I am from (a specific item from your childhood home)
from (two products or objects from your past)
I am from (a phrase describing your childhood home)
and (more description of your childhood home)
I am from (a plant, tree or natural object from your past)
whose (personify that natural object)
I am from (two objects from your past)
from (two family names or ancestors)
and from (two family traits or tendencies)
from (another family trait, habit or tendency)
I am from (a religious memory or family tradition)
from (two foods from your family history)
from (a specific event in the life of an ancestor)
and from (another detail from the life of an ancestor)
(a memory or object you had as a child)
I am from the moments…
(continue this thought or repeat a line or idea from earlier in the poem)
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hi jj its johnnie
so cool this helps alot
This website really helps to see your traits and helps you think about what you used to do and who you used to be.
Interesting and superior!
this is a good sight
im doing this at school its really cool thanks
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[…] She shared a site that provides a template and examples to follow when creating your own poem ( https://freeology.com/worksheet-creator/poetry/i-am-from-poem/ and […]
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This is a fantastic site! As I prep for the new year and am looking at teaching new subjects the range of free forms and tools is tremendous!
ELA Brave and True by Marilyn Yung
“Where I’m From” Poems: download these mentor texts written by students
Share these examples with students to help them create their poetic personal histories
Where I’m From poems are one of my favorite poetry assignments, and one of the best ways to get kids invested in writing their own is to show them some examples written by other students.
In case you’re unfamiliar with Where I’m From poems, check out this post I wrote a year ago.
In short, Where I’m From poems allow kids to use specific details from their lives, including their families, likes, and dislikes, to create a highly personal free verse poem.
After introducing kids to George Ella Lyon, the author, poet and creator of the original Where I’m From poem, we discuss and share the concrete details (clothespins, a, cottonball lamb, dirt that tastes like beets) from her poem that especially struck chords within us as we read and listened. Click here for a PDF from Scholastic of Lyon’s original poem.
I then show students four examples written by other middle school schoolers so they can get an idea of how to adapt the structure of Lyon’s poem to their own personal history. By the way, Lyon has written this memoir/how-to book about the Where I’m From poem that might spur some ideas for teaching this poem in your class. I haven’t read the book, but the information provided on Amazon about it pique my interest.
Here’s one of the student-written mentor texts:
Where I’m From I am from a Hello Kitty toy box, From a yellow-trimmed blanket with Winnie the Pooh. I am from a hot driveway that burns your feet And a red brick mailbox at the end of the driveway. I am from horses and a green garden, Where I look out onto a pasture. I am from glittery lip gloss and fairy wings, From Dunn and Matson. I am from brown hair and eyes, And from “Always be a lady,” From tea parties with extra sugar. I am from egg salad after church. I am from Jim and Dee, From Kraft mac and cheese and no-bake cookies, From asking questions about the grandmother I never knew And from spending nights with the one I did know. I am from swinging on green willow trees with my brothers. I am from those moments of sitting with everyone, Contemplating what the future will be like. Melanie D., Grade 7
And here’s the link to the PDF:
Where I’m From poems are one of my favorite poetry assignments, and one of the best ways to get kids invested in writing their own is to show them some examples written by other students. This PDF file contains four examples written by middle schoolers that will help your students adapt the structure of originator George Ella Lyon’s poem to their own personal history.
In case you’re unfamiliar with Where I’m From poems, check out this post .
Where I’m From poems were a favorite activity for my middle school students in my previous teaching position. At my new high school position (where I teach juniors and seniors), students create these poems as freshmen.
It’s always interesting to read their poems in the hallway after the activity is over, but I do miss having students write them in my classes.
Thanks for reading again this week! Mentor texts are a huge help when presenting writing assignments. When I realized I hadn’t included any in my original Where I’m From poem post, I knew I had to share those with you today.
Feel free to click like, leave a comment on my Contact page , and become a follower for more posts like this one.
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A Great First Poem of the Year: The List Poem
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> > "I Am From" Poem Assignment
intermediate 12-17 3
Say Something Wonderful
"Writing oils the wrist." --Georgette Heyer
Tuesday, August 05, 2008
"where i'm from" assignment.
if you'd like to see my version of the poem, email me at [email protected]. I like it, lets see if you will =]
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) and , we?re collecting art from around the country prompted by that theme. You can listen to our interview on the National Writing Project radio here: .
We want to gather the diversity of our voices, and we plan to archive the results online and to present them, in some form, in D.C. We?d love to have your voice among them!
. You can to find the map where you can click on any county and read offerings from poets of all ages.
I am from clothespins, from Clorox and carbon-tetrachloride. I am from the dirt under the back porch. (Black, glistening, it tasted like beets.) I am from the forsythia bush the Dutch elm whose long-gone limbs I remember as if they were my own.
I'm from fudge and eyeglasses, from Imogene and Alafair. I'm from the know-it-alls and the pass-it-ons, from Perk up! and Pipe down! I'm from He restoreth my soul with a cottonball lamb and ten verses I can say myself.
I'm from Artemus and Billie's Branch, fried corn and strong coffee. From the finger my grandfather lost to the auger, the eye my father shut to keep his sight.
Under my bed was a dress box spilling old pictures, a sift of lost faces to drift beneath my dreams. I am from those moments-- snapped before I budded -- leaf-fall from the family tree.
read the poem.
:
featuring George Ella's reading of "Where I'm From" on episode "The Land and the People."
“Where I'm From” grew out of my response to a poem from Stories I Ain't Told Nobody Yet (Orchard Books, 1989; Theater Communications Group, 1991) by my friend, Tennessee writer Jo Carson. All of the People Pieces, as Jo calls them, are based on things folks actually said, and number 22 begins, “I want to know when you get to be from a place. ” Jo's speaker, one of those people “that doesn't have roots like trees, ” tells us “I am from Interstate 40” and “I am from the work my father did. ”
In the summer of 1993, I decided to see what would happen if I made my own where-I'm-from lists, which I did, in a black and white speckled composition book. I edited them into a poem — not my usual way of working — but even when that was done I kept on making the lists. The process was too rich and too much fun to give up after only one poem. Realizing this, I decided to try it as an exercise with other writers, and it immediately took off. The list form is simple and familiar, and the question of where you are from reaches deep.
Since then, the poem as a writing prompt has traveled in amazing ways. People have used it at their family reunions, teachers have used it with kids all over the United States, in Ecuador and China; they have taken it to girls in juvenile detention, to men in prison for life, and to refugees in a camp in the Sudan. Its life beyond my notebook is a testimony to the power of poetry, of roots, and of teachers. My thanks to all of you who have taken it to heart and handed it on. It's a thrill to read the poems you send me, to have a window into that many young souls.
I hope you won't stop there, though. Besides being a poem in its own right, “Where I'm From” can be a map for a lot of other writing journeys. Here are some things I've thought of:
Remember, you are the expert on you. No one else sees the world as you do; no one else has your material to draw on. You don't have to know where to begin. Just start. Let it flow. Trust the work to find its own form.
Watch a visual poem based on "Where I'm From" by George Ella Lyon, created by Julia Daniel for Tamalpais High School's Academy of Integrated Humanities and New Media (AIM), fall 2010:
A Young Artist's Own "Where I'm From" in Words and Image: In Winter of 2008, Sage Hennequin Kuhens was enrolled in University of South Carolina Upstate's "Write Here, Write Now: Sharing Slices of Life Through the Magic of Digital Storytelling," a series of writing and publishing workshops sponsored by the Spartanburg Community Writing Center. At eight years old, Sage was the youngest among her group of about 50 or so students, and was determined to be as independent as she could be. Her delightful instructor, Tasha Thomas, encouraged her independence.
I'm from big blue herons to small river otters, I'm from big Metasequioas to tall stalks of bamboo, I'm from cousins that were unknown to the closest of friends, I'm from my mom and dad to my lab-beagle dog, albino rats, and Madagascar hissing cockroaches, I'm from roaring water falls to silent flowing streams, I'm from terrifying Zombie walks and Scarowinds to a gentle princess-loving godsister and godbrother I'm from pepperoni pizza to microwaved meatballs, I'm from my inspiration station drawing and writing to a homemade book, I'm from my old dog Chani to red-shouldered hawks, I'm from Jack the magic clown to my weird parents, I'm from a tiny baby to an educated sister showing baby MinMin what school's like, I'm from bold looking deer to relaxing foxes, I'm from making a fire in the county to ridin' in a cotton combine, I'm from a fan of Alexa Vega and Miley Cyrus to a spy lovin' tween (me), I'm from playing with cockroaches with a friend to Joe and I together, I'm from my heritages to Mom's mystery heritages, I have an opinion that none can change...life is great! -Sage Hennequin Kuhens 1-29-08
The Hale Pono Boys and Girls Club of Hawaii posted ?Where I?m From? by Dixie Castillo on their blog. Read it here .
Here?s a poem based on ?Where I?m From? written by an eighth grade student as part of a study of The Killer Angels . The lesson plan is here .
Are you looking for some of the best samples of acknowledgments for any assignment ? Or, are you confused about how to write an Acknowledgement for Assignment? If so, then this blog post is for you.
An acknowledgment is a crucial part of any assignment, as it is a brief section at the beginning or end of your paper where you express your gratitude to the people who helped you complete it.
Whether you are writing a math project, a biology project, an accounts project, a history project, or any project or research paper , it is important to include an acknowledgment. This is a way to show that you value the contributions of others and that you are aware of the effort that goes into creating a successful assignment.
We have provided more than 10+ assignment acknowledgment samples below. I hope you can find the perfect one for your assignment.
You can make your own acknowledgments for any assignment by using the samples below as a guide. Be sure to change the acknowledgment to fit your specific assignment and the people who helped you finish it.
Table of Contents
Acknowledgement Sample For Assignment
I wish to express my deepest gratitude to Mr./Ms ______ (Professor name), for providing me the chance to work on this assignment and for having faith in me. Thanks to their invaluable feedback and their unwavering encouragement, I was able to stay motivated and produce my best work.
I would also like to thank Mr./Mrs. _______ (Name) for their supervision and direction, which helped me to obtain many of the resources I needed to finish my project.
I would like to take this opportunity to express my gratitude to all of my friends & family members. The project would not have been successful without their help and ideas.
Short Acknowledgement For Assignment
I would like to express my sincere gratitude to all those who have contributed to the completion of this project. Also, I would like to thank my professor, ______ (Your professor name), for his valuable feedback and suggestions on this assignment.
I am also thankful for the encouragement from my friends and family who believed in me. This project would not have been possible without the collective effort and positive energy of everyone involved.
Acknowledgement For University Assignment
I would like to express my heartfelt gratitude to all those who have contributed to the completion of this assignment.
First and foremost, I extend my deepest appreciation to my professor, _______ (Your Professor’s Full Name), for their invaluable guidance and unwavering support throughout the duration of this project.
I am also grateful for the support and resources provided by ______ (Institution’s Name). The conducive academic environment has played a crucial role in the successful completion of this assignment.
Finally, I am grateful to my family members, classmates and friends for proofreading my work and catching several errors.
Student Acknowledgement For Assignment
I want to say a big thank you to my professor, _______ (Professor’s name), for helping me with this assignment. They gave me great advice, and their encouragement kept me going and helped me do my best.
Thanks also to my classmates. We always helped each other, and I appreciate their friendship and support.
And, of course, a special thanks to my family and friends. They loved and supported me through tough times and celebrated with me during the good times. I couldn’t have done this without them.
Acknowledgement For Group Assignment
We are grateful to have had the opportunity to work on this assignment with such a supportive and talented team. We would like to extend our sincere thanks to our teammates, ______ (teammate’s name), _______ (teammate’s name), and _______ (teammate’s name). Their contributions were invaluable, and we are grateful for their hard work and dedication.
We would also like to thank our professor, _______ (Professor’s name), for their guidance and support throughout the assignment. Their feedback was helpful and constructive, and their encouragement helped us to stay motivated and on track.
Finally, we would like to thank our families and friends for their support and encouragement. They helped us to get through the tough times and celebrate our successes. We could not have done this without them.
Acknowledgement For Individual Assignment
I want to express my deepest thanks to Professor Rina Gupta . She helped me a lot with this assignment about the environment. She knows so much about this stuff, and she taught me how to do my research and understand data better. Her advice really made my work way better, and I learned so much from her. I feel lucky to have had her guidance.
Next, I would like to express my sincere gratitude to all the professionals who helped me to gather information. Also, I would especially like to thank the senior students for their great support and ideas for this assignment.
Lastly, I would like to thank my parents and friends who always provided feedback about the project at all levels.
Acknowledgement Example For Assignment
I would like to express my sincere gratitude to my professor, ______ (Professor’s name), for their guidance and support throughout this assignment. Their feedback was invaluable, and their encouragement helped me to stay motivated and on track.
I would also like to thank ______ (Teaching assistant’s name), who was always available to answer my questions and provide assistance. I am grateful for their patience and kindness. I am grateful for the resources provided by my school and library, which made it possible to complete this assignment.
Finally, I would like to thank my friends and family for their support and encouragement. They helped me to get through the tough times and celebrate my successes. I could not have done this without them.
Acknowledgement For Assignment PDF
Conclusion – Assignment Acknowledgment Samples
In conclusion, acknowledgment is a brief section at the beginning or end of your assignment where you express your gratitude to the people who helped you complete it. It is also a good opportunity to reflect on your own learning and growth. When writing an acknowledgment, be specific about the ways that each person helped you. Be sincere and genuine in your expression of gratitude. Avoid using clichés or overused phrases. Proofread your acknowledgment carefully to catch any errors in grammar or spelling.
I hope this blog post & those acknowledgment samples have given you some ideas for writing your own assignment acknowledgments. Remember to be specific, sincere, and grateful. And don’t forget to proofread!
Here Are Some Other Acknowledgment Samples For Different Assignment/projects –
Acknowledgement For Project (20+ Examples)
Acknowledgement For English Project (12+ samples)
Acknowledgement For Maths Project (10+ Samples)
Acknowledgement For Geography Project
Acknowledgement For Computer Project
Master Thesis Acknowledgement Sample
FAQs on Acknowledgement Samples For Assignment
What is an acknowledgment for an assignment?
An acknowledgment for an individual assignment is a brief statement that expresses gratitude to the people who helped you complete your assignment. This could include your professor, classmates, teaching assistants, librarians, mentors, family, and friends . For example, you could thank your professor for their feedback and guidance, your classmates for their collaboration and support, or your family and friends for their emotional support.
How do I write Acknowledgement for my assignment?
To write an acknowledgment for your assignment, thank your professor, classmates, and anyone who helped. Mention the support from the library staff, appreciate your family and friends, and acknowledge the authors who inspired you. Write a brief sentence or two acknowledging each person’s contribution. Keep it concise and sincere.
How long should an Acknowledgement for an assignment be?
The length of an acknowledgement for an assignment depends on the type of assignment and how many people helped you complete it. For a simple assignment, such as a short essay or presentation, a few sentences may be sufficient. For a more complex assignment, such as a research paper or thesis, you may want to write a longer acknowledgement, thanking everyone who played a significant role in helping you complete your work. Usually, the acknowledgment can be anywhere between 150-300 words .
Where should I put my acknowledgment in my assignment?
You can place your acknowledgment at the beginning or end of your assignment . However, most people place it at the beginning, after the introduction. If you are writing a thesis or dissertation, you may want to place your acknowledgment in a separate section after the introduction. If placed at the end, it follows the conclusion or recommendations section.
Do I need to write an acknowledgment if I’m working on a group assignment?
Yes , even in a group assignment, acknowledgments are relevant. This is a way to show your appreciation for the contributions of your team members, as well as any other people who helped you with the assignment.
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When I am on an assignment for National Geographic, I'm not just there for a few hours.
I was on an assignment and a local contact insisted on a boat ride.
I was on an assignment for the New York Times magazine, for a special issue about being 13.
In 1969, when it happened, I'd been Eugene McCarthy's press secretary, and I'd worked for the Associated Press, for the New York Times Magazine, and I was on an assignment for Life magazine, and I was freelancing away.
When I was on an assignment , I was confronted with the price of my absence: Lukas calling out "Daddy, Daddy" as I called on Skype from a hotel room in India or Uganda, or him running into our nanny's arms rather than my own when I returned home.
Had I been on a different assignment , I'm not sure how I would have answered these questions.
At the Elysée I sometimes felt as if I was on a reporting assignment .
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Understanding Assignments
What this handout is about.
The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.
Basic beginnings
Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :
Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.
Assignment formats
Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.
An Overview of Some Kind
The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:
“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”
The Task of the Assignment
Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)
“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”
Additional Material to Think about
Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.
“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”
These are the instructor’s comments about writing expectations:
“Be concise”, “Write effectively”, or “Argue furiously.”
Technical Details
These instructions usually indicate format rules or guidelines.
“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”
The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.
Interpreting the assignment
Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:
Why did your instructor ask you to do this particular task?
Who is your audience.
What kind of evidence do you need to support your ideas?
What kind of writing style is acceptable?
What are the absolute rules of the paper?
Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.
Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .
Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.
Key Terms: Finding Those Active Verbs
Here are some common key words and definitions to help you think about assignment terms:
Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.
define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
explain —give reasons why or examples of how something happened
illustrate —give descriptive examples of the subject and show how each is connected with the subject
summarize —briefly list the important ideas you learned about the subject
trace —outline how something has changed or developed from an earlier time to its current form
research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found
Relation words Ask you to demonstrate how things are connected.
compare —show how two or more things are similar (and, sometimes, different)
contrast —show how two or more things are dissimilar
apply —use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
cause —show how one event or series of events made something else happen
relate —show or describe the connections between things
Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.
assess —summarize your opinion of the subject and measure it against something
prove, justify —give reasons or examples to demonstrate how or why something is the truth
evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
argue —take a side and defend it with evidence against the other side
More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:
What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.
Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.
Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.
Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.
You’ll find a much more detailed discussion of these concepts in our handout on audience .
The Grim Truth
With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”
So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”
Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .
What kind of evidence do you need?
There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.
Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .
You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.
Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.
No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .
Technical details about the assignment
The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.
Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.
Tricks that don’t work
Your instructors are not fooled when you:
spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.
Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.
You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill
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CNN Politics
A collection of all cnn's political podcasts, featuring episodes from: the assignment with audie cornish, cnn inside politics, cnn political briefing, the axe files, state of the union, cnn one thing and more..
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Colleges and universities are still dealing with the political fallout of last spring’s campus protests and encampments. It’s a political fight that’s led to the ouster of high-profile university presidents and generated national debate and even Congressional hearings. Audie talks with Michael Roth , president of Wesleyan University, about how campus protests over Gaza offer a lens on wider arguments about academic freedom. And we hear the perspective of Sam Hilton , a Wesleyan student and executive editor of the student newspaper.
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Nation / World
New mural equating swastika, Star of David defaced with black paint, then quickly restored
A woman on Friday smeared black paint over a new mural on a prominent street corner that blended the Star of David with a swastika.
Bearing the words, "The irony of becoming what you once hated," in all capital letters, the mural suggested Jewish people were carrying out a new Holocaust in the Israel-Hamas war. On Thursday Milwaukee Jewish leaders called it "horribly antisemitic" and said it held all Jews responsible for the actions of the Israeli government. They also said it was particularly hurtful and dehumanizing to make any connection to the Holocaust, a systematic, state-sponsored execution of 6 million Jews.
WITI-TV (Channel 6) interviewed a woman named Sara Ninham midday Friday who said she vandalized the mural because she didn't like seeing a swastika. She did not mention the Israel-Hamas war or express any religious or political stances in the interview.
"The hate. Who puts a swastika (up)?" Ninham told the reporter. "To me, this is just promoting more violence. I get trying to raise awareness, but we've got kids that play over here. In such a short time, this was the fastest that I could try to get rid of it."
On her Facebook page, the woman posted a video holding up her hand covered in black paint.
"No the (expletive) they didn't just put a swastika on the corner of my block. I (expletive) handled it," she said in the video.
Ihsan Atta, who owns the building at East Locust and North Holton streets where the mural is displayed, said he expected vandalism. He is Palestinian-American and wanted to raise awareness about Israel's devastation in Gaza, which he considers to be geocidal and akin to the Holocaust.
He defended the image to the Milwaukee Journal Sentinel on Thursday, arguing the swastika is "equivalent" to the Star of David because, he said, the star is used not only as a religious symbol, but a political symbol.
After some news coverage Thursday, Atta thought that would be all. He took satisfaction in getting more news coverage Friday because the mural was defaced.
"The whole point is to have exposure, to bring awareness, and she helped with that, so I appreciate her for that," he said.
Atta said security footage shows Ninham squirting black paint over the mural then smearing it around with her hands. He has filed a police report against her alleging vandalism and property destruction.
The artists who made the mural will work on cleaning and repairing the mural in the coming days, he said. But by late afternoon Friday, the black paint already appeared to be mostly wiped off the mural.
The pro-Palestinian mural replaced a well-known mural of Breonna Taylor, who was killed by Louisville police.
Prior to the defacing of the mural, the Jewish Community Relations Council of the Milwaukee Jewish Federation released a statement Friday saying the mural was the latest in a "staggering uptick in antisemitic rhetoric and misinformation."
The council said a recent public discussion hosted by the federation on "Civility in our Times" was targeted. Non-Jewish panel members, the council said, were sent emails with misinformation and antisemitic tropes. And participants found fliers on their cars claiming the federation and council were Islamaphobic and considered students who participated in spring protests "terrorists."
In Friday's statement, the council said neither it, nor the Jewish Federation, makes Islamaphobic comments.
Sophie Carson is a general assignment reporter who reports on religion and faith, immigrants and refugees and more. Contact her at [email protected] or 920-323-5758.
Sorry for not posting because am really busy on assignment and Broject
2nd week at SAIT, snow in May
1st Week at SAIT
WHO AM I ?
COMMENTS
PDF "I Am From" Activity Guide
ernative formats upon request. Direct requests to the Global Programs and Strategy Alliance at. 12-624-5580 or [email protected] University of Minnesota, founded in the belief that all people are enriched by understanding, is dedicated to the advancement of learning and the search for truth; to the sharing of this knowledge through education ...
How to Use "I am From" Poems in Class
I love the "I am from" poem. At some point fifteen years ago I stumbled across the idea of having students write these poems, inspired by George Ella Lyon's poem, "Where I'm from" (l isten to the audio) or (read the text). Lyon weaves together vivid images from her life as a girl, drawing on little things like art projects she did ...
How to write a "Where I'm from" Poem (with template)
WHERE I'M FROM. I am from cardboard box rockets, from books and unicycles. I am from a tumble-down shack, white paint peeling, a kitchen floor perfect for hopscotch on winter days. I am from the ancient elm outside my window. whose leaves waved "come play" like a good friend- now gone.
Build Classroom Community with Where I'm From Poems and I Am Poems
Where I'm From Poems and I Am Poems are fundamentally the same. We, as teachers, gain background knowledge about where our students have been, who they are now, and where they are going. The goal is to get students to share about themselves, and both assignments accomplish this mission. Where I'm From Poems. Where I'm From Poetry Assignment
Where I'm From Poetry Activity
I am from rivers, from beaches and lobster pots. I am from salty oceans. which make me shiver in the cold. I am from the Mouth of the Merrimack River the roughest place on the East Coast. Which I go through every summer day I know it by heart. I'm from Cranmore and skiing from Dexter and Peyton.
PDF "I am from"
I am from I am from cars honking in the streets, traffic jams, the smell of hot city grime baked in the sun, laughter on the front stoop. I am from mouth-watering vinegar pie, savory turkey and dressing, chicken and dumplings, thin steak and thick potatoes. I am from "Daddy, read to me," "If you can't say something
I Am From Poem
I am from clothespins, from Clorox and carbon-tetrachloride. I am from the dirt under the back porch. (Black, glistening, it tasted like beets.) I am from the forsythia bush the Dutch elm whose long-gone limbs I remember as if they were my own. I'm from fudge and eyeglasses, from Imogene and Alafair.
I Am From Poem
This poem template is inspired by George Ella Lyon's "Where I'm From" poem. Your Name. I am from (a specific item from your childhood home) from (two products or objects from your past) I am from (a phrase describing your childhood home) and (more description of your childhood home) I am from (a plant, tree or natural object from your past)
"Where I'm From" Poems: download these mentor texts written by students
I am from a Hello Kitty toy box, From a yellow-trimmed blanket with Winnie the Pooh. ... Where I'm From poems are one of my favorite poetry assignments, and one of the best ways to get kids invested in writing their own is to show them some examples written by other students. This PDF file contains four examples written by middle schoolers ...
PDF "Where I'm From" Writing English 11 Honors
Where I'm From by Fred First. am from the peaceful banks of a creek with no name; from JFG, toast and blackberry jam and home-made granola. am from "a house with double porches," a room filled with good ghosts and creek laughter in the mornings before first light. am from oven-baked Saran Wrap and colds caught from jackets worn indoors.
English worksheets: "I Am From" Poem Assignment
"I Am From" Poem Assignment. This is a great get-to-know-you assignment that can be done with students grades 6-12. Looking back on their individual lives (experiences, culture, hobbies, etc.) students must write a 5 stanza poem.
Say Something Wonderful: "Where I'm From" Assignment
The assignment begins with a poem by George Ella Lyons called "Where I'm From," which was featured in the United States of Poetry video series a decade or so ago; as she says in a lovely piece on her website (with audio) it's travelled a long way since then, especially as a writing prompt. Where I'm From by George Ella Lyon I am from clothespins,
I am from- Poem
Poem assignment, format "I am" am cheyenne rhea switzer am from books and ink from and long forgotten coffee am from chaos am from queen victoria hills, and. Skip to document. University; ... Poem assignment, format "I am" Course. English (ENGL 111) 138 Documents. Students shared 138 documents in this course. University Ivy Tech Community ...
I Am From Poem
I am From Poem | English & Spanish Bundle. Get to know your students anytime of the year or use during a poem unit! Plus, engage students and perk up the day with our game ideas included.Elevated Materials Inside (Everything is in both ENGLISH + SPANISH):• Brainstorm & Rough Draft Worksheet• Final Version Sheet• Teacher & Student ...
Where I'm From
I'm from Jack the magic clown to my weird parents, I'm from a tiny baby to an educated sister showing baby MinMin what school's like, I'm from bold looking deer to relaxing foxes, I'm from making a fire in the county to ridin' in a cotton combine, I'm from a fan of Alexa Vega and Miley Cyrus to a spy lovin' tween (me),
Acknowledgement For Assignment (12+ Samples)
Acknowledgement Sample For Assignment. I wish to express my deepest gratitude to Mr./Ms ______ (Professor name), for providing me the chance to work on this assignment and for having faith in me. Thanks to their invaluable feedback and their unwavering encouragement, I was able to stay motivated and produce my best work.
I am on an assignments
The phrase 'I am on an assignments' is correct and can be used in written English. You can use it when you are referring to working on an assignment or task. Here is an example sentence: I am on an assignment to find five different types of plants in the local park. When I am on an assignment for National Geographic, I'm not just there for a ...
A very brief description of the assignment process : r/AirForce
A very brief description of the assignment process. TLDR; The Air Force's priority is cycling people through OCONUS spots and back, and also through special duty spots and back to regular AF duties. Most assignment actions happen due to one of these. If you want to get an assignment, then volunteer for OCONUS and/or apply for special assignments.
"i am" essay
I am an assignment on self perception. Introduction to Interpersonal Communications. Assignments. 100% (5) 1. Reflection Paper #1 - Chapters 1 & 3. Introduction to Interpersonal Communications. Assignments. 91% (11) 5. Interpersinal communication exam #1. Introduction to Interpersonal Communications. Other.
"I am from"... assignment from my first week in my ...
Posted by u/call-me-mj - 1 vote and 1 comment
Understanding Assignments
What this handout is about. The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms ...
What Does 'I Understand The Assignment' Mean And Why Is It Being Used
Project Coconut is hitting all gears for the presidential campaign of Vice President and potential Democratic candidate Kamala Harris.The newest trend established by her supporters features a series of posts with the catchphrase I Understand The Assignment' with the hopes of getting the endorsement from the Gen X and Boomers.. Although the phrase shares the same chorus as the 2021 music The ...
IPPS-A Update: Assignment History, Temp. Orders, MACP, PGA Guide, User
A couple key items: Assignments pre-Go-Live can be updated via managed converted assignments. Any assignments after Go-Live have limited ability to be updated and are accessed via manage assignments. It is extremely important that new assignments are correct. Assignments after Go-Live, specifically adjusting dates, involve not just the Soldier ...
The Assignment: What Did Colleges Learn from Campus Protests?
9 AM ET: Boeing workers walk out, Justin Timberlake in court, quarterback's concussion & more ... The Assignment with Audie Cornish, CNN Inside Politics, CNN Political Briefing, The Axe Files ...
Milwaukee mural with swastika, Star of David vandalized with paint
Sophie Carson is a general assignment reporter who reports on religion and faith, immigrants and refugees and more. Contact her at [email protected] or 920-323-5758.
IMAGES
VIDEO
COMMENTS
ernative formats upon request. Direct requests to the Global Programs and Strategy Alliance at. 12-624-5580 or [email protected] University of Minnesota, founded in the belief that all people are enriched by understanding, is dedicated to the advancement of learning and the search for truth; to the sharing of this knowledge through education ...
I love the "I am from" poem. At some point fifteen years ago I stumbled across the idea of having students write these poems, inspired by George Ella Lyon's poem, "Where I'm from" (l isten to the audio) or (read the text). Lyon weaves together vivid images from her life as a girl, drawing on little things like art projects she did ...
WHERE I'M FROM. I am from cardboard box rockets, from books and unicycles. I am from a tumble-down shack, white paint peeling, a kitchen floor perfect for hopscotch on winter days. I am from the ancient elm outside my window. whose leaves waved "come play" like a good friend- now gone.
Where I'm From Poems and I Am Poems are fundamentally the same. We, as teachers, gain background knowledge about where our students have been, who they are now, and where they are going. The goal is to get students to share about themselves, and both assignments accomplish this mission. Where I'm From Poems. Where I'm From Poetry Assignment
I am from rivers, from beaches and lobster pots. I am from salty oceans. which make me shiver in the cold. I am from the Mouth of the Merrimack River the roughest place on the East Coast. Which I go through every summer day I know it by heart. I'm from Cranmore and skiing from Dexter and Peyton.
I am from I am from cars honking in the streets, traffic jams, the smell of hot city grime baked in the sun, laughter on the front stoop. I am from mouth-watering vinegar pie, savory turkey and dressing, chicken and dumplings, thin steak and thick potatoes. I am from "Daddy, read to me," "If you can't say something
I am from clothespins, from Clorox and carbon-tetrachloride. I am from the dirt under the back porch. (Black, glistening, it tasted like beets.) I am from the forsythia bush the Dutch elm whose long-gone limbs I remember as if they were my own. I'm from fudge and eyeglasses, from Imogene and Alafair.
This poem template is inspired by George Ella Lyon's "Where I'm From" poem. Your Name. I am from (a specific item from your childhood home) from (two products or objects from your past) I am from (a phrase describing your childhood home) and (more description of your childhood home) I am from (a plant, tree or natural object from your past)
I am from a Hello Kitty toy box, From a yellow-trimmed blanket with Winnie the Pooh. ... Where I'm From poems are one of my favorite poetry assignments, and one of the best ways to get kids invested in writing their own is to show them some examples written by other students. This PDF file contains four examples written by middle schoolers ...
Where I'm From by Fred First. am from the peaceful banks of a creek with no name; from JFG, toast and blackberry jam and home-made granola. am from "a house with double porches," a room filled with good ghosts and creek laughter in the mornings before first light. am from oven-baked Saran Wrap and colds caught from jackets worn indoors.
"I Am From" Poem Assignment. This is a great get-to-know-you assignment that can be done with students grades 6-12. Looking back on their individual lives (experiences, culture, hobbies, etc.) students must write a 5 stanza poem.
The assignment begins with a poem by George Ella Lyons called "Where I'm From," which was featured in the United States of Poetry video series a decade or so ago; as she says in a lovely piece on her website (with audio) it's travelled a long way since then, especially as a writing prompt. Where I'm From by George Ella Lyon I am from clothespins,
Poem assignment, format "I am" am cheyenne rhea switzer am from books and ink from and long forgotten coffee am from chaos am from queen victoria hills, and. Skip to document. University; ... Poem assignment, format "I am" Course. English (ENGL 111) 138 Documents. Students shared 138 documents in this course. University Ivy Tech Community ...
I am From Poem | English & Spanish Bundle. Get to know your students anytime of the year or use during a poem unit! Plus, engage students and perk up the day with our game ideas included.Elevated Materials Inside (Everything is in both ENGLISH + SPANISH):• Brainstorm & Rough Draft Worksheet• Final Version Sheet• Teacher & Student ...
I'm from Jack the magic clown to my weird parents, I'm from a tiny baby to an educated sister showing baby MinMin what school's like, I'm from bold looking deer to relaxing foxes, I'm from making a fire in the county to ridin' in a cotton combine, I'm from a fan of Alexa Vega and Miley Cyrus to a spy lovin' tween (me),
Acknowledgement Sample For Assignment. I wish to express my deepest gratitude to Mr./Ms ______ (Professor name), for providing me the chance to work on this assignment and for having faith in me. Thanks to their invaluable feedback and their unwavering encouragement, I was able to stay motivated and produce my best work.
The phrase 'I am on an assignments' is correct and can be used in written English. You can use it when you are referring to working on an assignment or task. Here is an example sentence: I am on an assignment to find five different types of plants in the local park. When I am on an assignment for National Geographic, I'm not just there for a ...
A very brief description of the assignment process. TLDR; The Air Force's priority is cycling people through OCONUS spots and back, and also through special duty spots and back to regular AF duties. Most assignment actions happen due to one of these. If you want to get an assignment, then volunteer for OCONUS and/or apply for special assignments.
I am an assignment on self perception. Introduction to Interpersonal Communications. Assignments. 100% (5) 1. Reflection Paper #1 - Chapters 1 & 3. Introduction to Interpersonal Communications. Assignments. 91% (11) 5. Interpersinal communication exam #1. Introduction to Interpersonal Communications. Other.
Posted by u/call-me-mj - 1 vote and 1 comment
What this handout is about. The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms ...
Project Coconut is hitting all gears for the presidential campaign of Vice President and potential Democratic candidate Kamala Harris.The newest trend established by her supporters features a series of posts with the catchphrase I Understand The Assignment' with the hopes of getting the endorsement from the Gen X and Boomers.. Although the phrase shares the same chorus as the 2021 music The ...
A couple key items: Assignments pre-Go-Live can be updated via managed converted assignments. Any assignments after Go-Live have limited ability to be updated and are accessed via manage assignments. It is extremely important that new assignments are correct. Assignments after Go-Live, specifically adjusting dates, involve not just the Soldier ...
9 AM ET: Boeing workers walk out, Justin Timberlake in court, quarterback's concussion & more ... The Assignment with Audie Cornish, CNN Inside Politics, CNN Political Briefing, The Axe Files ...
Sophie Carson is a general assignment reporter who reports on religion and faith, immigrants and refugees and more. Contact her at [email protected] or 920-323-5758.