Works I would like to focus on from this semester are:
Unit 1 “This I No Longer Believe” Essay
Newton’s apple
Once twelve years ago, as I entered the mellow, dimly-lit bedroom of my family’s apartment, I discovered my mother sitting on the floor, somberly sifting through a photo album. I curiously peered down at the photos and watched her slowly go from the far more rustic images to the more recent photos; she seemed so quietly reminiscent when looking at the pictures of my father and her, especially at the few photos of him and me. When she found a photo of me seated on my father’s lap during my birthday party, all dressed up in my baby tuxedo: she let out a soft chuckle as if she momentarily escaped those powerful feelings from seconds before. Then she turned the page. Suddenly the pages were empty, without a single photo on any of the later pages. Slowly she lifted her head and locked eyes with me; two glistening streams appeared running down from her eyes. Instantly the painful realization she just had, hit me and destroyed the levees that had been briefly barring my emotions. Immediately, I fell into my mother’s arms and sobbed like never before. I was only three when he passed, and that last photo of him and I had only been four years old.
I understood far too early what it meant to grow up after my father’s passing, with those few treasured memories as a recurring reminder that he was gone. The initial sorrow turned to despair because no matter what I did, I would never really know him; I would never experience those moments with my father as everyone did. Additionally, my mother and I weren’t particularly well off, especially in the years following his death. Consequently, I had concluded the belief that I was one of the few people who ended up with a bad enough hand that it was meaningless, and pursuing that academic success my mother pushed for was irrelevant. I’d be damned before I’d carry on.
That was the mindset I went through elementary school with, and I only would do the work for the subjects I found interesting. Even when it came to the annual state tests that I knew could make or break me, I wouldn’t bat an eye and would leave each page effortlessly blank. When it came to behavior, I was written up nearly every day for not listening, not finishing my work, or fighting with other kids. My teachers sent me to the principal’s office so often that I grew capable of traversing the large school to the grey, gloomy chamber, the same old lair I’d visited a hundred times before. When she would speak of how she would call my mother, I would remain unhesitant and think of it as a trivial part of the process. Unfortunately, I began to see that my mother couldn’t understand why I was like this, and she soon became disappointed.
Eventually, I made it to sixth grade with nearly failing grades in English and social studies because of my careless demeanor with writing, but with relatively proficient scores in math and science. My English and social studies teacher was a kind, ecstatic woman who constantly joked with students in class and did her best to hold our interest. Although I appreciated her approach and was respectful of her kindness, I remained steadfast in my leisurely work ethic. Assignment after assignment, I would scribble up meaningless summaries for essays to stick to my stubborn belief that I couldn’t make anything further of myself anyway. One day she held me after class to discuss my latest assignment, an essay in which I hadn’t met the word threshold nor proofread for mistakes. She sat across me from me at the small wooden table I was assigned to sit at in class in the faintly window-lit room, and she looked up at me from my paper and gave me a kind chuckle.
“Did you procrastinate and finish the assignment just before the class it was due?” She comedically asked. “Don’t worry, be honest. I won’t penalize you.”
“No, I did it three days before the deadline,” I mumbled, avoiding her concerned eyes.
Her face shifted to a more disappointed look. “Why didn’t you take your time then, honey? I know you could’ve done better.”
“What does it matter anyway; this school thing won’t get me anything anyway!” I exclaimed with a slightly irritated expression. “My Mom won’t expect any different, and it’s not like my Dad’s alive for me to make him proud.” I painfully whimpered the last part of the sentence.
I could see a sad shimmer overtake her eyes, and softly she said, “I’m so sorry… I know your dad couldn’t be more proud. We’ll talk more tomorrow.”
The next day she kept me after class, and she proposed a deal to me: she told me to research and write a page about Isaac Newton, specifically his early life and interests, and if I did well, she would increase my marking period grade by 15 points. When I looked into his earlier life, I found out that, similarly to me, he was deeply interested in math and the sciences. Most significant to me was that he also lost his father; before he was even born. This time I made a far greater effort than ever before; this assignment meant everything to me then because I knew why she gave me this project, and I began to appreciate the interpretation she expected I would make. To see that a household name came from someone that wasn’t much different growing up, someone who understood what it meant to grow up without a father, made me feel hopeful, and I realized I was wrong. The belief I set in my mind all those years ago that I was living a life that would only end up being a fruitless pursuit of happiness couldn’t be farther from the truth. Besides, I took for granted that I still had my mother to make proud of, and I felt ashamed for not having put in the effort for her and what she had gone through with me.
The day I handed in this assignment, my teacher gave me a warm smile that I couldn’t help but return. During the time designated for our group work, I kept glancing over at her to see if she was reading and grading my paper. To my surprise, she was hyper-focused with an impressed-looking grin. I was the last to exit the class that day, and on the way out, she stopped me to hand me the graded paper; there was a big blue smiley-face in the top right corner, stars adorning each corner of the page and a grade of a hundred near that smiley face.
“I knew you had it in you. I don’t think I could’ve written it better myself!” She called out, smiling ear to ear.
“Thank you!” I said with a look of glee. “Oh, was that story about how he came up with gravity true?”
She nodded and said. “Uh-huh, all it took was an apple for Newton to show the world.”
From then on, I put as much effort as possible into English and social studies and even became interested in them to a similar degree as I had been in math and science. History stood to teach me stories of heroes like Sir Isaac Newton, who accomplished far greater things than I had while overcoming hurdles far greater than I’d ever imagined or been through. English developed into a way for me to express the newfound hope I had received. As a result, my grade increased to the point that I became an honor roll student in those subjects, and I brought my same mindset to the state test exams, which I would end up placing in the top five students in my school. Year after year, I was able to write poetry that made my teachers emotional and stories that made grading for my teachers far more interesting.
Then I graduated from middle school and entered high school. I ironically faced opposition to my efforts from careless teachers, but like Newton, if I had overcome such exceptional hurdles before, what could stop me now? I demonstrated to each of my teachers my enthusiasm to think and apply my philosophical views to our assigned texts. As a result, I had assignments that I had written hung up on my high school’s English honor roll board for all to see. Ultimately, my senior year was the decider of what I would do with all the passion I had been holding onto for the last six years, and I channeled it into the best college essay I could write. It must have worked because now I’m here telling the story of when the apple fell on my head.
Unit 2 Rhetorical Essay
Strides for Civil Rights
One prevalent social movement of the 20th century was the Civil rights movement, which revolved around achieving equal rights for African Americans. After the end of slavery resulting from the Civil War and the unsuccessful results of reconstruction, the African American population of the United States remained under a continuous strain of oppression. The objective of the movement in the 50s and 60s was against the segregation that occurred in schools, voting, and all aspects of ordinary American life; this period was already a volatile period of American history with the Vietnam War and the peak of the Cold War, which only made the struggle for racial justice and equality all that more difficult. Momentous leaders of this movement who stood as the pillars of rhetorical action who fought for this very purpose are Martin Luther King Jr., who chose the peaceful route, and Malcolm X, who chose the violent one. Throughout this movement, countless examples of rhetoric were demonstrated, such as the infamous speeches, the documents associated with the event, and the many signs upheld at peaceful and nonpeaceful protests. These examples of rhetoric are deeply intriguing because they often compounded on each other and concretely supported each other.
The first example of rhetoric of this movement is Martin Luther King Jr.’s “I Have A Dream” speech, a speech that is abundant with rhetorical devices and appeals. It was given on August 28th, 1963, in front of the Lincoln Memorial in Washington DC, which delivered Reverend MLK Jr’s message to not only the mainly African American gathering that attended the speech but to America as a whole. The message was that the United States had defaulted upon its promise of equal freedom and justice for all: yet through peaceful protest and steadfast commitment, America remained capable of honoring this pledge. Portions of the speech speak to Junior’s magnificent dream that “one day this nation will rise up and live out the true meaning of its creed: We hold these truths to be self-evident, that all men are created equal.” (“I Have A Dream”; MLK Jr.). Or his dream that “one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together.” (“I Have A Dream”; MLK Jr.). Both of these examples develop a potent appeal to ethos by MLK as he first refers to the nation’s creed found in the Declaration of Independence, thus appealing to the ethically based connotation of such a phrase. Then in the second, above-mentioned line, he speaks about how when all the metaphorical wrongs are corrected, they will reveal the Lord’s glory, which especially appeals to ethos as MLK is a reverend and highly acclaimed member of the clergy, and his words about God greatly appeal to people’s ethical sense.
MLK also said “I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today. I have a dream that one day down in Alabama with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification, one day right down in Alabama little Black boys and Black girls will be able to join hands with little white boys and white girls as sisters and brothers. I have a dream today.” (“I Have A Dream”; MLK Jr.). MLK’s somber use of repetition coupled with his optimistic mention of children severely appeals to pathos because it targets people’s emotional perception of their children and their futures. These lines also worked in MLK’s favor in unifying the audience, which consisted of both mentioned races. When observing the speech from the perspective of Cicero’s canons of literature we see that the way MLK took the arrangement canon of rhetoric, he placed more logical and introductory information of the dilemma at the start, yet a more heartfelt and emotional rhetorical canon of style to strengthen his rhetorical canon of delivery. MLK achieved that goal perfectly. Every rhetorical choice within the speech demonstrates how it is a flawless attempt at portraying the message it intended to and helped thrust forward the Civil Rights movement.
Another example of rhetoric in this movement is a poster called, “Only You Can Prevent Ghetto Fires by Ron Cobb in 1967, (https://posterhouse.org/blog/a-century-of-posters-protesting-violence-against-black-americans/
5th image). This poster was created during a group of riots and was intended to rile up moderate African Americans who weren’t as vocal about police brutality. The speaker here is a prominent American-Australian political cartoonist who is strongly aligned with the movement, and his main message for his audience of moderate African Americans is that they are submitting to a system that cares little for them and that they need to speak up. This poster speaks to ethos and pathos, ethos is demonstrated by how Smokey the Bear is replaced by Uncle Tom who is known to be an African American character who just submits to his white slave owners, and this includes Pathos with how it instigates feelings of anger within viewers as it seems to accuse moderates of submitting to the same system forcing to face the hardships of the ghettos. The use of the Smokey the Bear format is effective because it acts as a metaphor for the urgency of hardship, and the use of Uncle Tom is extremely crucial as it brings up an infamously insulting term for those found to accepting of inequality. Thus, both of those rhetorical choices most definitely support each other to strengthen the point that the speaker is trying to make.
Unit 3 Inquiry Question Essay
Tony Christopher
Professor Olivia Wood
Freshman Comp
12/10/2022
The Aftermath of Terror
- Introduction
A new global issue has begun to plague the international community, a problem with a hefty cost to national economies, individual and governmental property, and human life. This issue is terrorism, specifically terrorism that originates in the Middle East and remains characterized by Islamic radicalism. Within this region, the countries where this problem appears most commonly are Afghanistan, Egypt, Iraq, Iran, and Syria, all of which are Muslim-dominant countries and have different histories of war and conflict that characterize their relationship with the rest of the world. The end goal of terrorist organizations and their leaders is to achieve a higher level of political and economic influence through the use of extremist means. Of course, these means are a plethora of acts of violence, ranging from bombings and hijackings to mass shootings and individual executions. Due to the grim consequences terror has imposed on the world for the past half-century, the western world has sparked into action against this common threat with the war on terror. The war on terror peaked after the September eleventh, 2001 attacks on the twin towers and has mainly consisted of fighting against Al Qaeda in Afghanistan and numerous smaller militant groups all over the Middle East, including ISIS and HAMAS. All of this has had a tremendous effect on all nations involved and the future of international safety and democracy.
A couple of crucial questions to inquire come to mind when exploring the topic of Middle-Eastern-based terrorism. The first is: what are the origins of radical Islamic terrorist groups, in the Middle East, and what has caused their militancy toward the foreign world? Secondly, Were the most infamous terrorist attacks successful in terms of the goal behind them, or were they counterproductive? Thirdly, what has been the lasting effect of both the terror and war on terror on the Middle East, America, and Western nations involved? From what I know, the origins of radical Islamic terrorism and the reasoning behind its militancy are that very conservative and nationalistic leaders have used religion and the belief in Jihad to deceive people into doing their bidding so that they may gain a greater level of influence. To answer the second question with my current knowledge, the terrorist attacks have accomplished the goal of striking fear into the United States, but they have come at the cost of antagonizing America against these specific Islamic groups. To my knowledge, both terror and the war on terror have decimated certain countries, reduced their human rights, and fully setback their economies.
- First Inquiry Question Research
The origins of radical Islamic terrorist groups in the Middle East were to combat the invasions brought upon by the Cold War. Their militancy was intended to expel foreign influence and enforce Islamic authority. I mentioned earlier that I believed the origin of these groups was solely to deceive people so that leaders acquire influence, but the reality was that these groups originally stood as resistance forces to a foreign invasion from the Soviet Union (Procatalepsis). This can be proven through evidence found in an exterior document which says,
‘Al Qaeda”’(“The Base”) was developed by Usama Bin Laden and others in the early 1980s to support the war effort in Afghanistan against the Soviets. The resulting “victory” in Afghanistan gave rise to the overall “Jihad” (Holy War) movement. Trained Mujahedin fighters from Afghanistan began returning to such countries as Egypt, Algeria, and Saudi Arabia, with extensive “jihad” experience and the desire to continue the “jihad”. This antagonism began to be refocused against the U.S. and its allies.
(JT Caruso)
This demonstrates how a primary terrorist group, Al Qaeda, was originally formed to defeat the Soviets and avoid Soviet control of Afghanistan, therefore, reinstating the claim. Additionally, this information elaborates on the idea of the jihad movement, the “holy war” movement, in which Mujahedin fighters began to desire this holy war idea and became suddenly opposed to the United States. One may ask why the jihad movement led to aggression toward the United States, and the reason is that the jihad movement for radicalized jihad antagonized Western nations by labeling them as “infidel nations” within Afghanistan, Egypt, Saudi Arabia, and other Middle Eastern countries (Hypophora). As a result, their aggression did not only apply to the Soviet Union, which had attempted to invade Afghanistan, but to any foreign nation that had any sort of influence in the nation. With the United States having gained influence in Afghanistan through its aid in foiling the Soviet invasion, Al Qaeda’s leaders were quickly opposed to the idea of dependence on, or influence from a foreign entity and redirected the Mujahedin fighters against America.
Another piece of external evidence that elaborates upon this says,
Al Qaeda aims to coordinate a transnational mujahideen network; stated goal is to “reestablish the Muslim State” throughout the world via the overthrow of corrupt regimes in the Islamic world and the removal of foreign presence – primarily American and Israeli – from the Middle East. UBL has issued three anti-U.S. fatwas encouraging Muslims to take up arms against Washington’s “imperialism.” Al Qaeda provides financial, manpower, transportation, and training support to extremists worldwide. In February 1998 bin Ladin issued a statement under the banner of ” The World Islamic Front for Jihad Against The Jews and Crusaders,” saying it was the duty of all Muslims to kill U.S. citizens, civilian or military, and their allies.
(John Moore)
This exhibits the reasoning behind the militancy of Al Qaeda and its leaders, with them having become hateful of differing, “corrupt” regimes in the Islamic world and Western presence. Moreover, the level of militancy is elaborated upon with the head of Al Qaeda at the time, Osama Bin Laden, having exclaimed the ideas of arming against America’s supposed imperialism, supporting Islamic extremism, and the idea that Muslims were to kill any US citizens and their allies.
- Second Inquiry Question Research
The most infamous terrorist attacks, most notably the 9/11 attacks have been counterproductive to the goals of Al Qaeda and terrorist groups because it has caused western nations to actively engage in war with the apparent threat. Due to the historically known 9/11 attacks and its great catastrophe of losses and aftermath, it certainly left its mark. It invoked western nations of the Soviet Union’s radar to the max. It is cited from a previous document that although some may believe 9/11 was the peak of Al Qaeda and terrorist groups it was very much the decline since the original organization’s names and reputation were now in the prominence of the public eye and tarnished. As a result, governments from the Philippines to Germany had been increasing in targeting, detecting, and arresting suspected terrorists and terrorist activity (Daniel L. Byman,). This illustrates Al Qaeda’s misfortune with the attacks taking place on 9/11 foreseeing how detrimental the consequence was of its identity deteriorating and having to bear out delays and mishaps for a 10-year gap of avoiding arrest and capture to the US embassy accusing Al Qaeda since it made all western leaders and military, globally aware and cautious of the terrorist group. It is reasonable to wonder how have western nations dealt with and responded to the terrorist group due to its underlying downfall of collapsing from its initial status, it invoked the idea of the U.S embassy and FBI to implement its first Counterterrorism Division responsible for supervising and investigating with FBI terrorism-related matters which was officially established in 1999 (Hypophora). Western nations started to expand their horizon on how to approach many anti-terrorism efforts to avoid the escalation of history repeating itself. As it is mentioned in a preceding document investigators revealed another terrorist plan to bomb multiple sites in the landmarks of new york, as a new era started to emerge Al Qaeda didn’t resist its old habitual patterns, and this led to some disasters for the terrorist group as a whole being exposed of its scheme to bomb the airport of Los Angeles and a dozen of international flights within the U.S. (FBI Historical page). This indicates how western nations’ reactions from 9/11 helped bring about the climax of all of the terrorist group’s attempts to be found unsuccessful, which resorts in Al Qaeda being actively shut down continuously by the U.S. embassy. Al Qaeda, setting in motion their extremist accomplishments causing the calamity of casualties undergone by 911, became the center of attention to the U.S. embassy and posed themselves as a threat to a greater distance even more so to the bombings of 1993, encountered by the World Trade Center (Allusion). Which illuminates the proposition that the mass attacks also being publicized called attention to have hindered the objective of Al Qaeda, and many other terrorist organizations.
- Third Inquiry Question Research
The lasting effects of both terror and the war on terror on the Middle East, America, and Western nations involved have been a gradual financial decline in the Middle East and certain western countries, as well as a large loss of life within the Middle Eastern countries. Across the board, there has been an accumulated rate of estimated costs rooted in the repercussions of attacking Western nations revolving primarily around the terrorist attacks that took place on 2001, September 11, otherwise known popularly as 9/11. As well as the synchronized attacks carried out by the self-made Islamic extremist group officially known as Al Qaeda, of hijacking 4 commercial airliners scheduled to attack the World Trade Center which resulted in its abrupt collapse, then after the Twin Towers were struck so was the pentagon and the other crashing into Pennsylvania. In this period the economic status of the U.S. was already declining incessantly struggling with a moderate recession which led to struggling business communities in great despair. This all suggests that these costs are significantly high, to a large degree relative to GDP. This is revealed in a document of a study of the long terms costs-that are prominent within the effects of terrorism as it’s statistically shown in the International Monetary Fund (IMF) study discovered the direct costs of the September 11 attacks cost $21.4 billion (including direct insurance costs) which was 0.25 percent of GDP (Jim Saxton). This unveils how the mass destruction of the World Trade Center and Capital with the mess left of buildings, airplanes, and property of both the public and also private obliterated resulting GDD (The tool used to value goods and services carried and produced, within an approximate period) to the height of its decline given that when GDP starts falling, our economy will be shrinking, as it fell two quarters in a row starting its recession. Additionally, it is also shown that employment growth proceeded to drop all the while the unemployment rate increased, as well as broad measures of inflation indicating no real reconstruction forward. Directing an indication of the increased amount of terror, the decreased rate of unemployment: the farther we are to employment growth, the nearer we are to terror (Antithesis). On the contrary, a similar document illustrates the number of facilities struck by international attacks, resulting from 1998-2003 affecting businesses, companies, corporations, diplomats, governments, and militaries beginning from 1998 the peak of these attacks was 2001, by 400 businesses. The immediate cost followed by these terrorist attacks estimated by the Organization for Economic Co-operation and development was $27.7 billion (14 billion for the private sector, 1.5 billion for the state and local government enterprises, 0.7 billion for the U.S. government, and 11 billion for rescue and clean-up operations), Which represented ¼ of the U.S. yearly GDP (R. Barry Johnson, Oana M. Nedelescu). This displays how it is manifested throughout the years that financial markets endured a tremendous amount of inefficiencies stemming from terrorist attacks, and last-minute resorts resulting in uncalled abnormal drops within global capital markets widely affecting the U.S economy with losing billions of dollars, with the subsequent repercussions of inflation advancing.
- Conclusion
Ultimately, the origins of radical Islamic terrorist groups within the Middle East were to resist, oppose and take up arms against the invasions brought upon within the period of the Cold War. Above all, Al Qaeda intended to use militancy as a tool to spread, impose and constrain Islamic authority and dismiss any type of foreign influence. It is a vital point to capture that the Jihad movement led by Al Qaeda antagonized several Western nations and brought about their ambushes of such western nations in Afghanistan, including the Soviet Union, with the goal in mind of “re-establishing the Muslim State”. Given these points with all attributes considered, the most commonly known attacks carried out such as 9/11, have been counterproductive and foiled with the goals of the self-created extremist group (Al Qaeda), consequently following with Western nations retaliating actively in war with suspected terrorists and terrorist activity. It is essential to realize that the U.S. embassy and FBI, scoping out different outlooks on how to draw closer to shut down pre-meditated finally, or well-thought-out terrorist attacks from appearing in the long run, especially in untimely situations. Not only for the sake of the appalling and calamitous disasters that can and have occurred but even so for the negative and grievous byproduct of the thousands of deaths. The ceaseless myriad of effects of both terror and the war on terror being displayed throughout the Middle East, the United States, and primarily almost all Western nations which have been involved have led to a huge gap within the U.S. GDP, and a massive recession within global markets and capitals. It is key to grasp and consider how severely the U.S. suffered economically. Businesses struggled the most out of all at its peak of 2001, September 11, when multiple attacks took place from the terrorist group Al Qaeda resulting in damage costing $21.4 billion. Linking with the associative collateral damage of the U.S. GDP has lost 1/4 of its yearly annual demands of goods and services becoming weaker, with the rate leading to one of the all-time lowest financial declines in U.S. history.
Works Cited
Caruso, JT. “Al Qaeda International”. FBI. December 08, 2001
https://archives.fbi.gov/archives/news/testimony/al-qaeda-international.
Accessed December 10, 2022
Moore, John. “The Evolution of Islamic Terrorism: An Overview”. PBS
https://www.pbs.org/wgbh/pages/frontline/shows/target/etc/modern.html.
Accessed December 10, 2022
Byman, Daniel L. “The history of Al Qaeda”. Brookings. September 1, 2011
https://www.brookings.edu/opinions/the-history-of-al-qaeda/.
Accessed December 10, 2022
History Page. Osama Bin Laden. FBI.
https://www.fbi.gov/history/famous-cases/osama-bin-laden.
Accessed December 10, 2022
Saxton, Jim. “Then Economic Costs of Terrorism”. JEC Senate. May 2002
Accessed December 10, 2022
- Barry Johnson, Oana M. Nedelescu. “The Impact of Terrorism on Financial Markets”. IMF.
March 2005
https://www.imf.org/external/pubs/ft/wp/2005/wp0560.pdf.
Accessed December 10, 2022
Rhetorical Notes:
In device one, I used Procatalepsis to object to the point I had made earlier without prior knowledge of the research material and thus I believe it strengthened my argument.
In device two, I used hypophora to help me elaborate and transition to the question of Jihadi aggression.
In device three, I used hypophora once more to focus on and transition to what the western response to mass acts of terror was.
In device four, I used allusion to not only inform the reader of the previous attempt on the World Trade Center but to also compare its effects to that previous event.
In device five, I used Antithesis to compare the heightened sense that acts of terror will occur with their economic impacts to further my point.
Overall I mainly focused on Logos to solidify my point as this was more of a thought-invoking essay on all aspects of what we consider to be modern-day Islamic terrorism.
Procatalepsis and Distinctio Rhetorical devices assignment
Procatalepis:
Exercise 1 – https://apnews.com/article/st-louis-missouri-kansas-nebraska-education-9b73de3404719e08a3910ed58e8481c7
One may doubt Biden’s student loan forgiveness plan’s importance, but students and graduates around America know it’s crucial. This is because a college degree seems a common necessity in the modern world’s competitive job market. A bill that would now forgive the debts brought upon by the increasing prices of these much-needed college degrees would be a release from an overwhelming plight. As a result of the politicized nature of common welfare and debt relief plans, the eighth circuit court of appeals has decided to put a hold on this plan due to GOP opposition. People may ask what the significance of the court making such a decision is; the significance would be the fact that a large region of the US would not be able to benefit from this program and that this being a federal court, they have great power and say over what happens next. Republicans may say this is a step in the right direction, but I along with many other students across America know that is an unfair denial of relief from the same schools only intending to siphon funds from the public.
Exercise 2 –
1 – You may think that I am enjoying doing my homework right now, but I find nothing as unequivocally boring as my homework.
2 – People think that giving speeches is easy, but nothing can give me as much of an anxious feeling as standing up there.
3 – People live each day thinking that they can hold off on what they want to do until tomorrow, but little do they know that life will pass by quickly, and often we miss the opportunities it gives us.
4 – People say that money doesn’t buy happiness, but that couldn’t be farther from the truth
5 – You say I ain’t the sharpest tool in the shed, but you were copying off of my test.
Exercise 3 –
1a, opp – Nuclear bombs are a great asset for defending a nation from ill-intentioned enemies.
1a, reb – The very danger between spiteful nations is nuclear weapons
1b, opp – Nuclear weapons make large countries stay at a peaceful standstill in fear of the nukes.
1b, reb – Nuclear weapons far amplify the consequences of once insignificant squabbles between nations.
2a, opp – Banning religion from schools causes kids to not be able to express who they really are.
2a, reb – Allowing religion into schools could introduce conflict into schools between students, or the institution may come to favor religion over another and cause a unification between religion and state.
2b, opp – Religion being accepted in schools may allow kids to feel more relaxed in their setting.
2b, reb – Religion being accepted could impede school time and cause kids to become too relaxed to focus on school material.
Distincto:
– The forest was very colorful, full of greens, reds, and yellows
– Our relationship was very deep, nothing could ever get through it
– You work very hard, all the effort must have made you very tired
– You must wear the standard uniform, the same as everyone else
– The light is so bright, it lit up the other room
– The man was completely crazy, he killed all those people without any remorse
– He’s so smart, he could memorize the whole book just by flipping through it once
– Green is a pretty common color to see in nature, it’s literally everywhere you look
– The destination is on your right, it is quite simple to find what direction you are headed
Exercise 2 –
Effective example – The house is very far away from here, around three hundred miles away from here
Explanation – This example is defective because it is very specific about the far distance, and how much the distance is exactly.
Effective example – The boy is incredibly smart, They measured his IQ to be about 160
Explanation – This further elaborates on the boy’s smarts and gives a metric for it
Ineffective example – The drank the drink in the cup, the solo cup not the glass cup, and it was the best thing I had all morning
Explanation – The type of cup doesn’t matter here
Ineffective example – She was tired from shoveling the snow all morning, the snow was in the backyard not the front, so she couldn’t do her homework.
Explantation – Differentiating what snow she shoveled does nothing here.
