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¶ … Third Edition, written Katherine J. Mayberry. The Cultural Morals
Upon initially evaluating Kenneth A. Myers' essay, "Popular Culture and the Family: How Mass Mediated Culture Weakens the Ties That Bind," which appears in Katherine J. Mayberry's anthology entitled Everyday Arguments, it becomes readily apparent that the author appears to have a vested interest in this particular topic. The point of Myers' essay is to largely demonstrate to the reader that one of the most eminent reasons for the dissolution of the moral fiber within the family structure today can be the emergence of popular culture and its subversive impact upon varying family members -- particularly the youth. In this regard, the author certainly makes his point-of-view known on this subject, while the conviction with which he posits this point-of-view is largely without question. The author's conviction and unswerving belief in that which he argues is certainly one of the strengths of this essay, for the simple fact that there...
In doing so he is able to amass a substantial amount of evidence in his favor, which may be found in his frequent usage of quotations of representatives of traditional culture which include a number of noted authors. Furthermore, he structures his argument about a calculated enumeration of the deleterious effects of popular culture to be found upon the modern family structure and its mores. Such effects include a decline of traditional values, austerity, as well as the loss of significant authority figures which both symbolize and reinforce the virtuous nature of morals. In both of these respects it may be asserted…
References
Mayberry, K.J. (2007). Everyday Arguments. Harlow: Longman Publishing.
Students do not want to write because it is boring or tedious to them. But most of all, students do not want to write because they are afraid that they cannot do it. They have been given years worth of papers marked up in red where the teacher was trying to take their voices and make them her own. If teachers understand that writing can be learned by every
Some of the questions that the teacher might ask that will lead to drafting are as follows: At the end of the story, the cow goes home happy, but I'm not sure why. Can we add why the cow goes home happy in there? At the beginning of the story, we talk about three girls, but at the end there are only two. What happened to the other girl?
While writing to demonstrate learning is the most common goal of any writing assignment, instructors may also wish to encourage assignments that involve writing to learn. These low-stakes assignments will allow students to explore ideas and issues that will help guide them in their learning. As indicated by Farris & Smith (1992), a WAC program can help establish criteria for writing-intensive courses, consult in the design of the courses,
" ("A letter to David Epston," p.97 In the process of communicating our ideas through writing, we are more than one person. Another person appears who helps us build the dialogue. He may challenges our long-held views, appreciate some of them, improve on others and contradicts or rejects yet some others completely. Penn and other therapists might use writing with their clients as a way of weaving in a new story
Still, the significance of his work for the entire academic community can be gathered from Barlow's uncertainties. Barlow writes that he has searched the literature for an effective way of incorporating both the skills required for students to be good writers and teaching the test. Still he found that "they assume a greater control of the academic environment external to the particular classroom than I, as a part-time teacher,
That is, because students think that everything has a right and a wrong answer, thesis statements are incredibly difficult to articulate. The students do not understand how to argue, nor do they understand why this must be done. For me, this point stood out as most important because it is cross-departmental. Students coming into their undergraduate careers for the first time are often not taught to reason like a