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[Solved] Psychology Can someone help me with my critical thinking homework?

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Week 9 – Conflict Resolution

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## Conflict – Use It, Don’t Defuse It | CrisMarie Campbell & Susan Clarke | TEDxWhitefish

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Watch Video](http://www.youtube.com/watch?v=o97fVGTjE4w)
Conflict – Use It, Don’t Defuse It | CrisMarie Campbell & Susan Clarke | TEDxWhitefish

Duration: 19:13

User: n/a – Added: 7/13/15

Conflict is an Energy Source. Why You Should Listen

The #1 source of pain on a team, or in any relationship, is conflict. What if conflict wasn’t good or bad? What if conflict was an energy source your team could harness to produce innovative, creative, and transformational results?

Invest 18 minutes learning the two magic ingredients and how you can put them to work with any team you care about. CrisMarie Campbell and Susan Clarke have spent over 15 years working with hundreds of business leaders and their teams across many industries. Their clients call them “The Team Doctors” because of their expert, laser-like focus on the health of the team in order to get to smart business results. What makes them experts? They are a team. CrisMarie and Susan are work and life partners. Plus, they each have very different styles and approaches to conflict. What they do agree on is that conflict is healthy and a natural part of every relationship. So use it, don’t defuse it!

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Conflict – Use It, Don’t Defuse It | CrisMarie Campbell & Susan Clarke | TEDxWhitefish

Duration: 19:13

User: n/a –
Added: 7/13/15

Conflict is an Energy Source. Why You Should Listen

The #1 source of pain on a team, or in any relationship, is conflict. What if conflict wasn’t good or bad? What if conflict was an energy source your team could harness to produce innovative, creative, and transformational results?

Invest 18 minutes learning the two magic ingredients and how you can put them to work with any team you care about. CrisMarie Campbell and Susan Clarke have spent over 15 years working with hundreds of business leaders and their teams across many industries. Their clients call them “The Team Doctors” because of their expert, laser-like focus on the health of the team in order to get to smart business results. What makes them experts? They are a team. CrisMarie and Susan are work and life partners. Plus, they each have very different styles and approaches to conflict. What they do agree on is that conflict is healthy and a natural part of every relationship. So use it, don’t defuse it!

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Week 9 – Conflict Resolution

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## Conflict – Use It, Don’t Defuse It | CrisMarie Campbell & Susan Clarke | TEDxWhitefish

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Watch Video](http://www.youtube.com/watch?v=o97fVGTjE4w)
Conflict – Use It, Don’t Defuse It | CrisMarie Campbell & Susan Clarke | TEDxWhitefish

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Conflict is an Energy Source. Why You Should Listen

The #1 source of pain on a team, or in any relationship, is conflict. What if conflict wasn’t good or bad? What if conflict was an energy source your team could harness to produce innovative, creative, and transformational results?

Invest 18 minutes learning the two magic ingredients and how you can put them to work with any team you care about. CrisMarie Campbell and Susan Clarke have spent over 15 years working with hundreds of business leaders and their teams across many industries. Their clients call them “The Team Doctors” because of their expert, laser-like focus on the health of the team in order to get to smart business results. What makes them experts? They are a team. CrisMarie and Susan are work and life partners. Plus, they each have very different styles and approaches to conflict. What they do agree on is that conflict is healthy and a natural part of every relationship. So use it, don’t defuse it!

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Conflict – Use It, Don’t Defuse It | CrisMarie Campbell & Susan Clarke | TEDxWhitefish

Duration: 19:13

User: n/a –
Added: 7/13/15

Conflict is an Energy Source. Why You Should Listen

The #1 source of pain on a team, or in any relationship, is conflict. What if conflict wasn’t good or bad? What if conflict was an energy source your team could harness to produce innovative, creative, and transformational results?

Invest 18 minutes learning the two magic ingredients and how you can put them to work with any team you care about. CrisMarie Campbell and Susan Clarke have spent over 15 years working with hundreds of business leaders and their teams across many industries. Their clients call them “The Team Doctors” because of their expert, laser-like focus on the health of the team in order to get to smart business results. What makes them experts? They are a team. CrisMarie and Susan are work and life partners. Plus, they each have very different styles and approaches to conflict. What they do agree on is that conflict is healthy and a natural part of every relationship. So use it, don’t defuse it!

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November 5, 2026
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November 5, 2026
[Solved] Psychology Can someone help me with my critical thinking homework?

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– 2 years ago **files (1)** – ## displayLearningUnit.htm **## displayLearningUnit.htm** ## Open Quick Links [Quick Links](https://www.sweetstudy.com/questions/psychology-can-someone-help-me-with-my-critical-thinking-homework-20891139#) ### Page Landmarks ### Content Outline ### Keyboard Shortcuts ##…

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3.
Week 9 – Conflict Resolution

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## Conflict – Use It, Don’t Defuse It | CrisMarie Campbell & Susan Clarke | TEDxWhitefish

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[![](http://i.ytimg.com/vi/o97fVGTjE4w/1.jpg)\
\
Watch Video](http://www.youtube.com/watch?v=o97fVGTjE4w)
Conflict – Use It, Don’t Defuse It | CrisMarie Campbell & Susan Clarke | TEDxWhitefish

Duration: 19:13

User: n/a – Added: 7/13/15

Conflict is an Energy Source. Why You Should Listen

The #1 source of pain on a team, or in any relationship, is conflict. What if conflict wasn’t good or bad? What if conflict was an energy source your team could harness to produce innovative, creative, and transformational results?

Invest 18 minutes learning the two magic ingredients and how you can put them to work with any team you care about. CrisMarie Campbell and Susan Clarke have spent over 15 years working with hundreds of business leaders and their teams across many industries. Their clients call them “The Team Doctors” because of their expert, laser-like focus on the health of the team in order to get to smart business results. What makes them experts? They are a team. CrisMarie and Susan are work and life partners. Plus, they each have very different styles and approaches to conflict. What they do agree on is that conflict is healthy and a natural part of every relationship. So use it, don’t defuse it!

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Conflict – Use It, Don’t Defuse It | CrisMarie Campbell & Susan Clarke | TEDxWhitefish

Duration: 19:13

User: n/a –
Added: 7/13/15

Conflict is an Energy Source. Why You Should Listen

The #1 source of pain on a team, or in any relationship, is conflict. What if conflict wasn’t good or bad? What if conflict was an energy source your team could harness to produce innovative, creative, and transformational results?

Invest 18 minutes learning the two magic ingredients and how you can put them to work with any team you care about. CrisMarie Campbell and Susan Clarke have spent over 15 years working with hundreds of business leaders and their teams across many industries. Their clients call them “The Team Doctors” because of their expert, laser-like focus on the health of the team in order to get to smart business results. What makes them experts? They are a team. CrisMarie and Susan are work and life partners. Plus, they each have very different styles and approaches to conflict. What they do agree on is that conflict is healthy and a natural part of every relationship. So use it, don’t defuse it!

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1. [SP25MI Critical Thinking (PHI-300-B)](https://www.sweetstudy.com/webapps/blackboard/execute/courseMain?course_id=_55671_1)
2. [Course Content](https://www.sweetstudy.com/webapps/blackboard/content/listContent.jsp?course_id=_55671_1&content_id=_4111293_1&mode=reset)
3.
Week 9 – Conflict Resolution

### Menu Management Options

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– [Home](https://www.sweetstudy.com/webapps/blackboard/content/listContent.jsp?course_id=_55671_1&content_id=_4111289_1&mode=reset)
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– #### My Course

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## Conflict – Use It, Don’t Defuse It | CrisMarie Campbell & Susan Clarke | TEDxWhitefish

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Conflict – Use It, Don’t Defuse It | CrisMarie Campbell & Susan Clarke | TEDxWhitefish

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Conflict is an Energy Source. Why You Should Listen

The #1 source of pain on a team, or in any relationship, is conflict. What if conflict wasn’t good or bad? What if conflict was an energy source your team could harness to produce innovative, creative, and transformational results?

Invest 18 minutes learning the two magic ingredients and how you can put them to work with any team you care about. CrisMarie Campbell and Susan Clarke have spent over 15 years working with hundreds of business leaders and their teams across many industries. Their clients call them “The Team Doctors” because of their expert, laser-like focus on the health of the team in order to get to smart business results. What makes them experts? They are a team. CrisMarie and Susan are work and life partners. Plus, they each have very different styles and approaches to conflict. What they do agree on is that conflict is healthy and a natural part of every relationship. So use it, don’t defuse it!

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Conflict – Use It, Don’t Defuse It | CrisMarie Campbell & Susan Clarke | TEDxWhitefish

Duration: 19:13

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Conflict is an Energy Source. Why You Should Listen

The #1 source of pain on a team, or in any relationship, is conflict. What if conflict wasn’t good or bad? What if conflict was an energy source your team could harness to produce innovative, creative, and transformational results?

Invest 18 minutes learning the two magic ingredients and how you can put them to work with any team you care about. CrisMarie Campbell and Susan Clarke have spent over 15 years working with hundreds of business leaders and their teams across many industries. Their clients call them “The Team Doctors” because of their expert, laser-like focus on the health of the team in order to get to smart business results. What makes them experts? They are a team. CrisMarie and Susan are work and life partners. Plus, they each have very different styles and approaches to conflict. What they do agree on is that conflict is healthy and a natural part of every relationship. So use it, don’t defuse it!

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November 5, 2026
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see attachment – 2 years ago **files (3)** – ## worldculturesmodule1lectuer.docx – worldculturesmodule1assigmentromangovernment.docx – worldculturesmodule1assigmentromangovernment.docx **## worldculturesmodule1lectuer.docx** Introduction After the death of Alexander in 323 B.C.E, his empire was divi…

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– 2 years ago

**files (3)**

– ## worldculturesmodule1lectuer.docx

– worldculturesmodule1assigmentromangovernment.docx
– worldculturesmodule1assigmentromangovernment.docx

**## worldculturesmodule1lectuer.docx**

Introduction

After the death of Alexander in 323 B.C.E, his empire was divided among his generals. For the next few hundred years the Greek culture settled in the customs of the people it had invaded through Alexander. However, while this was happening the Roman people were starting to create their own landmark in history. Eventually, Rome conquered everything Alexander had taken before and more. The Romans were not so interested in culture itself, but in managing their business in effective ways. Rome started as a tribe and ended up being the empire that gave us law, engineering, and a will to always move forward toward their goals. Romans never gave up even when they were defeated. But there is no such thing as a Roman Empire in the present. Let us see what happened to the Romans from republic to empire, to vanishing. Some people might argue that the Romans did not vanish. They are in our architecture, in our aqueducts, in our government. They are in the fact what the Christian religion was able to use to spread its message, later conquering the empire itself.

The village called Rome in central Italy was settled by an Iron Age tribe called the Latins. From them, the Romans inherited the Latin language which does not survive today as a common language but is used in science. The rest of Italy was settled by Etruscans, Greeks, and Phoenicians. All these cultures came at different moments through time to establish colonies in today’s Italy. The Latins absorbed the culture of other peoples. From the Etruscans, they inherited urban planning, the use of the arch and sarcophagi art (Fiero, 2020). From the Greeks: gods and goddesses, and the Classical style.

Zucker, S. – Smarthistory. (2014).
[https://www.flickr.com/photos/profzucker/15623415937/Links to an external site.](https://www.flickr.com/photos/profzucker/15623415937/)

Around 509 B.C.E., the Latins overthrew Etruscan rule. There is a legend that up to this day we do not know if it is true, that a Roman woman called Lucretia was raped by the son of an Etruscan king and this made the Romans mad, and they dethroned the Etruscan king. but part of being Roman was telling these types of stories to create a sense of belonging and pride. We will see that the Romans kept using this type of heroic and honor-related stories to spread a sense of pride about being Roman.

Butko. (2017).
[https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpgLinks to an external site.](https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpg)

After getting rid of the Etruscan king the Romans decided to form a Res publica, a "public thing". From now on the Romans were going to take care of their own business and they started developing a cautious approach when any of the members of the community would develop too much power. We will see later how this manifested in the assassination of Julius Caesar. But the government the Romans put together was constituted by members of the patrician families. The patricians were the rich in the Roman republic. They thought that by being patrician by birth gave them the right to rule.

The popular assembly was made up of plebeians, or members of the plebs. These were the majority. The plebeians had no power and were victim to the decisions dictated by the ruling class of patricians. It took hundreds of years but eventually the plebeians gained two elected magistrates that, although they could not be members of the senate, had the power to overturn any law proposed by the patricians. By 287 B.C.E. the plebeians gained the privilege of making laws. Eventually some of the plebeians became wealthy through their businesses but aligned with the interests of the patricians.

| | |
| — | — |
| The Republic: Key Y=Terms |
| **imperium** | The right to issue commands and to enforce them by fines, arrests, and corporal, or even capital, punishment (Kagan, et al, 2004) |
| **patrician** | Powerful class of large landowners (Fiero, 2020) |
| **plebeian** | More populous class of farmers and small landowners (Fiero, 2020) |
| **consuls** | Elected magistrates selected in pairs |
| **censor** | Identified citizens and classified them according to age and property (Kagan, et al, 2004) |
| **senate** | Composed of Roman patricians who owned most of the land and inherited their right to be senators. No plebeians were allowed in the senate |
| **tribunes** | Elected plebeian representatives of the plebeian tribal assembly |
| **Struggle of the Orders** | Plebeians campaign to achieve political, legal, and social equality. It was met with violence from the patricians. After 200 years of intermittent efforts the plebeians succeeded (Kagan, et al, 2004) |
| **The Twelve Tables** | Plebeians access to the laws. Before the Twelve Tables plebeians were subjected to arbitrary legal decisions. The Twelve Tables put the laws into writing so they couldn’t be changed at will. |

Rome was in constant conflict with its immediate neighbors, either because they wanted to expand or because they were being invaded. As Rome expanded within Italy, it adopted different approaches toward the people they conquered. Eventually they realized that it was more effective to turn them to their side by including them in their army, giving them special participation in Rome's interests, or by giving them citizenship. Rome basically united all Italy by either negotiation or force. We could say that at this moment in history Italy was Rome, or at least it was ruled by the government settled in Rome. We must remember that even at this moment Rome still considered itself a republic.

| | |
| — | — |
| The Punic Wars |
| **B.C.E.** | |
| **264 – 241** | **First Punic War** |
| **238** | Rome seizes Sardinia and Corsica |
| **221** | Hannibal takes command of Punic army in Spain |
| **218 – 202** | **Second Punic War** |
| **216** | Battle of Cannae |
| **209** | Scipio takes New Carthage |
| **202** | Battle of Zama |
| **149 – 146** | **Third Punic War** |
| **146** | Destruction of Carthage |

Kagan, et al. (2004).

As Rome took over all of Italy it dominated commerce and trade in the Mediterranean. However, there was a country named Carthage that had settled in the north of Africa, across from Rome, that was very successful in business and had established colonies in key points around the Mediterranean Sea to trade freely with them. The Phoenicians were originally from the east coast of the Mediterranean and had fled to the north of Africa. They were very successful in trading, so they became a direct competition to Rome. A series of conflict involving colonies in the south of Italy got the Romans and the Carthaginians involved in what has been called the Punic Wars. After many years the conflict ended with destruction of Carthage in 146 B.C.E.

Now Rome did not have any more competition. From then on, Rome was the only power around the Mediterranean so they called it Mare Nostrum, our sea. By the end of the first century B.C.E., the Roman Empire included much of present-day Europe, North Africa, and southwest Asia. To run an empire, the Romans needed to be efficient administrators. To rule by force, they needed an army that was disciplined and which became the backbone of the Empire.

The Republic Collapses (133 – 30 B.C.E.)

As Rome expanded, the meaning of
_republic_ changed. Although Romans still thought they had a republic, it was starting to feel more like an empire. The army was composed of patricians and people who were wealthy enough to have their own war equipment. When the Roman army invaded a country, the soldiers got richer. So, the rich got richer and the poor, poorer. The senate members grew richer as the lands they acquired through conquering gave them also slaves which were very cheap labor. The army grew more powerful, and Rome was obliged to keep expanding continuously. The farms owned by the patricians and worked by slaves drove small farmers out of business.

All attempts to reform the government failed. The power of making final decisions was in the hands of a corrupted senate that was not willing to give up their place. The first century B.C.E. became the age of military dictators (Fiero, 2020).

Enters Gaius Julius Caesar

mmarftrejo. (2010).
[https://www.flickr.com/photos/mmarftrejo/4291237518Links to an external site.](https://www.flickr.com/photos/mmarftrejo/4291237518)

Caesar was a patrician. But his heart, or his wit, was with the plebeians. He knew that the plebs had the numbers to get things done. Caesar was very popular among the people. He was being extremely successful in his military campaigns in Gaul (modern France), Asia Minor, and Egypt (with Cleopatra). The level of corruption in the senate was extremely influential in what Rome could achieve. Caesar was becoming too popular, big, and strong for the senate. They asked him to return to Rome, disbanding his army in the process. Caesar knew that if he returned to Rome as a common civilian he would be put on trial and his enemies would find a way to put him away, or worse.

Caesar then paid no attention to the senate’s orders and marched on Rome crossing the Rubicon River, which was a symbolic move, but also a very dangerous one. The moment Caesar entered Roman limits with his army he became an outlaw.

But there was no one to stop him. Pompey, who had been a friend before, and now had been assigned by the senate to fight Caesar, had left Rome with his own army because he knew he did not stand a chance against Caesar fighting inside Rome. Eventually Caesar conquered all his enemies and ended up dictator of Rome. He put together many populist reforms that won him the support of the people, but not so much of the ones in power, the senate, who were afraid of Caesar acquiring too much power. In 44 B.C.E. he was assassinated when he entered the senate by a conspiracy put together by some of the senators. The death of Caesar was a major shift in the history of ancient Rome. His grandnephew, Octavian, inherited Caesar’s empire. Octavian is the first emperor of Rome that openly controlled everything being done in the empire with a subtle, almost invisible hand that forced everyone around him to obey or else.

**worldculturesmodule1assigmentromangovernment.docx**

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**worldculturesmodule1assigmentromangovernment.docx**

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**## worldculturesmodule1lectuer.docx**

Introduction

After the death of Alexander in 323 B.C.E, his empire was divided among his generals. For the next few hundred years the Greek culture settled in the customs of the people it had invaded through Alexander. However, while this was happening the Roman people were starting to create their own landmark in history. Eventually, Rome conquered everything Alexander had taken before and more. The Romans were not so interested in culture itself, but in managing their business in effective ways. Rome started as a tribe and ended up being the empire that gave us law, engineering, and a will to always move forward toward their goals. Romans never gave up even when they were defeated. But there is no such thing as a Roman Empire in the present. Let us see what happened to the Romans from republic to empire, to vanishing. Some people might argue that the Romans did not vanish. They are in our architecture, in our aqueducts, in our government. They are in the fact what the Christian religion was able to use to spread its message, later conquering the empire itself.

The village called Rome in central Italy was settled by an Iron Age tribe called the Latins. From them, the Romans inherited the Latin language which does not survive today as a common language but is used in science. The rest of Italy was settled by Etruscans, Greeks, and Phoenicians. All these cultures came at different moments through time to establish colonies in today’s Italy. The Latins absorbed the culture of other peoples. From the Etruscans, they inherited urban planning, the use of the arch and sarcophagi art (Fiero, 2020). From the Greeks: gods and goddesses, and the Classical style.

Zucker, S. – Smarthistory. (2014).
[https://www.flickr.com/photos/profzucker/15623415937/Links to an external site.](https://www.flickr.com/photos/profzucker/15623415937/)

Around 509 B.C.E., the Latins overthrew Etruscan rule. There is a legend that up to this day we do not know if it is true, that a Roman woman called Lucretia was raped by the son of an Etruscan king and this made the Romans mad, and they dethroned the Etruscan king. but part of being Roman was telling these types of stories to create a sense of belonging and pride. We will see that the Romans kept using this type of heroic and honor-related stories to spread a sense of pride about being Roman.

Butko. (2017).
[https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpgLinks to an external site.](https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpg)

After getting rid of the Etruscan king the Romans decided to form a Res publica, a "public thing". From now on the Romans were going to take care of their own business and they started developing a cautious approach when any of the members of the community would develop too much power. We will see later how this manifested in the assassination of Julius Caesar. But the government the Romans put together was constituted by members of the patrician families. The patricians were the rich in the Roman republic. They thought that by being patrician by birth gave them the right to rule.

The popular assembly was made up of plebeians, or members of the plebs. These were the majority. The plebeians had no power and were victim to the decisions dictated by the ruling class of patricians. It took hundreds of years but eventually the plebeians gained two elected magistrates that, although they could not be members of the senate, had the power to overturn any law proposed by the patricians. By 287 B.C.E. the plebeians gained the privilege of making laws. Eventually some of the plebeians became wealthy through their businesses but aligned with the interests of the patricians.

| | |
| — | — |
| The Republic: Key Y=Terms |
| **imperium** | The right to issue commands and to enforce them by fines, arrests, and corporal, or even capital, punishment (Kagan, et al, 2004) |
| **patrician** | Powerful class of large landowners (Fiero, 2020) |
| **plebeian** | More populous class of farmers and small landowners (Fiero, 2020) |
| **consuls** | Elected magistrates selected in pairs |
| **censor** | Identified citizens and classified them according to age and property (Kagan, et al, 2004) |
| **senate** | Composed of Roman patricians who owned most of the land and inherited their right to be senators. No plebeians were allowed in the senate |
| **tribunes** | Elected plebeian representatives of the plebeian tribal assembly |
| **Struggle of the Orders** | Plebeians campaign to achieve political, legal, and social equality. It was met with violence from the patricians. After 200 years of intermittent efforts the plebeians succeeded (Kagan, et al, 2004) |
| **The Twelve Tables** | Plebeians access to the laws. Before the Twelve Tables plebeians were subjected to arbitrary legal decisions. The Twelve Tables put the laws into writing so they couldn’t be changed at will. |

Rome was in constant conflict with its immediate neighbors, either because they wanted to expand or because they were being invaded. As Rome expanded within Italy, it adopted different approaches toward the people they conquered. Eventually they realized that it was more effective to turn them to their side by including them in their army, giving them special participation in Rome's interests, or by giving them citizenship. Rome basically united all Italy by either negotiation or force. We could say that at this moment in history Italy was Rome, or at least it was ruled by the government settled in Rome. We must remember that even at this moment Rome still considered itself a republic.

| | |
| — | — |
| The Punic Wars |
| **B.C.E.** | |
| **264 – 241** | **First Punic War** |
| **238** | Rome seizes Sardinia and Corsica |
| **221** | Hannibal takes command of Punic army in Spain |
| **218 – 202** | **Second Punic War** |
| **216** | Battle of Cannae |
| **209** | Scipio takes New Carthage |
| **202** | Battle of Zama |
| **149 – 146** | **Third Punic War** |
| **146** | Destruction of Carthage |

Kagan, et al. (2004).

As Rome took over all of Italy it dominated commerce and trade in the Mediterranean. However, there was a country named Carthage that had settled in the north of Africa, across from Rome, that was very successful in business and had established colonies in key points around the Mediterranean Sea to trade freely with them. The Phoenicians were originally from the east coast of the Mediterranean and had fled to the north of Africa. They were very successful in trading, so they became a direct competition to Rome. A series of conflict involving colonies in the south of Italy got the Romans and the Carthaginians involved in what has been called the Punic Wars. After many years the conflict ended with destruction of Carthage in 146 B.C.E.

Now Rome did not have any more competition. From then on, Rome was the only power around the Mediterranean so they called it Mare Nostrum, our sea. By the end of the first century B.C.E., the Roman Empire included much of present-day Europe, North Africa, and southwest Asia. To run an empire, the Romans needed to be efficient administrators. To rule by force, they needed an army that was disciplined and which became the backbone of the Empire.

The Republic Collapses (133 – 30 B.C.E.)

As Rome expanded, the meaning of
_republic_ changed. Although Romans still thought they had a republic, it was starting to feel more like an empire. The army was composed of patricians and people who were wealthy enough to have their own war equipment. When the Roman army invaded a country, the soldiers got richer. So, the rich got richer and the poor, poorer. The senate members grew richer as the lands they acquired through conquering gave them also slaves which were very cheap labor. The army grew more powerful, and Rome was obliged to keep expanding continuously. The farms owned by the patricians and worked by slaves drove small farmers out of business.

All attempts to reform the government failed. The power of making final decisions was in the hands of a corrupted senate that was not willing to give up their place. The first century B.C.E. became the age of military dictators (Fiero, 2020).

Enters Gaius Julius Caesar

mmarftrejo. (2010).
[https://www.flickr.com/photos/mmarftrejo/4291237518Links to an external site.](https://www.flickr.com/photos/mmarftrejo/4291237518)

Caesar was a patrician. But his heart, or his wit, was with the plebeians. He knew that the plebs had the numbers to get things done. Caesar was very popular among the people. He was being extremely successful in his military campaigns in Gaul (modern France), Asia Minor, and Egypt (with Cleopatra). The level of corruption in the senate was extremely influential in what Rome could achieve. Caesar was becoming too popular, big, and strong for the senate. They asked him to return to Rome, disbanding his army in the process. Caesar knew that if he returned to Rome as a common civilian he would be put on trial and his enemies would find a way to put him away, or worse.

Caesar then paid no attention to the senate’s orders and marched on Rome crossing the Rubicon River, which was a symbolic move, but also a very dangerous one. The moment Caesar entered Roman limits with his army he became an outlaw.

But there was no one to stop him. Pompey, who had been a friend before, and now had been assigned by the senate to fight Caesar, had left Rome with his own army because he knew he did not stand a chance against Caesar fighting inside Rome. Eventually Caesar conquered all his enemies and ended up dictator of Rome. He put together many populist reforms that won him the support of the people, but not so much of the ones in power, the senate, who were afraid of Caesar acquiring too much power. In 44 B.C.E. he was assassinated when he entered the senate by a conspiracy put together by some of the senators. The death of Caesar was a major shift in the history of ancient Rome. His grandnephew, Octavian, inherited Caesar’s empire. Octavian is the first emperor of Rome that openly controlled everything being done in the empire with a subtle, almost invisible hand that forced everyone around him to obey or else.

**worldculturesmodule1assigmentromangovernment.docx**

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**worldculturesmodule1assigmentromangovernment.docx**

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**## worldculturesmodule1lectuer.docx**

Introduction

After the death of Alexander in 323 B.C.E, his empire was divided among his generals. For the next few hundred years the Greek culture settled in the customs of the people it had invaded through Alexander. However, while this was happening the Roman people were starting to create their own landmark in history. Eventually, Rome conquered everything Alexander had taken before and more. The Romans were not so interested in culture itself, but in managing their business in effective ways. Rome started as a tribe and ended up being the empire that gave us law, engineering, and a will to always move forward toward their goals. Romans never gave up even when they were defeated. But there is no such thing as a Roman Empire in the present. Let us see what happened to the Romans from republic to empire, to vanishing. Some people might argue that the Romans did not vanish. They are in our architecture, in our aqueducts, in our government. They are in the fact what the Christian religion was able to use to spread its message, later conquering the empire itself.

The village called Rome in central Italy was settled by an Iron Age tribe called the Latins. From them, the Romans inherited the Latin language which does not survive today as a common language but is used in science. The rest of Italy was settled by Etruscans, Greeks, and Phoenicians. All these cultures came at different moments through time to establish colonies in today’s Italy. The Latins absorbed the culture of other peoples. From the Etruscans, they inherited urban planning, the use of the arch and sarcophagi art (Fiero, 2020). From the Greeks: gods and goddesses, and the Classical style.

Zucker, S. – Smarthistory. (2014).
[https://www.flickr.com/photos/profzucker/15623415937/Links to an external site.](https://www.flickr.com/photos/profzucker/15623415937/)

Around 509 B.C.E., the Latins overthrew Etruscan rule. There is a legend that up to this day we do not know if it is true, that a Roman woman called Lucretia was raped by the son of an Etruscan king and this made the Romans mad, and they dethroned the Etruscan king. but part of being Roman was telling these types of stories to create a sense of belonging and pride. We will see that the Romans kept using this type of heroic and honor-related stories to spread a sense of pride about being Roman.

Butko. (2017).
[https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpgLinks to an external site.](https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpg)

After getting rid of the Etruscan king the Romans decided to form a Res publica, a "public thing". From now on the Romans were going to take care of their own business and they started developing a cautious approach when any of the members of the community would develop too much power. We will see later how this manifested in the assassination of Julius Caesar. But the government the Romans put together was constituted by members of the patrician families. The patricians were the rich in the Roman republic. They thought that by being patrician by birth gave them the right to rule.

The popular assembly was made up of plebeians, or members of the plebs. These were the majority. The plebeians had no power and were victim to the decisions dictated by the ruling class of patricians. It took hundreds of years but eventually the plebeians gained two elected magistrates that, although they could not be members of the senate, had the power to overturn any law proposed by the patricians. By 287 B.C.E. the plebeians gained the privilege of making laws. Eventually some of the plebeians became wealthy through their businesses but aligned with the interests of the patricians.

| | |
| — | — |
| The Republic: Key Y=Terms |
| **imperium** | The right to issue commands and to enforce them by fines, arrests, and corporal, or even capital, punishment (Kagan, et al, 2004) |
| **patrician** | Powerful class of large landowners (Fiero, 2020) |
| **plebeian** | More populous class of farmers and small landowners (Fiero, 2020) |
| **consuls** | Elected magistrates selected in pairs |
| **censor** | Identified citizens and classified them according to age and property (Kagan, et al, 2004) |
| **senate** | Composed of Roman patricians who owned most of the land and inherited their right to be senators. No plebeians were allowed in the senate |
| **tribunes** | Elected plebeian representatives of the plebeian tribal assembly |
| **Struggle of the Orders** | Plebeians campaign to achieve political, legal, and social equality. It was met with violence from the patricians. After 200 years of intermittent efforts the plebeians succeeded (Kagan, et al, 2004) |
| **The Twelve Tables** | Plebeians access to the laws. Before the Twelve Tables plebeians were subjected to arbitrary legal decisions. The Twelve Tables put the laws into writing so they couldn’t be changed at will. |

Rome was in constant conflict with its immediate neighbors, either because they wanted to expand or because they were being invaded. As Rome expanded within Italy, it adopted different approaches toward the people they conquered. Eventually they realized that it was more effective to turn them to their side by including them in their army, giving them special participation in Rome's interests, or by giving them citizenship. Rome basically united all Italy by either negotiation or force. We could say that at this moment in history Italy was Rome, or at least it was ruled by the government settled in Rome. We must remember that even at this moment Rome still considered itself a republic.

| | |
| — | — |
| The Punic Wars |
| **B.C.E.** | |
| **264 – 241** | **First Punic War** |
| **238** | Rome seizes Sardinia and Corsica |
| **221** | Hannibal takes command of Punic army in Spain |
| **218 – 202** | **Second Punic War** |
| **216** | Battle of Cannae |
| **209** | Scipio takes New Carthage |
| **202** | Battle of Zama |
| **149 – 146** | **Third Punic War** |
| **146** | Destruction of Carthage |

Kagan, et al. (2004).

As Rome took over all of Italy it dominated commerce and trade in the Mediterranean. However, there was a country named Carthage that had settled in the north of Africa, across from Rome, that was very successful in business and had established colonies in key points around the Mediterranean Sea to trade freely with them. The Phoenicians were originally from the east coast of the Mediterranean and had fled to the north of Africa. They were very successful in trading, so they became a direct competition to Rome. A series of conflict involving colonies in the south of Italy got the Romans and the Carthaginians involved in what has been called the Punic Wars. After many years the conflict ended with destruction of Carthage in 146 B.C.E.

Now Rome did not have any more competition. From then on, Rome was the only power around the Mediterranean so they called it Mare Nostrum, our sea. By the end of the first century B.C.E., the Roman Empire included much of present-day Europe, North Africa, and southwest Asia. To run an empire, the Romans needed to be efficient administrators. To rule by force, they needed an army that was disciplined and which became the backbone of the Empire.

The Republic Collapses (133 – 30 B.C.E.)

As Rome expanded, the meaning of
_republic_ changed. Although Romans still thought they had a republic, it was starting to feel more like an empire. The army was composed of patricians and people who were wealthy enough to have their own war equipment. When the Roman army invaded a country, the soldiers got richer. So, the rich got richer and the poor, poorer. The senate members grew richer as the lands they acquired through conquering gave them also slaves which were very cheap labor. The army grew more powerful, and Rome was obliged to keep expanding continuously. The farms owned by the patricians and worked by slaves drove small farmers out of business.

All attempts to reform the government failed. The power of making final decisions was in the hands of a corrupted senate that was not willing to give up their place. The first century B.C.E. became the age of military dictators (Fiero, 2020).

Enters Gaius Julius Caesar

mmarftrejo. (2010).
[https://www.flickr.com/photos/mmarftrejo/4291237518Links to an external site.](https://www.flickr.com/photos/mmarftrejo/4291237518)

Caesar was a patrician. But his heart, or his wit, was with the plebeians. He knew that the plebs had the numbers to get things done. Caesar was very popular among the people. He was being extremely successful in his military campaigns in Gaul (modern France), Asia Minor, and Egypt (with Cleopatra). The level of corruption in the senate was extremely influential in what Rome could achieve. Caesar was becoming too popular, big, and strong for the senate. They asked him to return to Rome, disbanding his army in the process. Caesar knew that if he returned to Rome as a common civilian he would be put on trial and his enemies would find a way to put him away, or worse.

Caesar then paid no attention to the senate’s orders and marched on Rome crossing the Rubicon River, which was a symbolic move, but also a very dangerous one. The moment Caesar entered Roman limits with his army he became an outlaw.

But there was no one to stop him. Pompey, who had been a friend before, and now had been assigned by the senate to fight Caesar, had left Rome with his own army because he knew he did not stand a chance against Caesar fighting inside Rome. Eventually Caesar conquered all his enemies and ended up dictator of Rome. He put together many populist reforms that won him the support of the people, but not so much of the ones in power, the senate, who were afraid of Caesar acquiring too much power. In 44 B.C.E. he was assassinated when he entered the senate by a conspiracy put together by some of the senators. The death of Caesar was a major shift in the history of ancient Rome. His grandnephew, Octavian, inherited Caesar’s empire. Octavian is the first emperor of Rome that openly controlled everything being done in the empire with a subtle, almost invisible hand that forced everyone around him to obey or else.

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November 5, 2026
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see attachment – 2 years ago **files (3)** – ## worldculturesmodule1discussion.docx – ## worldculturesreadingandmultimedia1.docx – ## worldculturesmodule1lectuer.docx **## worldculturesmodule1discussion.docx** I **nstructions:** 1. Look up the consequences of Julius Caesar’s assassination. 2. Come…

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Assignment Prompt & Instructions

see attachment

– 2 years ago

**files (3)**

– ## worldculturesmodule1discussion.docx

– ## worldculturesreadingandmultimedia1.docx

– ## worldculturesmodule1lectuer.docx

**## worldculturesmodule1discussion.docx**

I
**nstructions:**

1. Look up the consequences of Julius Caesar’s assassination.

2. Come up with a scenario in which Caesar wouldn’t have been assassinated.

3. Think three possibilities of your own and explain why you think those.

4. Submit your assignment in Word and in the space provided for this discussion.

If you are new to Canvas, follow
[these directionsLinks to an external site.](https://community.canvaslms.com/t5/Student-Guide/How-do-I-reply-to-a-discussion-as-a-student/ta-p/334) for participating in the discussion and to review the
[academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-discussions) for your submission.

**Submission Instructions:**

· Submit your initial discussion post by 11:59 p.m. ET on Wednesday. Then, react critically to at least two of your classmates' discussion posts by 11:59 p.m. ET on Sunday.

· Contribute a minimum of 150 words to the initial post. It should include at least two 2 academic sources, formatted, and cited in APA.

· Comment on at least two other students adding at least one new idea to their own scenarios.

· Follow established
netiquetteLinks to an external site. guidelines when participating in forums.

**Reply**

**## worldculturesreadingandmultimedia1.docx**

Readings

Bell, S., & Carpino, A. A. (Eds.). (2016). Etruscan domestic architecture, hydraulic engineering, and water management technologies: Innovations and legacy to Rome. In
_A companion to the etruscans_ (pp. 129 – 142). John Wiley & Sons, Incorporated.
[https://ebookcentral.proquest.com/lib/uestepr-ebooks/reader.action?docID=4189531&ppg=159Links to an external site.](https://ebookcentral.proquest.com/lib/uestepr-ebooks/reader.action?docID=4189531&ppg=159)

Docter, R. F., Boussoffara, R., & Keurs, P. ter. (2015).
_Carthage : Fact and myth_. Sidestone Press.
[https://go.exlibris.link/FTg4Tyy5Links to an external site.](https://go.exlibris.link/FTg4Tyy5)

Goldsworthy, A. K. (2006).
_Caesar: Life of a colossus._ Yale University Press.
[https://ebookcentral.proquest.com/lib/uestepr-ebooks/detail.action?docID=3420296Links to an external site.](https://ebookcentral.proquest.com/lib/uestepr-ebooks/detail.action?docID=3420296)

Shotter, D. (2005). The final act: Antonious, Octavian and Lepidus.In
_The fall of the roman republic_ (2nd ed., pp. 90-97). Routledge.
[https://go.exlibris.link/2LszlGWFLinks to an external site.](https://go.exlibris.link/2LszlGWF)

Multimedia

BBC Worldwide Learning. (2006). Caesar (
_Ancient Rome – The rise and fall of an empire)_ [Video]. Films On Demand.
[https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=185554&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=185554&tScript=0)

BBC Worldwide Learning. (2010).
_Republic of virtue: Ancient worlds_[Video]. Films On Demand.
[https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=55138&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=55138&tScript=0)

Eagle Rock Entertainment. (1996).
_Ancient Rome_[Video]. Films On Demand.
[https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=8684&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=8684&tScript=0)

Films Ideas. (2003).
_Roman/Neolithic period to modern day: Timelines of ancient civilizations_[Video]. Films On Demand.

[https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=65622&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=65622&tScript=0)

History Education. (2008).
_Julius Caesar_ _(Rome: Rise and fall of an empire)_ [Video]. Films On Demand.
[https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=43006&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=43006&tScript=0)

Supplemental Resources

Dunstan, W. E. (2011).
_Ancient Rome_. Rowman & Littlefield Publishers.
[https://ebookcentral.proquest.com/lib/uestepr-ebooks/reader.action?docID=634226&query=ancient+romeLinks to an external site.](https://ebookcentral.proquest.com/lib/uestepr-ebooks/reader.action?docID=634226&query=ancient+rome)

Heather, P. (2005).
_The fall of the Roman empire: A new history of Rome and the barbarians_. Oxford University Press.
[https://go.exlibris.link/zpHCY9s9Links to an external site.](https://go.exlibris.link/zpHCY9s9)

**## worldculturesmodule1lectuer.docx**

Introduction

After the death of Alexander in 323 B.C.E, his empire was divided among his generals. For the next few hundred years the Greek culture settled in the customs of the people it had invaded through Alexander. However, while this was happening the Roman people were starting to create their own landmark in history. Eventually, Rome conquered everything Alexander had taken before and more. The Romans were not so interested in culture itself, but in managing their business in effective ways. Rome started as a tribe and ended up being the empire that gave us law, engineering, and a will to always move forward toward their goals. Romans never gave up even when they were defeated. But there is no such thing as a Roman Empire in the present. Let us see what happened to the Romans from republic to empire, to vanishing. Some people might argue that the Romans did not vanish. They are in our architecture, in our aqueducts, in our government. They are in the fact what the Christian religion was able to use to spread its message, later conquering the empire itself.

The village called Rome in central Italy was settled by an Iron Age tribe called the Latins. From them, the Romans inherited the Latin language which does not survive today as a common language but is used in science. The rest of Italy was settled by Etruscans, Greeks, and Phoenicians. All these cultures came at different moments through time to establish colonies in today’s Italy. The Latins absorbed the culture of other peoples. From the Etruscans, they inherited urban planning, the use of the arch and sarcophagi art (Fiero, 2020). From the Greeks: gods and goddesses, and the Classical style.

Zucker, S. – Smarthistory. (2014).
[https://www.flickr.com/photos/profzucker/15623415937/Links to an external site.](https://www.flickr.com/photos/profzucker/15623415937/)

Around 509 B.C.E., the Latins overthrew Etruscan rule. There is a legend that up to this day we do not know if it is true, that a Roman woman called Lucretia was raped by the son of an Etruscan king and this made the Romans mad, and they dethroned the Etruscan king. but part of being Roman was telling these types of stories to create a sense of belonging and pride. We will see that the Romans kept using this type of heroic and honor-related stories to spread a sense of pride about being Roman.

Butko. (2017).
[https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpgLinks to an external site.](https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpg)

After getting rid of the Etruscan king the Romans decided to form a Res publica, a "public thing". From now on the Romans were going to take care of their own business and they started developing a cautious approach when any of the members of the community would develop too much power. We will see later how this manifested in the assassination of Julius Caesar. But the government the Romans put together was constituted by members of the patrician families. The patricians were the rich in the Roman republic. They thought that by being patrician by birth gave them the right to rule.

The popular assembly was made up of plebeians, or members of the plebs. These were the majority. The plebeians had no power and were victim to the decisions dictated by the ruling class of patricians. It took hundreds of years but eventually the plebeians gained two elected magistrates that, although they could not be members of the senate, had the power to overturn any law proposed by the patricians. By 287 B.C.E. the plebeians gained the privilege of making laws. Eventually some of the plebeians became wealthy through their businesses but aligned with the interests of the patricians.

| | |
| — | — |
| The Republic: Key Y=Terms |
| **imperium** | The right to issue commands and to enforce them by fines, arrests, and corporal, or even capital, punishment (Kagan, et al, 2004) |
| **patrician** | Powerful class of large landowners (Fiero, 2020) |
| **plebeian** | More populous class of farmers and small landowners (Fiero, 2020) |
| **consuls** | Elected magistrates selected in pairs |
| **censor** | Identified citizens and classified them according to age and property (Kagan, et al, 2004) |
| **senate** | Composed of Roman patricians who owned most of the land and inherited their right to be senators. No plebeians were allowed in the senate |
| **tribunes** | Elected plebeian representatives of the plebeian tribal assembly |
| **Struggle of the Orders** | Plebeians campaign to achieve political, legal, and social equality. It was met with violence from the patricians. After 200 years of intermittent efforts the plebeians succeeded (Kagan, et al, 2004) |
| **The Twelve Tables** | Plebeians access to the laws. Before the Twelve Tables plebeians were subjected to arbitrary legal decisions. The Twelve Tables put the laws into writing so they couldn’t be changed at will. |

Rome was in constant conflict with its immediate neighbors, either because they wanted to expand or because they were being invaded. As Rome expanded within Italy, it adopted different approaches toward the people they conquered. Eventually they realized that it was more effective to turn them to their side by including them in their army, giving them special participation in Rome's interests, or by giving them citizenship. Rome basically united all Italy by either negotiation or force. We could say that at this moment in history Italy was Rome, or at least it was ruled by the government settled in Rome. We must remember that even at this moment Rome still considered itself a republic.

| | |
| — | — |
| The Punic Wars |
| **B.C.E.** | |
| **264 – 241** | **First Punic War** |
| **238** | Rome seizes Sardinia and Corsica |
| **221** | Hannibal takes command of Punic army in Spain |
| **218 – 202** | **Second Punic War** |
| **216** | Battle of Cannae |
| **209** | Scipio takes New Carthage |
| **202** | Battle of Zama |
| **149 – 146** | **Third Punic War** |
| **146** | Destruction of Carthage |

Kagan, et al. (2004).

As Rome took over all of Italy it dominated commerce and trade in the Mediterranean. However, there was a country named Carthage that had settled in the north of Africa, across from Rome, that was very successful in business and had established colonies in key points around the Mediterranean Sea to trade freely with them. The Phoenicians were originally from the east coast of the Mediterranean and had fled to the north of Africa. They were very successful in trading, so they became a direct competition to Rome. A series of conflict involving colonies in the south of Italy got the Romans and the Carthaginians involved in what has been called the Punic Wars. After many years the conflict ended with destruction of Carthage in 146 B.C.E.

Now Rome did not have any more competition. From then on, Rome was the only power around the Mediterranean so they called it Mare Nostrum, our sea. By the end of the first century B.C.E., the Roman Empire included much of present-day Europe, North Africa, and southwest Asia. To run an empire, the Romans needed to be efficient administrators. To rule by force, they needed an army that was disciplined and which became the backbone of the Empire.

The Republic Collapses (133 – 30 B.C.E.)

As Rome expanded, the meaning of
_republic_ changed. Although Romans still thought they had a republic, it was starting to feel more like an empire. The army was composed of patricians and people who were wealthy enough to have their own war equipment. When the Roman army invaded a country, the soldiers got richer. So, the rich got richer and the poor, poorer. The senate members grew richer as the lands they acquired through conquering gave them also slaves which were very cheap labor. The army grew more powerful, and Rome was obliged to keep expanding continuously. The farms owned by the patricians and worked by slaves drove small farmers out of business.

All attempts to reform the government failed. The power of making final decisions was in the hands of a corrupted senate that was not willing to give up their place. The first century B.C.E. became the age of military dictators (Fiero, 2020).

Enters Gaius Julius Caesar

mmarftrejo. (2010).
[https://www.flickr.com/photos/mmarftrejo/4291237518Links to an external site.](https://www.flickr.com/photos/mmarftrejo/4291237518)

Caesar was a patrician. But his heart, or his wit, was with the plebeians. He knew that the plebs had the numbers to get things done. Caesar was very popular among the people. He was being extremely successful in his military campaigns in Gaul (modern France), Asia Minor, and Egypt (with Cleopatra). The level of corruption in the senate was extremely influential in what Rome could achieve. Caesar was becoming too popular, big, and strong for the senate. They asked him to return to Rome, disbanding his army in the process. Caesar knew that if he returned to Rome as a common civilian he would be put on trial and his enemies would find a way to put him away, or worse.

Caesar then paid no attention to the senate’s orders and marched on Rome crossing the Rubicon River, which was a symbolic move, but also a very dangerous one. The moment Caesar entered Roman limits with his army he became an outlaw.

But there was no one to stop him. Pompey, who had been a friend before, and now had been assigned by the senate to fight Caesar, had left Rome with his own army because he knew he did not stand a chance against Caesar fighting inside Rome. Eventually Caesar conquered all his enemies and ended up dictator of Rome. He put together many populist reforms that won him the support of the people, but not so much of the ones in power, the senate, who were afraid of Caesar acquiring too much power. In 44 B.C.E. he was assassinated when he entered the senate by a conspiracy put together by some of the senators. The death of Caesar was a major shift in the history of ancient Rome. His grandnephew, Octavian, inherited Caesar’s empire. Octavian is the first emperor of Rome that openly controlled everything being done in the empire with a subtle, almost invisible hand that forced everyone around him to obey or else.

**## worldculturesmodule1lectuer.docx**

Introduction

After the death of Alexander in 323 B.C.E, his empire was divided among his generals. For the next few hundred years the Greek culture settled in the customs of the people it had invaded through Alexander. However, while this was happening the Roman people were starting to create their own landmark in history. Eventually, Rome conquered everything Alexander had taken before and more. The Romans were not so interested in culture itself, but in managing their business in effective ways. Rome started as a tribe and ended up being the empire that gave us law, engineering, and a will to always move forward toward their goals. Romans never gave up even when they were defeated. But there is no such thing as a Roman Empire in the present. Let us see what happened to the Romans from republic to empire, to vanishing. Some people might argue that the Romans did not vanish. They are in our architecture, in our aqueducts, in our government. They are in the fact what the Christian religion was able to use to spread its message, later conquering the empire itself.

The village called Rome in central Italy was settled by an Iron Age tribe called the Latins. From them, the Romans inherited the Latin language which does not survive today as a common language but is used in science. The rest of Italy was settled by Etruscans, Greeks, and Phoenicians. All these cultures came at different moments through time to establish colonies in today’s Italy. The Latins absorbed the culture of other peoples. From the Etruscans, they inherited urban planning, the use of the arch and sarcophagi art (Fiero, 2020). From the Greeks: gods and goddesses, and the Classical style.

Zucker, S. – Smarthistory. (2014).
[https://www.flickr.com/photos/profzucker/15623415937/Links to an external site.](https://www.flickr.com/photos/profzucker/15623415937/)

Around 509 B.C.E., the Latins overthrew Etruscan rule. There is a legend that up to this day we do not know if it is true, that a Roman woman called Lucretia was raped by the son of an Etruscan king and this made the Romans mad, and they dethroned the Etruscan king. but part of being Roman was telling these types of stories to create a sense of belonging and pride. We will see that the Romans kept using this type of heroic and honor-related stories to spread a sense of pride about being Roman.

Butko. (2017).
[https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpgLinks to an external site.](https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpg)

After getting rid of the Etruscan king the Romans decided to form a Res publica, a "public thing". From now on the Romans were going to take care of their own business and they started developing a cautious approach when any of the members of the community would develop too much power. We will see later how this manifested in the assassination of Julius Caesar. But the government the Romans put together was constituted by members of the patrician families. The patricians were the rich in the Roman republic. They thought that by being patrician by birth gave them the right to rule.

The popular assembly was made up of plebeians, or members of the plebs. These were the majority. The plebeians had no power and were victim to the decisions dictated by the ruling class of patricians. It took hundreds of years but eventually the plebeians gained two elected magistrates that, although they could not be members of the senate, had the power to overturn any law proposed by the patricians. By 287 B.C.E. the plebeians gained the privilege of making laws. Eventually some of the plebeians became wealthy through their businesses but aligned with the interests of the patricians.

| | |
| — | — |
| The Republic: Key Y=Terms |
| **imperium** | The right to issue commands and to enforce them by fines, arrests, and corporal, or even capital, punishment (Kagan, et al, 2004) |
| **patrician** | Powerful class of large landowners (Fiero, 2020) |
| **plebeian** | More populous class of farmers and small landowners (Fiero, 2020) |
| **consuls** | Elected magistrates selected in pairs |
| **censor** | Identified citizens and classified them according to age and property (Kagan, et al, 2004) |
| **senate** | Composed of Roman patricians who owned most of the land and inherited their right to be senators. No plebeians were allowed in the senate |
| **tribunes** | Elected plebeian representatives of the plebeian tribal assembly |
| **Struggle of the Orders** | Plebeians campaign to achieve political, legal, and social equality. It was met with violence from the patricians. After 200 years of intermittent efforts the plebeians succeeded (Kagan, et al, 2004) |
| **The Twelve Tables** | Plebeians access to the laws. Before the Twelve Tables plebeians were subjected to arbitrary legal decisions. The Twelve Tables put the laws into writing so they couldn’t be changed at will. |

Rome was in constant conflict with its immediate neighbors, either because they wanted to expand or because they were being invaded. As Rome expanded within Italy, it adopted different approaches toward the people they conquered. Eventually they realized that it was more effective to turn them to their side by including them in their army, giving them special participation in Rome's interests, or by giving them citizenship. Rome basically united all Italy by either negotiation or force. We could say that at this moment in history Italy was Rome, or at least it was ruled by the government settled in Rome. We must remember that even at this moment Rome still considered itself a republic.

| | |
| — | — |
| The Punic Wars |
| **B.C.E.** | |
| **264 – 241** | **First Punic War** |
| **238** | Rome seizes Sardinia and Corsica |
| **221** | Hannibal takes command of Punic army in Spain |
| **218 – 202** | **Second Punic War** |
| **216** | Battle of Cannae |
| **209** | Scipio takes New Carthage |
| **202** | Battle of Zama |
| **149 – 146** | **Third Punic War** |
| **146** | Destruction of Carthage |

Kagan, et al. (2004).

As Rome took over all of Italy it dominated commerce and trade in the Mediterranean. However, there was a country named Carthage that had settled in the north of Africa, across from Rome, that was very successful in business and had established colonies in key points around the Mediterranean Sea to trade freely with them. The Phoenicians were originally from the east coast of the Mediterranean and had fled to the north of Africa. They were very successful in trading, so they became a direct competition to Rome. A series of conflict involving colonies in the south of Italy got the Romans and the Carthaginians involved in what has been called the Punic Wars. After many years the conflict ended with destruction of Carthage in 146 B.C.E.

Now Rome did not have any more competition. From then on, Rome was the only power around the Mediterranean so they called it Mare Nostrum, our sea. By the end of the first century B.C.E., the Roman Empire included much of present-day Europe, North Africa, and southwest Asia. To run an empire, the Romans needed to be efficient administrators. To rule by force, they needed an army that was disciplined and which became the backbone of the Empire.

The Republic Collapses (133 – 30 B.C.E.)

As Rome expanded, the meaning of
_republic_ changed. Although Romans still thought they had a republic, it was starting to feel more like an empire. The army was composed of patricians and people who were wealthy enough to have their own war equipment. When the Roman army invaded a country, the soldiers got richer. So, the rich got richer and the poor, poorer. The senate members grew richer as the lands they acquired through conquering gave them also slaves which were very cheap labor. The army grew more powerful, and Rome was obliged to keep expanding continuously. The farms owned by the patricians and worked by slaves drove small farmers out of business.

All attempts to reform the government failed. The power of making final decisions was in the hands of a corrupted senate that was not willing to give up their place. The first century B.C.E. became the age of military dictators (Fiero, 2020).

Enters Gaius Julius Caesar

mmarftrejo. (2010).
[https://www.flickr.com/photos/mmarftrejo/4291237518Links to an external site.](https://www.flickr.com/photos/mmarftrejo/4291237518)

Caesar was a patrician. But his heart, or his wit, was with the plebeians. He knew that the plebs had the numbers to get things done. Caesar was very popular among the people. He was being extremely successful in his military campaigns in Gaul (modern France), Asia Minor, and Egypt (with Cleopatra). The level of corruption in the senate was extremely influential in what Rome could achieve. Caesar was becoming too popular, big, and strong for the senate. They asked him to return to Rome, disbanding his army in the process. Caesar knew that if he returned to Rome as a common civilian he would be put on trial and his enemies would find a way to put him away, or worse.

Caesar then paid no attention to the senate’s orders and marched on Rome crossing the Rubicon River, which was a symbolic move, but also a very dangerous one. The moment Caesar entered Roman limits with his army he became an outlaw.

But there was no one to stop him. Pompey, who had been a friend before, and now had been assigned by the senate to fight Caesar, had left Rome with his own army because he knew he did not stand a chance against Caesar fighting inside Rome. Eventually Caesar conquered all his enemies and ended up dictator of Rome. He put together many populist reforms that won him the support of the people, but not so much of the ones in power, the senate, who were afraid of Caesar acquiring too much power. In 44 B.C.E. he was assassinated when he entered the senate by a conspiracy put together by some of the senators. The death of Caesar was a major shift in the history of ancient Rome. His grandnephew, Octavian, inherited Caesar’s empire. Octavian is the first emperor of Rome that openly controlled everything being done in the empire with a subtle, almost invisible hand that forced everyone around him to obey or else.

**## worldculturesmodule1discussion.docx**

I
**nstructions:**

1. Look up the consequences of Julius Caesar’s assassination.

2. Come up with a scenario in which Caesar wouldn’t have been assassinated.

3. Think three possibilities of your own and explain why you think those.

4. Submit your assignment in Word and in the space provided for this discussion.

If you are new to Canvas, follow
[these directionsLinks to an external site.](https://community.canvaslms.com/t5/Student-Guide/How-do-I-reply-to-a-discussion-as-a-student/ta-p/334) for participating in the discussion and to review the
[academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-discussions) for your submission.

**Submission Instructions:**

· Submit your initial discussion post by 11:59 p.m. ET on Wednesday. Then, react critically to at least two of your classmates' discussion posts by 11:59 p.m. ET on Sunday.

· Contribute a minimum of 150 words to the initial post. It should include at least two 2 academic sources, formatted, and cited in APA.

· Comment on at least two other students adding at least one new idea to their own scenarios.

· Follow established
netiquetteLinks to an external site. guidelines when participating in forums.

**Reply**

**## worldculturesreadingandmultimedia1.docx**

Readings

Bell, S., & Carpino, A. A. (Eds.). (2016). Etruscan domestic architecture, hydraulic engineering, and water management technologies: Innovations and legacy to Rome. In
_A companion to the etruscans_ (pp. 129 – 142). John Wiley & Sons, Incorporated.
[https://ebookcentral.proquest.com/lib/uestepr-ebooks/reader.action?docID=4189531&ppg=159Links to an external site.](https://ebookcentral.proquest.com/lib/uestepr-ebooks/reader.action?docID=4189531&ppg=159)

Docter, R. F., Boussoffara, R., & Keurs, P. ter. (2015).
_Carthage : Fact and myth_. Sidestone Press.
[https://go.exlibris.link/FTg4Tyy5Links to an external site.](https://go.exlibris.link/FTg4Tyy5)

Goldsworthy, A. K. (2006).
_Caesar: Life of a colossus._ Yale University Press.
[https://ebookcentral.proquest.com/lib/uestepr-ebooks/detail.action?docID=3420296Links to an external site.](https://ebookcentral.proquest.com/lib/uestepr-ebooks/detail.action?docID=3420296)

Shotter, D. (2005). The final act: Antonious, Octavian and Lepidus.In
_The fall of the roman republic_ (2nd ed., pp. 90-97). Routledge.
[https://go.exlibris.link/2LszlGWFLinks to an external site.](https://go.exlibris.link/2LszlGWF)

Multimedia

BBC Worldwide Learning. (2006). Caesar (
_Ancient Rome – The rise and fall of an empire)_ [Video]. Films On Demand.
[https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=185554&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=185554&tScript=0)

BBC Worldwide Learning. (2010).
_Republic of virtue: Ancient worlds_[Video]. Films On Demand.
[https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=55138&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=55138&tScript=0)

Eagle Rock Entertainment. (1996).
_Ancient Rome_[Video]. Films On Demand.
[https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=8684&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=8684&tScript=0)

Films Ideas. (2003).
_Roman/Neolithic period to modern day: Timelines of ancient civilizations_[Video]. Films On Demand.

[https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=65622&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=65622&tScript=0)

History Education. (2008).
_Julius Caesar_ _(Rome: Rise and fall of an empire)_ [Video]. Films On Demand.
[https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=43006&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=43006&tScript=0)

Supplemental Resources

Dunstan, W. E. (2011).
_Ancient Rome_. Rowman & Littlefield Publishers.
[https://ebookcentral.proquest.com/lib/uestepr-ebooks/reader.action?docID=634226&query=ancient+romeLinks to an external site.](https://ebookcentral.proquest.com/lib/uestepr-ebooks/reader.action?docID=634226&query=ancient+rome)

Heather, P. (2005).
_The fall of the Roman empire: A new history of Rome and the barbarians_. Oxford University Press.
[https://go.exlibris.link/zpHCY9s9Links to an external site.](https://go.exlibris.link/zpHCY9s9)

**## worldculturesmodule1lectuer.docx**

Introduction

After the death of Alexander in 323 B.C.E, his empire was divided among his generals. For the next few hundred years the Greek culture settled in the customs of the people it had invaded through Alexander. However, while this was happening the Roman people were starting to create their own landmark in history. Eventually, Rome conquered everything Alexander had taken before and more. The Romans were not so interested in culture itself, but in managing their business in effective ways. Rome started as a tribe and ended up being the empire that gave us law, engineering, and a will to always move forward toward their goals. Romans never gave up even when they were defeated. But there is no such thing as a Roman Empire in the present. Let us see what happened to the Romans from republic to empire, to vanishing. Some people might argue that the Romans did not vanish. They are in our architecture, in our aqueducts, in our government. They are in the fact what the Christian religion was able to use to spread its message, later conquering the empire itself.

The village called Rome in central Italy was settled by an Iron Age tribe called the Latins. From them, the Romans inherited the Latin language which does not survive today as a common language but is used in science. The rest of Italy was settled by Etruscans, Greeks, and Phoenicians. All these cultures came at different moments through time to establish colonies in today’s Italy. The Latins absorbed the culture of other peoples. From the Etruscans, they inherited urban planning, the use of the arch and sarcophagi art (Fiero, 2020). From the Greeks: gods and goddesses, and the Classical style.

Zucker, S. – Smarthistory. (2014).
[https://www.flickr.com/photos/profzucker/15623415937/Links to an external site.](https://www.flickr.com/photos/profzucker/15623415937/)

Around 509 B.C.E., the Latins overthrew Etruscan rule. There is a legend that up to this day we do not know if it is true, that a Roman woman called Lucretia was raped by the son of an Etruscan king and this made the Romans mad, and they dethroned the Etruscan king. but part of being Roman was telling these types of stories to create a sense of belonging and pride. We will see that the Romans kept using this type of heroic and honor-related stories to spread a sense of pride about being Roman.

Butko. (2017).
[https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpgLinks to an external site.](https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpg)

After getting rid of the Etruscan king the Romans decided to form a Res publica, a "public thing". From now on the Romans were going to take care of their own business and they started developing a cautious approach when any of the members of the community would develop too much power. We will see later how this manifested in the assassination of Julius Caesar. But the government the Romans put together was constituted by members of the patrician families. The patricians were the rich in the Roman republic. They thought that by being patrician by birth gave them the right to rule.

The popular assembly was made up of plebeians, or members of the plebs. These were the majority. The plebeians had no power and were victim to the decisions dictated by the ruling class of patricians. It took hundreds of years but eventually the plebeians gained two elected magistrates that, although they could not be members of the senate, had the power to overturn any law proposed by the patricians. By 287 B.C.E. the plebeians gained the privilege of making laws. Eventually some of the plebeians became wealthy through their businesses but aligned with the interests of the patricians.

| | |
| — | — |
| The Republic: Key Y=Terms |
| **imperium** | The right to issue commands and to enforce them by fines, arrests, and corporal, or even capital, punishment (Kagan, et al, 2004) |
| **patrician** | Powerful class of large landowners (Fiero, 2020) |
| **plebeian** | More populous class of farmers and small landowners (Fiero, 2020) |
| **consuls** | Elected magistrates selected in pairs |
| **censor** | Identified citizens and classified them according to age and property (Kagan, et al, 2004) |
| **senate** | Composed of Roman patricians who owned most of the land and inherited their right to be senators. No plebeians were allowed in the senate |
| **tribunes** | Elected plebeian representatives of the plebeian tribal assembly |
| **Struggle of the Orders** | Plebeians campaign to achieve political, legal, and social equality. It was met with violence from the patricians. After 200 years of intermittent efforts the plebeians succeeded (Kagan, et al, 2004) |
| **The Twelve Tables** | Plebeians access to the laws. Before the Twelve Tables plebeians were subjected to arbitrary legal decisions. The Twelve Tables put the laws into writing so they couldn’t be changed at will. |

Rome was in constant conflict with its immediate neighbors, either because they wanted to expand or because they were being invaded. As Rome expanded within Italy, it adopted different approaches toward the people they conquered. Eventually they realized that it was more effective to turn them to their side by including them in their army, giving them special participation in Rome's interests, or by giving them citizenship. Rome basically united all Italy by either negotiation or force. We could say that at this moment in history Italy was Rome, or at least it was ruled by the government settled in Rome. We must remember that even at this moment Rome still considered itself a republic.

| | |
| — | — |
| The Punic Wars |
| **B.C.E.** | |
| **264 – 241** | **First Punic War** |
| **238** | Rome seizes Sardinia and Corsica |
| **221** | Hannibal takes command of Punic army in Spain |
| **218 – 202** | **Second Punic War** |
| **216** | Battle of Cannae |
| **209** | Scipio takes New Carthage |
| **202** | Battle of Zama |
| **149 – 146** | **Third Punic War** |
| **146** | Destruction of Carthage |

Kagan, et al. (2004).

As Rome took over all of Italy it dominated commerce and trade in the Mediterranean. However, there was a country named Carthage that had settled in the north of Africa, across from Rome, that was very successful in business and had established colonies in key points around the Mediterranean Sea to trade freely with them. The Phoenicians were originally from the east coast of the Mediterranean and had fled to the north of Africa. They were very successful in trading, so they became a direct competition to Rome. A series of conflict involving colonies in the south of Italy got the Romans and the Carthaginians involved in what has been called the Punic Wars. After many years the conflict ended with destruction of Carthage in 146 B.C.E.

Now Rome did not have any more competition. From then on, Rome was the only power around the Mediterranean so they called it Mare Nostrum, our sea. By the end of the first century B.C.E., the Roman Empire included much of present-day Europe, North Africa, and southwest Asia. To run an empire, the Romans needed to be efficient administrators. To rule by force, they needed an army that was disciplined and which became the backbone of the Empire.

The Republic Collapses (133 – 30 B.C.E.)

As Rome expanded, the meaning of
_republic_ changed. Although Romans still thought they had a republic, it was starting to feel more like an empire. The army was composed of patricians and people who were wealthy enough to have their own war equipment. When the Roman army invaded a country, the soldiers got richer. So, the rich got richer and the poor, poorer. The senate members grew richer as the lands they acquired through conquering gave them also slaves which were very cheap labor. The army grew more powerful, and Rome was obliged to keep expanding continuously. The farms owned by the patricians and worked by slaves drove small farmers out of business.

All attempts to reform the government failed. The power of making final decisions was in the hands of a corrupted senate that was not willing to give up their place. The first century B.C.E. became the age of military dictators (Fiero, 2020).

Enters Gaius Julius Caesar

mmarftrejo. (2010).
[https://www.flickr.com/photos/mmarftrejo/4291237518Links to an external site.](https://www.flickr.com/photos/mmarftrejo/4291237518)

Caesar was a patrician. But his heart, or his wit, was with the plebeians. He knew that the plebs had the numbers to get things done. Caesar was very popular among the people. He was being extremely successful in his military campaigns in Gaul (modern France), Asia Minor, and Egypt (with Cleopatra). The level of corruption in the senate was extremely influential in what Rome could achieve. Caesar was becoming too popular, big, and strong for the senate. They asked him to return to Rome, disbanding his army in the process. Caesar knew that if he returned to Rome as a common civilian he would be put on trial and his enemies would find a way to put him away, or worse.

Caesar then paid no attention to the senate’s orders and marched on Rome crossing the Rubicon River, which was a symbolic move, but also a very dangerous one. The moment Caesar entered Roman limits with his army he became an outlaw.

But there was no one to stop him. Pompey, who had been a friend before, and now had been assigned by the senate to fight Caesar, had left Rome with his own army because he knew he did not stand a chance against Caesar fighting inside Rome. Eventually Caesar conquered all his enemies and ended up dictator of Rome. He put together many populist reforms that won him the support of the people, but not so much of the ones in power, the senate, who were afraid of Caesar acquiring too much power. In 44 B.C.E. he was assassinated when he entered the senate by a conspiracy put together by some of the senators. The death of Caesar was a major shift in the history of ancient Rome. His grandnephew, Octavian, inherited Caesar’s empire. Octavian is the first emperor of Rome that openly controlled everything being done in the empire with a subtle, almost invisible hand that forced everyone around him to obey or else.

**## worldculturesmodule1discussion.docx**

I
**nstructions:**

1. Look up the consequences of Julius Caesar’s assassination.

2. Come up with a scenario in which Caesar wouldn’t have been assassinated.

3. Think three possibilities of your own and explain why you think those.

4. Submit your assignment in Word and in the space provided for this discussion.

If you are new to Canvas, follow
[these directionsLinks to an external site.](https://community.canvaslms.com/t5/Student-Guide/How-do-I-reply-to-a-discussion-as-a-student/ta-p/334) for participating in the discussion and to review the
[academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-discussions) for your submission.

**Submission Instructions:**

· Submit your initial discussion post by 11:59 p.m. ET on Wednesday. Then, react critically to at least two of your classmates' discussion posts by 11:59 p.m. ET on Sunday.

· Contribute a minimum of 150 words to the initial post. It should include at least two 2 academic sources, formatted, and cited in APA.

· Comment on at least two other students adding at least one new idea to their own scenarios.

· Follow established
netiquetteLinks to an external site. guidelines when participating in forums.

**Reply**

**## worldculturesreadingandmultimedia1.docx**

Readings

Bell, S., & Carpino, A. A. (Eds.). (2016). Etruscan domestic architecture, hydraulic engineering, and water management technologies: Innovations and legacy to Rome. In
_A companion to the etruscans_ (pp. 129 – 142). John Wiley & Sons, Incorporated.
[https://ebookcentral.proquest.com/lib/uestepr-ebooks/reader.action?docID=4189531&ppg=159Links to an external site.](https://ebookcentral.proquest.com/lib/uestepr-ebooks/reader.action?docID=4189531&ppg=159)

Docter, R. F., Boussoffara, R., & Keurs, P. ter. (2015).
_Carthage : Fact and myth_. Sidestone Press.
[https://go.exlibris.link/FTg4Tyy5Links to an external site.](https://go.exlibris.link/FTg4Tyy5)

Goldsworthy, A. K. (2006).
_Caesar: Life of a colossus._ Yale University Press.
[https://ebookcentral.proquest.com/lib/uestepr-ebooks/detail.action?docID=3420296Links to an external site.](https://ebookcentral.proquest.com/lib/uestepr-ebooks/detail.action?docID=3420296)

Shotter, D. (2005). The final act: Antonious, Octavian and Lepidus.In
_The fall of the roman republic_ (2nd ed., pp. 90-97). Routledge.
[https://go.exlibris.link/2LszlGWFLinks to an external site.](https://go.exlibris.link/2LszlGWF)

Multimedia

BBC Worldwide Learning. (2006). Caesar (
_Ancient Rome – The rise and fall of an empire)_ [Video]. Films On Demand.
[https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=185554&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=185554&tScript=0)

BBC Worldwide Learning. (2010).
_Republic of virtue: Ancient worlds_[Video]. Films On Demand.
[https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=55138&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=55138&tScript=0)

Eagle Rock Entertainment. (1996).
_Ancient Rome_[Video]. Films On Demand.
[https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=8684&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=8684&tScript=0)

Films Ideas. (2003).
_Roman/Neolithic period to modern day: Timelines of ancient civilizations_[Video]. Films On Demand.

[https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=65622&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=65622&tScript=0)

History Education. (2008).
_Julius Caesar_ _(Rome: Rise and fall of an empire)_ [Video]. Films On Demand.
[https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=43006&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=43006&tScript=0)

Supplemental Resources

Dunstan, W. E. (2011).
_Ancient Rome_. Rowman & Littlefield Publishers.
[https://ebookcentral.proquest.com/lib/uestepr-ebooks/reader.action?docID=634226&query=ancient+romeLinks to an external site.](https://ebookcentral.proquest.com/lib/uestepr-ebooks/reader.action?docID=634226&query=ancient+rome)

Heather, P. (2005).
_The fall of the Roman empire: A new history of Rome and the barbarians_. Oxford University Press.
[https://go.exlibris.link/zpHCY9s9Links to an external site.](https://go.exlibris.link/zpHCY9s9)

**## worldculturesmodule1lectuer.docx**

Introduction

After the death of Alexander in 323 B.C.E, his empire was divided among his generals. For the next few hundred years the Greek culture settled in the customs of the people it had invaded through Alexander. However, while this was happening the Roman people were starting to create their own landmark in history. Eventually, Rome conquered everything Alexander had taken before and more. The Romans were not so interested in culture itself, but in managing their business in effective ways. Rome started as a tribe and ended up being the empire that gave us law, engineering, and a will to always move forward toward their goals. Romans never gave up even when they were defeated. But there is no such thing as a Roman Empire in the present. Let us see what happened to the Romans from republic to empire, to vanishing. Some people might argue that the Romans did not vanish. They are in our architecture, in our aqueducts, in our government. They are in the fact what the Christian religion was able to use to spread its message, later conquering the empire itself.

The village called Rome in central Italy was settled by an Iron Age tribe called the Latins. From them, the Romans inherited the Latin language which does not survive today as a common language but is used in science. The rest of Italy was settled by Etruscans, Greeks, and Phoenicians. All these cultures came at different moments through time to establish colonies in today’s Italy. The Latins absorbed the culture of other peoples. From the Etruscans, they inherited urban planning, the use of the arch and sarcophagi art (Fiero, 2020). From the Greeks: gods and goddesses, and the Classical style.

Zucker, S. – Smarthistory. (2014).
[https://www.flickr.com/photos/profzucker/15623415937/Links to an external site.](https://www.flickr.com/photos/profzucker/15623415937/)

Around 509 B.C.E., the Latins overthrew Etruscan rule. There is a legend that up to this day we do not know if it is true, that a Roman woman called Lucretia was raped by the son of an Etruscan king and this made the Romans mad, and they dethroned the Etruscan king. but part of being Roman was telling these types of stories to create a sense of belonging and pride. We will see that the Romans kept using this type of heroic and honor-related stories to spread a sense of pride about being Roman.

Butko. (2017).
[https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpgLinks to an external site.](https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpg)

After getting rid of the Etruscan king the Romans decided to form a Res publica, a "public thing". From now on the Romans were going to take care of their own business and they started developing a cautious approach when any of the members of the community would develop too much power. We will see later how this manifested in the assassination of Julius Caesar. But the government the Romans put together was constituted by members of the patrician families. The patricians were the rich in the Roman republic. They thought that by being patrician by birth gave them the right to rule.

The popular assembly was made up of plebeians, or members of the plebs. These were the majority. The plebeians had no power and were victim to the decisions dictated by the ruling class of patricians. It took hundreds of years but eventually the plebeians gained two elected magistrates that, although they could not be members of the senate, had the power to overturn any law proposed by the patricians. By 287 B.C.E. the plebeians gained the privilege of making laws. Eventually some of the plebeians became wealthy through their businesses but aligned with the interests of the patricians.

| | |
| — | — |
| The Republic: Key Y=Terms |
| **imperium** | The right to issue commands and to enforce them by fines, arrests, and corporal, or even capital, punishment (Kagan, et al, 2004) |
| **patrician** | Powerful class of large landowners (Fiero, 2020) |
| **plebeian** | More populous class of farmers and small landowners (Fiero, 2020) |
| **consuls** | Elected magistrates selected in pairs |
| **censor** | Identified citizens and classified them according to age and property (Kagan, et al, 2004) |
| **senate** | Composed of Roman patricians who owned most of the land and inherited their right to be senators. No plebeians were allowed in the senate |
| **tribunes** | Elected plebeian representatives of the plebeian tribal assembly |
| **Struggle of the Orders** | Plebeians campaign to achieve political, legal, and social equality. It was met with violence from the patricians. After 200 years of intermittent efforts the plebeians succeeded (Kagan, et al, 2004) |
| **The Twelve Tables** | Plebeians access to the laws. Before the Twelve Tables plebeians were subjected to arbitrary legal decisions. The Twelve Tables put the laws into writing so they couldn’t be changed at will. |

Rome was in constant conflict with its immediate neighbors, either because they wanted to expand or because they were being invaded. As Rome expanded within Italy, it adopted different approaches toward the people they conquered. Eventually they realized that it was more effective to turn them to their side by including them in their army, giving them special participation in Rome's interests, or by giving them citizenship. Rome basically united all Italy by either negotiation or force. We could say that at this moment in history Italy was Rome, or at least it was ruled by the government settled in Rome. We must remember that even at this moment Rome still considered itself a republic.

| | |
| — | — |
| The Punic Wars |
| **B.C.E.** | |
| **264 – 241** | **First Punic War** |
| **238** | Rome seizes Sardinia and Corsica |
| **221** | Hannibal takes command of Punic army in Spain |
| **218 – 202** | **Second Punic War** |
| **216** | Battle of Cannae |
| **209** | Scipio takes New Carthage |
| **202** | Battle of Zama |
| **149 – 146** | **Third Punic War** |
| **146** | Destruction of Carthage |

Kagan, et al. (2004).

As Rome took over all of Italy it dominated commerce and trade in the Mediterranean. However, there was a country named Carthage that had settled in the north of Africa, across from Rome, that was very successful in business and had established colonies in key points around the Mediterranean Sea to trade freely with them. The Phoenicians were originally from the east coast of the Mediterranean and had fled to the north of Africa. They were very successful in trading, so they became a direct competition to Rome. A series of conflict involving colonies in the south of Italy got the Romans and the Carthaginians involved in what has been called the Punic Wars. After many years the conflict ended with destruction of Carthage in 146 B.C.E.

Now Rome did not have any more competition. From then on, Rome was the only power around the Mediterranean so they called it Mare Nostrum, our sea. By the end of the first century B.C.E., the Roman Empire included much of present-day Europe, North Africa, and southwest Asia. To run an empire, the Romans needed to be efficient administrators. To rule by force, they needed an army that was disciplined and which became the backbone of the Empire.

The Republic Collapses (133 – 30 B.C.E.)

As Rome expanded, the meaning of
_republic_ changed. Although Romans still thought they had a republic, it was starting to feel more like an empire. The army was composed of patricians and people who were wealthy enough to have their own war equipment. When the Roman army invaded a country, the soldiers got richer. So, the rich got richer and the poor, poorer. The senate members grew richer as the lands they acquired through conquering gave them also slaves which were very cheap labor. The army grew more powerful, and Rome was obliged to keep expanding continuously. The farms owned by the patricians and worked by slaves drove small farmers out of business.

All attempts to reform the government failed. The power of making final decisions was in the hands of a corrupted senate that was not willing to give up their place. The first century B.C.E. became the age of military dictators (Fiero, 2020).

Enters Gaius Julius Caesar

mmarftrejo. (2010).
[https://www.flickr.com/photos/mmarftrejo/4291237518Links to an external site.](https://www.flickr.com/photos/mmarftrejo/4291237518)

Caesar was a patrician. But his heart, or his wit, was with the plebeians. He knew that the plebs had the numbers to get things done. Caesar was very popular among the people. He was being extremely successful in his military campaigns in Gaul (modern France), Asia Minor, and Egypt (with Cleopatra). The level of corruption in the senate was extremely influential in what Rome could achieve. Caesar was becoming too popular, big, and strong for the senate. They asked him to return to Rome, disbanding his army in the process. Caesar knew that if he returned to Rome as a common civilian he would be put on trial and his enemies would find a way to put him away, or worse.

Caesar then paid no attention to the senate’s orders and marched on Rome crossing the Rubicon River, which was a symbolic move, but also a very dangerous one. The moment Caesar entered Roman limits with his army he became an outlaw.

But there was no one to stop him. Pompey, who had been a friend before, and now had been assigned by the senate to fight Caesar, had left Rome with his own army because he knew he did not stand a chance against Caesar fighting inside Rome. Eventually Caesar conquered all his enemies and ended up dictator of Rome. He put together many populist reforms that won him the support of the people, but not so much of the ones in power, the senate, who were afraid of Caesar acquiring too much power. In 44 B.C.E. he was assassinated when he entered the senate by a conspiracy put together by some of the senators. The death of Caesar was a major shift in the history of ancient Rome. His grandnephew, Octavian, inherited Caesar’s empire. Octavian is the first emperor of Rome that openly controlled everything being done in the empire with a subtle, almost invisible hand that forced everyone around him to obey or else.

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– ## englishlecture12.docx

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**## englishlecture12.docx**

CRAAP Test: Is Your Source Worthy of Inclusion in Your Essay Research?

If you want to succeed at your assignments or research, you should only use quality information. Use the following criteria, also known as the
CRAAP Test, to evaluate any information source critically.

[Video: Evaluating SourcesLinks to an external site.](https://www.youtube.com/watch?v=EyMT08mD7Ds)

Western University. (2012, January 13).
_Evaluating sources_. [Video]. YouTube. https://www.youtube.com/watch?v=EyMT08mD7Ds

Academic Integrity and Plagiarism

Academic Integrity-University Code of Conduct

Academic honesty is fundamental in an educational environment. Instructors expect students to fulfill their academic obligations through honest and independent effort. Students need to demonstrate academic integrity: the respectful and truthful attribution of credit to those who have provided words and ideas that are used in research assignments.

Plagiarism

Plagiarism uses other people’s ideas, words, theories, illustrations or graphics, opinions, or facts without giving credit. Plagiarism is treated seriously and is part of the university code of conduct because it is seen as academic misconduct or simply cheating.

Follow these rules to avoid plagiarism:

1.
**Cite Sources:** cite sources using APA Style citations in TWO places:

·

· An “in-text citation” includes brief information a reader will need to find the complete reference in your list of sources within the paragraphs.

· In a “References” or “Bibliography” page at the end of the paper. Check this link for further details:
[General FormatLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

2.
**Include Quotations:** use a word-for-word duplication of an author’s original writing. See the Purdue University’s
[Handout: Quoting OthersLinks to an external site.](https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.html)

3.
**Paraphrase:** Restate sources’ ideas using your voice and credit the source. See Purdue University’s
[Paraphrase: Write It in Your Own WordsLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.html)

4.
**Present Own Ideas**: Express the meaning of something written or spoken using different words. Students’ ideas, informed by research, are what professors look for. It’s the student’s voice that matters to the professor. See:
[Synthesis of Your Own IdeasLinks to an external site.](https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/)

5.
**Use a Plagiarism Checker:** For example, the Blackboard SafeAssign tool compares submitted assignments against a set of academic papers to identify areas of overlap between the submitted assignment and existing works. See:
[Submit an assignment using SafeAssignLinks to an external site.](https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssign)

Practice

Click on the alternative that did NOT plagiarize information from the original text. Alternatively,
[click here to download the practice exercise on Word](https://agmu.instructure.com/courses/37056/files/9290724?wrap=1) [Download click here to download the practice exercise on Word](https://agmu.instructure.com/courses/37056/files/9290724/download?download_frd=1).

Creating a Safe Environment

In this course, you will need to have open and respectful discourse with your classmates regarding various topics, including giving and receiving feedback. Keep a growth mindset when giving and receiving feedback so that you can apply any suggested revisions to your assignments. Remember that keeping an open mind and seeing things from different perspectives is key to growth. Therefore, it will be essential to create a safe environment where everyone can share their thoughts and opinions.

These general etiquette rules serve as guidelines for online class discussions.

1.
**Think and edit before you post.** Make sure that your comment is accurate, appropriate, and precise.

2.
**DON’T SHOUT: TYPING IN ALL CAPS IS AGGRESSIVE**. If you are constantly using exclamation marks, you can sound disingenuous!

3.
**Participate, but don’t dominate.** Dare to initiate a discussion. Everyone has an equal chance to share. It generally helps to read the entire thread before replying. This way, you won’t restate points already made and contribute new information to the discussion.

4.
**Cite your sources.** Refer to the class readings & previous lectures in your discussion posts and credit the source.

**References**

Blackboard. (n.d.).
_Submit with SafeAssign_.
[https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssignLinks to an external site.](https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssign)

Ohio State University. (n.d.).
_Synthesis of your own ideas_. Lumen Learning.
[https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/Links to an external site.](https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/)

Purdue Online Writing Lab. (n.d.).
_General format_. Purdue Writing Lab.
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.htmlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Purdue Online Writing Lab. (n.d.).
_Handout: Quoting others_. Purdue Writing Lab.
[https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.htmlLinks to an external site.](https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.html)

Purdue Online Writing Lab. (n.d.).
_Paraphrasing: Write it in your own words_. Purdue Writing Lab.
[https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.htmlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.html)

Stone, E. A., & Charlson, M. (2021).
_The better college essay: From start to finish_. City Limits Publishing.

Turabian, K. L. (2019).
_Student`s guide to writing college papers_(5th ed.). University of Chicago Press.

**## englishlecture11.docx**

Reading as a Foundation

Close Reading as a Strategy: "Reading Out Of" a Text Rather Than "Reading Into" It

Close reading is the technique of carefully reading and analyzing a passage to understand its meaning, what it suggests, and how it connects to its context.

There are several strategies for getting to a meaningful close reading:

1. Taking Notes

         How are words used? If the same term appears at the beginning and end, does it mean different things in both places?

·

·
**Practice**

· Read the following article:
[Here's How Isaac Newton Remembered Everything He ReadLinks to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html).

· Then, answer: which Isaac Newton's notetaking technique helps you remember what you have read? Explain and provide an example.

Mochari, I. (2015).
_Here's How Isaac Newton Remembered Everything He Read_. INC. https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html
[Links to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html)

2. Analyzing a Passage

          (especially the use of words)

·

· Tips for analyzing the terms:

· Narrative Voice

· Who is speaking in this passage?

· What narrative perspective is being used in this passage?

· What characters does it give you access to?

· Tone:

· Is the speaker being direct, factual, open?

· Does the voice carry any emotion? Or is it detached from its subject?

· Do you hear irony (what is said is different from what is meant)? If so, where?

· Rhetorical and Literary devices:

· Do you notice any figurative language, such as metaphors and similes?

· Do you observe any imagery?

· Are the language and sentences sound important (e.g., rhyme, repetition, choppy or long sentences)?

· What is the effect of the literary devices and techniques? (e.g., do they add emphasis or connect key ideas?)

3. Constructing a Descriptive Thesis

Construct a summary that answers: HOW was the language used in the passage.? For example, you could argue that a passage uses short, simple sentences or that it uses irony or a combination of these things.

4. Construct an Argument About the Passage

Construct a thesis that answers: WHY is the language used in this way (or ways)?

·

· Why might the author be using intellectual, elaborate, or plain words?

· Why might the author be using complicated or simple sentences?

· Who is the narrator? Why are we given access to the consciousness of these particular characters? Why not others?

· What might the images represent? Is there a common theme?

· Why might the tone of the passage be emotional (or detached)?

**Practice Close Reading Skills**

·

· Apply the close reading strategies on this table with guide questions to create a one-page analysis of the article
[COVID pounded nursing homes in a series of deadly outbreaks, says new reportLinks to an external site.](https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.html) by Edward Sherman.

| | |
| — | — |
| Applying Closed Reading Strategies |
| **Close Reading Strategies** |
| **Strategy** | **Your Answers** |
| **Taking Notes:** How are words used? | |
| **Analyzing the passage:** What narrative, voice, tone, and literary device does the author use? | |
| **Constructing a descriptive thesis:** How was the language used in the passage? | |
| **Constructing an argument about the passage:** Why was the language used in a particular way? | |

Check your understanding:
[Click here to download a Word document with sample answers.](https://agmu.instructure.com/courses/37056/files/9290493?wrap=1) [Download Click here to download a Word document with sample answers.](https://agmu.instructure.com/courses/37056/files/9290493/download?download_frd=1)

5. Developing an Outline Based on Your Thesis, Examples, and Analysis

Outlining is an excellent way to plan how to organize an essay and be sure you are on the right track and are working in an organized manner. It helps you distinguish between ideas that are of equal importance and ones that are of lesser importance. You build your paper based on the framework created by the outline. There are two types of formal outlines: the topic outline and the sentence outline. This module focuses on the topic outline. Microsoft Word can make outlines.

See this post for instructions:
[How to Make and Format an Outline in Microsoft WordLinks to an external site.](https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084)

Carver, M. (2017).
_How can I create an outline in Word easily?_ Maranatha Christian Academy. https://helpdesk.ma-kc.org/hc/en-us/articles/115002411287-How-can-I-create-an-outline-in-Word-easily-

       Here is an example of an outline:

Additional Resource

Create an Outline from Scratch

In Word, outlines are also called multilevel lists. The following steps show how to write a new outline from scratch.

Click
**Home** and, in the
**Paragraph group**, click the arrow next to
**Multilevel List**.

1. Choose an outline style from the
**List Library**. Point to each outline style in the library to view all the levels for the style.

2. Start typing to begin the list. Press Enter when you finish the line to start a new line.

3. To start a new list level, press the Tab key and begin typing

4. Press Enter to return to the previous list level.

**Tips:**

· When you start a paragraph with an asterisk and a space (
***** ) or with number 1 and a period (
**1**.), Word displays the
**AutoCorrect Options** button and begins building a bulleted or numbered list. If you don't want a bulleted or numbered list, click the
**AutoCorrect Options** button and click
**Stop Automatically Creating Bulleted Lists** or
**Stop Automatically Creating Numbered Lists**.

**References**

Aquino-Cutcher, A., Asplin, W., Bohlke, D., & Lambert, J. (2015).
_Final draft: Final draft level 3 student's book_. Cambridge University Press.

Inoshita, A., Garland, K., Sims, K., Tsutsui, J. K., & Williams, T. (2019).
_English composition: Connect, collaborate, communicate._ University of Hawai’i at Manoa Outreach College.

Joy, S. (2023, November 1).
_How to make and format an outline in Microsoft Word._ Envato Tuts.
[https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084Links to an external site.](https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084)

Mochari, I. (2015, October 19).
_Here's how Isaac Newton remembered everything he read. The scientific genius had very specific habits when he pored over books in his favorite library._ Inc.
[https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.htmlLinks to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html)

Sherman, T. (2021, May 27).
_COVID pounded nursing homes in a series of deadly outbreaks, says new report_. Nj.
[https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.htmlLinks to an external site.](https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.html)

**englishcmodule1assignmenttopicoutline.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/englishcmodule1assignmenttopicoutline-docx)

**englishcmodule1assignmenttopicoutline.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/englishcmodule1assignmenttopicoutline-docx)

**## englishlecture12.docx**

CRAAP Test: Is Your Source Worthy of Inclusion in Your Essay Research?

If you want to succeed at your assignments or research, you should only use quality information. Use the following criteria, also known as the
CRAAP Test, to evaluate any information source critically.

[Video: Evaluating SourcesLinks to an external site.](https://www.youtube.com/watch?v=EyMT08mD7Ds)

Western University. (2012, January 13).
_Evaluating sources_. [Video]. YouTube. https://www.youtube.com/watch?v=EyMT08mD7Ds

Academic Integrity and Plagiarism

Academic Integrity-University Code of Conduct

Academic honesty is fundamental in an educational environment. Instructors expect students to fulfill their academic obligations through honest and independent effort. Students need to demonstrate academic integrity: the respectful and truthful attribution of credit to those who have provided words and ideas that are used in research assignments.

Plagiarism

Plagiarism uses other people’s ideas, words, theories, illustrations or graphics, opinions, or facts without giving credit. Plagiarism is treated seriously and is part of the university code of conduct because it is seen as academic misconduct or simply cheating.

Follow these rules to avoid plagiarism:

1.
**Cite Sources:** cite sources using APA Style citations in TWO places:

·

· An “in-text citation” includes brief information a reader will need to find the complete reference in your list of sources within the paragraphs.

· In a “References” or “Bibliography” page at the end of the paper. Check this link for further details:
[General FormatLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

2.
**Include Quotations:** use a word-for-word duplication of an author’s original writing. See the Purdue University’s
[Handout: Quoting OthersLinks to an external site.](https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.html)

3.
**Paraphrase:** Restate sources’ ideas using your voice and credit the source. See Purdue University’s
[Paraphrase: Write It in Your Own WordsLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.html)

4.
**Present Own Ideas**: Express the meaning of something written or spoken using different words. Students’ ideas, informed by research, are what professors look for. It’s the student’s voice that matters to the professor. See:
[Synthesis of Your Own IdeasLinks to an external site.](https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/)

5.
**Use a Plagiarism Checker:** For example, the Blackboard SafeAssign tool compares submitted assignments against a set of academic papers to identify areas of overlap between the submitted assignment and existing works. See:
[Submit an assignment using SafeAssignLinks to an external site.](https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssign)

Practice

Click on the alternative that did NOT plagiarize information from the original text. Alternatively,
[click here to download the practice exercise on Word](https://agmu.instructure.com/courses/37056/files/9290724?wrap=1) [Download click here to download the practice exercise on Word](https://agmu.instructure.com/courses/37056/files/9290724/download?download_frd=1).

Creating a Safe Environment

In this course, you will need to have open and respectful discourse with your classmates regarding various topics, including giving and receiving feedback. Keep a growth mindset when giving and receiving feedback so that you can apply any suggested revisions to your assignments. Remember that keeping an open mind and seeing things from different perspectives is key to growth. Therefore, it will be essential to create a safe environment where everyone can share their thoughts and opinions.

These general etiquette rules serve as guidelines for online class discussions.

1.
**Think and edit before you post.** Make sure that your comment is accurate, appropriate, and precise.

2.
**DON’T SHOUT: TYPING IN ALL CAPS IS AGGRESSIVE**. If you are constantly using exclamation marks, you can sound disingenuous!

3.
**Participate, but don’t dominate.** Dare to initiate a discussion. Everyone has an equal chance to share. It generally helps to read the entire thread before replying. This way, you won’t restate points already made and contribute new information to the discussion.

4.
**Cite your sources.** Refer to the class readings & previous lectures in your discussion posts and credit the source.

**References**

Blackboard. (n.d.).
_Submit with SafeAssign_.
[https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssignLinks to an external site.](https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssign)

Ohio State University. (n.d.).
_Synthesis of your own ideas_. Lumen Learning.
[https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/Links to an external site.](https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/)

Purdue Online Writing Lab. (n.d.).
_General format_. Purdue Writing Lab.
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.htmlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Purdue Online Writing Lab. (n.d.).
_Handout: Quoting others_. Purdue Writing Lab.
[https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.htmlLinks to an external site.](https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.html)

Purdue Online Writing Lab. (n.d.).
_Paraphrasing: Write it in your own words_. Purdue Writing Lab.
[https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.htmlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.html)

Stone, E. A., & Charlson, M. (2021).
_The better college essay: From start to finish_. City Limits Publishing.

Turabian, K. L. (2019).
_Student`s guide to writing college papers_(5th ed.). University of Chicago Press.

**## englishlecture11.docx**

Reading as a Foundation

Close Reading as a Strategy: "Reading Out Of" a Text Rather Than "Reading Into" It

Close reading is the technique of carefully reading and analyzing a passage to understand its meaning, what it suggests, and how it connects to its context.

There are several strategies for getting to a meaningful close reading:

1. Taking Notes

         How are words used? If the same term appears at the beginning and end, does it mean different things in both places?

·

·
**Practice**

· Read the following article:
[Here's How Isaac Newton Remembered Everything He ReadLinks to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html).

· Then, answer: which Isaac Newton's notetaking technique helps you remember what you have read? Explain and provide an example.

Mochari, I. (2015).
_Here's How Isaac Newton Remembered Everything He Read_. INC. https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html
[Links to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html)

2. Analyzing a Passage

          (especially the use of words)

·

· Tips for analyzing the terms:

· Narrative Voice

· Who is speaking in this passage?

· What narrative perspective is being used in this passage?

· What characters does it give you access to?

· Tone:

· Is the speaker being direct, factual, open?

· Does the voice carry any emotion? Or is it detached from its subject?

· Do you hear irony (what is said is different from what is meant)? If so, where?

· Rhetorical and Literary devices:

· Do you notice any figurative language, such as metaphors and similes?

· Do you observe any imagery?

· Are the language and sentences sound important (e.g., rhyme, repetition, choppy or long sentences)?

· What is the effect of the literary devices and techniques? (e.g., do they add emphasis or connect key ideas?)

3. Constructing a Descriptive Thesis

Construct a summary that answers: HOW was the language used in the passage.? For example, you could argue that a passage uses short, simple sentences or that it uses irony or a combination of these things.

4. Construct an Argument About the Passage

Construct a thesis that answers: WHY is the language used in this way (or ways)?

·

· Why might the author be using intellectual, elaborate, or plain words?

· Why might the author be using complicated or simple sentences?

· Who is the narrator? Why are we given access to the consciousness of these particular characters? Why not others?

· What might the images represent? Is there a common theme?

· Why might the tone of the passage be emotional (or detached)?

**Practice Close Reading Skills**

·

· Apply the close reading strategies on this table with guide questions to create a one-page analysis of the article
[COVID pounded nursing homes in a series of deadly outbreaks, says new reportLinks to an external site.](https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.html) by Edward Sherman.

| | |
| — | — |
| Applying Closed Reading Strategies |
| **Close Reading Strategies** |
| **Strategy** | **Your Answers** |
| **Taking Notes:** How are words used? | |
| **Analyzing the passage:** What narrative, voice, tone, and literary device does the author use? | |
| **Constructing a descriptive thesis:** How was the language used in the passage? | |
| **Constructing an argument about the passage:** Why was the language used in a particular way? | |

Check your understanding:
[Click here to download a Word document with sample answers.](https://agmu.instructure.com/courses/37056/files/9290493?wrap=1) [Download Click here to download a Word document with sample answers.](https://agmu.instructure.com/courses/37056/files/9290493/download?download_frd=1)

5. Developing an Outline Based on Your Thesis, Examples, and Analysis

Outlining is an excellent way to plan how to organize an essay and be sure you are on the right track and are working in an organized manner. It helps you distinguish between ideas that are of equal importance and ones that are of lesser importance. You build your paper based on the framework created by the outline. There are two types of formal outlines: the topic outline and the sentence outline. This module focuses on the topic outline. Microsoft Word can make outlines.

See this post for instructions:
[How to Make and Format an Outline in Microsoft WordLinks to an external site.](https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084)

Carver, M. (2017).
_How can I create an outline in Word easily?_ Maranatha Christian Academy. https://helpdesk.ma-kc.org/hc/en-us/articles/115002411287-How-can-I-create-an-outline-in-Word-easily-

       Here is an example of an outline:

Additional Resource

Create an Outline from Scratch

In Word, outlines are also called multilevel lists. The following steps show how to write a new outline from scratch.

Click
**Home** and, in the
**Paragraph group**, click the arrow next to
**Multilevel List**.

1. Choose an outline style from the
**List Library**. Point to each outline style in the library to view all the levels for the style.

2. Start typing to begin the list. Press Enter when you finish the line to start a new line.

3. To start a new list level, press the Tab key and begin typing

4. Press Enter to return to the previous list level.

**Tips:**

· When you start a paragraph with an asterisk and a space (
***** ) or with number 1 and a period (
**1**.), Word displays the
**AutoCorrect Options** button and begins building a bulleted or numbered list. If you don't want a bulleted or numbered list, click the
**AutoCorrect Options** button and click
**Stop Automatically Creating Bulleted Lists** or
**Stop Automatically Creating Numbered Lists**.

**References**

Aquino-Cutcher, A., Asplin, W., Bohlke, D., & Lambert, J. (2015).
_Final draft: Final draft level 3 student's book_. Cambridge University Press.

Inoshita, A., Garland, K., Sims, K., Tsutsui, J. K., & Williams, T. (2019).
_English composition: Connect, collaborate, communicate._ University of Hawai’i at Manoa Outreach College.

Joy, S. (2023, November 1).
_How to make and format an outline in Microsoft Word._ Envato Tuts.
[https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084Links to an external site.](https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084)

Mochari, I. (2015, October 19).
_Here's how Isaac Newton remembered everything he read. The scientific genius had very specific habits when he pored over books in his favorite library._ Inc.
[https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.htmlLinks to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html)

Sherman, T. (2021, May 27).
_COVID pounded nursing homes in a series of deadly outbreaks, says new report_. Nj.
[https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.htmlLinks to an external site.](https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.html)

**englishcmodule1assignmenttopicoutline.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/englishcmodule1assignmenttopicoutline-docx)

**## englishlecture12.docx**

CRAAP Test: Is Your Source Worthy of Inclusion in Your Essay Research?

If you want to succeed at your assignments or research, you should only use quality information. Use the following criteria, also known as the
CRAAP Test, to evaluate any information source critically.

[Video: Evaluating SourcesLinks to an external site.](https://www.youtube.com/watch?v=EyMT08mD7Ds)

Western University. (2012, January 13).
_Evaluating sources_. [Video]. YouTube. https://www.youtube.com/watch?v=EyMT08mD7Ds

Academic Integrity and Plagiarism

Academic Integrity-University Code of Conduct

Academic honesty is fundamental in an educational environment. Instructors expect students to fulfill their academic obligations through honest and independent effort. Students need to demonstrate academic integrity: the respectful and truthful attribution of credit to those who have provided words and ideas that are used in research assignments.

Plagiarism

Plagiarism uses other people’s ideas, words, theories, illustrations or graphics, opinions, or facts without giving credit. Plagiarism is treated seriously and is part of the university code of conduct because it is seen as academic misconduct or simply cheating.

Follow these rules to avoid plagiarism:

1.
**Cite Sources:** cite sources using APA Style citations in TWO places:

·

· An “in-text citation” includes brief information a reader will need to find the complete reference in your list of sources within the paragraphs.

· In a “References” or “Bibliography” page at the end of the paper. Check this link for further details:
[General FormatLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

2.
**Include Quotations:** use a word-for-word duplication of an author’s original writing. See the Purdue University’s
[Handout: Quoting OthersLinks to an external site.](https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.html)

3.
**Paraphrase:** Restate sources’ ideas using your voice and credit the source. See Purdue University’s
[Paraphrase: Write It in Your Own WordsLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.html)

4.
**Present Own Ideas**: Express the meaning of something written or spoken using different words. Students’ ideas, informed by research, are what professors look for. It’s the student’s voice that matters to the professor. See:
[Synthesis of Your Own IdeasLinks to an external site.](https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/)

5.
**Use a Plagiarism Checker:** For example, the Blackboard SafeAssign tool compares submitted assignments against a set of academic papers to identify areas of overlap between the submitted assignment and existing works. See:
[Submit an assignment using SafeAssignLinks to an external site.](https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssign)

Practice

Click on the alternative that did NOT plagiarize information from the original text. Alternatively,
[click here to download the practice exercise on Word](https://agmu.instructure.com/courses/37056/files/9290724?wrap=1) [Download click here to download the practice exercise on Word](https://agmu.instructure.com/courses/37056/files/9290724/download?download_frd=1).

Creating a Safe Environment

In this course, you will need to have open and respectful discourse with your classmates regarding various topics, including giving and receiving feedback. Keep a growth mindset when giving and receiving feedback so that you can apply any suggested revisions to your assignments. Remember that keeping an open mind and seeing things from different perspectives is key to growth. Therefore, it will be essential to create a safe environment where everyone can share their thoughts and opinions.

These general etiquette rules serve as guidelines for online class discussions.

1.
**Think and edit before you post.** Make sure that your comment is accurate, appropriate, and precise.

2.
**DON’T SHOUT: TYPING IN ALL CAPS IS AGGRESSIVE**. If you are constantly using exclamation marks, you can sound disingenuous!

3.
**Participate, but don’t dominate.** Dare to initiate a discussion. Everyone has an equal chance to share. It generally helps to read the entire thread before replying. This way, you won’t restate points already made and contribute new information to the discussion.

4.
**Cite your sources.** Refer to the class readings & previous lectures in your discussion posts and credit the source.

**References**

Blackboard. (n.d.).
_Submit with SafeAssign_.
[https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssignLinks to an external site.](https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssign)

Ohio State University. (n.d.).
_Synthesis of your own ideas_. Lumen Learning.
[https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/Links to an external site.](https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/)

Purdue Online Writing Lab. (n.d.).
_General format_. Purdue Writing Lab.
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.htmlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Purdue Online Writing Lab. (n.d.).
_Handout: Quoting others_. Purdue Writing Lab.
[https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.htmlLinks to an external site.](https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.html)

Purdue Online Writing Lab. (n.d.).
_Paraphrasing: Write it in your own words_. Purdue Writing Lab.
[https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.htmlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.html)

Stone, E. A., & Charlson, M. (2021).
_The better college essay: From start to finish_. City Limits Publishing.

Turabian, K. L. (2019).
_Student`s guide to writing college papers_(5th ed.). University of Chicago Press.

**## englishlecture11.docx**

Reading as a Foundation

Close Reading as a Strategy: "Reading Out Of" a Text Rather Than "Reading Into" It

Close reading is the technique of carefully reading and analyzing a passage to understand its meaning, what it suggests, and how it connects to its context.

There are several strategies for getting to a meaningful close reading:

1. Taking Notes

         How are words used? If the same term appears at the beginning and end, does it mean different things in both places?

·

·
**Practice**

· Read the following article:
[Here's How Isaac Newton Remembered Everything He ReadLinks to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html).

· Then, answer: which Isaac Newton's notetaking technique helps you remember what you have read? Explain and provide an example.

Mochari, I. (2015).
_Here's How Isaac Newton Remembered Everything He Read_. INC. https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html
[Links to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html)

2. Analyzing a Passage

          (especially the use of words)

·

· Tips for analyzing the terms:

· Narrative Voice

· Who is speaking in this passage?

· What narrative perspective is being used in this passage?

· What characters does it give you access to?

· Tone:

· Is the speaker being direct, factual, open?

· Does the voice carry any emotion? Or is it detached from its subject?

· Do you hear irony (what is said is different from what is meant)? If so, where?

· Rhetorical and Literary devices:

· Do you notice any figurative language, such as metaphors and similes?

· Do you observe any imagery?

· Are the language and sentences sound important (e.g., rhyme, repetition, choppy or long sentences)?

· What is the effect of the literary devices and techniques? (e.g., do they add emphasis or connect key ideas?)

3. Constructing a Descriptive Thesis

Construct a summary that answers: HOW was the language used in the passage.? For example, you could argue that a passage uses short, simple sentences or that it uses irony or a combination of these things.

4. Construct an Argument About the Passage

Construct a thesis that answers: WHY is the language used in this way (or ways)?

·

· Why might the author be using intellectual, elaborate, or plain words?

· Why might the author be using complicated or simple sentences?

· Who is the narrator? Why are we given access to the consciousness of these particular characters? Why not others?

· What might the images represent? Is there a common theme?

· Why might the tone of the passage be emotional (or detached)?

**Practice Close Reading Skills**

·

· Apply the close reading strategies on this table with guide questions to create a one-page analysis of the article
[COVID pounded nursing homes in a series of deadly outbreaks, says new reportLinks to an external site.](https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.html) by Edward Sherman.

| | |
| — | — |
| Applying Closed Reading Strategies |
| **Close Reading Strategies** |
| **Strategy** | **Your Answers** |
| **Taking Notes:** How are words used? | |
| **Analyzing the passage:** What narrative, voice, tone, and literary device does the author use? | |
| **Constructing a descriptive thesis:** How was the language used in the passage? | |
| **Constructing an argument about the passage:** Why was the language used in a particular way? | |

Check your understanding:
[Click here to download a Word document with sample answers.](https://agmu.instructure.com/courses/37056/files/9290493?wrap=1) [Download Click here to download a Word document with sample answers.](https://agmu.instructure.com/courses/37056/files/9290493/download?download_frd=1)

5. Developing an Outline Based on Your Thesis, Examples, and Analysis

Outlining is an excellent way to plan how to organize an essay and be sure you are on the right track and are working in an organized manner. It helps you distinguish between ideas that are of equal importance and ones that are of lesser importance. You build your paper based on the framework created by the outline. There are two types of formal outlines: the topic outline and the sentence outline. This module focuses on the topic outline. Microsoft Word can make outlines.

See this post for instructions:
[How to Make and Format an Outline in Microsoft WordLinks to an external site.](https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084)

Carver, M. (2017).
_How can I create an outline in Word easily?_ Maranatha Christian Academy. https://helpdesk.ma-kc.org/hc/en-us/articles/115002411287-How-can-I-create-an-outline-in-Word-easily-

       Here is an example of an outline:

Additional Resource

Create an Outline from Scratch

In Word, outlines are also called multilevel lists. The following steps show how to write a new outline from scratch.

Click
**Home** and, in the
**Paragraph group**, click the arrow next to
**Multilevel List**.

1. Choose an outline style from the
**List Library**. Point to each outline style in the library to view all the levels for the style.

2. Start typing to begin the list. Press Enter when you finish the line to start a new line.

3. To start a new list level, press the Tab key and begin typing

4. Press Enter to return to the previous list level.

**Tips:**

· When you start a paragraph with an asterisk and a space (
***** ) or with number 1 and a period (
**1**.), Word displays the
**AutoCorrect Options** button and begins building a bulleted or numbered list. If you don't want a bulleted or numbered list, click the
**AutoCorrect Options** button and click
**Stop Automatically Creating Bulleted Lists** or
**Stop Automatically Creating Numbered Lists**.

**References**

Aquino-Cutcher, A., Asplin, W., Bohlke, D., & Lambert, J. (2015).
_Final draft: Final draft level 3 student's book_. Cambridge University Press.

Inoshita, A., Garland, K., Sims, K., Tsutsui, J. K., & Williams, T. (2019).
_English composition: Connect, collaborate, communicate._ University of Hawai’i at Manoa Outreach College.

Joy, S. (2023, November 1).
_How to make and format an outline in Microsoft Word._ Envato Tuts.
[https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084Links to an external site.](https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084)

Mochari, I. (2015, October 19).
_Here's how Isaac Newton remembered everything he read. The scientific genius had very specific habits when he pored over books in his favorite library._ Inc.
[https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.htmlLinks to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html)

Sherman, T. (2021, May 27).
_COVID pounded nursing homes in a series of deadly outbreaks, says new report_. Nj.
[https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.htmlLinks to an external site.](https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.html)

**englishcmodule1assignmenttopicoutline.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/englishcmodule1assignmenttopicoutline-docx)

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– 2 years ago

**files (3)**

– ## englishlecture12.docx

– ## englishlecture11.docx

– englishcmodule1assigmentclosereading.docx

**## englishlecture12.docx**

CRAAP Test: Is Your Source Worthy of Inclusion in Your Essay Research?

If you want to succeed at your assignments or research, you should only use quality information. Use the following criteria, also known as the
CRAAP Test, to evaluate any information source critically.

[Video: Evaluating SourcesLinks to an external site.](https://www.youtube.com/watch?v=EyMT08mD7Ds)

Western University. (2012, January 13).
_Evaluating sources_. [Video]. YouTube. https://www.youtube.com/watch?v=EyMT08mD7Ds

Academic Integrity and Plagiarism

Academic Integrity-University Code of Conduct

Academic honesty is fundamental in an educational environment. Instructors expect students to fulfill their academic obligations through honest and independent effort. Students need to demonstrate academic integrity: the respectful and truthful attribution of credit to those who have provided words and ideas that are used in research assignments.

Plagiarism

Plagiarism uses other people’s ideas, words, theories, illustrations or graphics, opinions, or facts without giving credit. Plagiarism is treated seriously and is part of the university code of conduct because it is seen as academic misconduct or simply cheating.

Follow these rules to avoid plagiarism:

1.
**Cite Sources:** cite sources using APA Style citations in TWO places:

·

· An “in-text citation” includes brief information a reader will need to find the complete reference in your list of sources within the paragraphs.

· In a “References” or “Bibliography” page at the end of the paper. Check this link for further details:
[General FormatLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

2.
**Include Quotations:** use a word-for-word duplication of an author’s original writing. See the Purdue University’s
[Handout: Quoting OthersLinks to an external site.](https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.html)

3.
**Paraphrase:** Restate sources’ ideas using your voice and credit the source. See Purdue University’s
[Paraphrase: Write It in Your Own WordsLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.html)

4.
**Present Own Ideas**: Express the meaning of something written or spoken using different words. Students’ ideas, informed by research, are what professors look for. It’s the student’s voice that matters to the professor. See:
[Synthesis of Your Own IdeasLinks to an external site.](https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/)

5.
**Use a Plagiarism Checker:** For example, the Blackboard SafeAssign tool compares submitted assignments against a set of academic papers to identify areas of overlap between the submitted assignment and existing works. See:
[Submit an assignment using SafeAssignLinks to an external site.](https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssign)

Practice

Click on the alternative that did NOT plagiarize information from the original text. Alternatively,
[click here to download the practice exercise on Word](https://agmu.instructure.com/courses/37056/files/9290724?wrap=1) [Download click here to download the practice exercise on Word](https://agmu.instructure.com/courses/37056/files/9290724/download?download_frd=1).

Creating a Safe Environment

In this course, you will need to have open and respectful discourse with your classmates regarding various topics, including giving and receiving feedback. Keep a growth mindset when giving and receiving feedback so that you can apply any suggested revisions to your assignments. Remember that keeping an open mind and seeing things from different perspectives is key to growth. Therefore, it will be essential to create a safe environment where everyone can share their thoughts and opinions.

These general etiquette rules serve as guidelines for online class discussions.

1.
**Think and edit before you post.** Make sure that your comment is accurate, appropriate, and precise.

2.
**DON’T SHOUT: TYPING IN ALL CAPS IS AGGRESSIVE**. If you are constantly using exclamation marks, you can sound disingenuous!

3.
**Participate, but don’t dominate.** Dare to initiate a discussion. Everyone has an equal chance to share. It generally helps to read the entire thread before replying. This way, you won’t restate points already made and contribute new information to the discussion.

4.
**Cite your sources.** Refer to the class readings & previous lectures in your discussion posts and credit the source.

**References**

Blackboard. (n.d.).
_Submit with SafeAssign_.
[https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssignLinks to an external site.](https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssign)

Ohio State University. (n.d.).
_Synthesis of your own ideas_. Lumen Learning.
[https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/Links to an external site.](https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/)

Purdue Online Writing Lab. (n.d.).
_General format_. Purdue Writing Lab.
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.htmlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Purdue Online Writing Lab. (n.d.).
_Handout: Quoting others_. Purdue Writing Lab.
[https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.htmlLinks to an external site.](https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.html)

Purdue Online Writing Lab. (n.d.).
_Paraphrasing: Write it in your own words_. Purdue Writing Lab.
[https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.htmlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.html)

Stone, E. A., & Charlson, M. (2021).
_The better college essay: From start to finish_. City Limits Publishing.

Turabian, K. L. (2019).
_Student`s guide to writing college papers_(5th ed.). University of Chicago Press.

**## englishlecture11.docx**

Reading as a Foundation

Close Reading as a Strategy: "Reading Out Of" a Text Rather Than "Reading Into" It

Close reading is the technique of carefully reading and analyzing a passage to understand its meaning, what it suggests, and how it connects to its context.

There are several strategies for getting to a meaningful close reading:

1. Taking Notes

         How are words used? If the same term appears at the beginning and end, does it mean different things in both places?

·

·
**Practice**

· Read the following article:
[Here's How Isaac Newton Remembered Everything He ReadLinks to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html).

· Then, answer: which Isaac Newton's notetaking technique helps you remember what you have read? Explain and provide an example.

Mochari, I. (2015).
_Here's How Isaac Newton Remembered Everything He Read_. INC. https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html
[Links to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html)

2. Analyzing a Passage

          (especially the use of words)

·

· Tips for analyzing the terms:

· Narrative Voice

· Who is speaking in this passage?

· What narrative perspective is being used in this passage?

· What characters does it give you access to?

· Tone:

· Is the speaker being direct, factual, open?

· Does the voice carry any emotion? Or is it detached from its subject?

· Do you hear irony (what is said is different from what is meant)? If so, where?

· Rhetorical and Literary devices:

· Do you notice any figurative language, such as metaphors and similes?

· Do you observe any imagery?

· Are the language and sentences sound important (e.g., rhyme, repetition, choppy or long sentences)?

· What is the effect of the literary devices and techniques? (e.g., do they add emphasis or connect key ideas?)

3. Constructing a Descriptive Thesis

Construct a summary that answers: HOW was the language used in the passage.? For example, you could argue that a passage uses short, simple sentences or that it uses irony or a combination of these things.

4. Construct an Argument About the Passage

Construct a thesis that answers: WHY is the language used in this way (or ways)?

·

· Why might the author be using intellectual, elaborate, or plain words?

· Why might the author be using complicated or simple sentences?

· Who is the narrator? Why are we given access to the consciousness of these particular characters? Why not others?

· What might the images represent? Is there a common theme?

· Why might the tone of the passage be emotional (or detached)?

**Practice Close Reading Skills**

·

· Apply the close reading strategies on this table with guide questions to create a one-page analysis of the article
[COVID pounded nursing homes in a series of deadly outbreaks, says new reportLinks to an external site.](https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.html) by Edward Sherman.

| | |
| — | — |
| Applying Closed Reading Strategies |
| **Close Reading Strategies** |
| **Strategy** | **Your Answers** |
| **Taking Notes:** How are words used? | |
| **Analyzing the passage:** What narrative, voice, tone, and literary device does the author use? | |
| **Constructing a descriptive thesis:** How was the language used in the passage? | |
| **Constructing an argument about the passage:** Why was the language used in a particular way? | |

Check your understanding:
[Click here to download a Word document with sample answers.](https://agmu.instructure.com/courses/37056/files/9290493?wrap=1) [Download Click here to download a Word document with sample answers.](https://agmu.instructure.com/courses/37056/files/9290493/download?download_frd=1)

5. Developing an Outline Based on Your Thesis, Examples, and Analysis

Outlining is an excellent way to plan how to organize an essay and be sure you are on the right track and are working in an organized manner. It helps you distinguish between ideas that are of equal importance and ones that are of lesser importance. You build your paper based on the framework created by the outline. There are two types of formal outlines: the topic outline and the sentence outline. This module focuses on the topic outline. Microsoft Word can make outlines.

See this post for instructions:
[How to Make and Format an Outline in Microsoft WordLinks to an external site.](https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084)

Carver, M. (2017).
_How can I create an outline in Word easily?_ Maranatha Christian Academy. https://helpdesk.ma-kc.org/hc/en-us/articles/115002411287-How-can-I-create-an-outline-in-Word-easily-

       Here is an example of an outline:

Additional Resource

Create an Outline from Scratch

In Word, outlines are also called multilevel lists. The following steps show how to write a new outline from scratch.

Click
**Home** and, in the
**Paragraph group**, click the arrow next to
**Multilevel List**.

1. Choose an outline style from the
**List Library**. Point to each outline style in the library to view all the levels for the style.

2. Start typing to begin the list. Press Enter when you finish the line to start a new line.

3. To start a new list level, press the Tab key and begin typing

4. Press Enter to return to the previous list level.

**Tips:**

· When you start a paragraph with an asterisk and a space (
***** ) or with number 1 and a period (
**1**.), Word displays the
**AutoCorrect Options** button and begins building a bulleted or numbered list. If you don't want a bulleted or numbered list, click the
**AutoCorrect Options** button and click
**Stop Automatically Creating Bulleted Lists** or
**Stop Automatically Creating Numbered Lists**.

**References**

Aquino-Cutcher, A., Asplin, W., Bohlke, D., & Lambert, J. (2015).
_Final draft: Final draft level 3 student's book_. Cambridge University Press.

Inoshita, A., Garland, K., Sims, K., Tsutsui, J. K., & Williams, T. (2019).
_English composition: Connect, collaborate, communicate._ University of Hawai’i at Manoa Outreach College.

Joy, S. (2023, November 1).
_How to make and format an outline in Microsoft Word._ Envato Tuts.
[https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084Links to an external site.](https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084)

Mochari, I. (2015, October 19).
_Here's how Isaac Newton remembered everything he read. The scientific genius had very specific habits when he pored over books in his favorite library._ Inc.
[https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.htmlLinks to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html)

Sherman, T. (2021, May 27).
_COVID pounded nursing homes in a series of deadly outbreaks, says new report_. Nj.
[https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.htmlLinks to an external site.](https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.html)

**englishcmodule1assigmentclosereading.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/englishcmodule1assigmentclosereading-docx)

**englishcmodule1assigmentclosereading.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/englishcmodule1assigmentclosereading-docx)

**## englishlecture12.docx**

CRAAP Test: Is Your Source Worthy of Inclusion in Your Essay Research?

If you want to succeed at your assignments or research, you should only use quality information. Use the following criteria, also known as the
CRAAP Test, to evaluate any information source critically.

[Video: Evaluating SourcesLinks to an external site.](https://www.youtube.com/watch?v=EyMT08mD7Ds)

Western University. (2012, January 13).
_Evaluating sources_. [Video]. YouTube. https://www.youtube.com/watch?v=EyMT08mD7Ds

Academic Integrity and Plagiarism

Academic Integrity-University Code of Conduct

Academic honesty is fundamental in an educational environment. Instructors expect students to fulfill their academic obligations through honest and independent effort. Students need to demonstrate academic integrity: the respectful and truthful attribution of credit to those who have provided words and ideas that are used in research assignments.

Plagiarism

Plagiarism uses other people’s ideas, words, theories, illustrations or graphics, opinions, or facts without giving credit. Plagiarism is treated seriously and is part of the university code of conduct because it is seen as academic misconduct or simply cheating.

Follow these rules to avoid plagiarism:

1.
**Cite Sources:** cite sources using APA Style citations in TWO places:

·

· An “in-text citation” includes brief information a reader will need to find the complete reference in your list of sources within the paragraphs.

· In a “References” or “Bibliography” page at the end of the paper. Check this link for further details:
[General FormatLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

2.
**Include Quotations:** use a word-for-word duplication of an author’s original writing. See the Purdue University’s
[Handout: Quoting OthersLinks to an external site.](https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.html)

3.
**Paraphrase:** Restate sources’ ideas using your voice and credit the source. See Purdue University’s
[Paraphrase: Write It in Your Own WordsLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.html)

4.
**Present Own Ideas**: Express the meaning of something written or spoken using different words. Students’ ideas, informed by research, are what professors look for. It’s the student’s voice that matters to the professor. See:
[Synthesis of Your Own IdeasLinks to an external site.](https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/)

5.
**Use a Plagiarism Checker:** For example, the Blackboard SafeAssign tool compares submitted assignments against a set of academic papers to identify areas of overlap between the submitted assignment and existing works. See:
[Submit an assignment using SafeAssignLinks to an external site.](https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssign)

Practice

Click on the alternative that did NOT plagiarize information from the original text. Alternatively,
[click here to download the practice exercise on Word](https://agmu.instructure.com/courses/37056/files/9290724?wrap=1) [Download click here to download the practice exercise on Word](https://agmu.instructure.com/courses/37056/files/9290724/download?download_frd=1).

Creating a Safe Environment

In this course, you will need to have open and respectful discourse with your classmates regarding various topics, including giving and receiving feedback. Keep a growth mindset when giving and receiving feedback so that you can apply any suggested revisions to your assignments. Remember that keeping an open mind and seeing things from different perspectives is key to growth. Therefore, it will be essential to create a safe environment where everyone can share their thoughts and opinions.

These general etiquette rules serve as guidelines for online class discussions.

1.
**Think and edit before you post.** Make sure that your comment is accurate, appropriate, and precise.

2.
**DON’T SHOUT: TYPING IN ALL CAPS IS AGGRESSIVE**. If you are constantly using exclamation marks, you can sound disingenuous!

3.
**Participate, but don’t dominate.** Dare to initiate a discussion. Everyone has an equal chance to share. It generally helps to read the entire thread before replying. This way, you won’t restate points already made and contribute new information to the discussion.

4.
**Cite your sources.** Refer to the class readings & previous lectures in your discussion posts and credit the source.

**References**

Blackboard. (n.d.).
_Submit with SafeAssign_.
[https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssignLinks to an external site.](https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssign)

Ohio State University. (n.d.).
_Synthesis of your own ideas_. Lumen Learning.
[https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/Links to an external site.](https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/)

Purdue Online Writing Lab. (n.d.).
_General format_. Purdue Writing Lab.
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.htmlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Purdue Online Writing Lab. (n.d.).
_Handout: Quoting others_. Purdue Writing Lab.
[https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.htmlLinks to an external site.](https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.html)

Purdue Online Writing Lab. (n.d.).
_Paraphrasing: Write it in your own words_. Purdue Writing Lab.
[https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.htmlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.html)

Stone, E. A., & Charlson, M. (2021).
_The better college essay: From start to finish_. City Limits Publishing.

Turabian, K. L. (2019).
_Student`s guide to writing college papers_(5th ed.). University of Chicago Press.

**## englishlecture11.docx**

Reading as a Foundation

Close Reading as a Strategy: "Reading Out Of" a Text Rather Than "Reading Into" It

Close reading is the technique of carefully reading and analyzing a passage to understand its meaning, what it suggests, and how it connects to its context.

There are several strategies for getting to a meaningful close reading:

1. Taking Notes

         How are words used? If the same term appears at the beginning and end, does it mean different things in both places?

·

·
**Practice**

· Read the following article:
[Here's How Isaac Newton Remembered Everything He ReadLinks to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html).

· Then, answer: which Isaac Newton's notetaking technique helps you remember what you have read? Explain and provide an example.

Mochari, I. (2015).
_Here's How Isaac Newton Remembered Everything He Read_. INC. https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html
[Links to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html)

2. Analyzing a Passage

          (especially the use of words)

·

· Tips for analyzing the terms:

· Narrative Voice

· Who is speaking in this passage?

· What narrative perspective is being used in this passage?

· What characters does it give you access to?

· Tone:

· Is the speaker being direct, factual, open?

· Does the voice carry any emotion? Or is it detached from its subject?

· Do you hear irony (what is said is different from what is meant)? If so, where?

· Rhetorical and Literary devices:

· Do you notice any figurative language, such as metaphors and similes?

· Do you observe any imagery?

· Are the language and sentences sound important (e.g., rhyme, repetition, choppy or long sentences)?

· What is the effect of the literary devices and techniques? (e.g., do they add emphasis or connect key ideas?)

3. Constructing a Descriptive Thesis

Construct a summary that answers: HOW was the language used in the passage.? For example, you could argue that a passage uses short, simple sentences or that it uses irony or a combination of these things.

4. Construct an Argument About the Passage

Construct a thesis that answers: WHY is the language used in this way (or ways)?

·

· Why might the author be using intellectual, elaborate, or plain words?

· Why might the author be using complicated or simple sentences?

· Who is the narrator? Why are we given access to the consciousness of these particular characters? Why not others?

· What might the images represent? Is there a common theme?

· Why might the tone of the passage be emotional (or detached)?

**Practice Close Reading Skills**

·

· Apply the close reading strategies on this table with guide questions to create a one-page analysis of the article
[COVID pounded nursing homes in a series of deadly outbreaks, says new reportLinks to an external site.](https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.html) by Edward Sherman.

| | |
| — | — |
| Applying Closed Reading Strategies |
| **Close Reading Strategies** |
| **Strategy** | **Your Answers** |
| **Taking Notes:** How are words used? | |
| **Analyzing the passage:** What narrative, voice, tone, and literary device does the author use? | |
| **Constructing a descriptive thesis:** How was the language used in the passage? | |
| **Constructing an argument about the passage:** Why was the language used in a particular way? | |

Check your understanding:
[Click here to download a Word document with sample answers.](https://agmu.instructure.com/courses/37056/files/9290493?wrap=1) [Download Click here to download a Word document with sample answers.](https://agmu.instructure.com/courses/37056/files/9290493/download?download_frd=1)

5. Developing an Outline Based on Your Thesis, Examples, and Analysis

Outlining is an excellent way to plan how to organize an essay and be sure you are on the right track and are working in an organized manner. It helps you distinguish between ideas that are of equal importance and ones that are of lesser importance. You build your paper based on the framework created by the outline. There are two types of formal outlines: the topic outline and the sentence outline. This module focuses on the topic outline. Microsoft Word can make outlines.

See this post for instructions:
[How to Make and Format an Outline in Microsoft WordLinks to an external site.](https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084)

Carver, M. (2017).
_How can I create an outline in Word easily?_ Maranatha Christian Academy. https://helpdesk.ma-kc.org/hc/en-us/articles/115002411287-How-can-I-create-an-outline-in-Word-easily-

       Here is an example of an outline:

Additional Resource

Create an Outline from Scratch

In Word, outlines are also called multilevel lists. The following steps show how to write a new outline from scratch.

Click
**Home** and, in the
**Paragraph group**, click the arrow next to
**Multilevel List**.

1. Choose an outline style from the
**List Library**. Point to each outline style in the library to view all the levels for the style.

2. Start typing to begin the list. Press Enter when you finish the line to start a new line.

3. To start a new list level, press the Tab key and begin typing

4. Press Enter to return to the previous list level.

**Tips:**

· When you start a paragraph with an asterisk and a space (
***** ) or with number 1 and a period (
**1**.), Word displays the
**AutoCorrect Options** button and begins building a bulleted or numbered list. If you don't want a bulleted or numbered list, click the
**AutoCorrect Options** button and click
**Stop Automatically Creating Bulleted Lists** or
**Stop Automatically Creating Numbered Lists**.

**References**

Aquino-Cutcher, A., Asplin, W., Bohlke, D., & Lambert, J. (2015).
_Final draft: Final draft level 3 student's book_. Cambridge University Press.

Inoshita, A., Garland, K., Sims, K., Tsutsui, J. K., & Williams, T. (2019).
_English composition: Connect, collaborate, communicate._ University of Hawai’i at Manoa Outreach College.

Joy, S. (2023, November 1).
_How to make and format an outline in Microsoft Word._ Envato Tuts.
[https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084Links to an external site.](https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084)

Mochari, I. (2015, October 19).
_Here's how Isaac Newton remembered everything he read. The scientific genius had very specific habits when he pored over books in his favorite library._ Inc.
[https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.htmlLinks to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html)

Sherman, T. (2021, May 27).
_COVID pounded nursing homes in a series of deadly outbreaks, says new report_. Nj.
[https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.htmlLinks to an external site.](https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.html)

**englishcmodule1assigmentclosereading.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/englishcmodule1assigmentclosereading-docx)

**## englishlecture12.docx**

CRAAP Test: Is Your Source Worthy of Inclusion in Your Essay Research?

If you want to succeed at your assignments or research, you should only use quality information. Use the following criteria, also known as the
CRAAP Test, to evaluate any information source critically.

[Video: Evaluating SourcesLinks to an external site.](https://www.youtube.com/watch?v=EyMT08mD7Ds)

Western University. (2012, January 13).
_Evaluating sources_. [Video]. YouTube. https://www.youtube.com/watch?v=EyMT08mD7Ds

Academic Integrity and Plagiarism

Academic Integrity-University Code of Conduct

Academic honesty is fundamental in an educational environment. Instructors expect students to fulfill their academic obligations through honest and independent effort. Students need to demonstrate academic integrity: the respectful and truthful attribution of credit to those who have provided words and ideas that are used in research assignments.

Plagiarism

Plagiarism uses other people’s ideas, words, theories, illustrations or graphics, opinions, or facts without giving credit. Plagiarism is treated seriously and is part of the university code of conduct because it is seen as academic misconduct or simply cheating.

Follow these rules to avoid plagiarism:

1.
**Cite Sources:** cite sources using APA Style citations in TWO places:

·

· An “in-text citation” includes brief information a reader will need to find the complete reference in your list of sources within the paragraphs.

· In a “References” or “Bibliography” page at the end of the paper. Check this link for further details:
[General FormatLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

2.
**Include Quotations:** use a word-for-word duplication of an author’s original writing. See the Purdue University’s
[Handout: Quoting OthersLinks to an external site.](https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.html)

3.
**Paraphrase:** Restate sources’ ideas using your voice and credit the source. See Purdue University’s
[Paraphrase: Write It in Your Own WordsLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.html)

4.
**Present Own Ideas**: Express the meaning of something written or spoken using different words. Students’ ideas, informed by research, are what professors look for. It’s the student’s voice that matters to the professor. See:
[Synthesis of Your Own IdeasLinks to an external site.](https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/)

5.
**Use a Plagiarism Checker:** For example, the Blackboard SafeAssign tool compares submitted assignments against a set of academic papers to identify areas of overlap between the submitted assignment and existing works. See:
[Submit an assignment using SafeAssignLinks to an external site.](https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssign)

Practice

Click on the alternative that did NOT plagiarize information from the original text. Alternatively,
[click here to download the practice exercise on Word](https://agmu.instructure.com/courses/37056/files/9290724?wrap=1) [Download click here to download the practice exercise on Word](https://agmu.instructure.com/courses/37056/files/9290724/download?download_frd=1).

Creating a Safe Environment

In this course, you will need to have open and respectful discourse with your classmates regarding various topics, including giving and receiving feedback. Keep a growth mindset when giving and receiving feedback so that you can apply any suggested revisions to your assignments. Remember that keeping an open mind and seeing things from different perspectives is key to growth. Therefore, it will be essential to create a safe environment where everyone can share their thoughts and opinions.

These general etiquette rules serve as guidelines for online class discussions.

1.
**Think and edit before you post.** Make sure that your comment is accurate, appropriate, and precise.

2.
**DON’T SHOUT: TYPING IN ALL CAPS IS AGGRESSIVE**. If you are constantly using exclamation marks, you can sound disingenuous!

3.
**Participate, but don’t dominate.** Dare to initiate a discussion. Everyone has an equal chance to share. It generally helps to read the entire thread before replying. This way, you won’t restate points already made and contribute new information to the discussion.

4.
**Cite your sources.** Refer to the class readings & previous lectures in your discussion posts and credit the source.

**References**

Blackboard. (n.d.).
_Submit with SafeAssign_.
[https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssignLinks to an external site.](https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssign)

Ohio State University. (n.d.).
_Synthesis of your own ideas_. Lumen Learning.
[https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/Links to an external site.](https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/)

Purdue Online Writing Lab. (n.d.).
_General format_. Purdue Writing Lab.
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.htmlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Purdue Online Writing Lab. (n.d.).
_Handout: Quoting others_. Purdue Writing Lab.
[https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.htmlLinks to an external site.](https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.html)

Purdue Online Writing Lab. (n.d.).
_Paraphrasing: Write it in your own words_. Purdue Writing Lab.
[https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.htmlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.html)

Stone, E. A., & Charlson, M. (2021).
_The better college essay: From start to finish_. City Limits Publishing.

Turabian, K. L. (2019).
_Student`s guide to writing college papers_(5th ed.). University of Chicago Press.

**## englishlecture11.docx**

Reading as a Foundation

Close Reading as a Strategy: "Reading Out Of" a Text Rather Than "Reading Into" It

Close reading is the technique of carefully reading and analyzing a passage to understand its meaning, what it suggests, and how it connects to its context.

There are several strategies for getting to a meaningful close reading:

1. Taking Notes

         How are words used? If the same term appears at the beginning and end, does it mean different things in both places?

·

·
**Practice**

· Read the following article:
[Here's How Isaac Newton Remembered Everything He ReadLinks to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html).

· Then, answer: which Isaac Newton's notetaking technique helps you remember what you have read? Explain and provide an example.

Mochari, I. (2015).
_Here's How Isaac Newton Remembered Everything He Read_. INC. https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html
[Links to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html)

2. Analyzing a Passage

          (especially the use of words)

·

· Tips for analyzing the terms:

· Narrative Voice

· Who is speaking in this passage?

· What narrative perspective is being used in this passage?

· What characters does it give you access to?

· Tone:

· Is the speaker being direct, factual, open?

· Does the voice carry any emotion? Or is it detached from its subject?

· Do you hear irony (what is said is different from what is meant)? If so, where?

· Rhetorical and Literary devices:

· Do you notice any figurative language, such as metaphors and similes?

· Do you observe any imagery?

· Are the language and sentences sound important (e.g., rhyme, repetition, choppy or long sentences)?

· What is the effect of the literary devices and techniques? (e.g., do they add emphasis or connect key ideas?)

3. Constructing a Descriptive Thesis

Construct a summary that answers: HOW was the language used in the passage.? For example, you could argue that a passage uses short, simple sentences or that it uses irony or a combination of these things.

4. Construct an Argument About the Passage

Construct a thesis that answers: WHY is the language used in this way (or ways)?

·

· Why might the author be using intellectual, elaborate, or plain words?

· Why might the author be using complicated or simple sentences?

· Who is the narrator? Why are we given access to the consciousness of these particular characters? Why not others?

· What might the images represent? Is there a common theme?

· Why might the tone of the passage be emotional (or detached)?

**Practice Close Reading Skills**

·

· Apply the close reading strategies on this table with guide questions to create a one-page analysis of the article
[COVID pounded nursing homes in a series of deadly outbreaks, says new reportLinks to an external site.](https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.html) by Edward Sherman.

| | |
| — | — |
| Applying Closed Reading Strategies |
| **Close Reading Strategies** |
| **Strategy** | **Your Answers** |
| **Taking Notes:** How are words used? | |
| **Analyzing the passage:** What narrative, voice, tone, and literary device does the author use? | |
| **Constructing a descriptive thesis:** How was the language used in the passage? | |
| **Constructing an argument about the passage:** Why was the language used in a particular way? | |

Check your understanding:
[Click here to download a Word document with sample answers.](https://agmu.instructure.com/courses/37056/files/9290493?wrap=1) [Download Click here to download a Word document with sample answers.](https://agmu.instructure.com/courses/37056/files/9290493/download?download_frd=1)

5. Developing an Outline Based on Your Thesis, Examples, and Analysis

Outlining is an excellent way to plan how to organize an essay and be sure you are on the right track and are working in an organized manner. It helps you distinguish between ideas that are of equal importance and ones that are of lesser importance. You build your paper based on the framework created by the outline. There are two types of formal outlines: the topic outline and the sentence outline. This module focuses on the topic outline. Microsoft Word can make outlines.

See this post for instructions:
[How to Make and Format an Outline in Microsoft WordLinks to an external site.](https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084)

Carver, M. (2017).
_How can I create an outline in Word easily?_ Maranatha Christian Academy. https://helpdesk.ma-kc.org/hc/en-us/articles/115002411287-How-can-I-create-an-outline-in-Word-easily-

       Here is an example of an outline:

Additional Resource

Create an Outline from Scratch

In Word, outlines are also called multilevel lists. The following steps show how to write a new outline from scratch.

Click
**Home** and, in the
**Paragraph group**, click the arrow next to
**Multilevel List**.

1. Choose an outline style from the
**List Library**. Point to each outline style in the library to view all the levels for the style.

2. Start typing to begin the list. Press Enter when you finish the line to start a new line.

3. To start a new list level, press the Tab key and begin typing

4. Press Enter to return to the previous list level.

**Tips:**

· When you start a paragraph with an asterisk and a space (
***** ) or with number 1 and a period (
**1**.), Word displays the
**AutoCorrect Options** button and begins building a bulleted or numbered list. If you don't want a bulleted or numbered list, click the
**AutoCorrect Options** button and click
**Stop Automatically Creating Bulleted Lists** or
**Stop Automatically Creating Numbered Lists**.

**References**

Aquino-Cutcher, A., Asplin, W., Bohlke, D., & Lambert, J. (2015).
_Final draft: Final draft level 3 student's book_. Cambridge University Press.

Inoshita, A., Garland, K., Sims, K., Tsutsui, J. K., & Williams, T. (2019).
_English composition: Connect, collaborate, communicate._ University of Hawai’i at Manoa Outreach College.

Joy, S. (2023, November 1).
_How to make and format an outline in Microsoft Word._ Envato Tuts.
[https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084Links to an external site.](https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084)

Mochari, I. (2015, October 19).
_Here's how Isaac Newton remembered everything he read. The scientific genius had very specific habits when he pored over books in his favorite library._ Inc.
[https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.htmlLinks to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html)

Sherman, T. (2021, May 27).
_COVID pounded nursing homes in a series of deadly outbreaks, says new report_. Nj.
[https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.htmlLinks to an external site.](https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.html)

**englishcmodule1assigmentclosereading.docx**

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November 5, 2026
[Solved] aba

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Overview: This week, we explored the evolution of child welfare and protection, examining the factors that have historically driven changes and how societal attitudes toward children and families have shaped policies and practices. This discussion post will encourage you to reflect on these dynamics…

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Overview: This week, we explored the evolution of child welfare and protection, examining the factors that have historically driven changes and how societal attitudes toward children and families have shaped policies and practices. This discussion post will encourage you to reflect on these dynamics and identify recurring themes that remain relevant in today's child welfare system. Discussion Prompts:

– Prompt 1: Key Factors Influencing Changes
– Discuss some of the key factors that have driven changes in child welfare and protection over time. Consider the roles of policy and legislation.
– Prompt 2: Societal Attitudes and Policies
– How have societal attitudes towards children and families influenced child welfare policies and practices? Provide examples of how changing perceptions have led to new approaches or reforms in child welfare.
– Prompt 3: Recurring Themes in Child Welfare
– Identify any recurring themes or issues in the history of child welfare that are still relevant today. Discuss why these issues persist and how they continue to challenge child welfare practitioners.

– 2 years ago

November 5, 2026
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– [\ \ IMG_0258.jpeg](https://www.sweetstudy.com/files/img-0258-jpeg "IMG_0258.jpeg") – [\ \ IMG_0257.jpeg](https://www.sweetstudy.com/files/img-0257-jpeg-10225867 "IMG_0257.jpeg") – 2 years ago

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– [\
\
IMG_0258.jpeg](https://www.sweetstudy.com/files/img-0258-jpeg "IMG_0258.jpeg")
– [\
\
IMG_0257.jpeg](https://www.sweetstudy.com/files/img-0257-jpeg-10225867 "IMG_0257.jpeg")

– 2 years ago

November 5, 2026