Hello friend! I'm in the middle of moving, so looking for a little help on this last assignment. I would need this paper done at the latest by Saturday, July 13, 2019, by 6pm (Eastern Standard Time-USA), so about 28 hours from this post for assistance. I'm looking for a double-spaced 10-15 page essay plus a bibliography and cover page. Minimum of 10 double spaced pages is totally fine since I normally do the minimum for this class lol. This essay will be submitted for an upcoming peer review with a classmate of mine. Therefore, please also include a brief one page memo that includes any areas requesting assistance from the required peer review (for example: "I'm struggling with the transition between section X and section Y, or "I'm not sure if my connections between theory and case are clear enough in section P." In this brief memo, please provide about 4-5 brief points where I'm requesting assistance from the upcoming peer review. Any areas for recommendation are fine.Course Textbook: I. William Zartman, ed, Peacemaking in International Conflict: Methods and Techniques. 2007.Also random readings in PDF format I've included below that you can draw on to address the U.S. China Trade War. I have a few more that I can send you once you're good with the assignment. If you don't have access to the official course textbook, no worries. It's probably not available online. However, the course textbook is basically a compilation of writings from various authors who you may be able to search individually online. The specific authors and their readings from the course textbook included: Louis Kriesberg, "The conflict resolution field: origins, growth, and differentiation"; Richard Bilder, "Adjudication: International Arbitral Tribunals and Courts"; David Cortright, "Sanctions and Stability Pacts: The Economic Tools of Peacemaking"; Jacob Bercovitch, "Mediation in International Conflicts"; Daniel Druckman, "Negotiating in the International Context"; Herbert Kelman, "Social-Psychological Dimensions of International Conflict"; Ronald Fisher, "Interactive Conflict Resolution"; Cynthia Sampson, "Religion and Peacebuilding"I'm overall a good writer, but this paper doesn't need to be super insightful or philosophical. Throughout the course of the semester, I've had to turn in what I can due to a busy schedule. Thus, no need to make this a A+ paper. Just as long as it meets the minimum requirements. Looking for something between a grade A or B range. Once I receive it from you, I'll submit it to website myself. I've pasted the paper requirements below for the assignment and paraphrased a bit: This paper is designed to show students have met the following course goals: • Apply and evaluate theories for engaging with conflict vis-à-vis complex real world problems • Use course concepts to write an in-depth critical analysis of a particular conflict, it parties, and possible interventions The specific objectives of the assignment include: 1. Students will demonstrate analytical thinking skills 2. Students will apply course materials in developing a conflict intervention 3. Students will evaluate existing conflict interventions and assess the potential and challenges facing their proposed interventions The paper provides an opportunity for students to demonstrate what they have learned over the course of the semester, particularly through the synthesis and application of conflict theories and conflict intervention strategies to a contemporary conflict. Students also should demonstrate their creative and innovative thinking skills by building and improving on previous conflict intervention efforts.The purpose of the paper is to write a (modified) policy briefing that demonstrates skills applying the concepts learned over the semester. Please provide more than a mere description of the conflict case (although quality description is part of the conflict mapping), but for application of the models, theories, tools, and approaches, to the case selected, as well as analysis of the case, particularly in your discussion of why you selected the models, tools, and interventions you design in a policy-oriented format. The paper should begin with a brief (~2 pages) history of the conflict that demonstrates the origins and development of the conflict over time as well as key turning points and provides the basis for your subsequent policy recommendations. This should focus on really identifying the main sources of conflict. No need to get too much into the weeds, but just include multiple perspectives on the origins of the conflict. After providing an overview of the conflict (which serves sort of as your context and executive summary for your policy briefing) , you should construct a policy briefing you should use class concepts and readings to develop policy alternatives for dealing with the conflict. Then, drawing on these and other readings/intervention processes you should develop a set of recommendations for how to best address this conflict. You will be graded based on your understanding of the course material as well as the feasibility of the recommendations. See below for a rubric. Sample Resources for Policy Papers: https://cmes.arizona.edu/sites/cmes.arizona.edu/fi... https://writingcenter.unc.edu/policy-briefs/Bibliography & sourcing: 20 pts (10 pts appropriate sourcing in body of text; 10 pts for quality and format of bibliography). You should primarily use scholarly journal articles through library databases, as well as reports from reputable international organizations, like the World Bank, International Crisis Group, USAID, etc. Students should have a minimum of 15 quality sources for the paper (assigned textbooks and readings do not count toward this minimum number, nor do general news articles). Mechanics: 10 pts. Good writing (grammar, punctuation, style) is important so that your ideas can be conveyed to your audience. People will not be able to understand your contribution (let alone take you as a serious professional) if your writing is sloppy. Please note: You will be expected to incorporate both assigned readings and additional research, interviews, etc. All sourcing should be done using parenthetical notation with a bibliography at the end (do NOT use footnotes or endnotes). Please use Chicago style consistently throughout the paper (you should use the [T] and [R] formats in the following link): http://www.chicagomanualofstyle.org/tools_citation...Again, I've been busy over this course and have turned in what I can based on grabbing what I can from some of the readings. Thus, no need to make this paper (10 pages minimum double spaced), cover page, bibliography, and one page peer review memo super insightful or super academic, just as long as it meet minimum requirements. I normally just turn in the minimum requirements for this class anyways, so if you stop at 10 pages double spaced for the essay part, that would be best :)

Essay #1: Rhetorical AnalysisFor Essay #1, please write a summary and analysis of any of the articles from Ch. 14 assigned by your instructor. Your audience is educated peers who have read the article, and are wondering what you think about it.Assigned articles from Ch. 14:"Who Are You and What Are You Doing Here? A Word to the Incoming Class." by Mark Edmundson"why American Schools Are Even More Unequal Than We Thought" by Susan DynarskiYour rhetorical analysis must include a summary of what the article argues, and also an analysis and evaluation of how well the article makes its points.Your essay should include those elements of summary that Greene and Lidinsky recommend:the context of the articlea clear statement of what you feel to be “the gist” of the articlea description of the key claims of the article1-2 relevant examples (direct quotations or paraphrases) from the articleAs no summary is neutral, you must weave an analytical thread throughout your summary that suggests to the reader your judgment of the value of the article. You might consider including:examine how well the article appeals to its intended audienceevaluate the author's use of evidenceidentify the author's purpose or motivation for writingpoint out the gaps and flaws in the article's argumentDo not attempt to summarize every last detail of the article. Instead, focus on the gist of the article and your analysis of the how well the article supports its points.Because an analysis is your perspective, it is appropriate to use "I" in this essay. However, do use "I" sparingly -- your focus should be on analyzing the article, not on simply stating your own beliefs.Guidelines for Essay #1Length/Due Date: approximately 600 wordsStyle/Format: This, as all essays in EN106, should be formatted in a standard scholarly format. (Most students follow MLA or APA guidelines, which are outlined in Easy Writer.) No matter what format you follow, be sure to do the following:Use 12 point, Times New Roman font, double-spaced.Use 1-inch margins top, bottom, and sides.Although no cover page is needed, you should include your name, my name, the course number/title, and date at the upper left-hand corner of the manuscript.References: Essay #1 must quote or paraphrase the article you are analyzing. Each time you quote or paraphrase the article, include in-text citations that follow MLA or APA style.File format: Please submit your essay as a .doc, .docx, or .pdf file. These formats are available in most word processors, including Google Docs and Open Office, and will ensure that your instructor is able to comment on your work.Works Cited/References: Create an appropriate bibliography, with one entry for the article you are analyzing. Use Easy Writer to learn how to format a end-of-text citation for a work in an anthology or selection in a book with an editor.Titles: Include a descriptive title at the beginning of your essay that tips your readers off to your central message. Do not format your title with quotation marks, boldface, underlining or italics. Quotation marks or underlining are only appropriate if the title borrows words from another source.Use of essays for future courses: Please understand that your essay may be used— anonymously—as a sample for future EN106 students and instructors unless you expressly request that it not be used. Your work, of course, will only be used for educational purposes.Assessment: See the Grading and Assessment content item under Course Home to see the criteria and rubric I will use to grade your essay.Why Is This Assignment Important?A very common type of writing you will produce in your academic career is a source analysis. The ability to engage in close reading of a text, identify salient arguments and evidence, present the text’s ideas in your own words, and evaluate that source's effectiveness is foundational to entering academic conversations. Summaries also serve an important role in helping other readers make sense of a difficult text. You might think of analysis as the job of a tour guide: you are offering your readers a brief glimpse into another world.As you learned from Greene and Lidinsky’s chapter, writing a rhetorical analysis involves a great deal of critical thinking and evaluation on the part of the writer. You must identify the author’s thesis (what Greene and Lidinsky call “the gist”), uncover how the key claims of that thesis are supported and developed, evaluate the conversational contexts of the author’s work, and, at all points, consider how your perspective affects your interpretation of the text.A Word about PlagiarismRhetorical analysis is a common type of writing assignments in first-year writing courses. Because of this, you can find countless Internet sites, free and proprietary summaries, and term papers that respond to assignments similar to this one. Any undocumented use of another writer’s words or ideas constitutes plagiarism and is a violation of Park's Student Conduct Code. Plagiarism may result in failure of the assignment. Multiple instances of plagiarism may result in automatic failure of the course or other penalties outside of this course.If you have questions about plagiarism, contact your instructor.RubricEssays 1 and 2 RubricEssays 1 and 2 RubricCriteria Ratings PtsThis criterion is linked to a Learning Outcome Focus15.0 ptsExceeds StandardThe writing is clearly focused around a creative and insightful central thesis/message. The writer lays out clear reasons/points that contribute to the overall central thesis/message. Everything in the writing contributes to the development of the message.13.0 ptsAbove StandardThe writing is clearly focused around a creative and insightful central thesis/message. There are several interesting points that support it. One place may wander a bit or need more development, but otherwise the focus is clear and interesting11.0 ptsAt StandardThe writing is focused around a central thesis/message. Parts of the writing might stray from this focus, but the overall message is there. The focus of the writing might be simplistic or obvious—it might be hard for the reader to feel engaged.9.0 ptsBelow StandardThere is no clear central thesis/message, or the focus is split across a variety of topics in a way that works against a specific focus. The overall point might be unclear, confusing, or the writer might indicate a focus, but little in the writing supports this focus.0.0 ptsNo EvidenceNo assignment submitted15.0 ptsThis criterion is linked to a Learning Outcome Development15.0 ptsExceeds StandardThere is a variety of support (anecdotes, quotes, description, examples, etc.). The support is vivid, concrete, and connects clearly to the message. The piece raises well-thought out questions, or pursues a line of reasoning in an unexpected or unusual direction. The language and examples are clear and interesting. There are connections to other texts or examples that make the writer’s argument more vivid and clear.13.0 ptsAbove StandardThere is a variety of vivid support that illustrates and explains the points the writer makes. The evidence could be expanded in one or two places. The piece raises interesting and creative questions about a text or topic, and/or makes interesting connections with material. There are places where an idea is undeveloped or remains obvious, but the writer is clearly working toward moving beyond the obvious.11.0 ptsAt StandardThere are supporting details for many of the claims, but some parts of the piece may be overly general and vague. Some evidence might be unnecessary or distracting (doesn’t support thesis). The writing moves slightly beyond summary or pointing out the obvious, but the writing might still have a vague or generic voice. The piece may lack explanation or details that would enhance the writer’s message.9.0 ptsBelow StandardDetails that would support the claims the writer is making are vague or missing. In key places, the writer has not effectively shown what he/she means. Almost all points remain abstract or general. The writing only touches upon the surface of a reading or topic, perhaps remaining only a summary, or only pointing out the immediately obvious about a topic. The wording is vague, and there is little evidence that the writer invested significant time or thought into the writing.0.0 ptsNo EvidenceNo assignment submitted15.0 ptsThis criterion is linked to a Learning Outcome Organization10.0 ptsExceeds StandardThe introduction and conclusion creatively tie the message together. Each paragraph is focused and effectively developed around an individual point. The overall paragraph organization is effective and creative. Transitions are effective and establish complex relationships between points.9.0 ptsAbove StandardThere is an engaging and well- organized introduction, body, and conclusion. Individual paragraphs are well-organized and developed. The piece may need paragraph breaks or more effective transitions.8.0 ptsAt StandardThere is a clear introduction, body, and conclusion. Several places in the writing need more effective transitions and/or paragraph breaks. Some paragraphs may need to be moved. Individual paragraph organization may be confusing in one or two places.7.0 ptsBelow StandardNo sense of introduction, body, and conclusion. There might be a clear middle, beginning and end with the content, but paragraph breaks don’t make sense or are missing. Overall organization of points might be confusing or jumpy.0.0 ptsNo EvidenceNo assignment submitted10.0 ptsThis criterion is linked to a Learning Outcome Mechanics10.0 ptsExceeds StandardThe sentences are complex and effective, and the word choice is sophisticated. The writer uses sentence structure and word choice in creative ways to establish tone and meaning. There may be one or two very minor errors, but no patterns of error. All words and ideas from sources external to the writer are accurately documented via standard academic documentation guidelines (i.e., MLA or APA.9.0 ptsAbove StandardThe writing is clear with complex sentence structures. There may be a minor grammar problem such as misplaced apostrophes or missing commas in certain places, but the rest demonstrates a mastery of conventional grammar. Word choice might be off in one or two places. Documentation is essentially complete and accurate.8.0 ptsAt StandardThe writing is generally clear, but sentence structure may be simplistic and/or slightly repetitive. There are several grammar error patterns but nothing that seriously interferes with reading, perhaps a few comma splices and fragments. Word choice might be confusing in one or two places. Documentation is missing in some areas or incorrectly applied.7.0 ptsBelow StandardThere are several grammar patterns that seriously inhibit understanding, perhaps a pattern of fragments or run-ons throughout. Wording and sentence structure are confused to the point where they interfere with the reader’s understanding. Documentation is incorrect or absent.0.0 ptsNo EvidenceNo assignment submitted10.0 ptsTotal Points: 50.0