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U. S. Presidental Animosity (Example)

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Name Course Tutor Date Rhetorical Analysis US Presidential Animosity Introduction Nida Najar and Stephanie Saul who collaborated to write the article: Is It Safe? Foreign Students Consider College in Donald Trump’s U.S (2016) argue that the number of foreign students joining institutions of higher learning is likely to take a significant dip following the shock election of Donald Trump as the President of the United States. The purpose of their piece is to demonstrate the effects that a Trump presidency might have on the educational institutions with international students expressing fear of perceived discrimination so that readers will analyze it incisively. Considering that the piece was published on the The New York Times website and that many people are accessing it the authors are reaching to an audience of people who care about the image of the country in the global arena. Is the reluctance by the international students engage with them with a view of promoting human dignity. Therefore reports such as this are not only disturbing to the ears of the American citizens; they project them in bad light as hostile individuals. International students not only come over to pursue their respective courses; their presence on the American soil fosters cultural integration which is crucial in maintaining peaceful human existence through appreciation of diverse cultures of the world. Leaders aspiring to join elective must carefully weigh the utterances they make in public particularly if the statements are likely to hurt the image of the great nation of United States. With the reservations expressed by the students growing bigger every day and rightly so there is greater need to find a way of restoring the trust of those learners. Work cited Saul Nida. "‘Is It Safe?’ Foreign Students Consider College In Donald Trump’S U.S.". Nytimes.Com 2016 http://www.nytimes.com/2016/11/17/us/is-it-safe-foreign-students-consider-college-in-donald-trumps-us.html?_r=0. [...]

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THE INSTRUCTION NEED TO BE DONE CAREFULLY READ THROUGH IT DONT GLANCE THROUGH IT PLEASE THANKS ESSAY 4: This essay is a culmination of all we have discussed and applied throughout the semester and over the course of writing 3 critical essays that have asked many of you to step outside your conventional perspective of writing. By now, you’ve come to understand what it means to REALLY examine something at a critical level which is a skill that will likely facilitate your success in other areas of your academic, professional and even personal life. After all, being a good critical writer REQUIRES one to be a good critical reader. Like I’ve said many times in class and during my extensive office hours this semester, “It’s not so much about what is being said, but HOW the argument is being made.” In this last essay, I want you to combine what you already knew about how to do this with what you have learned in my class to write a solidly developed critical examination of this VERY recent and relevant article. Please address, in a thoughtful and succinct manner, the following tasks: 1. Write a BRIEF introductory paragraph that introduces the TOPIC to an AUDIENCE of your peers in an ACADEMIC setting. 2. Write a succinct Rhetorical Precis for this article. 3. Identify two persuasive strategies that the authors use to support their argument and then analyze AND evaluate how the appeals at work within those strategies might persuade the reader to support the claim being made. In other words, argue whether they are effective or not—or both. 4. Discuss ONE strong assumption on which the argument is based. 5. Conclude by explaining whether YOU found the argument convincing and WHY. • Be sure to follow these directions carefully, rather than simply agreeing or disagreeing and/or writing an extensive summary of the article. • MLA format (work cited entry necessary) • Single-spaced is fine (since you will not get it back) • You will likely end up with 6 paragraphs TOTAL. • Quality WAY MORE IMPORTANT than quantity. • Revise to near perfection. Notes to those still reading: • Introductory paragraph (task 1) shouldn’t exceed 1/3 of a page. Be selective. You may use your own take on this topic based on your own observations as a student at SDSU right now (meaning in this immediate context). • Precis MUST follow formula. Be succinct. FIVE sentences total. • For task 3 (discussing strategies), I recommend you compose a STRONG Lead In sentence to each of the 2 body paragraphs (I would like you to structure task 3 based on strategy, not appeal which is why you end up with 2 paragraphs) . o To help you explain how some of the evidence used is particularly credible, I recommend looking up the organizations and/or publications referenced accordingly. o Be sure to quote or paraphrase passages used from the text that you use to develop your appeals discussion by paragraph number; for example: (3). o Be sure each of your two body paragraphs have a CLEAR EXPLANATION of how the APPEALS are being used by the writers. o Use the correct terminology to discuss the appeals. o Transition within your development smoothly (“in addition, moreover, plus, beyond that,” etc.) o Be sure each of your two body paragraphs have a CLOSING SENTENCE that reinforces the point you were making about the effectiveness of the strategy being used (sidenote: you don’t have to argue that an appeal is effective; you can always argue the opposite…or both) • Your assumption paragraph is a very brief paragraph that will likely consist of no more than a Lead In sentence, the assumption the writers make, and a brief explanation of how you deduced that they were making that assumption (which may or may not rely on textual evidence for you to say that) which will total no more than 3 – 5 sentences (no closing sentence necessary). • Your conclusion should include a very CLEAR opinion on the topic. Be specific. As a college student in such a DIVERSE academic community, you are in an ideal position to formulate this opinion. ‘Is It Safe?’ Foreign Students Consider College in Donald Trump’s U.S By NIDA NAJAR and STEPHANIE SAUL The New York Times NOV. 16, 2016 Photo Caption: Naina Lavakare, a senior at the British School in New Delhi, at home on Wednesday. She is concerned about Donald J. Trump’s anti-immigrant messages, her mother said. 1. NEW DELHI — At a college fair on Wednesday at the Le Méridien hotel here, 20 American universities made their pitches to aspiring students, many of whom had long hoped to study in the United States. But as the students checked out presentations from colleges ranging from the State University of New York at Binghamton to Abilene Christian University in Texas, several expressed concerns about going to America under a Donald J. Trump administration. 2. “It’s the main topic of conversation among my friends,” said Palak Gera, 21, who is applying to graduate programs in pharmaceutical science in North Carolina, Illinois and North Dakota. “They don’t want to apply to the U.S. under Trump.” Aman Kumar, 18, who is looking at universities in California, said, “In his campaign, he’s discriminating against Muslim and other brown and black people,” adding, “I’m thinking of applying to Canada.” 3. This year, the number of international students in United States colleges surpassed one million for the first time, bringing more than $32 billion a year into the economy and infusions of money to financially struggling colleges. College admissions officials in the United States caution that it is too early to draw firm conclusions about overseas applications, because deadlines for applications are generally in January and February. But they are worried that Mr. Trump’s election as president could portend a decline in international candidates. 4. Canadian universities have already detected a postelection surge in interest from overseas. “We have seen an increase in applications from the U.S. and from international students in the last week,” Jocelyne Younan, the director of global undergraduate recruitment at McGill University in Montreal, wrote in an email. “We’ve also seen an increase in students inquiring about McGill on social media.” Traffic on a University of Toronto website for international applicants surged the day after the election, officials there said — and most of it came from Americans. “Visits to our recruitment website from the U.S. are typically around 1,000 a day,” said Ted Sargent, the university’s vice president, international. “On Nov. 9, that spiked to 10,000. ”On the same day, there was an increase in visitors from Britain and India, Mr. Sargent said. “Our positive message as a university, but also as a city and a country, definitely is about openness to people from around the world and a real inclusiveness,” he said. 5. A disruption in the flow of international students could be particularly worrisome for universities who balance their books with income from international students, who generally pay higher tuition. At Indiana State University, 1,000 of the 13,500 students are foreign, including many Saudis who transferred this year from Idaho State, and officials are concerned, said Santhana Naidu, an associate vice president for communications and marketing. “We have already received inquiries from prospective students who are in the applicant pool,” Mr. Naidu said. “They’re asking, ‘Is it safe for me to come there?’ and generally getting the lay of the land.” Mr. Naidu will be among officials meeting this week in Terre Haute at the university to determine what they can do to assuage fears. 6. Scott Manning, the director of global programs at Susquehanna University, a liberal arts college in Selinsgrove, Pennsylvania., said he had heard before the election that two prospective students from China were waiting until after the vote to submit visa documents necessary to attend Susquehanna. “They were kind of spooked about threats Trump made about the South China Sea, back and forth with Japan about some uninhabited islands, and trade issues in general,” Mr. Manning said. The students, who were considering an English-language program beginning in January as a precursor to fall enrollment, have still not submitted their documents, he said. Officials at Ohio State University said it was too early to tell whether the election result would affect international applications, adding that there had been an increase so far this year, although most were received before Election Day. Photo Caption: Students from Kuwait looking over quiz results in February outside their math professor’s office at Idaho State University. Credit Kim Raff for The New York Times. 7. International study has historically been affected by social forces. Attacks on Indian students in Australia in 2009 and 2010 were believed to be part of the reason for a sharp drop-off in applications from India. 8. International education experts first raised concerns in May about the election of Mr. Trump, when a study was presented at a meeting of Nafsa: Association of International Educators indicating that a Trump presidency could dissuade international students from coming to the United States. The study, by Intead and FPP EDU Media, two companies specializing in international student recruitment for colleges, found that 60 percent of international prospective students would be less likely to attend a college in the United States if Mr. Trump were elected. “We were really surprised, if not shocked, by the results,” said Benjamin Waxman, the chief executive of Intead. 9 More recently, international education experts who have been on the ground in China and India — the two biggest feeder countries to United States colleges — also say they are seeing postelection jitters. Andrew Chen, the chief development officer at WholeRen, an international education consulting company in Pittsburgh, returned to the United States this week from China, where he said colleges in other countries were trying to capitalize on fears over Mr. Trump. “Many organizations and programs are starting to use this to promote education in the U.K., Australia and Singapore,” Mr. Chen said. “These competitors paint the U.S. as not safe. Now, with Trump, they’re saying it’s going to be unfriendly.” But Mr. Chen said he believed the fears of international students were unfounded. “He doesn’t like refugees from the Middle East, and he said for all Muslims he wanted to do a background check,” Mr. Chen said. “And also people from Mexico. He doesn’t like those people.” Mr. Chen added, “But I don’t think he ever said he doesn’t like international students who pay tuition to study in the U.S.” 10. Rahul Choudaha, an international education consultant in New Jersey, has been traveling for the past week in India, where he said there was a palpable worry among students and their parents. “They are not seeing the United States as a safe destination,” said Mr. Choudaha, a founder of interEdge, a company that helps international students. “They’re changing the destination to Australia or Singapore.” “It’s an anti-immigrant tone,” he added. “Just stylistically, he seems be a very different person than people thought would be taking leadership in America.” 11. As she prepared her applications to prestigious American universities, Naina Lavakare, a senior at the British School in New Delhi, developed a Plan B. “It was a family joke,” said Ms. Lavakare’s mother, Jyoti Pande. “You can apply anywhere you want. However, if it’s Trump in the White House, we’re not sure we want to send you to the U.S.” Ms. Lavakare, 17, has adjusted her college aspirations. While she still has several American colleges on her list — in New York, California and Rhode Island — she dropped universities in “red states” to focus on colleges in Britain and Canada, her mother said, because she was concerned about Mr. Trump’s anti-immigrant talk. Ms. Lavakare and her friends, Ms. Pande said, “view Trump as a bigot and a misogynist.” She added, “I think that is what is freaking them out more than anything else.” ---------------------------------------------------------------------------- Nida Najar reported from New Delhi, and Stephanie Saul from New York. Ellen Barry contributed reporting from New Delhi. Follow Nida Najar @nidanajar and Stephanie Saul @stefsaul on Twitter. Rhetorical Precis for Essay 4: Please follow this formula. If you make any of the following errors, you will lose 1 point off (for each error) the final grade: If you… • Spell either one of the writer’s names incorrectly. • Do not put title in quotation marks, or use wrong capitalization or punctuation in title. • Forget the year of the piece. • Forget to italicize the name of the newspaper publication _________________ and ____________________ who collaborated to write _________________________ ___________________(insert year) argue that __________________________________________________. To back up their claim of ______________, they use______________________________________________. The purpose of their piece is to (insert accurate verb) _____________so that readers will________________. Considering that the piece was published on the ________________ website and that (insert another audience indicator) __________________________________, the writers are appealing to an audience of ________________________ who care about__________________________. (Insert your thesis here in the 5th sentence so that itreflect the FOCUS OF YOUR ESSAY). Use this formula to compose your Rhetorical Precis to make sure it has the necessary wording and information. With your peer, NOW discuss the type of hook you might use for this piece. Jot down some notes that will help you get started with that task. Hook: • Should set up the discussion, include relevant information, experience and/or observation and flow smoothly. Body Paragraph: • Should have a clear LEAD in SENTENCE? (that clearly indicates what strategy you will be focusing on) • Uses appropriate terminology (in regard to appeals) • References passages or words from the text to illustrate. • Provides clear explanation of how the appeals are at work • Has a closing sentence that reemphasize the effectiveness (or lack thereof) of the appeals at work

Subject Area: Other

Document Type: Term paper

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12.05.2016

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