Expert Answer:Complete Graphic Organizer Worksheet for English C

Answer & Explanation:InstructionsUse: Graphic Organizer to Incorporate SourcesEvaluation Title: Incorporating Sources in Your Writing Estimated time to complete:2 hours, 30 minutesComplete the graphic organizer: Incorporating Sources into Your Writing [Word document]Write a paragraph that uses the source to support an idea in a paragraph.Start with a topic sentence that makes a claim. Use at least one quote or paraphrase to support your claim. Include an in-text citation. Comment on the source material. Write a concluding sentence.
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Incorporating Sources in Your Writing
Part one: Graphic organizer
Thesis:
List two main points
that support the thesis
for your argument
essay.
Locate two
scholarly sources
that support your
main points. List the
author’s last name
and year of each
source
Briefly summarize the
main idea of each
source.
Provide a quote from each
source that helps support
a main point. Include the
page or paragraph
number.
Paraphrase the quote
from the previous
column. Include the
page or paragraph
number.
Write a sentence about
how the source
information relates to
your idea.
Part two: Write one of the body paragraphs for your academic argument essay. Start with a topic sentence that makes a claim. Use at least one
quote or paraphrase from a source that supports your claim. Include an in-text citation. Comment on the source material. Write a concluding
sentence.
Incorporating Sources in Your Writing
Part one: Graphic Organizer
Thesis: Reading instruction should be part of college English courses.
List two main points that
support the thesis for
your argument essay.
Different strategies are
needed for different types
of reading.
Locate two
scholarly
sources that
support your
main points.
List the author’s
last name and
year of each
source
Liu 2005
Briefly summarize
the main idea of
each source.
Provide a quote from each
source that helps support a
main point. Include the
page or paragraph number.
Paraphrase the quote from
the previous column. Include
the page or paragraph
number.
Write a sentence about how
the source information
relates to your idea.
This study is a
survey of readers
who identify
strategies for
reading digital texts
vs. print texts.
Digital reading
involves more
skimming, one-time
reading, non-linear
reading, distracted
reading.
“It is very difficult for
readers to devote full
attention to reading
because they have to decide
which text to read, which
hyperlink to follow, and
whether to scroll down a
page” p. 707
When reading on a screen,
people have a hard time
making choices about what to
read and how to navigate
within online texts. P. 707
This information is important
because teaching reading
strategies will help students
make these decisions about
the digital texts they read for
school.
Incorporating Sources in Your Writing
Reading comprehension is
an important skill in the
workforce.
Thompson and
Haynes 2018
The authors
describe a study of
ten skills employers
look for, then argue
that reading
comprehension
skills are necessary
for 8 of the 10.
“The ability to quickly and
accurately scan a text is
increasingly important in the
21st century workplace.”
p. 33
Now more than ever, being
able to efficiently comprehend
written communication is an
essential work skill.
The idea that reading
comprehension is an
essential skill for the
workplace helps strengthen
my argument that it should
be included in college-level
English curriculum.
Part two: Write one of your body paragraphs for the academic argument essay. Start with a topic sentence that makes a claim. Use at least
one quote or paraphrase to support your claim. Include an in-text citation. Comment on the source material. Write a concluding sentence.
Reading should be taught in college English classes because different strategies are needed for different types of reading. While it’s true that
many students are taught reading comprehension strategies in elementary and high school classes, students will read different types of texts in
college. For example, students will do a lot of digital reading as they search for secondary research sources. Digital reading is different than
reading the print textbooks students often used in high school. Liu (2005) found that when reading on a screen, people have a hard time making
choices about what to read and how to navigate within online texts (p. 707). Teaching reading strategies for selecting digital texts from search
results and focusing while reading amidst online distractions will help students read the digital texts required for college-level research. Reading
instruction in college English classes can help students adjust to new types of texts.
Running head: BIOTERRORISM
1
Bioterrorism
Venus Thomas
English
November 10, 2019
BIOTERRORISM
2
Bioterrorism
Bioterrorism has touched the peak of public concern following modern events across the
globe. For instance, the tragedy of 11 September 2011, which occurred when a letter having
anthrax was sent through the postal system of the United States including the current prominent
tension about Iraq, proves the concern of bioterrorism. Thus, this will be the basis of this paper
of discussion. Accordingly, the below sources will be consulted to generate relevant information
on the subject matter.
Green, M. S., LeDuc, J., Cohen, D., & Franz, D. R. (2019). Confronting the threat of
bioterrorism: realities, challenges, and defensive strategies. The Lancet Infectious
Diseases, 19(1), e2-e13.
The article was published on 1st January 2019, and it is subject matter regards challenging
terrorism of bioterrorism. The article is resourceful in covering this topic since it covers realities,
challenges as well as defensive strategies regarding international bioterrorism. Of course,
universal terrorism has emerged to be an escalating threat to global security hence increase the
danger of bioterrorism. Thus, this article presents the possible risk of bioterrorism, the instrument
that is prone to exploitations as well as the latest development in the field of technology,
including the strategies put in place to identify and mitigate waves that have been put in place
globally.
BIOTERRORISM
3
Given there has been not much-reviewed publication about bioterrorism, this article will
offer in-depth information about the topic. It will be a resourceful article since the authors are
professional researchers on the subject.
Hasan, M. M., Islam, A., Chakma, C., Khatun, Z., & Rashid, H. A. (2018). Chikungunya virus
pathogenesis: A global bioterrorism for public health.
The article is authored by Hasan, M. M., Islam, A., Chakma, C., Khatun, Z., & Rashid,
H. A, and was published in 2018. It focuses on a universal understanding of various diseases and
the essential identity of different viruses including likely preventive measures of the same. The
article talks about the Chikungunya virus which mosquito is urgent of transmission. Given that
incidents of Chikungunya virus are a regular epidemic, this publication will offer the best
reference in discussing how such infections are likely to use as a biological weapon across the
globe. The latest advent of the Chikungunya virus indeed has worried the health authorities
across the world. The article highlights different cases of Chikungunya patients in various health
institutions in Bangladesh. The authors argue that about one billion are prone to this disease
particularly those living with tropical and sub-tropical areas.
The information that is within this article entails general awareness of particular chosen
agents of bioterrorism, as well as ephemeral clinical components of the most universal and most
probable bioterrorism agents, acknowledge as the top most possible bioterrorism outbreak.
BIOTERRORISM
4
References
Green, M. S., LeDuc, J., Cohen, D., & Franz, D. R. (2019). Confronting the threat of
bioterrorism: realities, challenges, and defensive strategies. The Lancet Infectious
Diseases, 19(1), e2-e13. Retrieved from
https://www.sciencedirect.com/science/article/pii/S1473309918302986
Hasan, M. M., Islam, A., Chakma, C., Khatun, Z., & Rashid, H. A. (2018).
Chikungunyaviruspathogenesis: A global bioterrorism for public health.
. Retrieved from:
http://www.thepharmajournal.com/archives/2018/vol7issue8/PartA/77-121-886.pdf

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