May I read you a few lines from Tolstoy’s ?
(21) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:
As with the , essays existed in Japan several centuries before they developed in Europe with a genre of essays known as — loosely connected essays and fragmented ideas. Zuihitsu have existed since almost the beginnings of Japanese literature. Many of the most noted early works of Japanese literature are in this genre. Notable examples include (c. 1000), by court lady , and (1330), by particularly renowned Japanese Buddhist monk . Kenkō described his short writings similarly to Montaigne, referring to them as "nonsensical thoughts" written in "idle hours". Another noteworthy difference from Europe is that women have traditionally written in Japan, though the more formal, Chinese-influenced writings of male writers were more prized at the time.
Conflict and the Quest forIdentity in the Middle Ages
(10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:
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Each of these titles is available under a Creative Commons license (consult the individual text for the license specifics)(A) write an engaging story with a well-developed conflict and resolution, interesting and believable characters, and a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot;
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Home | Gadsden State Community CollegeWhen we speak of “classical” argument, we are not speaking of famous . but perhaps it's best to think of this part of the essay as the big shiny bow on the