Final Introduction

Ana Junco College Writing Professor Hoskins 14 December 2016 Final Introduction Many places can have a big background story that you would never have thought when you visit it. Going to my site and researching about it made me realize many things specially how is true as Sarah B. Schindler mention in “Architectural Exclusion: Discrimination […]

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Every place has a story: Franklin Park and Franklin Square

Ana Junco College Writing Professor Hoskins 14 December 2016 Every place has a story: Franklin Park and Franklin Square Many places can have a big background story that you would never have thought when you visit it. Franklin Square is located on downtown Washington D.C. It’s a square named after the United States former president […]

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Analysis on Parker’s “Do Commas Still Matter?” (RA6)

In “Do commas still matter?”, Kathleen Parker states that proper grammar use has been dynamic over the years, and the change has been negative with more people not paying attention to the grammatical rules. Published in The Washington Post, Parker describes how grammatical errors have become more rampant in the modern community than it was […]

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A Rhetorical Analysis of “Why We Should Stop Grading Students on a Curve” (RA5)

In “Why Should We Stop Grading Students on a Curve” Adam Grant depicts that the grading system in the American Education system has become one of the hot topics under scrutiny in the academic world. Some people claim that the utilization of the grading curve in grading students is inappropriate. Grant wrote “Why We Should […]

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Commonplace book: Fleming’s words entry

Discussing Fleming’s quote: “[A]n education [. . .] that was designed to support a truly direct, deliberative democracy [. . .] would be an education oriented to the ‘strong publics’ of decision-making rather than the ‘weak publics’ of opinion formation. (205)” – In this quote, Fleming discusses and expresses his opinion in how democracy is […]

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Commonplace Book: Fleming quote

Discuss this Fleming quote: [A]n education [. . .] that was designed to support a truly direct, deliberative democracy [. . .] would be an education oriented to the ‘strong publics’ of decision-making rather than the ‘weak publics’ of opinion formation. (205) In this quote we can see fleming’s point of view on democracy, people are […]

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