10,886 Matching Annotations
  1. Nov 2021
    1. often

      delete

    2. Legal definitions often depend upon qualifiers, as in the case of the gun debate. 

      Legal definitions often depend upon qualifers, or refinements like these. Take for example the case of the gun debate.

    3. However, with the recognition of transgender students and their rights, the U.S. Department of Education offered a statement of clarification to the language of Title IX: “explaining that it will enforce Title IX's prohibition on discrimination on the basis of sex to include: (1) discrimination based on sexual orientation; and (2) discrimination based on gender identity” (“Title IX”).  Schools, students, and parents can now point to this language in debates about who is protected by Title IX status, and who can be included in the funding of gender-specific sports teams.

      With the recognition of transgender students and their rights, however, the U.S. Department of Education offered......(Pick up again right after "gender identity". Do you need to restatement "Title IX in parentheses here?

      Schools, students, and parents can now point to this new language, containing a refined definition of gender bias,when they are involved in debates about who is protected by Title IX status, and who can be included or not included within the funding of gender-specific sports.

    4. any

      one or more of

    5. Diabetes? Obesity? Hypertension?

      Could it be diabetes? Obesity? Hypertension?

    6. Any diagnosis of

      Could it be any diagnosis....

    7. Prior to that, the fetus is fully dependent for survival upon the security of the woman's womb. 

      not sure you need this...is implied?

    8. and this, generally, is possible at twenty-four weeks. 

      This, generally, occurs at twenty-four weeks, while the pro-life definition of life occurs immediately or soon after conception.

    9. those on the pro-choice side often argue

      can you just say "argue" making it parallel to the statement in the previous sentence? Leave off the 'often'

    10. A definition argument can help avoid this kind of slippage, and it can clarify where disagreements lie.  Even if it doesn't resolve the disagreements, it may at least prevent misunderstandings.

      Not sure this adds anything, and is kind of general ...Can you get along without it?

    11. even more

      delete. Not sure what is is "even more critical" of.

    12. Once we understand the value of definition for clarifying terms in an essay, we can start to appreciate the value of definition in shaping an argument, especially one centered around a contentious term.

      very clear

    13. A good way to test your thesis is to try out examples to see if the criteria work to distinguish things that fit the category from things that don't. Are other things we consider unhealthy full of sugar and/or fat, low in nutrition, and made with industrial additives? Yes. Fast food hamburgers are unhealthy because they contain high levels of fat, low nutritional value, and are full of chemical preservatives.

      Here you give an example of another food that fits the category of unhealthy, i.e. fast food hamburgers. But you don't give the opposite example, as you seemed to suggest you would, of something that doesn't fit the category.

    14. A good way to test your thesis

      not sure what thesis you are referring to, or what it would sound like..

    15. because it meets the other two criteria, it can still be considered unhealthy.

      because it meets the other two criteria, as in low in nutrition and heavy on fat and sugar....

    16. can put a more specific subject into a category based on criteria

      this is not clear to me....what you are trying to say. What follows the quote is clear/

    17. of different uses

      for various uses

    18. The dictionary.com site

      Dictionary.com offers....

    19. can derive a definition from

      can use to derive a definition

      Also, I still don't get what (ethos) means or how it fits here, but maybe there is some previous reference

    20. Can greenhouse-grown food be organic

      For instance, can greehouse.......

    21. it may benefit the argument

      it may be beneficial to... (repetition of the word 'argument')

    22. questioning other terms

      questioning this or other terms....

    23. "What do they mean by ‘artificial’?”

      no quotes needed?

    24. The claim states

      It states..(.I think you can get away with this.)

    25. In this case, organic is the subject of the argument. The claim goes on to base the argument on definition criteria.

      In this case, organic is the subject, and the claim bases its argument on definition criteria.

    26. of the argument

      delete? Still clear with less repetition.

    27. organic

      doesn't this still need quotes? Seems odd to switch back and forth.

    28. are arguments because they

      delete? Might be clearer and less repetitive.

    29. A research-based argument

      Should this say, "A research-based 'Definition' argument" Or, simply, "A definition argument may have as its goal....

      Since that is your title it seems logical, unless they have just been learning about research-based articles immediately beforehand.

    1. beyond

      Just above the diagram it says "in the third period or BELOW", not "BEYOND".The video below clarifies, however, that it is "elements in groups 13-18 with n>2 (p-block) can have up to 12 electrons in their valence because of the presence of d subshells"

    1. instantaneous rate
      1. Use the reaction rate equation as a template
      2. Calculate instantaneous rates
      3. Plug into RR equation to find overall reaction rate
    1. forma un enlace químico (un proceso exotérmico conΔ E< 0ΔE<0ΔE < 0), la disminución de la energía potencial va acompañada de un aumento de la energía cinética

      energia exotermica at min neg , but gain kinetc

    2. el mínimo de energía potencial define la longitud del enlace . Esto se conoce más correctamente como la longitud del enlace de equilibrio , porque el movimiento térmico hace que los dos átomos vibren a esta distancia

      long de eq

    3. La distancia internuclear a la que se produce el mínimo de energía potencial define la longitud del enlace

      LON ENLACE AT MIN ENER pot

    4. El PES es la energía de una molécula en función de las posiciones de sus núcleos. rrr. Esta energía de un sistema de dos átomos depende de la distancia entre ellos. A grandes distancias, la energía es cero, lo que significa "sin interacción". A distancias de varios diámetros atómicos dominan las fuerzas atractivas, mientras que en aproximaciones muy cercanas la fuerza es repulsiva, lo que hace que la energía aumente

      PES Q ES

    1. "Why We Should Open Our Borders"

      It appears that some citations within the "Works Cited" page are in bold font.

    2. Research-Based Proposal Arguments

      Yes, I can definitely see myself using these sample essays in my class. The sample proposal essay "Why We Should Open Our Borders" works really well here!

    3. Research-Based Evaluation Arguments

      Wonderful evaluation essays! I like that the essay "Universal Health Coverage for the United States" has a specific attribution. I wish it contained a "Works Cited" page as well.

    4. Research-Based Definition Arguments

      The three essays that are included in this section are great! I especially favor the essay with the pdf version and annotations. Students find essays, like this one, extremely helpful and see them as guides while they develop their own writing.

    5. The essay "An Image Is Worth a Thousand Calls to Arms" by Saramanda Swigart analyzes a visual argument.

      This essay is very detailed in the way that it analyzes the image included within it. I like how it can be used in one of my classes to show an example of a visual analysis essay.

    6. The essay "Argument Analysis of Cory Doctorow’s 'Why I Won’t Buy an iPad (and Think You Shouldn’t, Either)'" can serve as an example

      Absolutely! I would advocate for the inclusion of this student essay. It contains lots of very detailed and thoughtful annotations.

    7. The brief essay "Henig's Perspective on the Gender Revolution"

      This sample student argument analysis essay works well. I also like how you included the original text that is being analyzed before the essay itself.

    8. The essay "Contested Territory" compares and contrasts two arguments on immigration

      This essay works really well as a sample comparison and contrast essay!

    9. responds

      Yes, I like how you differentiate these essays by category since these short essays can be used as both sample summaries and student responses.

    10. In "Typography and Identity," Saramanda Swigart summarizes

      This is also a great summary because it could be seen as a way into an argument about racial identity and could be connected to Black Lives Matter movement as well. I like how the PDF version points out the opening of the essay as well as the thesis statement - very effective.

    11. n "Spread Feminism, Not Germs," student Gizem Gur summarizes the Atlantic Magazine article

      This summary works really well since it relates to the current pandemic. I like the marginal notes that are included within the PDF version of this sample summary. Since this is a summary written by a student, it works well as a model summary for students completing a similar assignment.

    1. Key

      Add choanocyte

    2. Sponges are animals and have all animal characteristics. As they have no tissue (parazoans) they are considered the simplest animal phyla. 

      Add text and images on parazoa (no true tissue because of no irreversible specialization.)

    3. Unique Feature: Choanocytes: Sponges show a common characteristic with common ancestors shared with Protists. 

      Add images and text associated with Choanocyte to Choanoflagellate connection

    1. Going in the other direction, suppose you want to store a letter of the alphabet. There are 26 letters, so how many bits do you need? With 4 bits, you can specify one of 16 values, so that’s not enough. With 5 bits, you can specify up to 32 values, so that’s enough for all the letters, with a few values left over.

      This shit makes literally no sense wtf type textbook is this bullshit.

    1. As with previous labs that involve extracting an answer from graphical methods, we will not be determining the uncertainty range for the final answer.  If you are not getting an answer witihin 5% of the actual mass of the magnet (you can measure this on the scale only after you have computed it!), then you have likely made one or more fixable mistakes.

      误差5%

    2. height of its center of mass is what matters here.

      质心的角度,不用管绳子形状

    3. Something we encountered in previous labs also comes up here. We are mapping the motion of the pendulum with the protractor behind it, so we need to minimize the effect of parallax in our view.  This is accomplished in the usual ways – keep the pendulum as close to the protractor as possible, and the camera as far away as possible (while still being able to see the result).

      板子贴近钟摆,减少视差

    1. ketones tend to not form gem-diols

      Ketones= no gem-diols (except when substituents are highly electro neg)

    2. Fluorine is more electronegative than bromine and would remove more electron density from the carbonyl carbon. This would destabilize the carbonyl allowing for more gem-diol to form.

      More electronegative-->more hydrate

    1. You must know what the point of view is and why that point of view is important to your project.

      You have to read and understand the authors point of view when reading a paper to understand where they are coming from

    2. Analyzing what different sources say about a topic is one way to determine exaggerations, omissions, and errors.

      have an open mind when going into researches from different experts

    3. Determining when an item of information was published or produced is an aspect of evaluating information.

      the closer it was to the date the more reliable it could be. The further it is from the date the more information it could have changed

    4. Avoiding conspiracy theories and fake news is essential for conducting credible research.

      read information very carefully and know where the information is coming fro and be aware of fake news

    5. Unfortunately, these sites have no control system for researching, writing, and reviewing articles.

      I have heard that people can go and change information on a wiki site

    6. check to see when the site was last updated.

      Make sure that it is credible and that no one changed the information to their liking

    7. Bias can lead an author to present facts selectively, edit quotations to misrepresent someone’s words, and distort information.

      Bias information can ruin a research paper entirely because it argues one side of a story and disregard the whole storyline

    8. To determine the trustworthiness and credibility of a source, you want to ensure that a source is current, written by an expert, accurate, and unbiased.

      make sure it is reliable

    9. Your task as a researcher is to determine the appropriateness of the information your source contains for your particular research project

      when writing a paper on the research you have gathered being able to look at the resources you have and finding those that will help the most is very significant

    1. In most cases, you won't have enough data to generalize, so you can simply bring in your observations as an additional source of information that supports other work that has already been able to make a general point about your topic.

      use whatever information you found but also add your observation and opinion on what you have found to support your research

    2. It is easy for writers to get so caught up in checking out books and printing out/bookmarking articles that they forget to ask themselves how they will use these resources in their research

      Making sure you are looking at books and making sure you can use them in your research somewhere a long the line

    3. Think of synonyms for your key words and try searching for those

      I tend to do this a lot where I would switch up the wording

    4. Start off with key words that are fairly specific. For instance, rather than “global warming,” you might use “temperature trends” or “sea level rise.”

      narrow your search and find different attempts to finding results

    5. Limit results to a particular domain type, such as .edu (school and university sites) or .gov (government sites). This is a quick way to filter out commercial sites, which can often lead to more objective results

      important to look out for when looking at a website

    6. The first few hits that appear in search results may include sites whose content is not always reliable

      found this out first hand :/

    7. When faced with the challenge of writing a research paper, some students rely on popular search engines as their first source of information

      I have this problem because I personally would search something up and click at the first top three that pop up

    8. Writers use strategies to help them find the sources that are most relevant and reliable while steering clear of sources that will not be useful.

      you have to find a resource no matter it being first, second, or tertiary sources to help support your research

    9. Tertiary sources are those sources that have already been interpreted by two people

      information collected from two other people

    10. Journal and some magazine articles Some newspaper articles Biographical books Television documentaries Websites that at interpret data gathered by themselves or others

      what secondary sources are preferably from

    11. research papers, research-based books, and some newspaper articles

      Bases of secondary sources

    12. Data (from data gathering websites, such as the Census Bureau), Interviews, Diaries and letters, and Other historical documents Websites of government agencies and organizations that collect data.

      Primary sources includes information caught from first hand

    1. PERSONS OF THE PLAY ANTHONY HARRY ARCHER, Claire's husband HATTIE, The maid CLAIRE DICK, Richard Demming TOM EDGEWORTHY ELIZABETH, Claire's daughter ADELAIDE, Claire's sister DR EMMONS

      THIS IS A DIFFRENT PLAY THATS WHY IT WAS CONFUSING

    2. MRS HALE: (her hand against her pocket) We call it—knot it, Mr Henderson.

      the women had been planning

    3. MRS HALE: (her hand against her pocket) We call it—knot it, Mr Henderson.

      This is the coolest line in anything i've ever read.

    4. a sheriff's wife is married to the law. Ever think of it that way, Mrs Peters? MRS PETERS: Not—just that way. SHERIFF: (chuckling) Married to the law. (moves toward the other room) I just want you to come in here a minute, George. We ought to take a look at these windows.

      not a very loving husband

    5. COUNTY ATTORNEY: No, Peters, it's all perfectly clear except a reason for doing it. But you know juries when it comes to women. If there was some definite thing. Something to show—something to make a story about—a thing that would connect up with this strange way of doing it—

      I wonder if the jury was male or female or both

    6. THE VERGE

      I don't think I understand how plays work

    7. MRS HALE: (with a slow look around her) I wonder how it would seem never to have had any children around, (pause) No, Wright wouldn't like the bird—a thing that sang. She used to sing. He killed that, too.

      Hale didn't like John

    8. MRS HALE: I could've come. I stayed away because it weren't cheerful—and that's why I ought to have come. I—I've never liked this place. Maybe because it's down in a hollow and you don't see the road. I dunno what it is, but it's a lonesome place and always was. I wish I had come over to see Minnie Foster sometimes. I can see now—(shakes her head)

      judgemental

    9. MRS HALE: (mildly) Just pulling out a stitch or two that's not sewed very good. (threading a needle) Bad sewing always made me fidgety. MRS PETERS: (nervously) I don't think we ought to touch things. MRS HALE: I'll just finish up this end. (suddenly stopping and leaning forward) Mrs Peters? MRS PETERS: Yes, Mrs Hale? MRS HALE: What do you suppose she was so nervous about? MRS PETERS: Oh—I don't know. I don't know as she was nervous. I sometimes sew awful queer when I'm just tired. (MRS HALE starts to say something, looks at MRS PETERS, then goes on sewing) Well I must get these things wrapped up. They may be through sooner than we think, (putting apron and other things together) I wonder where I can find a piece of paper, and string.

      both women are anxious and feel uncomfortable in the situation

    10. MRS HALE: (examining another block) Mrs Peters, look at this one. Here, this is the one she was working on, and look at the sewing! All the rest of it has been so nice and even. And look at this! It's all over the place! Why, it looks as if she didn't know what she was about!

      stress or anxiety could of been the cause pf her sewing to decline

    11. SHERIFF: They wonder if she was going to quilt it or just knot it! (The men laugh, the women look abashed.)

      these men are disrespectful, they have no regaurd for the women

    12. MRS HALE: Well, I don't think she did. Asking for an apron and her little shawl. Worrying about her fruit.

      she did it i know it

    13. MRS PETERS: (in a frightened voice) Oh, I don't know.

      yes she does

    14. MRS HALE: (examining the skirt) Wright was close. I think maybe that's why she kept so much to herself. She didn't even belong to the Ladies Aid. I suppose she felt she couldn't do her part, and then you don't enjoy things when you feel shabby. She used to wear pretty clothes and be lively, when she was Minnie Foster, one of the town girls singing in the choir. But that—oh, that was thirty years ago. This all you was to take in?

      other women in the community didn't really get along with Mrs. Wright, she was strange

    15. She was going to put this in there

      why didn't she?

    16. I'd hate to have men coming into my kitchen, snooping around and criticising. (She arranges the pans under sink which the LAWYER had shoved out of place.) MRS PETERS: Of course it's no more than their duty. MRS HALE: Duty's all right, but I guess that deputy sheriff that came out to make the fire might have got a little of this on. (gives the roller towel a pull) Wish I'd thought of that sooner. Seems mean to talk about her for not having things slicked up when she had to come away in such a hurry.

      Hale is upset with the people investigating because they are making a mess, what is more important?

    17. COUNTY ATTORNEY: Yes—? MRS HALE: (looking about) It never seemed a very cheerful place. COUNTY ATTORNEY: No—it's not cheerful. I shouldn't say she had the homemaking instinct. MRS HALE: Well, I don't know as Wright had, either. COUNTY ATTORNEY: You mean that they didn't get on very well? MRS HALE: No, I don't mean anything. But I don't think a place'd be any cheerfuller for John Wright's being in it.

      not a happy home

    18. Ah, loyal to your sex, I see. But you and Mrs Wright were neighbors. I suppose you were friends, too. MRS HALE: (shaking her head) I've not seen much of her of late years. I've not been in this house—it's more than a year.

      the attorney isn't exactly a feminist

    19. COUNTY ATTORNEY: I guess before we're through she may have something more serious than preserves to worry about.

      the attorney thinks she did it as well

    20. SHERIFF: Well, can you beat the women! Held for murder and worryin' about her preserves.

      the sheriff thinks she did it

    21. motive

      once again it doesn't seem like anyone is considering suicide.

    22. she started to laugh, and then she stopped and looked at me—scared

      maybe she realized that it wasn't really a laughing matter or maybe she's just traumatized.

    23. HALE: Well, my first thought was to get that rope off. It looked ... (stops, his face twitches) ... but Harry, he went up to him, and he said, 'No, he's dead all right, and we'd better not touch anything.' So we went back down stairs. She was still sitting that same way. 'Has anybody been notified?' I asked. 'No', says she unconcerned. 'Who did this, Mrs Wright?' said Harry. He said it business-like—and she stopped pleatin' of her apron. 'I don't know', she says. 'You don't know?' says Harry. 'No', says she. 'Weren't you sleepin' in the bed with him?' says Harry. 'Yes', says she, 'but I was on the inside'. 'Somebody slipped a rope round his neck and strangled him and you didn't wake up?' says Harry. 'I didn't wake up', she said after him. We must 'a looked as if we didn't see how that could be, for after a minute she said, 'I sleep sound'. Harry was going to ask her more questions but I said maybe we ought to let her tell her story first to the coroner, or the sheriff, so Harry went fast as he could to Rivers' place, where there's a telephone.

      They didn't even consider the fact that maybe he killed himself

    24. COUNTY ATTORNEY: I think I'd rather have you go into that upstairs, where you can point it all out. Just go on now with the rest of the story.

      well that's going to be hard considering she saw her maybe lover dead up there.

    25. He died of a rope round his neck',

      i still think she killed him and perhaps Hale and John where having an affaire?

    26. I want to see John.' And then she—laughed. I guess you would call it a laugh. I thought of Harry and the team outside, so I said a little sharp: 'Can't I see John?' 'No', she says, kind o' dull like. 'Ain't he home?' says I. 'Yes', says she, 'he's home'. 'Then why can't I see him?' I asked her, out of patience. ''Cause he's dead', says she. 'Dead?' says

      this seems like a very calm response considering the situation, she definitely killed him

    27. she didn't ask me to come up to the stove, or to set down, but just sat there, not even looking at me,

      these woman didn't get along perhaps

    28. I knew they must be up, it was past eight o'clock. So I knocked again,

      she is a nosey woman

    29. HALE: Harry and I had started to town with a load of potatoes. We came along the road from my place and as I got here I said, I'm going to see if I can't get John Wright to go in with me on a party telephone.' I spoke to Wright about it once before and he put me off, saying folks talked too much anyway, and all he asked was peace and quiet—I guess you know about how much he talked himself; but I thought maybe if I went to the house and talked about it before his wife, though I said to Harry that I didn't know as what his wife wanted made much difference to John—

      Hale is rambling, maybe she is avoiding the topic or she is uncomfortable, which would make sense because it is a crime scene.

    30. I went over everything here myself— COUNTY ATTORNEY: Well, Mr Hale,

      the sheriff was cut off, the attorney is confident and seems irritated with the sheriff.

    31. and you know Frank.

      I don't know if this is implying that Frank may not be the brightest but that is what im getting from this line.

    32. SHERIFF: (unbuttoning his overcoat and stepping away from the stove as if to mark the beginning of official business) Now, Mr Hale, before we move things about, you explain to Mr Henderson just what you saw when you came here yesterday morning.

      There was some sort of tragedy or crime

    33. SCENE: The kitchen is the now abandoned farmhouse of JOHN WRIGHT, a gloomy kitchen, and left without having been put in order—unwashed pans under the sink, a loaf of bread outside the bread-box, a dish-towel on the table—other signs of incompleted work. At the rear the outer door opens and the SHERIFF comes in followed by the COUNTY ATTORNEY and HALE. The SHERIFF and HALE are men in middle life, the COUNTY ATTORNEY is a young man; all are much bundled up and go at once to the stove. They are followed by the two women—the SHERIFF's wife first; she is a slight wiry woman, a thin nervous face. MRS HALE is larger and would ordinarily be called more comfortable looking, but she is disturbed now and looks fearfully about as she enters. The women have come in slowly, and stand close together near the door.

      The scene is set and it has a ire feeling, the house is a mess and its a disturbing site. It also made a point to acknoladge that the Mrs. Hale is a large woman so that may be important later.

    1. What is a definition argument?

      Overall, I think the bones or underlying structure of "What is a Definition Argument," and "The Benefits of Defenition" may not be evident enough yet. But you'll get there! Of the two, the second is definitely clearer.

    2. And

      delete

    3. "potential thug." 

      and therefore, as infamous.

    4. a term that has decidedly negative connotations.

      delete

    5. from such regulations. 

      delete

    6. guns

      rifles

    7. in debates about

      when debating who is protected

    8. “explaining that it will enforce Title IX's prohibition on discrimination on the basis of sex to include: (1) discrimination based on sexual orientation; and (2) discrimination based on gender identity” (“Title IX”).

      is this an actual quote or a paraphrase? Sounds more like a paraphrase.

    9. outside the womb

      in the outside world. This, generally, is possible at twenty-four weeks.

    10. Consider how many of our friends and family members have been diagnosed with any of these conditions. 

      Is this relative to the argument of this paragraph?

    11. Even if it doesn't resolve the disagreements, it may at least prevent misunderstandings.

      not sure you need this as well.

    12. even more

      even more than what? I would just delete these two words.

    13. controversy revolves

      there is controversy around an issue

    14. may have as its goal to describe the nature of something,

      The goal of a definition based argument may be as simple as seeking to describe the nature of something, ....

      • I keep struggling with this first sentence...your version is so elegant, but I keep stumbling on "have as its goal to describe"

      Here's another version: A definition argument may have as its goal something as simple as seeking to describe the nature of something,...

    15. A research-based argument

      use "a definition argument" here. Not clear to the unsophisticated reader that a research based argument is always a definition argument

    16. If we argue that the Vietnam War should not be considered a "World War" even though it involved two global superpowers, the U.S. and the Soviet Union, we will need to explain why a criterion like the number of deaths should be considered more important than the number or size of the countries involved.

      For instance, the size of wars can be evaluated by how many deaths occured, but also by how many countries were involved. We could argue that the Vietnam War had too few deaths to be considered a "World War" because of the number of deaths incurred. We could reversely argue that because two global superpowers, the U.S. and the Soviet Union, were involved, in addition to Vietnam, and other smaller countries, then the Vietnam War should be considered a world war.

    17. will

      delete

    18. Here we have a subject – organic ice cream – and a category – unhealthy. Presumably, unhealthy things often contain similar criteria – high levels of fat and sugar, low nutritional value, and industrial additives. Organic ice cream might not contain industrial additives, but, because it meets the other two criteria, it can still be considered unhealthy. A good way to test your thesis is to try out examples to see if the criteria work to distinguish things that fit the category from things that don't. Are other things we consider unhealthy full of sugar and/or fat, low in nutrition, and made with industrial additives? Yes. Fast food hamburgers are unhealthy because they contain high levels of fat, low nutritional value, and are full of chemical preservatives.

      After you rework this paragraph, send it to be again and I'll edit for details. See next note...

    19. A definition argument can put a more specific subject into a category based on criteria, as in the following:

      There needs to be more of a transition before you begin this sentence. You were just talking about finding the right dictionary, such as the OED, and then you gave the OED's definition of organic. In the sentence above you seem to be starting a new idea or section, having to do with putting your subject into a category. I don't get the connection to what you were talking about with the OED and the definition of "organic." Is this part about categories a whole new subtopic. If so it needs more of an introduction.

    20. A good way to test your thesis

      What is the thesis here? That organic ice cream is unhealthy? Maybe this thesis should be stated at the onset of this section on subjects and categories.

    21. more specific subject

      what do you mean by this? Your subject is already "organic", what more specific subject are you talking about?

      Maybe you just want to say "A definition argument can put a subject, such as "organic" into a category based on specific criteria."

    22. differentiated definitions of different uses of the word

      probably don't need differentiated and different both. Maybe just dropping differentiated would be clear and simple

    23. but should the writer wish to ensure trust (ethos) with the audience, the source of the dictionary definition might matter. 

      what does trust (ethos) mean?

      but should the writer wish to ensure trust ? with the audience, the choice of dictionary might matter.

      You don't seem to discuss the concept of the "source" of the definition in the following sentences

    24. that student authors can derive a definition from

      that students can use to find a definition,

    25. In this case, organic is the subject of the argument.

      In this case, the definition of "organic" is the subject of the argument.

    26. as a way to confirm that writer and the readers’

      as a way to confirm that the writer's (?) and the readers'

    27. understanding the definition of the word “organic.”

      understanding the word "organic."

    28. "What do they mean by ‘artificial’?”

      delete quotation marks on this? It's you speaking, isn't it?

    29. Definition arguments

      This type of argument...

  2. Oct 2021
    1. The cruel murder of 50 people in New Zealand was another tragic reminder of how humans are capable of heartlessly killing their own kind just based on what they believe, how they worship, and what race or nationality they belong to

      He's laying out an example of his argument before stating what his argument is. He's also trying to makes feel a certain emotion by mention the death of so many people.

    2. This human tendency and ability of destruction of what is unknown and unfamiliar is meat to the politicians who want to exploit fear: If you grew up only around people who look like you, only listened to one media outlet and heard from the old uncle that those who look or think differently hate you and are dangerous, the inherent fear and hatred toward those unseen people is an understandable (but flawed) result.

      supporting detail

    3. When building tribal boundaries between “us” and “them,” some politicians have managed very well to create virtual groups of people that do not communicate and hate without even knowing each other: This is the human animal in action!

      Supporting detail to thesis

    4. Demagogues have always used fear for intimidation of the subordinates or enemies, and shepherding the tribe by the leaders. Fear is a very strong tool that can blur humans’ logic and change their behavior

      Thesis

    5. I am a psychiatrist and neuroscientist specializing in fear and trauma, and I have some evidence-based thoughts on how fear is abused in politics.

      Appeal to ethos & identify author who is Arash Javanbakht.

    1. creating an anion or cation, the atom's radius increases or decreases, respectively.

      When a neutral atom gains an electron an anion is created and the atom's radius increases. When a neutral atom loses an electron it becomes a cation and its' radius decreases.

    1.  1) Buy inventory on credit for $2,000  2) Pay regular salary of $300 to an employee for work done during the past week; no amount had previously been recorded  3) Borrow $9,000 in cash from bank by signing a loan agreement  4) Make a sale of the inventory bought in (1) to a customer for $5,000 on credit  5) Pay $700 for insurance coverage for the past few months; this amount has previously been recognized in the company’s accounting system as it was incurred  6) Buy a new automobile for the company for a price of $40,000 by paying $10,000 in cash and signing a note for the remainder  7) Issue ownership shares to a new stockholder for cash of $19,000  8) Collect cash from customer on earlier sale in (4)  9) Pay cash for the inventory acquired in (1)  10) Pay $4,000 to rent a building for the next four months

      List of examples

    1. It is an evolved, adapted response to variation in resource availability, and it is a common phenomenon found in all major groups of animals.

      I think it is interesting to compare many of the innate behaviors of animals to those of humans especially migration. A lot the the patterns and habits of animals seem similar to human psychology topics, so it's compelling to consider when and why the human species may have lost forgotten instincts such as migration.

    2. no way resemble a fish in their shape

      This makes me wonder if there have been more tests similar to this- is there other evidence among different species that show aggression or alertness to the color red?

    1. When the Leslie matrix, L, is multiplied by the population vector, Nt, the result is another population vector (which also consists of one column); this vector is called the resultant vector Nt+1 and provides information on how many individuals are in age classes 1, 2, 3, and 4 in year t + 1.

      I understand most of the pervious information, but I got lost during this part of the reading. How do we use the matrix to calculate what we are looking for?

    2. symbol, R

      This paragraph make is clear the role of R being part of the term (b-d), the rats of the birth and deaths in a population. This was confusing to understand in the pervious section 7.1. I was unsure what R was in the last section. This paragraph does a better job explaining it.

    1. so that the top is prevented from going lower than the top of the post

      ?

    2. The change in gravitational potential energy of the spring is determined by the distance that its center of mass rises. Some care must be taken to make sure you get this value correct, given that the spring is stretched at its lowest point and not stretched at its highest point.

      ???

    1. This causes hydrogen ions to accumulate within the matrix space.

      this is due to the electron transport chains that takes the electrons from the hydrogens and now we have left over hydrogens

    1. measuring the minimum force we can apply to the object parallel to the surfaces that will make the object accelerate.

      First Variable

    1. A below is more stable than carbocation B, even though A is a primary carbocation and B is secondary.

      how Is A a primary carbocation and B a secondary ???

    1. or maybe it was how he used fire 15 to describe the trees.

      the land was destroyed

    2. blooming forty years later—

      the child from before didn't recover until forty years later

    3. pastoral

      "(especially of land or a farm) used for or related to the keeping or grazing of sheep or cattle."

    4. a poem I would gift my mother

      the way the man described the town was beautiful

    5. I see a man's pink tongue razing the horizon

      metaphor

    6. No matter where we go, there's a history

      People steal land wherever they go

    7. a child (recently) was blown apart

      metaphor

    8. after stepping on a mine, a bulb, I guess

      was it an explosion or a blessing?

    9. No matter where we go, there's a history of white men describing a landscape so they can claim it.

      stealing land