Chat with us, powered by LiveChat ENGLISH 1013: EXTENDED DEFINITION What is this assignment? In this assignment, you will be crafting an extended definition. An extended definition is a detailed clarification of a signifi - Writecave

ENGLISH 1013: EXTENDED DEFINITION What is this assignment? In this assignment, you will be crafting an extended definition. An extended definition is a detailed clarification of a signifi

  

Typewriter with solid fillENGLISH 1013: EXTENDED DEFINITION

What is this assignment?

In this assignment, you will be crafting an extended definition. An extended definition is a detailed clarification of a significant thing. Specifically, you will be investigating a thing – an object, mechanism, process, or concept – of significance and teaching your audience why that thing matters. It will be your task as the writer to identify the thing, describe the thing, provide background/context for this thing, and answer the questions: why does it matter, and to whom does it matter?

This assignment requires some complex consideration before you begin drafting. To begin, you will need to select the thing you’re seeking to define. Some examples might be: anti-lock brakes, mechanical keyboards, chopsticks, the food pyramid, radiation therapy, the Montessori method, yoga, integrated circuits, Reddit, sustainable farming, the Strontium-90 radioactive isotope, or Dungeons & Dragons 5th edition. Next, you will need to identify a context for your definition, which will dictate the intended audience. To do this, consider the following question: where “in the wild” would you see a need for this extended definition? For example, if you chose to write about “anti-lock brakes,” you might imagine that your definition will appear in the operator’s manual for a new car. The target audience would likely be a new car owner who is potentially unfamiliar with what an anti-lock braking system is, how it operates, and what it is designed to protect against. 

After you have identified the greater context and the intended audience, you will be ready to decide how to craft your extended definition around the requirements below. 

This assignment helps you develop the essential skills described in our course learning outcomes 1 -7 (listed on the front page of our syllabus). 

EXTENDED DEFINITION OUTLINE 1

Quintezha Diggs

Professor Carolyn Bauhaus

ENGL1013 English Composition 1 Section 21P

2 October 2022

Extended Definition Outline: Poverty

Outline for paper

· Introduction

· Topic: poverty

· Thesis Statement: Poverty has been limited for long to mean lack of money necessary to access quality lifestyle, medical attention, education, shelter, and food among other basic needs ignoring other critical factors like marginalization, social and economic exclusion that communicates a detailed message about poverty.

· Body Paragraph 1: Background

· Sources being used:

· Source 3: Britanica.com (provides context on what poverty is all about, how I starts, and the various types of poverty)

· Source 4: Studysmarter.us (provides detailed information on how different definitions of poverty have been developed as mankind has continued to evolve and making the issue of poverty to be understood from different perspectives)

· Source 1: image 1 (shows a clear picture of poverty from a marginalized and social exclusion perspective)

· Source 2: images 2 (depicts poverty from a lack of money perspective)

· Body Paragraph 2: Inventions

· Sources being used:

· Source 5: World Economic Forum.com (the source provides more information of the continuous strategies that have been put in place in the past, current and future plans to eradicate poverty of different forms)

· Source 6: United Nations (shares insights on the poverty journey and applicable measures that can bring poverty to an end)

Source 7: Concern Worldwide US.org (shares 7 applicable solutions or interventions that would curb poverty on a global level)

· Body Paragraph 3: Key Hindrances

· Sources being used:

· Source 5: World Economic Forum.com (shares some challenges that have been faced in the past and current making poverty eradication a complex challenge and how some of these hindrances makes it possible for poverty to last even longer)

· Source 4: Studysmarter.us (shares valid points on why marginalization and social exclusion remains key challenges in eradicating poverty and also causing all other types of poverty apart from lack of money)

· Body Paragraph 4: milestones achieved

· Sources being used:

· Source 8: Worldbank.org (provides a clear comparison of poverty before civilization, after civilization and introduction or advanced technology, and modern-day situation to show great milestones achieved).

· Source 5: Economic Forum.com (provides some evidence to show levels of progress when it comes to poverty eradication as various mitigation strategies are put in place.

· Conclusion

· Poverty has affected the world negatively and more so individual people. All the same it is something that has granted people a chance to learn from their mistakes and implement solutions that would change the situation for the better. With present desire to fight all forms of poverty, it is possible to have a better world in the future.

Sources

https://www.habitatforhumanity.org.uk/blog/2018/09/relative-absolute-poverty/

https://www.shutterstock.com/image-photo/empty-wallet-hands-elderly-man-poverty-439390204

https://www.britannica.com/topic/poverty

https://www.studysmarter.us/explanations/social-studies/work-poverty-and-welfare/types-of-poverty/

https://www.weforum.org/agenda/2016/01/poverty-the-past-present-and-future/

https://www.un.org/en/global-issues/ending-poverty

https://www.concernusa.org/story/solutions-to-poverty/

https://www.worldbank.org/en/topic/poverty/overview

,

Typewriter with solid fillENGLISH 1013: EXTENDED DEFINITION

What is this assignment?

In this essay, you will be crafting an extended definition. An extended definition is a detailed clarification of a significant thing. Specifically, you will be investigating a thing – an object, mechanism, process, or concept – of significance and teaching your audience why that thing matters. It will be your task as the writer to identify the thing, describe the thing, provide background/context for this thing, and answer the questions: why does it matter, and to whom does it matter?

This assignment requires some complex consideration before you begin drafting. To begin, you will need to select the thing you’re seeking to define. Some examples might be: anti-lock brakes, mechanical keyboards, chopsticks, the food pyramid, radiation therapy, the Montessori method, yoga, integrated circuits, Reddit, sustainable farming, the Strontium-90 radioactive isotope, or Dungeons & Dragons 5th edition. Next, you will need to identify a context for your definition, which will dictate the intended audience. To do this, consider the following question: where “in the wild” would you see a need for this extended definition? For example, if you chose to write about “anti-lock brakes,” you might imagine that your definition will appear in the operator’s manual for a new car. The target audience would likely be a new car owner who is potentially unfamiliar with what an anti-lock braking system is, how it operates, and what it is designed to protect against.

After you have identified the greater context and the intended audience, you will be ready to decide how to craft your extended definition around the requirements below.

This assignment helps you develop the essential skills described in our course learning outcomes 1 -7 (listed on the front page of our syllabus).

In the required 500 words of this paper you should establish the following:

· The object, mechanism, process, or concept you are defining

· Writing style and document formatting that is compatible with the specific context and intended audience for your extended definition

· Engagement with at least three popular (non-academic) sources to support your main points, provide examples, etc.

· Integration of one image that helps to illustrate your extended definition, accompanied by descriptive alt text and a caption

· Proper MLA 9 citations for all writing/quotes/ideas/images that are not your own

Tips & Considerations

Unsure of what some of these keywords mean? Return to your course readings, notes, or ask your instructor for clarification.

There may be several different techniques (examples, partition, process description, analogy, etc.) you could use when crafting your extended definition. Spend some time pre-writing about how each technique would work with your chosen thing.

FALL 2022 SEMESTER

Extended Definition Final Draft Rubric – Criteria for Success

Dimension

Exemplary

Accomplished

Developing

Beginning

Points

Scope

The student's essay:

(5) effectively identifies, describes, and provides background context for a single object, mechanism, process, or concept.

(4) coherently identifies, describes, and provides background context for a single object, mechanism, process, or concept.

(3) identifies a single object, mechanism, process, or concept, but the description and/or background context is/are insufficient.

(2-0) doesn’t identify a single object, mechanism, process, or concept and the description and background context are insufficient.

/ 5

Extended Definition

The student’s essay:

(10 to >8) crafts a detailed & developed clarification (extended definition) for the single object, mechanism, process, or concept.

(8 to >6) crafts a clarification (extended definition) for the single object, mechanism, process, or concept.

(6 to >4) contains a clarification (extended definition) for the single object, mechanism, process, or concept, but it is hard to identify or is unclear.

(4-0) doesn’t contain a clarification (extended definition) for the single object, mechanism, process, or concept.

/ 10

Source Integration

The student’s essay:

(15 to >12) effectively engages with at least three sources.

(12 to >9) engages with at least three sources.

(9 to >6) minimally engages with at least three sources.

(6-0) doesn’t engage with at least three sources.

/ 15

Image Integration

The student’s essay:

(10 to >8) integrates at least one image, accompanied by concise descriptive alt text and a caption.

(8 to >6) integrates at least one image, accompanied by descriptive alt text and a caption.

(6 to >4) integrates at least one image, but alt text or caption is incorrectly written.

(4-0) does not integrate an image and/or lacks alt text and a caption.

/ 10

Citation

The student’s essay:

(10 to >8) includes correct MLA 9 citation for all sources.

(8 to >6) includes MLA 9 citation for all sources with a few minor errors.

(6 to >4) includes MLA 9 citation for all sources with several errors.

(4-0) lacks necessary MLA 9 citations.

/ 10

Mechanics

The student’s writing:

(10 to >8) contains focused, coherent, and developed sentences appropriate to Composition I.

(8 to >6) contains focused, coherent, and developed sentences appropriate to Composition I with few errors.

(6 to >4) contains coherent sentences mostly appropriate to Composition I, but several errors make meaning unclear.

(4-0) is not yet appropriate to Composition I, as there are many errors that make meaning unclear.

/ 10

Style & Tone

The student’s writing style & tone:

(10 to >8) is appropriate to the context and intended audience.

(8 to >6) is mostly appropriate to the context and intended audience.

(6 to >4) is sometimes appropriate to the context and intended audience.

(4-0) is inappropriate to the context and intended audience.

/ 10

Format

The student’s essay:

(10 to >8) is formatted according to the prompt guidelines, including an engaging title.

(8 to >6) is mostly formatted according to the prompt guidelines, including an engaging title.

(6 to >4) is formatted incorrectly in several areas and/or lacks an engaging title.

(4-0) is formatted incorrectly and lacks an engaging title.

/ 10

Total points: / 80

REVISE & EDIT

Polish your Extended Definition Final Draft based on feedback from peers, the Writing Center, and your instructor.

Important note: at absolute minimum, you must submit passing work (score of 18/30 or above) for your Extended Definition “Thing” Choice & Image/Alt Text Practice assignment to be able to submit your Extended Definition Final Draft.

PROCESS

REVIEW

Extended Definition Rough Draft

Prepare a rough draft of your essay.

Peer Review

Have your classmates read & critique your rough draft.

Conference

Talk one-on-one with your instructor about your essay.

Writing Center or Library Workshop

Attend one workshop between Weeks 6-10.

Extended Definition "Thing" Choice & Image/Alt Text Practice

Choose the "thing" you'll be defining & practice writing alt text for images.

Extended Definition Outline

Determine the overall structure of your essay.

image1.png

image2.svg

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ENGL1013 TERM 2 UNIT 4 DISCUSSION 1

ENGL1013 Unit 4 Discussion Extended Definition

Name

Instructor

Date

· What thing are you considering writing an Extended Definition for?

An extended definition is a composition or paragraph explaining a complex term. There are a lot of complex terms that have different aspects from which they can be perceived from. These are the specific “things” that I am considering writing an Extended Definition essay or composition about. Some of them include; poverty and homelessness

· Why is this thing(s) important to you? Why do want to share details about it to your peers?

The above mentioned things are important to me because they would help me understand issues affecting me as a person from different perspectives. Through this understanding I will be able to make use of them better hence improving quality of my life. Additionally, I would want to share details about them to my peers because they are things that can have a positive impact in their lives.

· What intended audience do you have in mind for your extended definition?

The intended audience is my community members especially those in families and leadership. This is because the selected “things” have a general and others individual message. For instance on poverty, the message is general that can be applied by leaders and people in personal levels.

Step 2: Image/Alt Text Practice

To make my Extended Definition bear some meaning and become easy to understand for the audience, I would integrate I would make use of images.

Poverty

https://www.habitatforhumanity.org.uk/wp-content/uploads/2018/08/relative-poverty-cover-1200x600-c-default.jpg In this image, poverty is described from poor living conditions that pose health hazards to people

509,436 Poverty Images, Stock Photos & Vectors | Shutterstock In this image, poverty is described from lack of financial resources to take care of personal needs.

Homelessness

Reporting on homelessness | Editor and Publisher The image shall be used to communicate homelessness message from unaffordability of available homes

https://media.npr.org/assets/img/2016/04/18/gettyimages-522042922_wide-8f5cb44e04b92cff44317c93be305335efcffca7-s1100-c50.jpg The image shall be used to elaborate homelessness from the aspect of natural disasters that sweeps homes away.

image4.jpeg

image1.jpeg

image2.jpeg

image3.jpeg

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English Comp

10.02.20

Feeling of the Waves

Growing up I’ve always heard stories and seen plays of the great ancient Marshallese

mariners. These stories would be passed down from generation to generation. Traditional

Marshallese dances conveyed how these voyagers would sail out into the emerald sea attempting

to conquer each wave they encounter. Songs are still being sung about how Marshallese

navigators would sail from island to island. Ancient Marshallese mariners were regarded to be

some of the greatest navigators of the Pacific Ocean. Equipped with their outriggers, stick charts,

and their knowledge of the waves they navigated between the atolls of the Marshall Islands.

Sailing in between the atolls of the Marshall Island was no easy feat. Ancient Marshallese

sailors would use a technique called wave piloting (Langlois). Wave piloting is the art of reading

waves by sight and feel (Tingley). In order to learn this method, an apprentice navigator would

spend years with a rimeto, also known as master navigator. (Pacific). Apprentices would learn

special chants which taught them about courses in between the islands (Pacific). These

apprentices were also taught through these chants different reference points and what to expect

when they see different types of animals (Pacific). Wave patterns were what Marshallese

navigators relied on to know their location in the sea (Pacific). Wave piloting was passed from

generation to generation and was kept secret. Only a few select people were entrusted with this

knowledge. Chiefs of each island treasured this ability so much that they were willing to kill

anyone who didn’t have permission to learn of this navigational wisdom. With this intelligence

of the waves these ancient mariners were ready to face the sea and its challenges. Through rain

or shine, through sunny days and stormy nights, these mariners were able to navigate through

anything.

Ancient Marshallese people also used stick charts to make their way through these

islands. These stick charts were called (Pacific). The charts were made with sticks and cower

shells (Pacific). The sticks on the charts didn’t represent distance like a normal geographical map

would, but they represented wave and wind patterns (Pacific). Marshallese navigators used these

charts to study with and didn’t use them on actual journeys (Pacific). A seasoned sailor wouldn’t

need a stick chart because they would have already kept a log in their head of past journeys.

Stick charts were more for apprentice sailors and for them to learn about the wave and wind

patterns (Pacific). It’s incredible how these ancient mariners were able to pass through the

islands without the proper use of compass or even a geographical map.

Marshallese outriggers were essential for early Marshallese mariners. There were three

types of canoes that Marshallese people used. These vessels were made of breadfruit logs, ropes

of coconut fibers and a sail made from pandanus leaves (Pacific). There were three main canoes

that the Marshallese people used (Angelo). The first canoe that Marshallese sailors used was

called a Walap which was a big canoe and was used for voyaging between the atolls (Angelo).

The second canoe was a medium sized canoe and was called a Tipnol (Angelo). The Tipnol was

used for sailing and also used for fishing (Angelo). The smallest of the three canoes was used for

fishing and sailing within the lagoon. This canoe was called a Kurkur and could only seat one or

two people (Angelo). The canoes that ancient Marshallese mariners were using were considered

to be some of the technologically advanced canoes (Pacific). The asymmetrical hull, outrigger

shock absorption system, and the double fronted hull were what made these canoes so ahead of

their time (Pacific). These vessels allowed them to push boundaries and explore outside of their

atolls.

Sailing was and is still a big part of the Marshallese culture. Nowadays a part of

Marshallese culture pertaining to navigation is lost. There are efforts to try to bring the old ways

back way with annual boat races. Navigating isn’t practiced widely in the islands the Marshall

Islands but they still try to preserve the culture through dances, songs, and chants. Stories that

were told to me from my elders I will always cherish. I will also do my due diligence and pass it

down to my kids. I hope they will love to hear of the great navigators of the pacific.

Works Cited

Angelo, Jasper. “Wa Kuk Wa Jimor – Marshallese Canoes Today.” YouTube, commentary by Rachel Miller https://www.youtube.com/watch?v=CUxdB0S6cz8

Langlois, Krista. “Science and Tradition Are Resurrecting the Lost Art of Wave Piloting.” Smithsonian.com, Smithsonian Institution, 2 Feb. 2016, www.smithsonianmag.com/arts- culture/science-and-tradition-are-resurrecting-lost-art-wave-piloting-180958005/.

Pacific Storytime Cooperative. “Canoes of the Marshall Islands.” Youtube.com, commentary by PRELhttps://www.youtube.com/watch?v=JHYCdKFOHIA&feature=youtu.be&fbclid=Iw AR3J8Tz7xOnDkQXjCAjqwYavwJ1yojC9bef35lyF_h1lXPpR-E7vV3dPeN

Tingley, Kim. “The Secrets of the Wave Pilots.” The New York Times, The New York Times, 17 Mar. 2016, www.nytimes.com/2016/03/20/magazine/the-secrets-of-the-wave-pilots.html.

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