Open Ended Question Paper

* 2. newly-discovered evidence which, if introduced at the trial, would probably have produced a

Have students use their worksheet notes to debate the primary source documents as a class. Use the overheads to focus this discussion on each source in turn. Urge students to follow these ground rules: • Use your worksheets as a guide for the discussion or debate. • Try to reach agreement about the main ideas and the significance of each primary source document. • Look for points of agreement as well as disagreement between the primary sources. • Listen closely to all points of view about each primary source. • Focus on the usefulness of each source to the historian, not merely on whether you agree or disagree with that source’s point of view.

Although some statistical evidence given is not backed with proper citations, the reader can find that the evidence given is effective in proving her point.

By giving examples, the audience can relate to the topic and see what they have

Your introduction should move from general information to very specific information. You should imagine familiarizing the reader with: 1.) the title and author 2.) some information about the text 3.) your topic 4.) your thesis and three examples. Be sure to include:

I will have my students analyze the use of parallel structure in famous speeches. We will look at Martin Luther King Junior's "I have a dream speech" together first to practice the skills. Then students will move on into partners to identify parallel structure in Abraham Lincoln's "The Gettysburg Address". In this students will identify the structure on their own and determine how they think it was intended to affect the audience.

My instruction helped my students develop skills regarding critical evaluation of different accounts of the historical debates dealt with during the constitutional convention. I did this by providing my students with strong instruction which included two sources on the matter, one primary source and one secondary source. The reason I did one primary and one secondary source is because now my students have knowledge on the subject from someone who experienced these events first hand and they can see how similar or different that information is from an historian’s perspective. One of the main ways I helped my students build and support their arguments was by first modeling for them how I wanted them to take notes on the bucketing worksheet. On the smartboard, I placed a model of their bucketing worksheet that I filled

Identify the counterclaim and highlight it [green]. Is there a transition (e.g., some might argue…) that clearly separates this opposing viewpoint from the writer’s argument? Is the counterclaim supported with evidence and warrants? Make note of missing elements.

The learning outcomes are important. There has to be a reason on why something is being taught, and how it will be useful to the students future. Throughout the paper, I’m going to give you an example of a lesson plan I

For “ artifact ”, project one I believe that I started off very strong and sharp with my topic. Project I was a rhetorical analysis essay, and the we had to define and write a rhetorical analysis about a historical speech that has meaning and emotion and that has impacted the society that we live in. The topic that I picked for project one was former President Barrack Obama’s Tucson memorial speech. For this project I focused on using fundamental elements of goal one, letter b. I was able to proficiently identify and explain how the speaker interacted and persuaded the audience to engage in his speech, I also was also able to show how the speaker was able to get his objective and main points across the audience that he was speaking to. I felt very comfortable writing this project because I was able to have an abundance of sources and vital information that would be able to help me in the process of writing and perfecting my essay for project one. This was my first time to write a rhetorical analysis essay, I do have to admit in the start of my essay I was confused on how properly write and structure a rhetorical analysis essay. After having the chance to attend a peer review group session, I was able to receive vital and worthy information would help properly understand how to go about writing a rhetorical

Reason abstractly and quantitatively- It’s important that students are able to pause during solving the problem and continue to analyze, reflect and strategize for the solution as needed.

This helped tremendously when it came to writing the first paper, the rhetorical analysis. Student were asked to choose a text from a list of resources and analyse how that text works- what he/she see a text saying,

Proof of Student Ideas: I will quote the student, explain their misconceptions and link findings to relevant academic literature.

Especially in the field of medicine, many philosophers feel that explanationism explains results more than any other conjecture or view. In the article Ashcroft, Djulbegovic, and Guyatt wrote about evidence based medicine, they talk about how philosophers believe that the tradition is based on knowledge and not prediction. It is stated, “in the philosophical tradition that rational thinkers respect their evidence, we show that evidence based medicine refers to making medical decisions that are consistent with evidence” (Ashcroft, Djulbegovic, and Guyatt). This claim says that evidence based medicine has to do with previous evidence and knowledge, and putting that knowledge together to come up with new truths. The relationship among the two is that evidence and knowledge go hand in hand.

Do independent research on your topic and present your findings in a 15-20 page position paper (based on the body of the paper, excluding references, abstracts, table of contents, etc). It is critical that you display an understanding of material from the text and lectures. Your paper should incorporate material from at least 5 sources. Appropriate sources are: