Hi, I Have Finished Part Of My Final Draft Of My Paper

Hi I Have Finished A Part Of My Final Draft Of My Paper And Only Need

Hi I have finished a part of my final draft of my paper and only need to revise and add some content to my paper. I need more than 600 words. The prompt and rubric of the paper is below. And the attached is the part I have finished. Prompt: Do you tend to speak up? Identify a context or situation in which you tend to speak up or refrain from speaking up. Discuss why you choose to speak up or not to speak up in that particular context. In crafting your response, consider how factors such as personality, feelings, family, culture, education, and/or societal pressure may affect your decision. While writing your paper, you may find it helpful to refer to the following chapters in Knowing Language : Chapter 3 (Argumentative Writing), Chapter 12 (Writing Cohesively), Chapter 13 (Revising, Editing, and Polishing Your Writing). Rubric: Content and Organisation: Includes adequate introductory information about the topic — Includes a clear thesis that responds to the prompt appropriately — Organizes and develops the topic/argument logically and thoughtfully — Demonstrates understanding of the class text, connecting it to the topic — Makes sufficient use of the class text for support — Reflects original ideas and critical thinking — Includes a conclusion that engages the readers — Demonstrates progress through the drafting process. Presentation and Language: — Uses tenses correctly — Uses specific verbs such as claims, argues, suggests as well as appropriate vocabulary — Varies sentence structure effectively and uses cohesive devices such as pronoun reference, transitions, and parallelism appropriately — Is well edited for grammar: few basic errors with nouns, verbs, pronouns, and prepositions — Follows punctuation and MLA conventions, including correct use of quotation marks — Shows improvement in grammar and punctuation during the drafting process.

Paper For Above instruction

The act of speaking up or remaining silent in various situations is a complex decision influenced by numerous internal and external factors. In particular, my inclination to speak up tends to vary significantly depending on the context, influenced by personal traits, emotional states, upbringing, cultural background, and societal pressures. Understanding these factors is essential for a comprehensive analysis of why I choose to voice my opinions or refrain from doing so, particularly in settings like academic environments, social gatherings, or professional scenarios.

My tendency to speak up is often rooted in my personality, especially my level of assertiveness and confidence. According to the class text, asserting oneself involves the ability to communicate one's needs and opinions effectively, and this trait is often shaped by early family experiences and cultural influences. For instance, growing up in a family that encouraged open dialogue fostered my confidence to express my viewpoints in class discussions or team projects. Conversely, in situations where I feel that my voice might be unwelcome or could disrupt harmony, I tend to hold back, fearing conflict or social rejection. This dichotomy highlights the influence of personality traits on my communication choices.

Feelings also play a pivotal role in my decision to speak up. When I experience strong emotions such as frustration, anger, or enthusiasm, I am more compelled to share my perspectives. The class chapters on argumentative writing emphasize the importance of emotional engagement in persuasive communication. For example, during a recent debate on environmental policies, my passionate stance motivated me to contribute actively. Conversely, in contexts where I feel insecure or anxious, such as unfamiliar social settings or when my expertise is questioned, I tend to stay silent to avoid embarrassment or criticism.

Cultural background profoundly affects my willingness to speak up. My cultural upbringing emphasizes respect for authority and elders, which can sometimes inhibit open expression, especially when I perceive authority figures as unapproachable or dismissive. However, my education, which encourages critical thinking and individual expression, has provided me with a framework to challenge cultural norms when appropriate. This interplay manifests in my willingness to voice opinions in academic settings, where I feel a sense of intellectual freedom, but still exercise caution in hierarchical social contexts, such as during formal family gatherings.

Societal pressure and societal norms also influence my communication decisions. In a society that values harmony and discourages confrontation, I often internalize the desire to maintain peace, which leads to withholding my opinions on controversial topics. According to the class chapters on writing cohesively, understanding societal expectations can refine how I articulate my perspectives, ensuring that I express myself without offending others. Sometimes, I choose to speak calmly and diplomatically rather than confrontationally to align with societal ideals of politeness and respect.

Reflecting on these factors, I realize that my decision to speak up is a dynamic process shaped by an interplay of internal and external influences. My personality provides the foundation, but feelings, cultural background, education, and societal pressures modify and inform my actions. For example, I am more likely to voice my opinion in academic settings where I feel competent and supported, but I remain reserved in unfamiliar or uncomfortable settings where external pressures emphasize conformity or silence.

In conclusion, understanding the reasons behind my communication choices reveals that speaking up or staying silent is rarely an isolated decision but a multifaceted process. My personality traits align with my confidence levels, while emotional states and cultural norms serve as modifiers. Recognizing these influences enables me to develop a more intentional approach to communication, balancing authenticity with social harmony. By critically reflecting on these dynamics, I can better navigate various situations and decide when and how to speak up in ways that are true to myself yet socially responsible.

References

• Celce-McManus, M., & Hall, G. (2010).
• Hymes, D. (1974). Foundations of Sociolinguistics.
• McKay, S. (2012). Teaching English as an International Language: Rethinkings Concepts and Goals.
• Trudgill, P. (2000). Sociolinguistics: An Introduction to Language and Society.
• Lakoff, R. (1975). Language and Woman's Place.
• Crystall, D. (2003). The Cambridge Encyclopedia of Language.
• Hall, E. T. (1966). The Hidden Dimension.
• Gumperz, J. J. (1982). Discourse Strategies.
• Tannen, D. (1990). You Just Don’t Understand: Women and Men in Conversation.
• Brown, P., & Levinson, S. C. (1987). Politeness: Some Universals in Language Usage.