Mid term

 Writing Midterm: 

Be sure to follow these guidelines for each paragraph: 

1. Begin each paragraph with a topic sentence that directly responds to the prompt.  The topic sentence must contain a clear controlling idea.

2. End each paragraph with a concluding sentence that rephrases the topic sentence.

3. Include general and specific support to explain your topic sentences. Be sure to follow the guidelines that I have given you for paragraph organization. 

4. Edit carefully for correct grammar.

5. Write at least 200 words for each paragraph. Include word count at the end of each paragraph. 

Also:

a. Include a paraphrase from "Amy Chua Is a Wimp" by David Brooks in at least one of the paragraphs. 

• The paraphrase must include the name of the author and the name of the article. 
• Be sure to write a sentence after the paraphrase to show how the paraphrase is connected to your controlling idea. 
• Finally, write the original sentence at the end of the paragraph.  

 

b. Include a transition word or phrase between the two paragraphs to clearly connect them.

essay website

https://www.essaysauce.com/literature-essays/essay-amy-chua-why-chinese-mothers-are-superior-and-david-brooks-amy-chua-is-a-wimp/

 It is true that every mothers and fathers strive to give their children the finest development of knowledge so that it supports them blossom in their career. Two writers who have opposing views based on the parenting techniques of children are Amy Chua, in her article ‘Why Chinese Mothers Are Superior’? and David Brooks, in his article ‘Amy Chua is a Wimp.’ Both of them have similarities and differences in bias in their article; there are differences in their tone and the way which they utilize evidences, but both of them depend heavily on evidence to prove their points.
After reading both of Amy Chua and David Brooks’ article, it is not too difficult to conclude that both of them are in contrast in tone. In the other word, they have difference biased attitude toward the topic. Clearly, Brooks’ article comes up with objective tone. His details, which reason in order to compare two parenting practices, are mostly neutral and facts. There is no doubt that social skill are vital for kids’ success. In his article, ‘Amy Chua is a Wimp,’ David Brooks give the result of research which conducted by researchers at Massachusetts Institute of Technology and Carnegie Mellon that group working are much more efficient at solving problems than individuals, ‘groups have a high collective intelligence when members of a group are good at reading each other’s emotions’ (Brooks 58). As the result of the research, he points out that although Amy Chua’s daughters get straight As and have won a series of musical competitions, they still need to learn to adapt with real world by social skills. In his article ‘Amy Chua is a Wimp,’ Brooks declares that ‘this skill set is not taught formally, but it is imparted through arduous experiences. These are exactly the kinds of difficult experiences Chua shelters her children from by making them rush home to hit the homework table’ (Brooks 59). In contrast, Chua’s article was written with a subjective tone. She uses words that describe her judgments on Western parenting practice. Yet, her tone is biased. It is easy to notice that her tone is self-righteous. Amy Chua compares between Western parents and Chinese mothers that, ‘all the same, even when Western parents think they’re being strict, they usually don’t come close to being Chinese mothers’ (Chua 53). Moreover, in her article, she adds ‘don’t get me wrong: It’s not that Chinese parents don’t care about their children. Just the opposite. They would give up anything for their children. It’s just an entirely different parenting model” (Chua 56). In brief, there is clearly differences in bias in Amy Chua and David Brooks’ article.
Not only they are contrast in the attitude toward the topic, but also the way that they use evidences to persuade their point is dissimilar. Amy Chua utilizes evidence to verify that Western parenting practice is wrong and not as effective as Chinese parenting practice. In her article, Chua comments, ‘Chinese parents can do things that would seem unimaginable-even legally actionable-to Westerners, ‘Hey fatty-lose some weight.’ By contrast, Western parents have to tiptoe around the issue’ (Chua 54). She also gives her observation as evidence to convince Westerners treat their kid wrongly. She adds her observation in her article ‘Why Chinese Mothers are Superior,’ ‘I also once heard a Western father toast his adult daughter by calling her ‘beautiful and incredibly competent.’ She later told me that made her feel like garbage’ (Chua 54). Brooks, in opposite, does not fight against to prove Chinese parenting techniques are completely wrong. However, he just want to give evidence so that Chua and Chinese, in common, understand Western parenting practices are good in some ways. In Brooks’ article, he clears, ‘So I’m not against the way Chua pushes her daughters’ (Brooks 59). Furthermore, David Brooks writes in his article ‘I wish she recognized that in some important ways the school cafeteria is more intellectually demanding than the library’ (Brooks 59).
Although Brooks and Chua have difference in tone and the way they use evidence to support their point, both of them rely heavily on evidence to argue the same topic. Parents’ job is to prepare kids for the real world. Amy Chua lists many proofs as evidences to prove her parenting practice is better than Western parenting practices. In her article, she once informs the result of one study of 50 Western American mothers and 48 Chinese immigrant mothers; the result shows that ‘almost 70% of the Western mothers said either that ‘stressing academic success is not good for children’ or that ‘parents need to foster the idea that learning is fun.’ By contrast, roughly 0% of the Chinese mothers felt the same way’ (Chua 53). Additionally, Chua acknowledges that Western parenting practice is weak when she asserts ‘Chinese parents can order their kids to get straight As. Western parents can only ask their kids to try their best’ (Chua 54). Similarly, David Brooks also uses heavily evidence to convince reader that Amy Chua’s parenting techniques is not good for her children in many ways. He points out that Chua’s children may be good at mathematics and music, but they could not grow up happily. He argues, ‘Her kid can’t possibly be happy or truly creative. They’ll grow up skilled and compliant, but without the audacity to be great’ (Brooks 58). He also reasons Chua’s parenting practice is not only bad for her kid, but also hers destroy them, ‘She’s destroying their love for music. There’s a reason Asian-American women between the ages of 15 and 24 have such high suicide rates’ (Brooks 58). Undoubtedly, Both Brooks and Chua utilize many proof to prove their point of view on parenting practice between Western and Chinese.
In conclusion, Both Amy Chua and David Brooks’ bias in their article ‘Why Chinese Mothers are superior’ and ‘Amy Chua is a Wimp’ contrast to each other, also they are comparable. Ms. Chua attempts to poison the well with her negative tones and comments regarding to Western parenting. 

However, Mr. Brooks, in contrast, uses neutral evidences and facts to point out what is wrong in Chua’s parenting techniques. In addition, both two writers are clearly using evidence massively to explain their vision. Both Western and Chinese parents have to know which healthy foods and activities will make their kid strong, and which discipline technique will help them mature in to responsible, talented, and successful adults.

What makes a child prodigy

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The families of gifted children are child-centered, meaning that family life is often

totally focused on the child's needs. But the fact that parents spend a great deal of time

with their gifted child does not mean that they create the gift. It is likely that parents

65 first notice signs of exceptionality, and then respond by devoting themselves to the

development of their child's extraordinary ability. And of course we have no information

on the number of child-centered families that do not produce gifted children.

Gifted children typically grow up in "enriched" family environments with a high

level of intellectual and/or artistic stimulation. We cannot conclude that stimulation

70 and enrichment lead to the development of giftedness. First, gifted children may

need an unusual amount of stimulation and may demand enriched environments,

a demand to which their parents respond. Thus, the child's inborn ability could be

the driving force, leading the child to select an enriched environment. Parents of

gifted children typically have high expectations, and also model hard work and high

75 achievement themselves. But it is logically possible that gifted children have simply

inherited their gift from their parents, who also happen to be hard-working achievers.

Parents of gifted children grant their children more than the usual amount of

independence. But we do not know whether granting independence leads to high

achievement, or whether it is the recognition of the child's gift that leads to the

80 granting of independence. It is very possible that gifted children are particularly

strong-willed and single-minded, and thus demand independence.

labeled a prodigy.

That is a sentiment echoed by Rasta Thomas, 27, who was also Senior Men's

Division of the get a

30 He made dance history as a teenager, winning the preterons/nectioninternational.ballerCompetitionin/actuation Gold Medal in the age of 14. He now headlines his own dance of Dance. Mississippi, at the "I think if you give any seven-year-old the training had, you company, Bad Boys will

product that is at the top of its game, Thomas says. "I have had hours and hours ang

million dollars invested into the training that received."

a But Ellen Winner, the author of Gifted Children: Myths and Realities, disagrees. "You

Enabling Talent to Flower Winner says prodigies are born with

35 can't make a gifted child out of any child." to be enabled in order to have their

natural talent, but she does believe they "need

ability flower." Both Julian Lage, who played with vibraphonist Gary Burton at

age 12, and Rasta Thomas, who studied at the Kirov Ballet Academy in

say they had that support. But the success that both Lage Washington

and Thomas enjoy today

40 adults is due to much more. Winner says studies have shown that most music

as

prodigies are unheard of as adults. "The gift of being a child prodigy is very different

from the gift of being an adult creator, she says. "To be an adult creator means you

which means taking a risk.' Both Lage and Thomas took

in their

45 have to do something new, that creative risk early, composing and choreographing while they were still as well. "T do write," he says. "I

teens. Gaven Largent is headed in that direction

haven't written too many songs with lyrics, but that's something I'd like to work on."

Right now, he adds, he is working on a gospel song.

The Role of Families

by Ellen Winner, Excerpted from Child Prodigies and Adult Genius: A Weak Link

The notion that giftedness is product of intensive training reflects an overly

50 optimistic view of the power of nurture. A more negative view of the power of

nurture is reflected in another common claim-that

pushing will be disengagement, bitterness, and gifted children are created by

driving, overambitious parents. There is concern that the end result of such extreme

55 are often told to let their children have a normal childhood.

But most gifted children do depression. Parents of such children

not become bitter and disaffected. Moreover, it is

impossible to drive an ordinary child

Eited children, In adition, gifted children typically report that their family played to the kinds of high achievements seen in a

60 positive, not negative, role in their development. We know quite a bit about the

family characteristics of gifted children, at least of those in

characteristics are positive ones, as described below, but our society, today. These

the research does not

allow us to conclude that particular family characteristics play

development of giftedness. a causal role in the

 Reading

Read the passages carefully. Then complete the exercises that follow.

CD 1

ETR 8 What makes a child prodigy?

What is the secret to having a gifted child? How important is the environment in which

these children are raised? Can parents actually help their children become gifted, or is genius

inborn? The following passages explore the many questions surrounding child prodigies.

Are gifted children born or made?

by Susan Logue, Voice of America News

Some say given enough time, money, and instruction, any child can develop a

5 special expertise. Others, however, insist that gifted children are born, not made.

A Rage to Master

Gaven Largent, 13, has been playing music for five years. He started with guitar

lessons at age eight, but not long after, he quit-not making music, just taking lessons.

"T wasn't learning anything," he says. "I was just playing those notes on the paper; it

was boring.'

10 "Gaven became frustrated that it was sheet music and he was only playing the

notes on the music," his mother Melissa says. "He wanted to fill it in and make it

more.' She says they knew when he was nine or ten that music would be his focus.

"It became an obsession for him to figure out the sounds that he heard on a CD or the

radio or live music."

15 That obsession is one of the trademarks of a gifted child, or prodigy, according to

developmental psychologist Ellen Winner, who teaches at Boston College. 'I say they

have a rage to master. It is difficult to tear them away from the area in which they

have high ability."

Looking Back as Former Child Prodigies

Julian Lage, who is now 21, remembers playing guitar for hours as a child. "You

20 wake up and you eat and you play music and you sleep." Lage, who recently released

his first CD, Sounding Point, started playing guitar at five. A few years later, he was

a the subject of a documentary film, Jules at Eight. Still, the title "child prodigy" was

something he never felt he could relate to. ("'Younger musicians, my contemporaries

who have been called child prodigies, they feel slighted because it does undermine

25 the work ethic, the thousands of hours you put in just to be able to produce a sound

on your instrument." CHAPTER 4 What makes a child prodigy? 75

 

Table computer in school: Educational or recreational

 Reading

Read the passage carefully. Then complete the exercises that follow.

Tablet Computers in School:Educational or Recreational?

by Matthew Godfrey, Telegraph

As parents of three young children and regular users of the M251, my wife and I know how effective tablet devices are at preventing family meltdowns in traffic jams.A spell on the iPad is normally enough to stave off sibling scrapes in the car,as cries of "Are we there yet?" We are always grateful as well

5 for a little ('¡Peace) when we face another delay around junctions nine and ten. But as we hand the gadget over,we have mixed feelings. There is mild guilt: shouldn't we be engaging our children in stimulating conversation or playing an inventive game to stretch their imagination?And there is apprehension, too: at some stage, the contraption will need to be and software is such

10 wrenched back from them. The addictiveness of some games

that this can be like stealing a banana from starving monkey.

The Upside of the Digital Age

I have had an iPad for a year and confess that in-car

has been its principal function so far. entertainment for the kids.

This purpose could hardly be further removed

from the one advocated by more and more schools around the country: namely, that

rather than being a tool for simply pacifying children, iPads and (other handheld

15 devices can-and should--be used in classrooms to unlock pupils' potential, release

creativity, sustain interest and provide intellectual challenge. One of the UK's

principal champions of digital learning has been Sir Anthony Seldon, Master of

Wellington College in Berkshire. In 2012, he replaced the school's traditional library

with one that combines "ultramodern facilities with an old-fashioned reverence for

20 learning;" interactive screens and iPads are used mere than -printed material for

reading, research and learning. "Digitalization allows learning to be personalized and

far more vivid, active and challenging for young people, says

Seldon. "Shakespeare?

would certainly have used screen if he'd had the chance. In the hands of talented

teachers, technology can be profoundly transformative."

1 The M25 is road that encircles London.

2 William Shakespeare (1564-1616) lived in England. He wrote poetry and plays, and is generally regarded as the greatest writer in

the English language. CHAPTER 3 Tablet Computers in School: Educational or Recreational? 49

Writing assignment 2 ( social networking )

1.  Making movie 
2. Finding missing people 
3. Making money
4. Posting news and incidents 
5. Finding job easier 
6. Finding new friend from all over the world 
7. Find long lost front
8. More on professional thing ( facebook) 
9. You can keep in touch with your old friend 
10. You can find same interest in facebook group 
11. Keep in touch with family ( long distance communication ) 
12. We can see the other place ( someone travel around the world posting on their facebook ) i can see the world through social networking

• Scammed and cheating 
• Lack of privacy 
• Waste time .
• Real life is Changing 
• Compare themselves to other people 

Is social networking is helpful or harmful ? Why 

You can not write about eye or physical problem , suicide,depression,bullying 

Make sure you write about social networking ( video calling is not a social networking ) 

Internet is incredible thing

We can watch youtube video

Facebook instagram, linked in , 

To support the paraphrase ( and related back to controlling idea)

Social Networking Benefits Validated

 Social Networking Benefits Validated

                                                 By Karen Goldberg Goff

 

1)​Texting, blogs, Facebook, gaming and instant messages might seem to some to be just more reasons to stare at a computer screen. Thinking like that is so 2008, any middle schooler will tell you. Now a study that looked at the online habits of 800 teenagers backs them up. 

 

2)​Researchers in the study, titled the Digital Youth Project and conducted primarily at the University of Southern California and the University of California at Berkeley, found that in our increasingly technological world, the constant communication that social networking provides is encouraging useful skills. The study looked at more than 5,000 hours of online observation and found that the digital world is creating new opportunities for young people to learn social norms, explore interests, develop technical skills and work on new forms of self-expression. 

 

3)​"There are myths about kids spending time online -- that it is dangerous or making them lazy," says Mizuko Ito, lead author of the study. "But we found that spending time online is essential for young people to pick up the social and technical skills they need to be competent citizens in the digital age." 

 

4)​Co-author Lisa Tripp, now an assistant professor at Florida State University, says technology, including YouTube, iPods and podcasting, creates avenues for extending one's circle of friends, improves self-directed learning and creates independence. "Certain technical skills in the coming years are not going to be just about consuming media," she says. "It is also going to be about producing media. It is not just about writing a blog, but also how to leave comments that say something. Learning to communicate like this is contributing to the general circulation of culture." That means anything from a video clip to a profile page is going to reflect the self-expression skills one has, so teens might as well practice defining who they are. 

 

5)​Social networking also contributes greatly to teens' extended friendships and interests, Ms. Tripp says. While the majority of teens use sites such as MySpace and Facebook to "hang out" with people they already know in real life, a smaller number uses them to find like-minded people. Before social networking, the one kid in school who was, say, a fan of Godzilla or progressive politics might find himself isolated. These days, that youngster has peers everywhere. 

 

6)​"This kind of communication has let teens expand their social circle through common interests," Ms. Tripp says. "They can publicize and distribute their work to online audiences and become sort of a micro-expert in that area." The study found that young people's learning with digital media often is more self-directed, with a freedom and independence that is less obvious than in a classroom. The researchers said youths usually respect one another's authority online, and they often are more motivated to learn from one another than from adults. 

 

7)​"I was hesitant for all the reasons we hear about, such as how it could bring in unwelcome visitors," one Fairfax County mother of a middle schooler says, "but eventually I realized that this is the main medium for kids to keep in touch. It has gone from e-mail to IM to texting to Facebook in such a quick progression. Social networking is like the modern-day equivalent of the lunch table. If you are not on Facebook, then you are not in the loop." The mother is pleased to see the connection of her daughter's network through various circles such as school and sports. "I have become accepting that there are more positives than negatives from social networking," the mother says. "It is allowing a lot of dialogue among people who may not otherwise have a chance for a lot of dialogue." 

 

8)​Studies such as the Digital Youth Project and the report "Enhancing Child Safety and Online Technologies," issued recently by Harvard University's Berkman Center for Internet and Society, show that social networking has earned a place in American culture from which there is no turning back, Ms. Tripp says. "A few years ago, parents were saying, 'I don't want any of that stuff coming into my house,' even about video games," she says. "Then they realized, 'I have no choice—it is all around me.' Now studies are saying technology is going to encourage skills for jobs we didn't know existed. At the very least, social networking is encouraging technology skills, and that is going to be essential to the digital economy."

 

Paragraph 1

 

1. Brainstorm ideas and use the information from class discussions to develop your writing.
2. Make sure your paragraph starts with a topic sentence that directly responds to the prompt and ends with a concluding sentence that rephrases your topic sentence. Make sure that your topic sentence has a clear controlling idea.
3. Use both general and specific support to explain your topic sentence. 
4. You must use at least two vocabulary words from Vocabulary #1. Underline the words.
5. The paragraph should be between 175-250 words. Include word count at the end.  (185 words, for example) 
6. You must use at least three adverb clauses and/or adverb phrases. Highlight the adverb clauses/phrases.
7. The paragraph must be typed and double-spaced.