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Chinese Migration to America Memorandum

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Memorandum

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Memorandum

To: Government Representative

From: Surname

Date: 25/4/2020

Via: Email:

Re: Chinese Migration to America

The Chinese government should adopt an education system that will help student gain more

creative thinking skills and innovation skills that will help them create and innovate new

technologies and new businesses. As its stands China practices an exam-oriented system of

education where learners are subjected to lots of class work and reading books rather than taking

this time to learn about technical works that will help then gain technical skills necessary to solve

issues in the society. If you compare the systems of education between China and America you

can help but note the difference in the quality of education offered in America and in China. The

reason as why learners move to America to pursue further studies is because the education in

America is of greater quality compared to that offered in China. Learners also dream of

competing at global level in terms of business with other people from all over the world and to

do so they need to have access to the best education-currently offered in America.

The government should provide better and favorable trading environment that will encourage

local population to start businesses on home soil instead of going to start these businesses in

America as by so doing the government loses a lot of revenue. The government should ensure

that it provide better and improved economic environment that will allow local population to

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Memorandum To: Government Representative From: Surname Date: 25/4/2020 Via: Email: Re: Chinese Migration to America The Chinese government should adopt an education system that will help student gain more creative thinking skills and innovation skills that will help them create and innovate new technologies and new businesses. As its stands China practices an exam-oriented system of education where learners are subjected to lots of class work and reading books rather than taking this time to learn about technical works that will help then gain technical skills necessary to solve issues in the ...
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Tags: Chinese migration Chinese migration to america Chinese population businesses in China chinese government

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ENG 111 UU Letter of Martin Luther King about Racial Discrimination Discussion

1. Analysis Draft -- Draft a one-paragraph rhetorical analysis of "Letter from a Birmingham Jail." Copy and paste your ana ...

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1. Analysis Draft -- Draft a one-paragraph rhetorical analysis of "Letter from a Birmingham Jail." Copy and paste your analysis directly into the Discussion Board Post. (Do not attach a file.)In your analysis, identify one specific rhetorical strategy that King uses to persuade his audience. Suggestions for writing:You may be tempted to examine a few of King's rhetorical techniques, but for this exercise, your goal is to go deep with your analysis of one specific strategy. The difference between a summary and an analysis is that a summary simply reports what the author says; a rhetorical analysis makes claims about how the author is getting their message across. For example, in a summary, you might write, "King responds to calls to be patient and argues that Black people have endured too much to wait any longer for justice, and claims." In an analysis, you would add, "To support his claim, he appeals to pathos, listing in a 325-word sentence, various injustices, both large and small, King and his community have experienced as a result of racism."Begin your analysis with a main claim. This will work kind of like a thesis. For example, you may begin with a sentence like, "In his letter, King makes effective use of logos. For example, . . . " Or you may begin, "Although King employs a number of rhetorical strategies that make his letter effective, he uses appeals to pathos particularly well." As you move deeper into your analysis, you will support your main claim with more specific claims. For example, if you are analyzing pathos, you will point to particular examples of pathos and make claims about how they work specifically--what kinds of emotions are sympathies is King appeal to, for example?Support your claims with evidence from the text. You can refer to specific passages by summarizing, paraphrasing, or quoting. Connect your evidence to your claims. 2. Peer Review -- After you have submitted your analysis paragraph, read and review your group members' paragraphs. Use the following questions to guide your review and help you provide your peer with feedback:What is the writer's main claim? Is this claim focused on one specific rhetorical strategy? Is this claim clearly stated in the beginning of the paragraph?Does the writer stay focused on their main claim? If there are other competing or unconnected claims, what are they? If this is an issue, what suggestions do you have for staying on topic? Overall, is the writer making claims about how King's letter persuades? Or is the writer summarizing King's argument? Point to specific examples from the paragraph and explain why these are claims or summary. Are each of the writer's claims sufficiently supported with evidence from the text? Are the connections between claim and evidence clearly articulated by the writer? If not, point to specific places where evidence is lacking or connections are unclear.Is the analysis sufficiently developed? Provide suggestions and ask questions that may help the writer further support their analytic claims.

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The Road Not Taken, English homework help

The Road Not TakenRobert FrostTWO roads diverged in a yellow wood,And sorry I could not travel bothAnd be one traveler, lo ...

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The Road Not TakenRobert FrostTWO roads diverged in a yellow wood,And sorry I could not travel bothAnd be one traveler, long I stoodAnd looked down one as far as I couldTo where it bent in the undergrowth;Then took the other, as just as fair,And having perhaps the better claim,Because it was grassy and wanted wear;Though as for that the passing thereHad worn them really about the same,And both that morning equally layIn leaves no step had trodden black.Oh, I kept the first for another day!Yet knowing how way leads on to way,I doubted if I should ever come back.I shall be telling this with a sighSomewhere ages and ages hence:Two roads diverged in a wood, and I—I took the one less traveled by,And that has made all the difference.Lesson 8: Reading Comprehension QuestionsRobert FrostDirections: Please respond to the following questions. Remember, your responses must be at least 5-7 sentences in length. Be sure to answer each part of the question to receive full credit.1. What do you think about this poem? Did you enjoy it? Why or why not?2. What is the speaker trying to decide?3. Choose one of your favorite lines from the poem to discuss. Why did you choose this particular line? What did you like about it? What feeling did it convey?4. This poem is often used at graduation ceremonies. Do you think this would be a fitting poem for a graduation ceremony? Why or why not? Porvide an example that illustrates your thinking.5. Now it's your turn.Conduct a search either online, or at your local library, on Robert Frost. Find another poem that you enjoy and answer the following questions.a. What did you like or dislike about the poem? Be specific. Your response should be at least 3-5 sentences in length.b. List one of the literary elements you found in this poem and describe how it is an example of figurative language, conflict, irony, foreshadowing or tone. Please copy and paste the section of the poem you are using.

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ENG 111 UU Letter of Martin Luther King about Racial Discrimination Discussion

1. Analysis Draft -- Draft a one-paragraph rhetorical analysis of "Letter from a Birmingham Jail." Copy and paste your ana ...

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The Road Not Taken, English homework help

The Road Not TakenRobert FrostTWO roads diverged in a yellow wood,And sorry I could not travel bothAnd be one traveler, lo ...

The Road Not Taken, English homework help

The Road Not TakenRobert FrostTWO roads diverged in a yellow wood,And sorry I could not travel bothAnd be one traveler, long I stoodAnd looked down one as far as I couldTo where it bent in the undergrowth;Then took the other, as just as fair,And having perhaps the better claim,Because it was grassy and wanted wear;Though as for that the passing thereHad worn them really about the same,And both that morning equally layIn leaves no step had trodden black.Oh, I kept the first for another day!Yet knowing how way leads on to way,I doubted if I should ever come back.I shall be telling this with a sighSomewhere ages and ages hence:Two roads diverged in a wood, and I—I took the one less traveled by,And that has made all the difference.Lesson 8: Reading Comprehension QuestionsRobert FrostDirections: Please respond to the following questions. Remember, your responses must be at least 5-7 sentences in length. Be sure to answer each part of the question to receive full credit.1. What do you think about this poem? Did you enjoy it? Why or why not?2. What is the speaker trying to decide?3. Choose one of your favorite lines from the poem to discuss. Why did you choose this particular line? What did you like about it? What feeling did it convey?4. This poem is often used at graduation ceremonies. Do you think this would be a fitting poem for a graduation ceremony? Why or why not? Porvide an example that illustrates your thinking.5. Now it's your turn.Conduct a search either online, or at your local library, on Robert Frost. Find another poem that you enjoy and answer the following questions.a. What did you like or dislike about the poem? Be specific. Your response should be at least 3-5 sentences in length.b. List one of the literary elements you found in this poem and describe how it is an example of figurative language, conflict, irony, foreshadowing or tone. Please copy and paste the section of the poem you are using.

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