1984 Essay --

Are you sitting comfortably? I find myself constantly drawn back to the subject of George Orwell’s 1984 it follows a dystopian community, which is set in a world that has been in continuous war, and has no privacy by means of surveillance and has complete mind control and is known by the name of Oceania. It keeps an eye on a man named Winston whose features are described as him having â€Å"a smallish, frail figure†¦his hair very fair, his face natural sanguine, [and] his skin roughened† (Orwell 2). This book illustrates to readers what the world would be like if we were under complete control of the Government, as a result, this book poses a couple motifs’ for instance Part One tackles â€Å"Collectivism† which means the government controls you, while Part Two fights with â€Å"Romance† because Winston and Julia’s love, and Part Three struggles with â€Å"Fear† and how it controls you physically and mentally. Likewise, George Orwell’s 1984 Part One Motif is â€Å"Collectivism† which means an economic or political system in which the government controls everything like land, business, and in Oceania’s case even to extent of mind control. This theme proves itself as you first turn the page in part one when it states â€Å"Big Brother is Watching You† (Orwell 2). Those five words that could be read under that poster seem to act as all he needs in this community to prove his control and authority. The motif played a main part here because it was all about someone not having their own control; it was about them having everything accepted by Big Brother whether what they inscribe in their journal, what their thoughts were, or even what they were doing because Big Brother is watching at all times. Part two of George Orwell’s 1984 motif is â€Å"Romance† because Winsto... ...f it no matter what even if it means betraying the people we care. In order to understand ourselves, we must first understand George Orwell’s 1984. This book expresses multiple motifs like Part one on Collectivism by the people of Oceania putting their community in the hands of Big Brother, or Part Two was about Romance between Julia and Winston and about how the party wanted to alter love for complete devotion to Big Brother, and later in Part Three it was about fear and how it can control you. We must ultimately comprehend how this book could prove more of a timeline of events taking place now if we don’t put steps inline to stop the Government from complete control, really we are the proles Orwell was mentioning we are the hope and we must utilize it. â€Æ' Works Cited Orwell, George. 1984: a novel. New York, N.Y.: Published by Signet Classic:, 1977. Print.

Ap English Language Argumentative or Persuasive Essay

The Assignment: You are to research and compose an argumentative or persuasive essay focusing on a controversial issue (you may not write on abortion, gun control, marijuana legalization, gay marriage, or creationism/evolution). Argumentative essays enlighten your readers to the rationale behind your position on a debatable issue. However, persuasive essays not only enlighten your readers to your position on an issue, but also attempt to coerce readers to take some sort of action. You will be transforming your essay into a speech which you will present to the class. The Prewriting Stage: Step 1: Finding an issue 1. List possible topics 2. Select the topic in which you are most interested 3. Consider if others will be interested in it as well Step 2: Preliminary research—exploring the issue 1. Define your issue; develop your claim 2. What do you understand about it already? Brainstorm and list what you know about it. Explore your position. 3. What has been written or said about your issue by others? 4. How does your issue impact others? 5. Research the history of the issue. 6. Is your issue focused enough to be analyzed successfully? Is it so narrow that little has been written about it, or that few sill express an interest? Step 3: Considering your audience 1. How will most of your readers probably feel about his issue? 2. What do you expect them to know about it already? 3. Should you address your essay to an audience who disagrees with your position, or will you be â€Å"preaching to the choir†? Are you going to have to impact their underlying beliefs and values? Remember, you must address opposing arguments. Step 4: Reassessing your choice 1. Has your research supplied enough for you to maintain your claim? 2. Is there enough information available to addressing opposing arguments? 3. Do you need to learn more about it? Step 5: Constructing your argument—preparing to address those who disagree 1. List every reason that you can think of that will help your argument and convince your readers to reconsider their position and adopt yours. 2. Consider effective appeals (ethos, pathos, logos) 3. Number your points or assertions in order of strength or plausibility 4. Under each point or assertion, list potential objections or questions that it could raise. 5. Consider how you would respond to that objection or question 6. Consider how you would refute any illegitimate or illogical objections or questions. Step 6: Anticipating opposing arguments 1. List widely known opposing positions to your claim 2. Meet in groups and allow other students to play â€Å"devil’s advocate† by arguing the opposing side. 3. Number the opposing points or assertions in order of strength or plausibility; you will address the strongest points in your essay 4. List reasons for the opposing points 5. Prepare to accept or concede portions of plausible opposing arguments 6. Prepare to refute an implausible point or assertion. Validity of opposing arguments may be addressed by: *Giving a counterexample *Questioning the authority or source, the validity of the facts *Questioning the logic of the opposing point The Drafting Stage: Introductory Paragraph 1. Determine your claim. State it clearly in your opening paragraph 2. Define the issue and your purpose to your readers. Why are you writing about this? Why should your audience be interested? 3. Getting the reader’s attention—anecdote (telling a story), startling statistic, interesting quote, significance of your concerns 4. The background/history of the issue (if significant) 5. Establish the appropriate tone for your subject and your audience Body Paragraphs Supporting your claim 1. State your reasons for supporting your position along with evidence 2. Go beyond simple assertions; consider the nature of your appeals (ethos, pathos, logos) Body Paragraphs Addressing potential opposing arguments. You may either 1. Concede the validity of an opposing argument by qualifying part or accepting all of it while explaining why your position is stronger, or 2. Refute the opposing argument by stating why it is invalid or weak. Conclusion 1. Restate your claim 2. State the significance of your position. How does it affect the future? 3. Make a final emotional appeal if appropriate 4. State a call for action (persuasion) 5. Appeal for further study of research Self Evaluation: Address the following questions: 1. Did you stick with your original topic or did you change it? 2. What problems did you encounter during the process of creating the essay? 3. List two of the most important changes you made. Why did you make them? 4. Of what part of your essay are you most proud? Why?

Questions On American Airlines, Flight 11 - 971 Words

Katie’s eyes blink open with a start as she looks over at the clock. â€Å"Up before the alarm.† She thinks with a smile. It feels like ages since she’s seen her family in Los Angeles. A long overdue visit home is just what she needs. She jumps out of bed, excited to start her day. After showering and dressing Katie eats her breakfast on the balcony. It’s a beautiful Boston morning, crisp with just a hint of fall in the air. Once winter comes there’ll be no sitting outside. But, today the bright blue sky shows no signs of what’s coming. Before heading out the door, she hurriedly checks her tickets one last time. Sure enough they are right where they were a few minutes ago, safe in the side pocket of her purse. Looking at her flight†¦show more content†¦With only a carry-on she quickly checks in and gets to her gate. â€Å"Now boarding American Airlines Flight 11 to Los Angeles.† The desk agent says over the loud speaker. â€Å"Could my timing be any more perfect?† Katie thinks as she walks toward her gate. Entering the plane, she looks at her boarding pass, seat 8E. She quickly finds her seat where a Middle Eastern man is occupying the aisle seat. Nodding toward the window seat, â€Å"That’s me.† She says. As she is struggling to heave her bag into the overhead bin the man gets up and assists her. â€Å"Thank you.† She says as she takes her seat. A few moments later the flight attendant says over the loud speaker, â€Å"We have a bit of a situation, this flight is full and we have a passenger who must get to LA for a medical crisis in her family. Would anyone be willing to take a later flight?† Katie looks around and nobody is offering to give up their seat. â€Å"Don’t get on that plane.† Without thinking, she raises her hand. â€Å"They can have mine.† As she’s leaving the plane a frazzled woman with a tear streaked face is coming towards her. â€Å"Thank you, my dad†¦Ã¢â‚¬  Tears swallow her words and she takes her seat. Apologizing for the delay the flight attendant announces they’ll be taking off momentarily. At the airline counter Katie’s new tickets are already waiting, First Class, plus a voucher for food and drinks – nice. Sitting down at the bar Katie says, â€Å"It’s 5:00 o’clock somewhere, I’ll have aShow MoreRelatedSummary : 9 / 11 Essay1991 Words   |  8 PagesResearch Paper: 9/11 George W. Bush once said that â€Å"Our enemies have made the mistake that America’s enemies always make. They see liberty and think they saw weakness.† 9/11 was a devastating day in American history. 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The terror didn’t end there, other plane hit The

Laetoli - 3.5 Million Year Old Hominin Footprints

Laetoli is the name of an archaeological site in northern Tanzania, where the footprints of three hominins--ancient human ancestors and most likely Australopithecus afarensis--were preserved in the ash fall of a volcanic eruption some 3.63-3.85 million years ago. They represent the oldest hominin footprints yet discovered on the planet.   The Laetoli footprints were discovered in 1976, eroding out of a gully of the Nagarusi river, by team members from Mary Leakeys expedition to the main Laetoli site. Local Environment Laetoli lies in the eastern branch of the Great Rift Valley of eastern Africa, near the Serengeti Plain and not far from Olduvai Gorge. Three and a half million years ago, the region was a mosaic of different ecotones: montane forests, dry and moist woodlands, wooded and unwooded grasslands, all within about 50 km (31 miles) of the footprints. Most Australopithecine sites are located within such regions--places with a wide variety of plants and animals nearby. The ash was wet when the hominins walked through it, and their soft print impressions have given scholars in-depth information about the soft tissue and gait of Australopithecines not available from skeletal material. The hominin prints are not the only footprints preserved in the wet ashfall: animals walking through the wet ash included elephants, giraffes, rhinoceroses and a wide variety of extinct mammals. In all there are 16 sites with footprints in Laetoli, the largest of which has 18,000 footprints, representing 17 different families of animals within an area of about 800 square meters (8100 square feet). Laetoli Footprint Descriptions The Laetoli hominin footprints are arranged in two 27.5 meter (89 foot) long trails, created in moist volcanic ash which later hardened because of desiccation and chemical change. Three hominin individuals are represented, called G1, G2, and G3. Apparently, G1 and G2 walked side by side, and G3 followed along behind, stepping on some but not all of the 31 footprints of G2. Based on known ratios of the length of a bipedal foot versus hip height, G1, represented by 38 footprints, was the shortest individual of the three, estimated at 1.26 meters (4.1 feet) or less in height. Individuals G2 and G3 were larger--G3 was estimated at 1.4 m (4.6 ft) tall. G2s steps were too obscured by G3s to estimate his/her height. Of the two tracks, G1s footprints are the best preserved; the track with footprints of both G2/G3 proved difficult to read, since they overlapped. A recent study (Bennett 2016) has allowed scholars to identify G3s steps apart from G2 more clearly, and reassess the hominin heights--G1 at 1.3 m (4.2 ft), G3 at 1.53 m (5 ft). Who Made Them? At least two sets of the footprints have been definitely linked to A. afarensis, because, like the fossils of afarensis, the Laetoli footprints do not indicate an opposable great toe. Further, the only hominin associated with Laetoli area at the time is A. afarensis. Some scholars have ventured to argue that the footprints are from an adult male and female (G2 and G3) and a child (G1); others say they were two males and a female. Three dimensional imaging of the tracks reported in 2016 (Bennett et al.) suggests that G1s foot had a different shape and depth of heel, a different hallux abduction and a different definition of the toes. They suggest three possible reasons; G1 is a different hominin from the other two; G1 walked at a different time from G2 and G3 when the ash was sufficiently different in texture, producing differently shaped impressions; or, the differences are a result of foot size / sexual dimorphism. In other words, G1 may have been, as others have argued, a child or a small woman of the same species. While there is some ongoing debate, most researchers believe that the Laetoli footprints show that our Australopithecine ancestors were fully bipedal, and walked in a modern manner, heel first, then toe. Although a recent study (Raichlen et al. 2008) suggests that the speed at which the footprints were made might affect the kind of gait required to make the marks; a later experimental study also led by Raichlen (2010) provides additional support for bipedalism at Laetoli. The Sadiman Volcano and Laetoli The volcanic tuff in which the footprints were made (called the Footprint Tuff or Tuff 7 at Laetoli) is a 12-15 centimeter (4.7-6 inches) thick layer of ash which fell on this region from the eruption of a nearby volcano. The hominins and a wide variety of other animals survived the eruption--their footprints in the muddy ash prove that--but which volcano erupted has not been determined. Until relatively recently, the source of the volcanic tuff was thought to be the Sadiman volcano. Sadiman, located about 20 km (14.4 mi) southeast of Laetoli, is now dormant, but was active between 4.8 and 3.3 million years ago. A recent examination of outflows from Sadiman (Zaitsev et al 2011) showed that the geology of Sadiman does not fit perfectly with the tuff at Laetoli. In 2015, Zaitsev and colleagues confirmed that it was not Sadiman and suggested that the presence of nephelinite in Tuff 7 points to the nearby Mosonic volcano, but admit that there is not conclusive proof as of yet. Preservation Issues At the time of excavation, the footprints were buried between a few cm to 27 cm (11 in) deep. After excavation, they were reburied to preserve them, but the seeds of an acacia tree was buried within the soil and several acacias grew in the region to heights of over two meters before researchers noticed. Investigation showed that although those acacia roots did disturb some of the footprints, burying the footprints was overall a good strategy and did protect much of the trackway. A new conservation technique was begun in 1994 consisting of application of a herbicide to kill all the trees and brush, the placement of biobarrier mesh to inhibit root growth and then a layer of lava boulders. A monitoring trench was installed to keep an eye on the subsurface integrity. See Agnew and colleagues for additional information on the preservation activities. Sources This glossary entry is a part of the About.com guide to Lower Paleolithic, and the Dictionary of Archaeology. Agnew N, and Demas M. 1998. Preserving the Laetoli foodprints. Scientific American 279(44-55). Barboni D. 2014. Vegetation of Northern Tanzania during the Plio-Pleistocene: A synthesis of the paleobotanical evidences from Laetoli, Olduvai, and Peninj hominin sites. Quaternary International 322–323:264-276. Bennett MR, Harris JWK, Richmond BG, Braun DR, Mbua E, Kiura P, Olago D, Kibunjia M, Omuombo C, Behrensmeyer AK et al. 2009. Early Hominin Foot Morphology Based on 1.5-Million-Year-Old Footprints from Ileret, Kenya. Science 323:1197-1201. Bennett MR, Reynolds SC, Morse SA, and Budka M. 2016. Laetoli’s lost tracks: 3D generated mean shape and missing footprints. Scientific Reports 6:21916. Crompton RH, Pataky TC, Savage R, DAoà »t K, Bennett MR, Day MH, Bates K, Morse S, and Sellers WI. 2012. Human-like external function of the foot, and fully upright gait, confirmed in the 3.66 million year old Laetoli hominin footprints by topographic statistics, experimental footprint-formation and computer simulation. Journal of The Royal Society Interface 9(69):707-719. Feibel CS, Agnew N, Latimer B, Demas M, Marshall F, Waane SAC, and Schmid P. 1995. The Laetoli Hominid footprints--A preliminary report on the conservation and scientific restudy. Evolutionary Anthropology 4(5):149-154. Johanson DC, and White TD. 1979. A systematic assessment of early African hominids. Science 203(4378):321-330. Kimbel WH, Lockwood CA, Ward CV, Leakey MG, Rak Y, and Johanson DC. 2006. Was Australopithecus anamensis ancestral to A. afarensis? A case of anagenesis in the hominin fossil record. Journal of Human Evolution 51:134-152. Leakey MD, and Hay RL. 1979. Pliocene footprints in the Laetolil Beds at Laetoli, northern Tanzania. Nature 278(5702):317-323. Raichlen DA, Gordon AD, Harcourt-Smith WEH, Foster AD, and Haas WR, Jr. 2010. Laetoli Footprints Preserve Earliest Direct Evidence of Human-Like Bipedal Biomechanics. PLoS ONE 5(3):e9769. Raichlen DA, Pontzer H, and Sockol MD. 2008. The Laetoli footprints and early hominin locomotor kinematics. Journal of Human Evolution 54(1):112-117. Su DF, and Harrison T. 2015. The paleoecology of the Upper Laetolil Beds, Laetoli Tanzania: A review and synthesis. Journal of African Earth Sciences 101:405-419. Tuttle RH, Webb DM, and Baksh M. 1991. Laetoli toes and Australopithecus afarensis. Human Evolution 6(3):193-200. Zaitsev AN, Spratt J, Sharygin VV, Wenzel T, Zaitseva OA, and Markl G. 2015. Mineralogy of the Laetolil Footprint Tuff: A comparison with possible volcanic sources from the Crater Highlands and Gregory Rift. Journal of African Earth Sciences 111:214-221. Zaitsev AN, Wenzel T, Spratt J, Williams TC, Strekopytov S, Sharygin VV, Petrov SV, Golovina TA, Zaitseva EO, and Markl G. 2011. Was Sadiman volcano a source for the Laetoli Footprint Tuff? Journal of Human Evolution 61(1):121-124.

Essay about The Stalinist Terror and Sofia Petrovna

In the book Sofia Petrovna, the author Lydia Chukovskaya writes about Sofia Petrovna and her dreadful experiences as a widowed mother during the Russian Stalinist Terror of the 1930s. There were four basic results of the Russian Stalinist Terror: first, it was a way of keeping people in order; second, it kept Stalin in power and stopped revolutions from forming, made people work harder to increase the output of the economy, and separated families as well as caused deaths of many innocent people due to false charges. Stalin used the media in order to convince the Russian citizens that there were saboteurs and spies within Russian population. Stalin used the secret police and military forces to carry out the arrests of so called†¦show more content†¦The media also expresses that the imprisonment of the spies is the right thing to do. Up with the banner of Bolshevik vigilance, as we are taught by the genius of the leader of the peoples, comrade Stalin! Let us root out all saboteurs, secret and open, and all those in sympathy with them(83) As Sofia Petrovna reads the Timofeyev editorial, her boss, Timofeyev, is accusing Sofia for being a saboteur because she had sympathy for Natasha being fired, another so called saboteur. Stalin and his mass media propaganda persuade Timofeyev into taking part in the terror, resulting Timoteyevs belief that what Stalin is doing is the best for the Russian country. The terror stopped revolutions from forming because whatever groups Stalin didnt agree wit h he could simply arrest the members of that group. In Timofeyevs editorial Sofia is siding with a Natasha, Natasha is thought to be a revolutionary, because Natasha wasnt said to be loyal to the communist regime, and therefore Sofia is accused of siding with a sabotager or revolutionary. The terror also kept people working harder to increase the output of the economy. Movements such as the Stakhanovite movement, squeezed greater efforts out of workers and those who fell behind usually were accused of sabotaging. This benefited the Russian economy as they attempted to catch up to Europe and America throughout the age of

American Born Chinese free essay sample

In American Born Chinese by Gene Luen Yang, the main theme would have to be identity. Despite the graphic novel consisting of three separate storylines, the main characters in the book all share the same issue being uncomfortable with whom they are and connected to. If one were to simplify and boil the message of the book down to one word, it would be self-acceptance. The morals of identity and self- acceptance are what American Born Chinese is about. Yangs novel serves as a reminder that we must accept ourselves how we are not trying to be something or someone we are not. In the first storyline of the novel, the readers are introduced to the legendary Monkey King the first of three characters who struggle with self-acceptance. Even though he reigns over Flower Mountain, Monkey is not content by being Just a king he desires to be recognized as a deity. We will write a custom essay sample on American Born Chinese or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Nevertheless, because other deities see him nothing other than a monkey, he learns as many disciplines as possible to exceed the life of his kind. However, in the end, attempting to be something he is not, he loses control. The second storyline brings in Jin Wang, a young kid who is enrolled in an American school after coming from China. Not long after his first day of school, Jin finds out Just how difficult it is to be one of the few Asians among the many American faces. Afterwards, when another young boy from Taiwan is enrolled as an exchange student named Wei-Chen, Jin at first takes no interest. He doesnt want to be out in public with other Asian people, but he later realizes the things they have in common and later become the best of friends. In spite of that though, Jin Wang is internally ashamed of his friends Asian heritage. The last storyline presents Danny, an American high school basketball player who has the perfect student life every year until his cousin from China, Chin-Kee, comes for a visit. Just when Danny is about to get a girlfriend, make a sports team, or become popular around school, a visit from his F. O. B. cousin changes his whole life, forcing Danny to transfer schools in order to escape the embarrassment and shame. Because Chin-Kee has slanted eyes, buck teeth, knows Kung-Fu, and has an accent, Danny loses his way and goes all out on his cousin only resulting in one very bad In the end, all three storylines merge together, revealing the moral of the novel accepting yourself Just the way you are. Each character was ashamed of something they were unfortunately connected to the Monkey Kings species, Jins Asian culture, and Dannys cousin. They were so obsessed with how others saw them that they lost control, bringing harm only to themselves. The Monkey King, Jin, and Danny all at first failed to realize that there is nothing wrong with being an outsider. This novel, all in all, stresses the importance of self-acceptance.