultural shock: language, customs, social interactions, etc.
• Bureaucracy and practical hurdles (immigration, housing, transportation).
• Unexpected positive or negative aspects of daily life.

• Language barrier and communication difficulties.
• Cultural norms and navigating etiquette.
• Building a social network and finding community.
• Job market, career opportunities, and financial realities.

• Embracing new experiences and overcoming initial struggles.
• Discovering personal strengths and pursuing goals.
• Contributing to American society and finding your voice.
• Redefining the American Dream in your own terms.

Conclusion:

• Summarize your main points and reflect on the overall experience of coming to America.
• Share a personal takeaway or message about the journey, resilience, and adaptability.
• End with a powerful closing statement or thought-provoking question.

Word count: minimum essay of 300–400 words; outline of 100–300 words Prompt: Explain to a beginner writer how to organise an essay and adhere to the writing process by using Donald Murray's essay as a guide, which is this one:

Most of us are trained as English teachers by studying a product: writing.

Our critical skills are honed by examining literature, which is finished writ-ing; language as it has been used by authors. And then, fully trained in the autopsy, we go out and are assigned to teach our students to write, to make language live.

Naturally we try to use our training. It's an investment and so we teach writing as a product, focusing our critical attentions on what our students have done, as if they had passed literature in to us. It isn't literature, of course, and we use our skills, with which we can dissect and sometimes almost destroy Shakespeare or Robert Lowell to prove it.

Our students knew it wasn't literature when they passed it in, and our attack usually does little more than confirm their lack of self-respect for their work and for themselves; we are as frustrated as our students, for conscien-tious, doggedly responsible, repetitive autopsying doesn't give birth to live writing. The product doesn't improve, and so, blaming the student- who else? —we pass him along to the next teacher, who is trained, too often, the same way we were. Year after year the student shudders under a barrage of criticism, much of it brilliant, some of it stupid, and all of it irrelevant. No matter how careful our criticisms, they do not help the student since when we teach composition we are not teaching a product, we are teaching a

And once you can look at your composition program with the realization you are teaching a process, you may be able to design a curriculum which works. Not overnight, for writing is a demanding, intellectual process;

but sooner than you think, for the process can be put to work to produce a product which may be worth your reading.

What is the process we should teach? It is the process of discovery through language. It is the process of exploration of what we know and what we feel about what we know through language. It is the process of using language to learn about our world, to evaluate what we learn about our world, to communicate what we learn about our world.

Instead of teaching finished writing, we should teach unfinished writ-ing, and glory in its unfinishedness. We work with language in action. We share with our students the continual excitement of choosing one word instead of another, of searching for the one true word.

This is not a question of correct or incorrect, of etiquette or custom.

This is a matter of far higher importance. The writer, as he writes, is making ethical decisions. He doesn't test his words by a rule book, but by life. He uses language to reveal the truth to himself so that he can tell it to others. It is an exciting, eventful, evolving process.

This process of discovery through language we call writing can be introduced to your classroom as soon as you have a very simple understanding of that process, and as soon as you accept the full implications of teaching process, not product.

The writing process itself can be divided into three stages: prewriting, writing, and rewriting. The amount of time a writer spends in each stage depends on his personality, his work habits, his maturity as a craftsman, and the challenge of what he is trying to say. It is not a rigid lock-step process, but most writers most of the time pass through these three stages.

Prewriting is everything that takes place before the first draft. Prewriting usually takes about 85% of the writer's time. It includes the awareness of his world from which his subject is born. In prewriting, the writer focuses on that subject, spots an audience, chooses a form which may carry his subject to his audience. Prewriting may include research and daydreaming, note-making and outlining, title-writing and lead-writing.

Writing is the act of producing a hrst draft. It is the fastest part of the process, and the most frightening, for it is a commitment. When you complete a draft you know how much, and how little, you know. And the writing of this first draft-rough, searching, unfinished —may take as little as one percent of the writer's time.

Rewriting is reconsideration of subject, form, and audience. It is re-searching, rethinking, redesigning, rewriting—and finally, line-by-line edit-ing, the demanding, satisfying process of making each word right. It may take many times the hours required for a first draft, perhaps the remaining fourteen percent of the time the writer spends on the project.

How do you motivate your student to pass through this process, perhaps even pass through it again and again on the same piece of writing?

First by shutting up. When you are talking he isn't writing. And you don't learn a process by talking about it, but by doing it. Next by placing the opportunity for discovery in your student's hands. When you give him an assignment you tell him what to say and how to say it, and thereby cheat your student of the opportunity to learn the process of discovery we call writing.

To be a teacher of a process such as this takes qualities too few of us have, but which most of us can develop. We have to be quiet, to listen, to re-spond. We are not the initiator or the motivator; we are the reader, the recipient.

We have to be patient and wait, and wait, and wait. The suspense in the beginning of a writing course is agonizing for the teacher, but if we break first, if we do the prewriting for our students they will not learn the largest part of the writing process.

We have to respect the student, not for his product, not for the paper we call literature by giving it a grade, but for the search for truth in which he is engaged. We must listen carefully for those words that may reveal a truth, that may reveal a voice. We must respect our student for his potential truth and for his potential voice. We are coaches, encouragers, developers, creators of environments in which our students can experience the writing process for themselves.

Let us see what some of the implications of teaching process, not prod-uct, are for the composition curriculum.

Implication No. 1. The text of the writing course is the student's own writing. Students examine their own evolving writing and that of their class-mates, so that they study writing while it is still a matter of choice, word by

Implication No. 2. The student finds his own subject. It is not the job of the teacher to legislate the student's truth. It is the responsibility of the student to explore his own world with his own language, to discover his own meaning. The teacher supports but does not direct this expedition to the student's own truth.

Implication No. 3. The student uses his own language. Too often, as writer and teacher Thomas Williams points out, we teach English to our students as if it were a foreign language. Actually, most of our students have learned a great deal of language before they come to us, and they are quite willing to exploit that language if they are allowed to embark on a serious search for their own truth.

Implication No. 4. The student should have the opportunity to write all the drafts necessary for him to discover what he has to say on this particular

subject. Each new draft, of course, is counted as equal to a new paper. You are not teaching a product, you are teaching a process.

Implication No. S. The student is encouraged to attempt any form of wnting which may help him discover and communicate what he has to say.

The process which produces "creative" and "functional" writing is the same.

You are not teaching products such as business letters and poetry, narrative and exposition. You are teaching a product your students can use — now and in the future-to produce whatever product his subject and his audience demand.

Implication No. 6. Mechanics come last. It is important to the writer, once he has discovered what he has to say, that nothing get between him and his reader. He must break only those traditions of written communication which would obscure his meaning.

Implication No. 7. There must be time for the writing process to take place and time for it to end. The writer must work within the stimulating tension of unpressured time to think and dream and stare out windows, and pressured time —the deadline - to which the writer must deliver.

Implication No. 8. Papers are examined to see what other choices the writer might make. The primary responsibility for seeing the choices is the student. He is learning a process. His papers are always unfinished, evolving, until the end of the marking period. A grade finishes a paper, the way publication usually does. The student writer is not graded on drafts any more than a concert pianist is judged on his practice sessions rather than on his performance. The student writer is graded on what he has produced at the end of the writing process.

Implication No. 9. The students are individuals who must explore the writing process in their own way, some fast, some slow, whatever it takes for them, within the limits of the course deadlines, to find their own way to their own truth.

Implication No. 10. There are no rules, no absolutes, just alternatives.

What works one time may not another. All writing is experimental.

None of these implications require a special schedule, exotic training, extensive new materials or gadgetry, new classrooms, or an increase in fed-eral, state, or local funds. They do not even require a reduced teaching load.

What they do require is a teacher who will respect and respond to his stu-dents, not for what they have done, but for what they may do; not for what they have produced, but for what they may produce, if they are given an opportunity to see writing as a process, not a product.

Now with that essay as an example, here is the question: 

When determining the purpose of an essay, what is the most crucial step—or steps—that a novice writer should take into consideration? Don't forget to take into account the writing's purpose as well as its inspiration. To fulfil the requirements of the aforementioned Prompt, select one of the following two strategies for this task: 1. Outline: One possible title for your outline would be "Advice to a Beginning Writer." and highlight the key points that the essay makes.

2. Essay: Compose a response to the reader. Write your essay using one of the next five steps. You'll respond in one or more of the following ways: agreement or disagreement with the concepts presented in the book. Response to how the concepts in the article apply to your personal situation. Response to how concepts from the text relate to what you've read thus far. Your evaluation of the writer and readership. Your assessment of the effectiveness of this text's persuasive techniques and methods.

1. Python programming language basic in tamil

Définir l’élément chimique.