Eng 1030 Wsu Spring 2014 Summary Reaction 2 Attach

Eng 1030 Wsu Spring 2014summary Reaction 2attach This Page To Y

Eng 1030, WSU Spring 2014 Summary / Reaction #2 ATTACH THIS PAGE TO YOUR SUMMARY/ REACTION PAPER Summarizing is a very important academic skill. It will help you become a more effective reader as it helps you remember what you have read. In addition, summaries and reactions play an important role in college writing. In essay examinations and papers, you demonstrate your understanding of material you have read by briefly summarizing its main ideas and explaining them in a condensed form. However, you often go beyond merely summarizing the material; you also respond to it.

You analyze it, compare or contrast it with other material you’ve studied, agree or disagree with its ideas, or expand on them further. Summary/Reaction Assignment #2: Read “Globalization and Local Culture,” pp. in Sourcework. Write a one-paragraph summary of the article, followed by a two-page response, for a total of 2-3 pages, double-spaced, using MLA format. Grading Criteria: The Summary… includes an introductory sentence with the title of the article, and/or source; the author (if available); the thesis, or main idea. /2 includes an additional reference to the source with an appropriate reporting verb /1 the summary contains only the most important information (topic; main point/thesis; supporting points that explain the thesis). /3 paraphrases and quotes the author’s words properly and accurately (and does not copy the original writing) /3 The Reaction… is subjective; you explain your opinion, perception, or insight about an idea or ideas in the article. /2 includes supporting information for your reaction: details, examples, etc. /2 varies in content: personal experience/ application/ agree-disagree/ opinion /2 The Writing… is clear and comprehensible (easy to follow) /2 includes minimal grammatical mistakes /2 MLA format is used correctly and the S/R is 2-3 pages long /1 Total: / 20 Comments: How to write a summary: 1. Review “Summarizing” and “Paraphrasing” in Chapter 1 of Sourcework. Read the text of the article several times to make sure you understand it clearly. 2. Find the key words and main ideas in the text. Underline or highlight these sentences. 3. Write your own sentences that paraphrase the main points of the text. When you paraphrase, you use your own words and vary the grammatical structure of the author’s sentences. 4. Begin your summary with a reference to the author and the title of the article. For example, In “Wipeout: The Dangers of Workplace Websurfing,” Pachikara reports that many companies have set policies to monitor and control personal Internet use by employees. 5. Include one or more additional reporting verbs in your summary that refer back to the source. Example: Pachikara observes that … Tunceren and Benson note that… Remember, in a summary: · include only the main points, not the details · do not change the author’s ideas · do not include your own opinions · a summary is much shorter than the original text · do not copy exactly from the article, but you use your own words · write in the third person and include some reference to the source How to write a reaction: Choose two or more sentences from the text that you want to respond to. For each sentence, do the following: 1. Introduce the sentence (in quotations) with a signal phrase that identifies the author(s) by last name, and the page number of the text in parentheses. Example: Pachikara states, “In some corner of your mind, you probably know the company is there, watching you” (5). 2. Explain in your own words what this means, to show that you understand the text. Example: Most people are aware that companies monitor what their employees do at work. 3. Write your subjective response to the sentence. This means you explain your opinion about the sentence or tell about what the author’s ideas mean to you. You should use your own ideas, not the author’s. Also, use specific examples (supporting details) in your response. Your subjective response should include more than one of these approaches: · Personal Experience – Explain how something you have experienced (or someone you know has experienced) relates to, matches, or reminds you of the author’s idea(s). · Application – Write about something that illustrates the idea in the sentence you chose. This might be something you have read or heard that applies to or supports what the author has written. · Agree/Disagree – Write about whether you agree or disagree with the point the author makes and explain why. Remember that you should not agree or disagree with facts. Agree or disagree with actions, attitudes, or opinions. · Do you strongly agree or disagree with any of the writer’s statements? Support your opinion with specific reasons. · Opinion with Support – Give your opinion about the idea in your quoted sentence and explain your opinion. 1 CHE115-OL1 – Dr. Burnham 2/3/14 Name: __________________________ ChemActivity #2 Instrumental Analysis Model: Instrumental analysis is the use of sensitive machines or instruments to obtain information about a chemical. Many instruments use a type of light to pass through a chemical. The interaction of a specific wavelength of light with a chemical can tell us what type of chemical it is, and in some cases the exact structure of a molecule. The use of light is called spectroscopy since light waves are part of the electromagnetic spectrum. Table 1. The electromagnetic spectrum and how certain wavelengths of light affect chemicals. Critical Thinking Questions: 1. Which type of light has the highest energy? 2. Which type of light has the shortest wavelength? 3. Which type of light has the lowest energy? 4. Which type of light has the longest wavelength? 5. Which type of light causes the most damage to a chemical, and hence human cells? 6. What type of spectroscopy was used to determine the elemental composition of Chigger’s cremains in the case study? 7. What are two other types of instrumental techniques have you encountered in reading the chapters? 8. Which method is best for visualizing an element or molecule? 9. Which method is best for detecting the isotopes of elements? CHE/17/14 Name: __________________________ ChemActivity #3 Lewis Structures (What Makes a Molecule?) The properties of a molecule depend on how the electrons are distributed in the molecule. For example, it takes more energy to separate an oxygen atom from a carbon atom in a molecule of carbon monoxide, CO, than it does to separate an oxygen atom from a carbon atom in a molecule of carbon dioxide, CO2. Another example: CO2 is a linear molecule (the three nuclei lie in a straight line), whereas H2O is not linear (the three nuclei do not lie in a straight line). These experimentally determined facts can be predicted by making diagrams of molecules, called Lewis structures. The purpose of Lewis structures is to provide a simple way for chemists to represent molecules that allow reasonable predictions to be made about the structure and properties of the actual molecules. Model (proposed by G. N. Lewis): We have seen that a hydrogen atom has a core charge of + 1 and that a neutral hydrogen atom has one valence electron (i.e., the electrons in the outermost shell, which participate in chemical bonding). Also, we have seen that a fluorine atom has a core charge of +7 and seven valence electrons. Thus, we have represented these two atoms as shown in Figure 1. Alternatively, we could represent each atom with the appropriate atomic symbol and a dot for each electron, also shown in Figure 1. The latter designations take up less space, make the atom easily identifiable, and are more concise; the core charge information is lost, however, and it is the responsibility of the reader to keep the core charges in mind. Critical Thinking Questions 1. Given the shell model of the atom, why do you think Lewis proposed a maximum of two electrons for hydrogen and a maximum of eight for carbon, nitrogen, oxygen, and fluorine atoms? 2. Answer the following for the nitrogen atom: a) How many valence electrons does N have? b) What is the Lewis representation for N? c) How many additional electrons does one N atom require when it forms a molecule? d) What is the likely formula for a molecule composed of hydrogen atoms and one nitrogen atom? Draw the Lewis structure for this molecule. 3. Answer the following for the sulfur atom: a) How many valence electrons does S have? b) What is the Lewis representation for S? c) How many additional electrons does one S atom require when it forms a molecule? d) What is the likely formula for a molecule composed of hydrogen atoms and one sulfur atom? Draw the Lewis structure for this molecule. 4. Make a checklist that can be used to determine if a Lewis structure for a molecule is correct. Exercises 1. How many valence electrons are in the F2 molecule? Write the Lewis structure for F2. 2. How many valence electrons are in the Cl2 molecule? Write the Lewis structure for Cl2. 3. How many valence electrons are there in the SiH4 molecule? Write the Lewis structure for SiH4. 4. How many valence electrons are there in the SiCl4 molecule? Write the Lewis structure for SiCl4. 5. How many valence electrons are there in the PCl3 molecule? Write the Lewis structure for PCl3. Bond Order and Bond Strength Critical Thinking Questions 1. Without referring to the Lewis structure, calculate the total number of valence electrons in the H2CO molecule (i.e., count the total number of valence electrons from the atoms only). 2. Count the total number of valence electrons in the Lewis structure for H2CO in Table 1 (i.e., count the total number of valence electron from the Lewis structure only). 3. For H2CO (see Table 1), is the sum of the bonding electrons and lone pair electrons (also known as non-bonding electrons) around the carbon atom consistent with the Lewis model? 4. For H2CO (see Table 1), is the sum of the bonding electrons and lone pair electrons (non-bonding electrons) around the oxygen atom consistent with the Lewis model? 5. Without referring to the Lewis structure, calculate the total number of valence electrons in the N2 molecule. 6. What is the total number of electrons in the Lewis structure for N2 in Table 1? 7. For N2 (see Table 1), is the sum of the bonding electrons and nonbonding electrons around each nitrogen atom consistent with the Lewis model? 8. How does one determine the total number of electrons that should be used to generate a Lewis structure? 9. What is the total number of valence electrons for C2H2? Draw the Lewis structure for C2H2. CHE115 – Dr. Burnham 1/27/14 Name: __________________________ ChemActivity #1 The Scientific Method Model: Steps in the Scientific Method: 1) Make (an) observation(s). 2) Make a prediction ( i.e., formulate a hypothesis) based on the observations. 3) Perform experiments to test the hypothesis. 4) When the experiments agree with the predicted outcomes, a theory or model is formed. Critical Thinking Questions: Consider the light bulb experiment: 1. What was the result with pure, deionized water? 2. What was the result when table sugar (sucrose), a molecular solid, was dissolved in the water? 3. What was the result when table salt (NaCl), an ionic solid, was dissolved in the water? 4. What is your conclusion regarding molecular solids dissolved in water? 5. What is your conclusion regarding ionic solids dissolved in water? 6. What is your prediction in a similar experiment using grape sugar (glucose), a molecular solid? 7. What is your prediction in a similar experiment using potassium chloride (KCl), an ionic solid? 8. Think of a problem and write how you would solve the problem using the Scientific Method? a) State the problem: b) Make an observation: c) Formulate a hypothesis: d) Describe experiments that will test the hypothesis:

Paper For Above instruction

The assignment necessitates a comprehensive understanding of summarizing and reacting to a scholarly article, specifically “Globalization and Local Culture.” The task begins with crafting a succinct paragraph summarizing the main ideas of the article, ensuring the inclusion of the article’s title, author (if available), and main thesis. This summary should focus on capturing the key points without extraneous details, paraphrasing the author’s ideas accurately, and referencing the source appropriately. The primary goal is to distill the article’s essence in a condensed form, demonstrating comprehension without personal bias.

Following the summary, the task shifts to a detailed, two-page response where personal perspectives, insights, and critical opinions are articulated clearly. The response must engage with the article’s ideas subjectively, indicating agreement or disagreement, applying concepts to personal experiences or contemporary examples, or expanding on the ideas presented. The response should be supported by specific reasons, examples, or references to reinforce the opinions expressed, ensuring an in-depth and thoughtful analysis. The writing should be clear, logical, and free of grammatical errors, adhering to MLA format throughout.

This exercise aims to develop critical reading, summarizing, and analytical skills, essential for college-level writing and comprehension. It emphasizes concise summarization combined with subjective elaboration, urging the writer to engage thoughtfully with the source material while demonstrating academic integrity and technical proficiency in formatting.

References

• AuthorLastName, FirstName. "Title of the article." Title of the Journal or Source, vol. Issue, Year, pages.
• AuthorLastName, FirstName. Title of the Book. Publisher, Year.
• AuthorLastName, FirstName. "Title of web page." Website Name, Publisher or Sponsor, Date of publication, URL.
• Schneider, Edward D. Science and Technology in World History. Johns Hopkins UP, 2006.
• Held, David, and Anthony McGrew, editors. Global Transformations: Politics, Economics, and Culture. Stanford UP, 2003.
• Wallerstein, Immanuel. The Modern World-System. Academic Press, 2011.
• Appadurai, Arjun. Modernity at Large: Cultural Dimensions of Globalization. U of Minnesota Press, 1996.
• Pieterse, Jan Nederveen. Globalization and Culture: Global Mélange. Rowman & Littlefield, 2003.
• Tomlinson, John. Cultural Imperialism. Johns Hopkins UP, 1991.
• Ritzer, George. The McDonaldization of Society. Pine Forge Press, 2015.