How to Write a Persuasive Essay

How to Write a Persuasive Essay When writing a persuasive essay, the authors goal is to sway the reader to share his or her opinion. It can be more difficult than  making an argument, which involves using facts to prove a point. A successful persuasive essay will reach the reader on an emotional level, much the way a well-spoken politician does. Persuasive speakers arent necessarily trying to convert the reader or listener to completely change their minds, but rather to consider an idea or a focus in a different way. While its important to use credible arguments supported by facts, the persuasive writer wants to convince the reader or listener that his or her argument is not simply correct, but convincing as well. The are several different ways to choose a topic for your persuasive essay. Your teacher may give you a prompt or a choice of several prompts. Or you may have to come up with a topic, based on your own experience or the texts youve been studying. If you do have some choice in the topic selection, its helpful if you select one that interests you and about which you already feel strongly. Another key factor to consider before you begin writing is the audience. If youre trying to persuade a roomful of teachers that homework is bad, for instance, youll use a different set of arguments than you would if the audience was made up of high school students or parents. Once you have the topic and have considered the audience, there are a few steps to prepare yourself before you begin writing your persuasive essay: Brainstorm.  Use whatever method of brainstorming works best for you. Write down your thoughts about the topic. Make sure you know where you stand on the issue. You can even try asking yourself some questions. Ideally, youll try to ask yourself questions that could be used to refute your argument, or that could convince a reader of the opposite point of view. If you dont think of the opposing point of view, chances are your instructor or a member of your audience will.Investigate.  Talk to classmates, friends, and teachers about the topic. What do they think about it? The responses that you get from these people will give you a preview of how they would respond to your opinion. Talking out your ideas, and testing your opinions, is a good way to collect evidence. Try making your arguments out loud. Do you sound shrill and angry, or determined and self-assured? What you say is as important as how you say it.Think.  It may seem obvious, but you really have to think about how you a re going to persuade your audience. Use a calm, reasoning tone. While persuasive essay writing is at its most basic an exercise in emotion, try not to choose words that are belittling to the opposing viewpoint, or that rely on insults. Explain to your reader why, despite the other side of the argument, your viewpoint is the right, most logical one. Find examples.  There are many writers and speakers who offer compelling, persuasive arguments. Martin Luther King Jr.s I Have a Dream speech is widely cited as one of the most persuasive arguments in American rhetoric. Eleanor Roosevelts The Struggle for Human Rights is another example of a skilled writer trying to persuade an audience. But be careful: While you can emulate a certain writers style, be careful not to stray too far into imitation. Be sure the words youre choosing are your own, not words that sound like theyve come from a thesaurus (or worse, that theyre someone elses words entirely).Organize.  In any paper that you write you should make sure that your points are well-organized and that your supporting ideas are clear, concise, and to the point. In persuasive writing, though, it is especially important that you use specific examples to illustrate your main points. Dont give your reader the impression that you are not educated on the issues related to your topic. Ch oose your words carefully. Stick to the script.  The best essays follow a simple set of rules: First, tell your reader what youre going to tell them. Then, tell them. Then, tell them what youve told them. Have a strong, concise thesis statement before you get past the second paragraph, because this is the clue to the reader or listener to sit up and pay attention.Review and revise.  If you know youre going to have more than one opportunity to present your essay, learn from the audience or reader feedback, and continue to try to improve your work. A good argument can become a great one if properly fine-tuned.

Amino Acids Characteristics and Structures

Amino Acids Characteristics and Structures Amino acids are a type of organic acid that contains both a carboxyl group (COOH) and an amino group (NH2). The general formula for an amino acid is given below. Although the neutrally-charged structure is commonly written, it is inaccurate because the acidic COOH and basic NH2 groups react with one another to form an internal salt called a zwitterion. The zwitterion has no net charge; there is one negative (COO-) and one positive (NH3) charge. There are 20 amino acids derived from proteins. While there are several methods of categorizing them, one of the most common is to group them according to the nature of their side chains. Nonpolar Side Chains There are eight amino acids with nonpolar side chains. Glycine, alanine, and proline have small, nonpolar side chains and are all weakly hydrophobic. Phenylalanine, valine, leucine, isoleucine, and methionine have larger side chains and are more strongly hydrophobic. Polar, Uncharged Side Chains There are also eight amino acids with polar, uncharged side chains. Serine and threonine have hydroxyl groups. Asparagine and glutamine have amide groups. Histidine and tryptophan have heterocyclic aromatic amine side chains. Cysteine has a sulfhydryl group. Tyrosine has a phenolic side chain. The sulfhydryl group of cysteine, phenolic hydroxyl group of tyrosine, and imidazole group of histidine all show some degree of pH-dependent ionization. Charged Side Chains There are four amino acids with charged side chains. Aspartic acid and glutamic acid have carboxyl groups on their side chains. Each acid is fully ionized at pH 7.4. Arginine and lysine have side chains with amino groups. Their side chains are fully protonated at pH 7.4.

Rome and Epic Cinema Essay Example | Topics and Well Written Essays - 1250 words

Rome and Epic Cinema - Essay Example Rome and Epic Cinema The depiction of ancient Rome in Hollywood films has often remained loyal to the description of these two civilizations provided by the scholars of the middle Ages. These two civilizations are often considered the golden age of European civilization and because of this, in many Hollywood films, only the positive aspects of them are displayed. In addition, when one considers the fact that the Roman Empire was based not only in the cities but also in the rural areas, since without the latter the empire would not have lasted for long. It seems that most film directors often avoid showing these areas, ignoring the fact that they were an integral part of the life of those times. In fact, Rome is often depicted the same way in almost all the films concerning it and this tends to be based on research concerning the life of the upper classes of Roman society. The Hollywood films tend to be united in depicting this civilization as having been extremely martial and it is only on rare occasions where one will not have a war or some sort of conflict resulting in bloodshed being depicted on the films (Wyke, 1997). Despite the fact that many Hollywood films try to show ancient Rome as having been the golden age of European civilization, in line with the beliefs of medieval scholars, one of the most accurate displays of these civilizations tends to be the institution of slavery. Slavery was an integral part of the lives of Ancient Rome and it is a fact that at least more than half of the populations of these civilizations was made up of slaves. ... There were unskilled slaves many of who had been condemned to slavery as punishment, or had been captured in war, and these were given very hard tasks to perform such as working on farms, in the mines or at mills and their living conditions tended to be very brutal and this made their life expectancy very low. It can therefore be said that slavery in ancient Rome was a part of its everyday life and that this institution is one of the core pillars, which kept this state running (Malamud, 2008). Many Hollywood films have remained loyal to the depictions of slavery in these ancient civilizations and in some cases, directors often go the extra mile to show just how much the slaves of these civilizations were treated. A most vivid description of this in current times has been in the television series Spartacus: Blood and Sand. In the Hollywood films, this civilization is often depicted as having been extremely martial not only at a national level but also at a domestic level. In ancient R ome, for example, one of the most praiseworthy forms of martial endeavors by the Rome that has often been depicted in films was that made by Julius Caesar during the wars that he made against the Gauls in his attempt to conquer them and bring them into the Roman Empire. In Rome, the martial feats of its citizens are often displayed through gladiatorial encounters and this is most accurately displayed in the film Gladiator. As depicted in the series Spartacus, slaves were acquired through the warfare made by its army, which always brought back captives in their hundreds and thousands from each war that they went to fight in. Many of these wars were wars of expansion in which the defeated enemies

Education among adolescents with type I diabetes mellitus Research Proposal

Education among adolescents with type I diabetes mellitus - Research Proposal Example Diabetes self-management is very crucial to reducing and controlling the blood glucose levels. Some of the self-management techniques are healthy eating habits, performing exercises and utilization of drug therapy appropriately. It has been observed that patients with chronic illnesses occasionally have problems with adhering to the recommended treatment, thus not getting the optimal benefits from the drugs. The study will use descriptive and cross-sectional study design because it involved establishing of information concerning adherence to treatment. Systematic sampling technique will be used to select the participants. A self-administered questionnaire will be was used to collect data from the study subjects. Data will be analyzed by use of computer software, statistical package for social sciences (SPSS). The data was then presented in tables and bar graphs. According to WHO, it is estimated that more than 171 million people are suffering from diabetes worldwide. Among these figu res, 68% are suffering from diabetes type 2 and the rest are suffering from diabetes type I (Atkinson, Eisenbarth, & Michels, 2014). Having diabetes highly influence an individual way of living as well as performance of the daily activities. Several individuals who suffer from the disease are always worried about the chronicity of the disease and the complications that it entails. Such worries contributes to the patients incapacity to fully get involved in the daily activities and contribute to family social life.

Toxoplasma Gondi Infection in Mice Essay Example for Free

Toxoplasma Gondi Infection in Mice Essay GI (Gastro-Intestinal) inflammation from Toxoplasma gondii and wheat glutens contribute to schizophrenia, autism and bipolar disorder. It has been suggested that GI inflammation, allows natural microbiota and neuroactive exorphins to enter the blood steam, cross the blood brain barrier and attach to the opioid receptors. In this study exposure to Toxoplasma gondii increased anti-gluten IgG in all the mice who were inoculated. The mice were infected in three different ways, IP (injection into the peritoneal cavity), PO (fed food inoculated with the pathogen) and prenatally (injected). When the female mice were Infected IP, they were more likely to die than males. The mock group of females injected IP, had an increased gluten IgGs, while the males did not. The female immune system responded to stress. When both male and female mice received the pathogen PO, females displayed a larger anti-gluten response. When the females were injected prenatally, the offspring produced, were seropositive to T. gondii and displayed increased gluten IgG levels. Clq levels of the offspring were also elevated (Clq plays a role in synaptic pruning). I picked an article from PLOS (Public Library of Science),created by Dr.  Patrick Brown, a biochemist at Stanford University and Dr. Michael Eisen, a computational biologist at UC Berkeley and Lawrence Berkeley National Laboratory. They wanted to speed up progress in science and medicine by creating a nonprofit-open access, to scientific journals and literature under an open content license called the Creative Commons â€Å"attribution† license. This allowed any person to reproduce and distribute information from the website. This allows all people to learn/share knowledge, repeat tests and add more information to current studies. This site is peer reviewed and respected as a reliable source of information. My article has many authors and sources, but in order to keep my critique to two pages I picked the first three people on the works cited. Dr. Emily Severance, received her B. S. in Zoology in 1983. She received her Ph. D. from the University of South Florida and did a postdoctoral fellowship at Johns Hopkins School of Medicine (It was ranked the 13th in the nation in 2013) where she studied neurological disorders such as schizophrenia and bipolar disorder. She is currently an Assistant Professor in the Stanley Division of Developmental Neurovirology. Her research is well documented and her publications continue to grow. I feel that she has extensive education and experience in this field of study and see her as being well qualified. Geetha Kannan was the second person cited and there was not much information on her. She was an undergraduate at Johns Hopkins at the time this article was published and she has been a research assistant in at least one other study, Gene-environment interactions influence psychiatric disorders, headed by Mikhail V. Pletnikov , M. D. , Ph. D. She was an assistant and therefore I did not consider her to be a qualified source. Thirdly, is Kristin L Gressitt. Attended Salisbury University and received a B. A. in microbiology, before going to Johns Hopkins, where she is currently working as a research specialist. As a research specialist, Kristin’s job is to work under the project manager, performing administrative and operational duties. This is often a junior level position for students, or recent graduates. I can only assume that Kristin is competent, due to the fact that she has been employed at Johns Hopkins for the last three years and has contributed to four published studies. The major purpose of this research was to prove that co-associations between T. gondii and antibodies to wheat gluten cause an inflammatory immune response that in return, result in neuropsychiatric diseases. During my research one bias that I encountered was, the website that published this research project, makes its income by charging publishing fees. This could cause a conflict of interests. Another bias was the lack of data concerning the high mortality of female mice from IP injections. There were no post mortem toxicology or cytology reports. I think that the target audience was set by the website. Since it is established as scholarly, this increases the likely hood that science and medical students will use this website for research. The scholarly reputation will also draw in practicing researchers, doctors and scientists who want to reference the peer reviewed articles and journals. Since this website is full access, you can get the latest findings more timely than most of the conventional research sites. The articles presentation was professional. Bold letters stated the topic and the Abstract really pulled me in, however I do feel that the numerical findings could have been omitted from this paragraph to avoid redundancy. All the materials and methods were well documented. The same testing materials and techniques were used throughout the duration of the study. Graphs were used and it was easy to discriminate which text went to each graph. The introduction, analyses, results and discussion were very easy to follow and understand. As far as I can discern, the scientific method was followed.

Uruguay :: History

Uruguay Uruguay republic, in east central South America, is the second smallest country on the continent. This country is bounded on the north by Brazil, on the east by Brazil and the Atlantic Ocean, on the south by the Atlantic Ocean and the Rà ­o de la Plata, and on the west by Argentina. The Uruguay River forms Uruguay's western boundary in full. Uruguay's land mass in whole is a small 176,215 sq km. Uruguay's capital city is Montevideo which is the main port, and economic center of the country. The currency of Uruguay is the peso uruguayos (7.97 peso uruguayos equal U.S.$1). This country's main sport entertainment is soccer. In 1516 Uruguay was discovered by the Spanish explorer Juan Dà ­az de Solà ­s. He was killed that same year by the Charrua, a local native tribe. Future attempts to colonize the territory during the 16th century were discouraged by this native tribe also. In 1624 the first permanent settlement was made by the Spanish on the Rà ­o Negro at Soriano. Between 1680 and 1683, Portuguese colonists in Brazil established several settlements along the Rà ­o de la Plata opposite Buenos Aires. However, the Spanish didn't make any attempts to remove the Portuguese until the year of 1723, when the latter began fortifying the heights around the Bay of Montevideo. A Spanish expedition forced the Portuguese to abandon this site, and there the Spanish founded the city of Montevideo in 1726. In present times, Uruguay has 660 km of coastline along the Atlantic Ocean and its bay, the Rà ­o de la Plata. The country also has an additional 813 km of frontage along its boundary rivers, including the Uruguay River. Uruguay's terrain varies for the different areas of the small country. In the southern areas of Uruguay the land consists of grassy plains, and the marshlands along the country's Atlantic coast. In the northern areas of Uruguay, not to mention the northwest area, there is a low plateau called the Cuchilla de Haedo. Uruguay's climate is a very temperate one. The average temperature for the warmest months 71 ° F, and for the coldest month, June, 50 ° F. Rainfall is also very well distributed along the year, and averages about 35 in a year. During the winter months cold storms blow from the southwest, yet frost is almost unknown in most parts of this country. This country has some resources that contribute to their money intake.

Biology Essay

The basic reason why I chose Biology as my pre-med degree to pursue in college was because I believed that the subject promoted critical thinking. Critical thinking is basically an outcome of normal experiences and implemented to new ones. I believe that if I will be immersed to biology subjects as a preparatory degree for my medical studies, I will be able to utilize this critical thinking along with my talents to establish a good career after my college days are over. I believe that critical thinking is important in my life, therefore my pursuit of a Biology degree will improve me as my experiences and medical knowledge improves also. I am very firm in my belief that contrary to what other people say, Biology triggered a learning process in me which exposed my capabilities and skills in logical procedures, which eventually led me to an investigation to possess information that validated what I have found out or in a specific case. I believe that biology subjects therefore initiated within me the desire to implement my critical thinking capabilities in order to establish the appropriate way to do or the correct solution to a dilemma being faced. The second major reason why I took up Biology as my major in college was that I had always dreamed to become a doctor or a nurse someday. I believe that by pursuing a Biology degree in college, I will be able to use these knowledge in my future medical profession, involving either the doctor or the nursing job, and perhaps I may be able to use various procedures established on Biology courses particularly because of their priority on both gathering scientific information on the initiatives that they illustrate based on other results and evaluations that have been established by other individuals, therefore also emphasizing on the precision of the results. Yet, I know that Biology courses are holistic academic programs that include not only one subject but the entire field. As far as my extracurricular activities are concerned, beside my usual study during my high school days, I was also interested in activities like quiz contest, oratory contests, and many more. I have also volunteered as a member of Family Planning association of Nepal. Above all these, I was a member of Malangwa Junior Jaycess which served people in different aspects. As a member of this association I voluteered to provide relief to the flood victims during 1995 in Nepal When talking about taking my choices and options of majors as an incoming transferee to your prestigious college, however, my critical thinking skills I believe really fits with the Biology and Medical degree programs. In handling biological projects, for example, I will be expected to quickly choose for the appropriate manner that the projects will be accomplished, not to mention the various cases that have to be involved for the choices. The significance of accomplishment and the ethical queries must also be involved as well. And these skills can be provided to me by my Biology courses. As I mentioned a while ago, pursuing these subjects will give me a more knowledgeable position when talking about evaluating my future career as a doctor or a nurse, and at the same time I will be able to fulfill my ambition since childhood. Due to these circumstances, I know that I must always be careful about my life decisions, especially my academic decisions for my future. Nonetheless, there is no doubt in my mind that Biology will still be my major as I transfer to your prestigious college.

Religeous Ed

Romanesque to Gothic Romanesque vs†¦ Gothic: Sculptural Decoration: Thin, elongated, abstract figures. More realistic proportions and individualized features. Mood: Dark, gloomy. Tall, light filled. Emphasis: Horizontal Vertical Elevation = How high the building is Modest height. Soaring Layout = The plan or design of the building Multiple units. Main Trait = The main feature of the building Rounded Arch. Pointed Arch. Support System = What Is used to support the building? Piers (columns), thick walls. Exterior flying buttress Engineering Barrel and Groin Vaults. Atmosphere = The feel of the placeDark, solemn. Bright, Airy. Exterior = What is the exterior like? Simple, severe. Intricate, decorated. Example: SST. Screen Toulouse, France Chartres Cathedral, France. The Change from Romanesque to Gothic Architecture: The change from Romanesque to Gothic began around the 1 lath Century. Reasons for change are put into three categories: Social, Technological, and Spiritual. Social Re asons for Change: population, and at the beginning of the fourteenth century, the fugue stood at seventy-three million people. A feeling of confidence in the future was one of the factors that gave rise to the Gothic era.Technological Reasons for Change: The invention of the dissimilarity plow, the new shoulder collar for horses, and more efficient tools contributed a growth in agricultural production, which until then had been quite limited. This caused peasants to flee the land because there was inadequate room for them. In the course of the eleventh century, cities began to expand, while new cities were created or reborn. This expansion made it more convenient for the peasants to move into the cities and find work. Markets were most commonly situated in the cities, and so work was better available. Another SocialReason for Change: In the time of the population boom, the central governments of Europe was inadequate, and so merchants had to set up organizations to regulate business dealings within a city. The merchant guilds ruled that none other than members of their guild could sell merchandise within a certain area of the city. This made business more successful for merchants and gave a feeling of confidence in the future. With merchants becoming more successful, and with the towns expanding, a new class of people began to develop in Europe. At the top of the scale were prosperous merchants and bankers.

did america do enought to help the jews in the holocaust essays

did america do enought to help the jews in the holocaust essays Did the Western World do enough for the Jews in th Description of this essay : Western Civilization - World War II Did the Western World do enough for the Jews in the Holocaust "When they came for the gypsies, I did not speak, for I am not a gypsy. When they came for the Jew Did the Western World do enough for the Jews in the Holocaust "When they came for the gypsies, I did not speak, for I am not a gypsy. When they came for the Jews, I did not speak, because I wasnt a Jew. When they came for the Catholics, I did not speak, for I am not a Catholic. And when they came for me, there was no one left to speak." -On the Wall at the Holocaust Museum in Washington It is impossible to learn about the Holocaust and the Second World War without the question of how it possibly could have happened arising, and along with that question comes another. The question of whether or not the Western World did enough to help the Jews in Europe. What was their reaction to the campaign of systematic persecution, robbery and murder the Third Reich inflicted upon the Jewish people? During the time leading up to the outbreak of World War II, the Western Press consistently carried numerous reports of the Germans anti-Jewish policies and their purposeful victimization of the Jews living in Nazi Germany as well as the annexed territories. The general public cannot claim that they did not know what was going on, that they were uninformed. Whether or not they chose to believe it however, is a completely different story. The public were indeed outraged in many of the cases but the governments of the major European democracies felt that it was not for them to interven e for they felt that the Jewish problem classified as an internal affair within a sovereign state. The truth behind this is simply that the governments were anxious to establish cordial relations with Germany and didnt want to cause any hostility. Thus they stood id...

5 Types of Punctuation Problems

5 Types of Punctuation Problems 5 Types of Punctuation Problems 5 Types of Punctuation Problems By Mark Nichol Each of the following sentences omits or misuses punctuation, resulting in possible confusion when a word or phrase is attached to a main clause or a transition occurs. Discussion and revision explain and resolve each error. 1. He has no clue period. What is a clue period? There is no such thing. The person in question has no clue, and the speaker or writer emphasizes the point by appending the word period to the sentence to suggest finality; this tag word must be separated from the main clause by a comma to clarify its nonessential nature: â€Å"He has no clue, period.† 2. It was the kind of dialogue sitcom writers aspire to create, only it was a real conversation. Only is an interjection, so it must be set off from the independent clause that follows. However, a stronger form of punctuation must precede it so that only does not appear to be parenthetical because it is bracketed by a pair of commas: â€Å"It was the kind of dialogue sitcom writers aspire to create- only, it was a real conversation.† 3. The reality is no industry is exempt from at least assessing the implications of the new standard. A phrase like â€Å"the reality is† sets up the main clause of the sentence, so it must be set off from the statement: â€Å"The reality is, no industry is exempt from at least assessing the implications of the new standard.† (Alternatively, that can replace the punctuation: â€Å"The reality is that no industry is exempt from at least assessing the implications of the new standard.†) 4. She was one of just a handful of delegates who were willing to speak to the media as many fear for the safety of family still living in North Korea. As could be misunderstood to mean â€Å"while,† so a comma must be inserted between the main clause and the dependent clause to clarify that it is standing in for because: â€Å"She was one of just a handful of delegates who were willing to speak to the media, as many fear for the safety of family still living in North Korea.† 5. The adoption of the technology hasn’t moved more quickly because there remains a general lack of understanding about it. This sentence presents a miscue- the potential for reader misunderstanding because the uninterrupted nature of the sentence implies that an explanation of why the technology adoption has moved more quickly will follow. To clarify that no such information is forthcoming, break the sentence before the conjunction: â€Å"The adoption of the technology hasn’t moved more quickly, because there remains a general lack of understanding about it.† (Better yet, invert the sentence and adjust the wording of the main clause as needed: â€Å"Because there remains a general lack of understanding about the technology, its adoption has been slow.†) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Arrive To vs. Arrive At"Confused With" and "Confused About"75 Synonyms for â€Å"Hard†

Wind Power as an Alternative to Fossil Fuels Essay

Wind Power as an Alternative to Fossil Fuels - Essay Example The essay "Wind Power as an Alternative to Fossil Fuels" aimed to discuss the environmental advantages of wind power. They include the fact that wind energy production is pollution free, which results in it having no effect on air quality or climate change. Wind energy also produces no particulate emissions that contribute to mercury contamination in lakes and streams. They also conserve water resources by using less water in electricity production, e.g. electricity generation through nuclear power uses 600 more times water than wind power. Wind power can also be beneficial to land preservation because their actual ‘footprint’ is small, which means minimal land is required. Wind farms also reduce the need for mining, which often destroys wildlife and ecosystems. Offshore wind farms also have no environmental effects on the land itself. However, marine life must be considered. It is also safer than other alternative energy sources such as nuclear power, with the Fukushima Nuclear Plant disaster fresh in many people’s minds. Also, the paper dwells upon the economic benefits of wind farms. They include the fact that wind is a native fuel that does not need to be mined or transported, which reduces production costs. Wind power can therefore be produced cheaper. The Wind Industry Group also claims that wind energy creates 30% more jobs than a coal plant and 60% more than a nuclear plant per unit of electricity released. Wind power is also getting cheaper to produce from nearly 30 cents per kWh in the early 1980’s to 3-5 cents per kWh today.