Get help from the best in academic writing.

PPOL 650 Book Review Assignment Instructions Overview Like The Issue Analysis Paper, Art History Essay Help


Happiness, Culture and Agency essay help fairfax: essay help fairfaxHappiness, Culture, and Agency
Russell, B. (2012). The conquest of happiness. Routledge. (“What Makes People Unhappy?” pp. 21-30; “Boredom and Excitement” pp. 257-266; and “Is Happiness Still Possible?” pp. 131-143) (30 pages)
Singer, Peter. The Life you Can Save. Chapters 1-10. (234 pages).
Vlase, I., & Sieber, R. (2016). Narrating well-being in the context of precarious prosperity: An account of agency framed by culturally embedded happiness and gender beliefs. European Journal of Women’s Studies, 23(2), 185-199. (15 pages)
Health and Wellness
Brison, S. J. (2002). Outliving oneself: Trauma, memory, and personal identity. In C. L. Mui and J. S. Murphy (Eds.), Gender struggles: Practical approaches to contemporary feminism (pp. 137-165). Lanham: Rowman & Littlefield Publishers. (20 pages)
Conrad, P., & Barker, K. (2010). The social construction of illness: Key insights and policy implications. Journal of Health and Social Behavior, 51(S), S67-S79. (12 pages)
Link, B. G., & Phelan, J. (1995). Social conditions as fundamental causes of disease. Journal of Health and Social Behavior, 80-94. (14 pages)
Sapolsky, R. M. (2004). Why zebras don’t get ulcers (3rd ed.). New York: Henry Holt and Company. (Ch1 pp. 1-18; Ch18: Managing Stress pp. 384-418) (51 pages)
Aristotle. Nichomachean Ethics. Books I, II, X (+/- 62 pages depending on translation)
Rawls, John. Justice as Fairness: A Restatement 2nd Edition. Whole Book. (240 pages)
Haidt & Lukianoff. The Coddling of the American Mind. Chapters 1-5. 161 pages.
Society and Social Structure
Biehl, J. G. (2001). Vita: Life in a zone of social abandonment. Social Text, 19(3), 131-149. (18 pages)
Braveman & Gottlieb. “The Social Determinants of Health: It’s Time to Consider the Causes of the Causes.” Public Health Rep. 2014 Jan-Feb; 129(Suppl 2): 19–31.
doi: 10.1177/00333549141291S206  (12 pages)
Farmer, P. (2010). “An anthropology of structural violence.” In H. Saussy (Ed.), Partner to the poor: A Paul Farmer reader (pp. 350-375). Berkeley: Univ of California Press. (23 pages)
Rethinking Education
hooks, b. (2014). Teaching to transgress. Routledge. (Ch1 Introduction pp. 1-12; Ch2 Engaged Pedagogy pp. 13-22; Ch9 Feminist Scholarship pp. 119-128; Ch12 Confronting Class in the Classroom pp. 177-190) (42 pages)
Orr, D. W. (2004). Earth in mind: On education, environment, and the human prospect (2nd ed.). Washington: Island Press. (Introduction and Ch1-4 pp. 1-42) (41 pages)


Sport Management and Sport Media summary and response essay helpYork College of Pennsylvania
Department of Sport Management & Sport Media
SPM 130: Sport in Society
Film Review Assignment Guidelines
For each film review:

You will write a 3 page paper (double-spaced, 12-point Times New Roman font, 1-inch margins).

How to structure your film review paper:

Summarize the film you’ve watched. You should talk briefly about what it entailed, the topics that were covered, and some of the ideas that the film put forward.  You should detail the roles that people had in the movie and why it was important to learn about them. This summary should show that you’ve watched to the film in its entirety and identified the key points and main ideas.


Second, identify which aspects of this film you think were most important. Write about how these ideas impact the current state of sport industry.   Detail how this has revealed something new to you.  Use this as an opportunity to think about your own interactions and thoughts on the material discussed in the film and the course.  Therefore, you should also absolutely connect content in the film to material we’ve covering in the course. Be as specific as possible with your thoughts.  Connect three aspects of this course to the content of the movie and give detail on your rationale.

Third, what questions does this film raise for you?  Talk in some detail about what other things you’d like to understand about this topic. Why did you select these questions?  Is there anything else you’d like to mention about this topic?  Show that you’ve thought deeply about the content of the film and its relation to the course.

Finally, what were your personal impressions of the film? Did you like or dislike this film?  Did you like or dislike the ideas and concepts put forward?  Why?  Give reasons for your opinion, including connections to the field of sport sociology. Be honest.

Grading for Review Papers:  

Reviews will be evaluated based on the rubric provided on the next page. Please keep in mind that a sufficient review will receive a passing grade, while an exceptional review will receive a high to near-perfect grade.  Since three films will be watched in this course, use the evaluation that is provided on your first reflection paper to attempt to improve on your second paper, when the time comes.  Do not expect perfection, but understand that the more you strive to meet the standards set forth in the rubric, the better your reflection grade.



Film Summary
1:  Shows minimal, if any, evidence that the author watched and comprehended the film.
2: Some clear, major flaws and/or omissions in the summary. More effort needed to indicate that the author paid attention to the film.
3: Mostly summarizes the film, though summary may lack some important details.
4: Summary covers the film thoroughly without any major omissions of important details.
5: Excellent summary of the film that is both thorough and well-structured, making it abundantly clear what occurred in the film.

Identification of Important Aspects
1: No important points are identified clearly (or at all); no connection to course concepts.
2: Important points are somewhat unclear, and discussion of these points is either sparse or outright missing.  Minimal or no connection to course concepts.
3 Important points from the film are selected, though discussion of these important points may not be comprehensive.  Important points may not be well connected to the course.
4: Is clear and well-reasoned in selecting important points from the film. Connects important points to some aspect of course.
5:  Does an excellent job of selecting important points from the film.  Important points are connected seamlessly to course concepts, showing a holistic understanding of how the film fits with the course topic.

Reflection Questions
Raised by Film
1: Questions are off-topic, unrelated, or insufficiently relevant to the field of sport sociology. No or minimal effort is displayed through the questions presented.
2: Questions show little relevance to the topic discussed in the film, and do not indicate significant effort on the part of the author.  Questions may be confusing. Discussion of related concepts may be missing.
3: Questions are relevant to the topic discussed in the film, though justification/set-up for these questions may be a bit ambiguous.  Some discussion of related concepts, which may not be particularly compelling.
4: Questions are thorough and interesting, with some justification/set-up present. Discussion of related concepts is relevant and somewhat interesting, showing effort on the part of the author.
5: Questions are thorough, interesting, novel, and thoughtful, and demonstrate a deep amount of thought on the part of the author.  Justification/set-up for questions is clear.  Discussion of related concepts is eloquent, interesting, and thorough.

Personal Impressions
1: Personal impressions are either missing or lacking in detail.  Minimal (or no) evidence that the author watched and comprehended the film.
2: Impressions are not well connected to the film discussion or the field of sport sociology.  Reasons for these impressions may be lacking in detail.
3: Impressions are relevant to the film and the field of sport sociology. Reasons for these impressions are presented with some detail, though more focused commentary could help better explain these impressions.
4: Impressions are highly relevant to the film and field of sport sociology. Reasons for these impressions are thorough and help support the author’s opinions. It is clear that the author has reflected thoroughly on the film.
5: Impressions are highly relevant to the film and field of sport sociology, with clear reasoning to support the author’s opinions.  Author has clearly reflected thoroughly on the film and its relation to the course. Overall, it is evident that the author has a firm grasp of the topic, the discussion, and its place in the field of sport sociology.

Writing, Organization& Structure
1: Severe grammatical  or spelling errors are a distraction to the reader. Writing not acceptable for a college-level course.  Paper is also highly disorganized, which represents a major distraction to the reader.  Structure is deeply flawed and unacceptable for a college-level course.
2: Paper has a significant number of grammatical or spelling errors. Writing is unclear in areas, with flaws that make the paper somewhat difficult to read. Paper is also disorganized in areas, which is somewhat distracting to the reader.  Structural issues are present that detract from the paper.  Several ideas seem misplaced, creating significant confusion.
3: Paper shows a few grammatical or spelling errors.  Writing is somewhat clear, with some issues present that may be distracting.  Flaws do not ruin the paper, but could be improved.
Organization is decent, though some flaws are present.  A few structural issues are present, and some ideas are misplaced or poorly presented.
4: Paper is mostly free of grammatical or spelling errors and is written clearly, showing a competent grasp of writing. Some small flaws may be present. Paper is well organized with supporting ideas mostly flowing logically from one to the next. Some small structural issues may be present, though they do not distract from the paper.
5:  Paper is free of grammatical or spelling errors, clear, eloquent, and shows an excellent grasp of writing that makes the paper a pleasure to read. Exceptionally well organized. Paper follows a clear, logical structure that makes it easy to read. No structural issues, and all ideas fit logically with one another.



The Module on Argument Essays my assignment essay help: my assignment essay helpInstructions for the Argument Essay, Paper 4,
for the Module on Argument Essays
Professor: W. Ward
The Basics:
Locate an online opinion/analysis or review article that you disagree with and consider problematic. Summarize it briefly in the introduction and the present your thesis (claim/assertion) at the end of the introduction. Critique the article in the first two body paragraphs and then present a counterargument (also called a rebuttal) in the third body paragraph. Finally, conclude the essay and create a Works Cited entry. The essay will be five paragraphs long. The Works Cited entry will be on its own page and will be the last page of the assignment.
The assignment is worth 100 points. The due date will be given to you in class.
Use MLA format.
Submit the essay through Turnitin under the Lessons tab on Blackboard’s Home Page for your class.
The acceptable level of “Similarity” for Turnitin’s “Similarity Report” for this assignment will be 22% because you will be embedding quotations from the article in the first two body paragraphs.
I have broken down the assignment into 8 tasks. I recommend doing the essay step by step and then checking off each task upon completion.
I provide sample thesis statements, in-text citations, and Works Cited entries in this handout to help you write your essay.
This handout ends with a sample article to help you recognize satire and an example of plagiarism to help you with composing and editing.
Additional handouts mentioned in this handout complement the instructions but are not included here. I am sending them at the same time that I am sending this handout. Look for them:

“Breaking down the Argument Essay by Weeks”
“Reading-Response Worksheet”
“Guidelines for Summarizing and Analyzing”
“GO Formatting Your Argument Essay”
A PowerPoint slideshow called “Counterarguments” can help you with transitional expressions for your rebuttal.

The Tasks:
Task 1: Find an opinion/analysis or review article you disagree with or find problematic.
Task 2: Read, summarize, and annotate the article.
Task 3: Make an outline. Pre-write and organize.
Task 4: Write the introduction, including the thesis, which is your assertion/claim.
Task 5: Write the first two body paragraphs. Analyze the article.
Task 6: Make sure to quote the author of the article at least once in each of the first two body paragraphs (in-text citation).
Task 7: Write the third body paragraph. Create a counterargument/rebuttal.
Task 8: Conclude.
Task 9: Create a Works Cited page.
*Some write the Works Cited page as Task 2 and then continue from there. They just like to get the Works Cited done with from the start.
Task 1: Find an article.
Find an article based on an opinion/analysis or review of something current. Disagree with it or find problems with the article.
Use a common online search engine, such as Google. The article must be problematic, thought-provoking, opinionated.  Some web sites where you might find an appropriate article include NBC News, Fox News, Jezebel, The AV Club, or any other site that contains opinion, analysis, or review articles. Look for headings on the web site that say “opinion” if you cannot find an article right way. The article could be based on a current event or pop culture.
It must have been written in 2014 or later.
The article will represent a view that is the opposite of your opinion on a particular subject. You will need to argue against the content of the article or the presentation of the content, so it should be a topic you feel strongly about.
Of course, you submit your essay to Turnitin, but you do not submit the article you are critiquing to Turnitin.
The article must have an author. One or two people must have their names listed on the article as the writers. The writer’s name can usually be found under the title.
There must be a date printed on the article as proof of when it was written. The article must be recent, no earlier than 2014.
AVOID the following:

a “pro and con” article from a database. Use Google or a similar search engine. The article must take a side on an issue.


an article with a list, whether with numbers or bullet points. You must use a genuine article, not something like “Reasons the Governor Is Like a Potato” from Buzzfeed or a similar social media source


fake stories. Politifact has a list of fake news sites, such as The Bcom,,,


satire (such as from The Onion)


titles that are questions

Here are some sample topics that students have successfully written about in the past. You may choose the same topic, a similar one, or a different one from what you see here:

The Mexican/US border wall
A specific immigration OR foreign policy
The use of drones (military or otherwise)
GMOs and whether they are safe
Teachers carrying guns
Paying college athletes
The value of zoos
Diet choices, such as eating meat or being a vegan
Climate change policy
School uniforms
Marijuana legalization
Legalization of sex workers
The value of a college degree
Free condoms for high school students
Pit bulls as a dangerous breed
Breastfeeding in public
Charter schools vs. public schools
Free college tuition for all Americans
Universal health care
Videogames and their connection to violence
Halloween being just for children
Consuming dairy – An opinion on drinking cow’s milk
Sexism in Game of Thrones
The Kardashians as role models

A current even is the coronavirus and mask-wearing. For obvious reasons, that topic would be a very recent one. You may find a topic on wearing masks, for instance, but you would have to find one that is against masks if you are in favor of wearing them or for masks if you are against wearing them.
Task 2: Read, summarize, and annotate the article.
When reviewing an article, preview it first.

The title usually provides the main idea.
Read headings.
Look at pictures.

Think critically about the article. Make reasonable inferences based on the content of the article. Consider facts vs. opinions and fallacies. Look up words you do not know. Consider connotation vs. denotation, dog whistling, gaslighting, tone, etc. Find flaws with the logic or reasoning in the article.
Annotate the article to organize your thoughts and decide the focus of your argument. Think critically about what you are reading. Many students choose to print out the article to make this step easier.
To annotate well, react to the text:

Find key points.
Look for confusing points, areas you need to review or research.
Make note of vocabulary.
Look for inconsistencies.
Find places where the author reveals him/herself, reveals intentions.
Pay attention to the author’s tone.
Find sentences that you want to use in your essay.
Consider counterarguments/refutations/rebuttals (opposing your viewpoints so you can concede and then refute those point – find something complimentary but do not change your position – More on this later.

Refer to the handout called “Guidelines for Summarizing and Analyzing Details” to help you focus on the parts of the essay. Use “Breaking down the Argument” to help you do the work incrementally so that you pace yourself.
Consider WHAT the author believes or understands, WHAT points the author brings up, WHAT arguments the author presents, HOW the author presents ideas. Understand WHAT your position is. Discover WHAT is wrong with the author’s position or presentation of material. WHAT issues will you critique? HOW should the claim be organized?
Task 3: Make an outline.
The handout called “Reading-Response Worksheet” can help you outline the essay. It separates the parts into the summary, the analysis, the in-text citations, the counterargument, and the conclusion.
Your introduction presents a summary of the article with a thesis. It is neutral in tone until the thesis. The analysis takes place in the first two body paragraphs. Each gives a different concern/disagreement with the article and includes embedded in-text citations (at least one quotation from the article you are critiquing per body paragraph). The third body paragraph is the counterargument/rebuttal. Finally, the essay has a conclusion and a Works Cited entry.
A Focus on the Body Paragraphs:

Total number of body paragraphs: 3
Body 1 – Argue point 1: Assertion/Claim plus Evidence/Proof and
Body 2 – Argue point 2: Assertion/Claim plus Evidence/Proof and
Body 3 – Counterargument (also called a Rebuttal or Counterclaim)
Task 4: Write the introduction, which begins with a summary of the article and ends with a thesis, which makes an assertion (claim) about the article.
The introduction is your first paragraph. The first time you mention the writer of your article, use the person’s first and last name. After that, use the person’s last name.

Begin by summarizing the article. Mention the title of the article (using capital letters and quotation marks),the author’s first and last name, and the article’s main idea in the first sentence of the introduction. Look at the title of the article to discover the main idea of the article. Use third-person, present tense. Use expressions such as the following:  the author states, claims, suggests, asserts, contends, etc.


Give just the author’s ideas until the thesis. Paraphrase as you summarize the article. Save direct quotations for body paragraphs.


Be concise, objective, neutral. Give no opinions until the thesis.


Your thesis will end the paragraph. Your thesis will be your opinion. It is your assertion/claim. Disagree with the WHAT that the author of the article presents or HOW the author presents the idea. Have two reasons WHY you take your position.

The thesis:
Your thesis will be an opinion statement. It is the last sentence in the introduction.
You do not need to use a “plan of development” approach as you did in Paper 3’s expository essay.
In these four examples of thesis statements, below, notice the variety of approaches you might take to writing an argumentative thesis. The first example does not mention the counterclaim/counterargument in the thesis. The other three do. The third example gives a plan of development by mentioning two assertions. The first two do not mention the articles’ authors by their last names. The last two do mention the authors by their last names. You will recall that the beginning of the introduction mentions the author’s first and last name along with the title of the article in quotation marks and the main idea of the article. After mentioning an author’s full name, the student uses the last name for the rest of the essay.
Sample thesis statements from past students:
Living a healthy lifestyle should not revolve around fasting because evidence that fasting diets are heathy shows otherwise.
Alcohol consumption can be dangerous at any age, but the author overlooks why lowering the drinking age to eighteen would be beneficial.
Twenge provides data to defend her position; however, the evidence is unreliable because correlative data can be easily manipulated and there is no evidence that using smartphones leads to depression. (notice the 2-point plan)
Navarette provides facts to defend her position; however, official statistics of true causes of homelessness do not support her argument.
Personal Opinions:

Informative essays are based primarily on facts, but persuasive essays need personal opinions. You want your reader to see your side and hopefully agree with you. Be logical and reasonable.
Sample Articles and Thesis Statements from Students:
Notice in the first sample below, the student uses the author’s last name. That is because earlier in the introduction, the student already mentioned the first and last name.
Article 1: “Valerie Navarette Is on a Mission to End Homelessness, One Person at a Time” by Meg O’Connor
Thesis 1: Navarette provides facts to defend her position; however, official statistics of true causes of homelessness do not support her argument.
Article 2: “Elephants in Africa Need to Be Protected, and Believe It or Not, Hunting Does This Better Than a Ban” by Chris Cox
Thesis 2: In addition to the fact that money acquired from hunting is not used toward the protection of the species, reversing a ban on hunting endangers the African elephant, leaving no chance of survival.
Task 5: Write the first two body paragraphs.
The body paragraphs offer a persuasive critique. You need the following:

at least one quotation in each of the first two body paragraphs
3rd person, present tense

An argument essay is not about having a screaming match. It involves logically and persuasively presenting a claim. The best argument clearly presents a position and offers support to back up a claim.
Make a judgment about the author’s thesis/main idea/claim. Criticize the WHAT and HOW parts of the essay. What is wrong with the content? What is wrong with the delivery of the content?
Consider WHO you think the author’s audience is. WHAT is the author’s purpose?
Evaluate the credibility of the author and sources. Make note of the author’s tone. Is the person being formal or informal?  Is the author appeal to the readers’ emotions?
Critique the supporting details/examples. Is there evidence to support the author’s main idea? What questions are addressed? Is the author reasonable, logical, and reliable? Can you trust the author? Does the author resort to name calling? Does the author show bias? Do you see any fallacies, dog whistles, gaslighting techniques, etc.?
Be logical and believable. Give reasons why your opinion is correct. Give evidence. You might use facts, statistics, expert opinions, and examples.
Be confident and assertive.
*** Refrain from saying “in my opinion,” “I feel,” “to be honest,” “personally,” etc.  You give your opinion, the expression “in my opinion” is wordy and unnecessary because the audience knows your thesis is an opinion. Besides, you need to use the 3rd person for your argument.
The handout labeled “Fallacies” could help you find faulty reasoning.
Task 6: Make sure to quote the author at least once in each of the first two body paragraphs (in-text citations).
What you do is pull direct quotations from your article to use as a reference point for your first two body paragraphs. You need just one quotation for each of the first two body paragraphs. Once more, I encourage you to print out and use the “Reading-Response Worksheet” to help you organize your thoughts. If you search for appropriate quotations as you annotate and organize your essay and write down those quotations with a corresponding response, then your hard work is already done. At that point, you just need to decide where and how to embed those quotations. The response you write down in the “Reading-Response Worksheet” can help you decide how to phrase your commentary and show the relevance of the quotation to your main idea.
The third body paragraph does not need a direct quote in it.
When analyzing a quotation, you can quote exactly what the author says, and then say, “What this means is” and then “The problem with this statement is. . .” At that point you should continue your analysis of the quotation. Explain yourself clearly.
When mentioning a source, name the author. Here are examples from A Writer’s Reference. In the first example, below, the page is included because the source is from a journal with multiple pages. If you are quoting from an on-line article, there is usually no page number.
IN-TEXT (In the paper): Bioethicist David Resnik emphasizes that such policies, despite their potential to make our society healthier, “open the door to excessive government control over food, which could restrict dietary choices, interfere with cultural, ethnic, and religious traditions, and exacerbate socioeconomic inequities” (31).
Resnik, David. “Trans Fat Bans and the Human Freedom.” American Journal of
             Bioethics, vol. 10, no. 3, Mar. 2010, pp. 27-32.
Next is an example of not giving the author’s name in the essay but then putting the author’s last name in parentheses (along with a page number if there is one) at the end. The example below is not a direct quote, but it provides a statistic from a source with two authors. These authors’ names would be found in a Works Cited entry, so I would be able to know more information about them and where their information comes from.
IN-TEXT: According to a nationwide poll, 75% of Americans are opposed to laws that restrict or put limitations on access to unhealthy food (Neergaard and Agiesta).
Grammar help – If the author has an error, use [sic].
For example: He said, “They brought there [sic] children to the party.”
In the example above, the wrong word was used by the author, so the student writes [sic] so that the teacher doesn’t think that the student made the mistake of saying there instead of their.
Task 7: Write the third body paragraph, also called the counterargument/rebuttal
A counterargument is also called a counterclaim or rebuttal. It is a point of view that goes against your own views. By acknowledging another point of view, you strengthen your own position because you prove that you recognize that not everyone thinks the same way about an issue. It shows you have considered another perspective and want to be fair.
The third body paragraph is the same length as the other body paragraphs, 7-10 sentences. Express reasons for the author’s opinions. By taking several sentences to explain the author’s perspective, you show that you have considered that point of view. Then you could use a word such as “however” to turn things around and reaffirm your position. Doing this shows that you are firm about your position despite considering an alternative perspective. This shows that you are being objective. A main reason to include a counterargument is so that other people see that you are addressing their concerns or interests, but you are proving them to me mistaken.
A PowerPoint on counterarguments provides some transitional expressions that can be used to begin this paragraph and then later to begin the reaffirmation of your own argument later in the third paragraph.
A note:

Both sarcasm and satire use humor and cleverness to point out flaws in thinking, but sarcasm is often seen as rude. You must be careful to understand your audience when using sarcasm. Satire can mock another perspective in a gentler way, so not everyone is aware that humor is being used to make fun of something. If your audience does not recognize your satire, then you will not accomplish your mission. The best bet is to be objective, neutral, and fair.
Task 8: Conclude.
This is the last paragraph. Wrap up your ideas. Reaffirm your position. Should the reader so something? Do you have a call to action? Should the reader make changes in their life? Do you have prediction for the future? Avoid a summary that regurgitates your main points without offering a commentary or insight.
Task 9: Create a Works Cited entry.
Purdue OWL has information on MLA format. The Works Cited page will be on its own page and will be the last page of Paper 4.
The Works Cited page has a title called Works Cited.
When you write the entry, follow this format:
Double space. Use 12-point font when typing. Left justify. Use a hanging indent format.
The most common mistakes students make when creating an entry for the Works Cited is in not double spacing and not using a hanging indent. The “hanging indent” is created when the first line of the Works Cited entry begins at the one-inch left-hand margin, but all the subsequent lines get indented.
To create this hanging indent when using Word, find the “Home” tab on your monitor/screen in the upper left. Go to the section marked “Paragraph” and find the up and down arrows. As you hover over it, the words “Line and Paragraph Spacing” appear. Left click on the icon. Then find “Line Spacing Options” and click on that. A box pops up. Now search under the tab “Indents and Spacing.” See in the section marked “Indentation” the word “Special.” There is a box under it with a drop-down arrow. Find where it says “Hanging Indent.” If you highlight and click “enter” for your Works Cited entry, the proper indentation should occur.
Order of items in the Works Cited:

Use a hanging indent format.
Last name of the author of the article goes first followed by a comma and the first name.
Have a period after the name.
Use capital letters and quotation marks for the title of the article, which is next.
A period goes after the title of the article.
The source where the article was found, such as the website, gets capitalized and italicized.
A comma goes after the source.
Write the date the article was published in this order: day month year
A comma goes after published date.
 The URL is last.

Sample Works Cited:
Remember to use the same margins and font as the rest of the paper. Double space and use a “hanging indent”. The Works Cited needs to be on its own page. Pretend the following example begins at the top of the last page of Paper 4.
Student’s last name and page no.
Works Cited
Tanenhaus, Sam. “Generation Nice: The Millennials Are Generation Nice.” The New York Times, 15 Aug. 2014,
Samples from A Writer’s Reference:
Sample Entry from a Web Newspaper Article: Notice the order – Author (last name, first). “Article Title.” Website title, date, URL
Crowell, Maddy. “How Computers Are Getting Better at Detecting Liars.” The Christian Science Monitor, 12 Dec. 2015,
Sample Entry from a Web Article with Author Listed: Notice the order – Author (last name, first). “Article Title.” Title of Website, date (day, month abbreviated and year), URL
Leonard, Andrew. “The Surveillance State High School.” Salon, 27 Nov. 2012, surveillance state high school/.
Sample Satirical Article: Learn to recognize and avoid satire.
Here is a satirical article from a news source (The Guardian). Do not use a satirical article because the author of the article is not serious. Notice the points I highlighted in green at the beginning and end of the article.
Some headings for articles online are not capitalized based on MLA format rules. That is because the authors of those articles are using a different format, such as APA style. You still need to use MLA format when creating your Works Cited page and entry.
Climate change is an obvious myth – how much more evidence do you need?
The Guardian
Climate change is an obvious myth – how much more evidence do you need?
Many people just refuse to accept the facts that surround them, even if we saw 100 more years of it plain and apparent
Dean Burnett
Tue 25 Nov 2014 04.17 ESTFirst published on Tue 25 Nov 2014 02.13 EST
There’s no such thing as climate change, Northampton has always looked like this.
Photograph: Alamy
Climate change is a myth. We all know this, deep down. Some of you reading this may have been taken in by the fear-mongering governments or corrupt scientists so have been brainwashed into thinking climate change is a real thing that “threatens all of humanity” or some other nonsense, but it’s just that: nonsense. When you look closely at it, the so-called evidence for climate change, or “global warming” or “warmageddon” or “planetary death spiral” or whatever they’re calling it these days, it doesn’t stand up to scrutiny.
Take changes in sea level. They keep banging on about how the warming of the atmosphere causes rising sea levels, but if that was happening we’d have seen it by now! It’s been countless decades since they first started predicting this, but here we still are! But they persist in trying to convince us it’s a real threat, citing places that were supposedly “lost to the waves” and we’re supposed to believe that places like Atlantis, Miami or Skegness actually existed? You believe that rubbish and you probably believe we landed on Ganymede! And you’re an idiot, so there’s no hope for you.
And where does this rise in sea level supposedly come from – melting glacial ice? Like there was at any point massive blocks of ice just floating around in the ocean? You ever leave an ice cube in your drink last longer than five minutes? It melts, and yet we’re meant to believe these “ice caps” lasted millions of years. They’re not even trying to be convincing any more.
A “sheet”, of “ice”? What’s next; “garlic bread”? Photograph: HANDOUT/AFP/Getty Images
And don’t get me started on this supposed food crisis. Charging £150 for a single loaf of bread? Are we supposed to believe this is due to widespread agricultural collapse brought about by climate change? Or, as is far more likely, is it a price-fixing conspiracy by the global bakery mega-corporation? When 78% of all food in this country is sold by Greggs, OF COURSE you’re going to see this sort of thing happening. It’s been nearly a century since he took office and I, like many, think Chancellor Farage was a great man, but he dropped the ball on that one.
It’s the same with these hypothetical mass extinctions, as if that’s anything to do with climate change. It’s just opportunistic cherry picking by these cynical and manipulative scientists. Harsh fact is, a lot of species go extinct, but that’s just nature. Dinosaurs went extinct millions of years before we humans ever appeared, are we supposed to take the blame for that too? Doesn’t mean I’m happy that we lost the elephants, tigers, pandas, salamanders, cows and poodles, but I don’t feel guilty about it either.
People tell me cows were once bred domestically. Can you imagine? This was supposedly stopped because they caused significant environmental damage due to methane and deforestation, but we all know it was orchestrated by the synthetic meat companies. They obviously got rid of all cattle to ensure their current global dominance. Just think; if they hadn’t killed all the cows, we’d still be slaughtering them today!
Cows: on a par with dragons and unicorns. Photograph: JEAN-PIERRE MULLER/AFP/Getty Images
Then there’s this “extreme weather” nonsense. I’ve not noticed any changes in the weather outside of the norm. Clueless clime change believers keep telling me it’s a global change so that doesn’t mean anything, but I LIVE ON THE GLOBE, so I’d notice any changes wouldn’t I? Duh! But there haven’t been any changes, obviously. There are no more storms now than there was when I was a kid. I barely get struck by lightning more than once a month, maybe every three weeks at most, and it’s never done me any harm and I’ll kill anyone who says otherwise!
But it’s with these weather worries that these manipulative scientists really give the game away. Urging us to use more wind power but complaining about all the hurricanes we keep having? They got us all to convert to solar power decades ago but keep whining about prolonged sunny spells? MAKE YOUR MINDS UP!
Some of them even go so far as to say it’s climate change that’s causing forced migration of millions of people. But that’s clearly because everyone has solar cars and jetpacks and matter transporters now, so why would they stay in one place, with or without devastating environmental damage spurring them on.
It’s all a bit convenient, isn’t it, all this palaver over climate change? Weird how 99.9999% of all scientists purportedly agree that it’s definitely happening and our most powerful quantum computers are certain to over a million decimal places that it’s our fault? Weird how they’re saying this now, at exactly the same time when they need all the volunteers they can get for the moon and Mars colonies. What’s more likely; that human industrial activity actually does lead to climate change, or that it’s all a massive meticulous centuries-long ruse to convince people that leaving Earth is a good idea? Obviously, it’s the latter. These scientists have no shame or respect.
I can’t say I’m not tempted to go myself, though. I’d rather live on another planet, than on one where every aspect of your life is subject to rigorous scientific control. Nobody should have to put up with that crap.
Dean Burnett doesn’t actually agree with any of the claims in this piece, but don’t let that stop you commenting or shouting at him on Twitter @garwboy
About Plagiarism:
Diana Hacker and Nancy Sommers,
“Writing about Literature,” from A Writer’s Reference
Example of Plagiarism: What you see below is an original source that a student uses. Following the original source is a mistake a student might make. The parts highlighted in green are exact words from the original source and therefore considered cheating. Some students think it is fine to write lines from an author but to change some words every so often. No, that might be unintentional borrowing, but it is still plagiarism. The page number is used because the author, Elaine Hedges is mentioned. Clearly, the source, “Small Things Reconsidered: ‘A Jury of Her Peers,’ “ would be an entry on the Works Cited page.
Mothers [in the late nineteenth century] were advised to teach their daughters to make small, exact stitches, not only for durability but as a way of instilling habits of patience, neatness, and diligence. But such stitches also became a badge of one’s needlework skill, a source of self-esteem and of status, through the recognition and admiration of other women.
-Elaine Hedges, “Small Things Reconsidered:
A Jury of Her Peers,’” p. 62
One of the final clues in the story, the irregular stitching in Minnie’s quilt patches, connects immediately with Mrs. Hale and Mrs. Peters. In the late nineteenth century, explains Elaine Hedges, small, exact stitches were valued not only for their durability. They became a badge of one’s prowess with the needle, a source of self-respect and of prestige, through the recognition and approval of other women (62).
Example of Correctly Paraphrasing a Source: What you see is a student paraphrasing correctly by not using the exact same words as the original source. Notice how the student’s writing is not word-for-word what the writer said. Instead, the student uses their own words and credits the original author. The page number is used because the author, Elaine Hedges is mentioned. Clearly, the source, “Small Things Reconsidered: ‘A Jury of Her Peers,’ “ would be an entry on the Works Cited page.
Mothers [in the late nineteenth century] were advised to teach their daughters to make small, exact stitches, not only for durability but as a way of instilling habits of patience, neatness, and diligence. But such stitches also became a badge of one’s needlework skill, a source of self-esteem and of status, through the recognition and admiration of other women.
-Elaine Hedges, “Small Things Reconsidered:
‘A Jury of Her Peers,’ ” p. 62
One of the final clues in the story, the irregular stitching in Minnie’s quilt patches, connects immediately with Mrs. Hale and Mrs. Peters. In the late nineteenth century, explains Elaine Hedges, precise needlework was valued more for its strength. It was a source of pride to women, a way of gaining status in the community of other women (62).


Introduction to Computer Systems Organization essay help websites 
Signature Assignment
[Type your name here]
Brandman University
School of Business & Professional Studies
CSCU 251 Introduction to Computer Systems Organization
[Type Professor’s Name Here]
Table of Contents
Introduction. 3
Background and Justification. 3
Diagram.. 3
Conclusion. 3
References. 4
            In this introduction provide a background of the needs for which the computer is being designed. Explain processing, storage and expected use of the system. Suggested length here is 1-2 pages.
Background and Justification
            In this section you will itemize the components that will be used in your system. You will need to describe their features and what they mean. Provide at least one or two comparable. Provided a justification as to why this component was selected. You are encouraged to use supporting references to justify your selections. Suggested length: 2-3 pages.
The diagram should show a visual depiction of the selected components or parts that will comprise your system. Most students use a two-column table in Microsoft Word. On one column the component is listed and on the other a thumbnail of the component is provided. Suggested length 1-2 pages.
In this final section provide any concluding or summary comments. This includes lesson learned throughout the process, what aspects you found most challenging and how this has prepared for to be able to building a system or a server given a set of requirements/needs. Suggested length ½ – 1 pages.
Each entry contains four elements: author, publication date, title, and publisher information—all formatted in APA style.
Aswani, K., & Srinivas, S. (2010).  Concept lattice reduction using fuzzy K-Means clustering. Expert Systems with Applications, 37(3), 2696-2704.  doi:10.1016/j.eswa.2009.09.026By: Aswani Kumar, Ch.; Srinivas, S.. Expert Systems with Applications, Mar2010, Vol. 37 Issue 3, p2696-2704, 9p; DOI: 10.1016/j.eswa.2009.09.026; (AN 45544794).
Nieman, A. (2009). Cyberforensics: Bridging the law/technology divide. Journal of Information, Law & Technology, (1). Retrieved from
O’Neill, M., & Robshaw, M. J. B. (2010). Low-cost digital signature architecture suitable for radio frequency identification tags. Computer & Digital Techniques, 4(1), 14-26. doi: 10.1049/iet-cdt.2008.0165

Academic Journal

Concept lattice reduction using fuzzy K-Means clustering.Remember that for every source listed on your reference page, you must have at least one in-text citation.  For guidelines on citing in text, see your APA manual.

Academic Journal

Concept lattice reduction using fuzzy K-Means clustering. By: Aswani Kumar, Ch.; Srinivas, S.. Expert Systems with Applications, Mar2010, Vol. 37 Issue 3, p2696-2704, 9p; DOI: 10.1016/j.eswa.2009.09.026; (AN 45544794)