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MLA Format Papers: Step-by-step Tips for university of denver pantone colors, Writing Research Essays. 0.1) If you’ve been asked to submit a paper in MLA style, your instructor is asking you to format the page and present the of toronto campuses, content in a specific way. Just as football referees dress a certain way, and Japanese chefs cook a certain way, writers in certain disciplines follow a certain set of conventions. This document will show you how to format an essay in MLA style. 0.2) If, instead of questions about putting the final formatting touches on your essay, you have questions about what to write, see instead my handouts on writing a short research paper, coming up with a good thesis statement, and using quotations in the body of your paper. (no comma between the author and page number; commas and periods go outside of inline quotes) Works Cited List. (lots of tricky details! sort alphabetically by author, not by the order the university of denver colors, quotes appear in your paper) For the most complete information, check your campus library or writing center for university, the MLA Handbook for Writers of Research Papers , 8th ed.

MLA Style Format (First Page) How to format the Works Cited page of an MLA style paper. Your word processor comes with default settings (margin, line height, paragraph spacing, and typeface) that will likely need adjustment. For MLA style, you need: 1-inch margins all around 2.0 line height (double-space the of denver colors, whole paper, including title block and Works Cited list) no extra spacing after the title, between paragraphs, or between bibliography items 12-point typeface (usually Times New Roman ) 1.1 Adjusting Document Settings in MS-Word (Windows) My copy of Microsoft Word for of georgia coaches, Windows defaults to.

1-inch margins all around 1.15 line height 10pt spacing between paragraphs Calibri 11-point typeface. Changing to MLA Style (Windows) The default margins in my test run were fine, but if you need to change them: Page Layout - Margins - Normal (1-inch all around) The default line height is too low. Colors? Change it to 2.0. CTRL-A (select all your text) Home - Line Spacing - Remove Space After Paragraph Change the san jose state, typeface to university pantone, Times New Roman 12-point. Home - Font Face Selector (change to Times New Roman) 1.2 Adjusting Document Settings in campuses california, MS-Word (Mac) My copy of Microsoft Word for Mac defaults to. 1.25 inch left and right margins, 1 inch top and bottom 1.0 line height no extra spacing after paragraphs Cambria 12-point typeface.

In my test run, the left and right margins are too big. To change them: Layout - Margins - Normal (1-inch all around) The default line height is too low. Change it to 2.0. Home - Line Spacing - 2.0 My Mac copy of of denver colors, MS-Word does not add extra spaces after paragraphs. If yours does: Don’t add space between paragraphs of the same style (check this box) - OK The 12-point Cambria will probably be fine, but to change the typeface: Home - Font Face Selector (change to Times New Roman) In the top right of every page, use your word processor’s “Page Header” function add an automatic page number and your surname.

2.1 Adding the Page Header in MS-Word (Windows) Insert - Page Number - Top of university, Page - (choose the right-justified “Plain Number” option) The cursor will jump automatically to the right place for university of denver pantone, you to coaches, t ype your surname . Click anywhere in the body of the university, paper to exit the yuxiang ohio, header area. 2.2 Adding the Page Header in MS-Word (Mac) Insert (in the top menu) - Page Numbers… - (Set “Position” to “Top of Page (header)” and “Alignment” to “Right”) Click just to the left of the pantone, new page number, and type your surname . On my test document, my name was too far over to the left; grab the of new haven tuition and fees 2012, triangular tab adjuster just above your name, and drag it a notch to the right . In the university, upper left corner, type your name, your instructor’s name, the course number and section, and today’s date. Centered on free help, the next line, type an informative title that actually informs the reader of colors, your main point (not just “English Paper” or “A Comparison between Hamlet and Macbeth”).

Like all the other text in cornell virtual walking, an MLA style paper, the of denver pantone colors, title block is double-spaced . University Haven And Fees Toyota? The title is in of denver, the same font as the chen state university, rest of the paper — it is not boldface, or enlarged. There is no extra space above or below the title. A truly informative title will include the general topic, and your precise opinion on that topic. (So, if you pan to compare Hamlet and university of denver, Macbeth, your title should state the unique point you want to make about Hamlet and Macbeth. Reuse part of your thesis statement.) This handout presumes you already know why you should cite your sources (to establish your authority, to introduce persuasive evidence, to avoid plagiarism, etc.), These instructions focus on how you format the help, page. (For a resource to help you determine how to cite a specific source, see the MLA Bibliography Builder). To fully cite a source requires two stages. University Of Denver Pantone? The first happens in the body of your paper (the “in-text citation”) and the second happens on a separate page at the end of campuses map of california, your paper (see “Works Cited List,” below.) 4.1 Citing a Block Quote (more than three lines) Long quotes can start to look like filler.

Only use a block quote if you have a very good reason to include the whole passage. (You can usually make your point with a shorter quote.) If you do have a good reason to university, quote a passage that is tuition toyota, several lines long: Select the text and university pantone colors, click the free help online, “ Increase Indent ” icon (see image, right). Place the pantone, parenthetical citation (the author’s name and the page number) after the period . (This is different from inline quotes, below.) There is no comma between the author’s name and of toronto map of, the page number. If the quotation runs across more than one page: (Wordsworth-Fuller 20-21) or (Wordsworth-Fuller 420-21). Skip wordy introductions such as, “In his informative guide The Amazing Writing Book , published by Elizabeth Mount College in 2010, the noted composition expert Maxwell Wordsworth-Fuller describes the of denver pantone colors, importance of virtual walking, citations in MLA style papers.” Cutting the pantone, filler leaves more room to develop your own original ideas. (See “Integrating Quotations.”) 4.2 Citing an Inline Quotation. When the passage you want to quote is less than three lines long, use inline style. Here we have two brief passages, taken from the same page of the same source, so we can handle both with a single parenthetical citation. The parenthetical citation appears outside the quoted material. Free College Essay Help Online? The period that ends the sentence comes after the close parenthesis . (This is different from block quotes, above.) In this example, we have changed the first word a little, lowercasing it in of denver, order to fit it into our own sentence.

To let the reader know what we changed, we put [] around it. Again, note the absence of a full sentence that explains who Wordsworth-Fuller is and where the yuxiang ohio state university, quote comes from. All that info will be in the Works Cited list, so we leave it out of the university of denver colors, body of the paper. Let’s imagine we want to reference Wordsworth-Fuller’s general idea about citation as a way to establish credibility, but we don’t need to university, include any of the technical details. We can save space, and make it much easier on our reader, if we paraphrase: Use paraphrasing for variety, or to make a passing reference without taking up much space. If we use an author’s idea, rephrased in university of denver colors, our own words, we must still cite the idea. A research paper isn’t a research paper unless you end with full bibliographical details on every source you cited. Yuxiang Chen State? This part can be tedious and tricky; leave yourself plenty of time to do it. Start a new page . University Colors? MS-Word Wind: Insert - Page Break - New Page.

MS-Word Mac: Document Elements - Break - Page. Title your new page: Works Cited. MLA style calls for yuxiang chen state, no extra spaces above or below the page title; no special formatting. 5.1. How to Create an Individual Works Cited Entry. Exactly what goes into each item in your bibliography depends on what kind of item it is. University Pantone Colors? The following pages give you some questions to answer, then let you push a button to get an individual works-cited entry. If you prefer a more narrative explanation, see Purdue OWL’s handouts for how to of georgia, create a bibliography entry for a book, an of denver pantone article in a periodical (such as a journal or newspaper), or an electronic source (such as an email, web page or a YouTube clip).

See also this list of other common sources (such as a personal interview or a movie). 5.2. How to Organize Your Works Cited list. Sort the entries alphabetically by the author ‘s last name. If the university, author is an university pantone organization (such as a government agency or non-profit foundation), alphabetize according to the name of the football coaches, organization . If you are citing a painting, or a composer, then obviously “author” has to be interpreted a little loosely. Unless your instructor ask you to organize your Works Cited list differently, everything should be alphabetized together, in a single list. MLA does not require that you separate works of different kinds, or that you cite works in the order that they appeared in your paper, or that you write annotations to university of denver colors, go along with each item.

Use double-spaced line height. (in my copy of Word, I select the text and choose Format - Paragraph - Line spacing - Double - OK.) Use hanging indent paragraph format. (In my copy of university football coaches, word, I select the text then choose Format - Paragraph - Indentation - Special - Hanging Indent.) 29 May 2011 — new document posted, replacing outdated handout written in 1999. 06 Jun 2011 — expanded section on university of denver pantone colors, organizing the of new haven and fees 2012 toyota, Works Cited list, since several readers asked for pantone colors, clarification. 07 Jun 2011 — reorganized for emphasis. 19 Apr 2012 — added numbers to more subheads. 30 Nov 2016 — added annotated Works Cited sample image. If your college instructor wants you to cite every fact or opinion you find in an outside source, how do you make room for your own opinion? Paraphrase, quote selectively, and state university, avoid summary.Dennis G. Jerz. MLA Works Cited Citation Builder. 0 thoughts on of denver colors, “ MLA Format Papers: Step-by-step Tips for Writing Research Essays ” I think you should add an explanation about of georgia coaches page numbers.

That was what I was looking for, but I couldn’t find the significant area. Section 2 explains how to put page numbers in university pantone, the header, and san jose university, section 4 discusses page numbers in citations. How do you in text cite a website? I didnt really see much about that. Very good information, I really needed this incite on research paper formats. Pantone? It has such thorough details and that make it so much easier to understand. when you say page numbers (Wordworth-Fuller 20), are you referring to university of georgia football, the page number within the MLA document or the page number the text appears on within the university, authors works?

That means the cornell, quote is from page 20 of the book or article written by university Wordsworth-Fuller. Thank you for valuable information. Ranks? Before my college year in America I didn’t know what MLA Format was, but with this delicate information I will survive my college year. Thank you for useful information about university pantone colors how to essay help online, write MLA format essay. Before my college year I didn’t know there were many different forms of essay. When my professor asked me to write MLA format I had no idea how to write it, but with your delicate information I think I will survive my college year. Thank you again. I’m glad to know you found this page helpful.

Most instructors will be happy to help if you stop by during their office hours, and if your prof is too busy for that most universities will have a writing center where you can get help at any stage of of denver colors, any assignment involving writing. With your delicate information about to yuxiang university, write MLA format essay in right way will lead me to university of denver colors, successful college year. when you say page numbers (Wordworth-Fuller 20), are you referring to the page number within the MLA document or the page number the text appears on within the authors works? In this case, your paper would be referring to something you found on page 20 of the text by Wordsworth-Fuller. i think you should add an explanation about page header. Free Essay? that was what i was looking for. Is the Table of Contents double spaced – MLA? “@pretti_slimm: @Thyler_Jonzy http://t.co/QIf00vlgws try this site looks helpful”I just found a sample paper on Google.

Im in of denver pantone colors, middle school and I have to do this. I have never heard of MLA Format and this helped ALOT. Thanks so much! Hopefully I get a good grade on this paper! I really find this useful (especially fudging the line spacing to 2.1). Good job! Can you put what information is supposed to be in each paragraph. Emma, I’m afraid I don’t understand the question. I feel like you’ve asked me what emotions are supposed to be in each verse of a song, or what colors are supposed to be in yuxiang chen ohio, a painting.

There are many different kinds of songs and paintings, created for different reasons; likewise, there are many different kinds of of denver colors, paragraphs, written for cornell virtual tour, different reasons. that was beautiful. I am writing to request permission to link your webpage, “MLA Format Papers: Step-by-step Instructions for Writing Research Essays” to of denver pantone colors, our website. Lansdale School of Business. I am glad you found this page helpful. Yes, you are welcome to of new haven toyota, include a link and of denver colors, a brief extract. Thank you so much!! I love the Bib builder!! I’m glad to haven tuition 2012 toyota, hear you found it helpful!

RT @DennisJerz: MLA Format Papers: Step-by-step Instructions for university of denver colors, Writing Research Essays #mlastyle http://t.co/B6pGb3Pkeh. How do you add footnotes to an MLA style paper? Most word processors will have an cornell tour Insert - Footnote or Insert - Note (footnote or endnote) option. Most short college papers don’t need footnotes. (They aren’t for documenting sources — use an in-text citation and a Works Cited list instead.) I suggest you talk to your instructor about whether you really do need to use a footnote. When using MLA format, do you list the book title, the title of the article or both? For guidance on citing individual sources, see the link in of denver pantone, item 4, above. This page is about formatting the paper once you’ve already written it. I wrote a paper and san jose university ranks, it looks just like your example. I followed everything to of denver, the “t” and my professor says that my header is indented and my paragraphs are double indented and the page numbers are in wrong format.

What can I do? Winston, I suggest you talk to your professor. I have been teaching from thiis handout for chen state university, years, and when a student makes a formatting error on a rough draft, I just ask them to fix it for the revision. But your instructor is the one who designed the assignment and who evaluates your submissions, so he or she is the person to university, approach with questions. I agree. University California? .let me ask you this. Are your headers indented? The screenshot was taken from a page that I created following the instructions for using MS-Word with a MacBook Pro. Pantone? I followed the instructions that are on the page. But surely your instructor gave you guidelines, in a handout or an assigned textbook, which is why I encourage you to university of toronto campuses california, have this conversation with your instructor. Whether your instructor does or does not agree with the information on university of denver pantone, this page really doesn’t matter, since your instructor created the assignment and evaluates it according to his or her own criteria.

I suggest you let your your teacher know you are confused about what you did wrong, and ask for an opportunity to of new 2012 toyota, make minor formatting changes to a paper that, we hope, met all the major criteria. We get asked often about what “format” the college application essay should be in. Although not generally… http://t.co/v1TTNxtE4e. seems easy enough. Dennis, what lends itself to of denver pantone, science in the APA system? And what lends itself to the Humanities with the football, MLA? TIA. As compared to university of denver pantone colors, MLA papers, APA papers tend to be shorter, and divided up into sections. Authors who use APA style tend to publish more frequently, because their knowledge goes out of date more quickly; so the date is prominent in APA citations, and page numbers are rare.

By contrast, people who use MLA style tend to state university, write longer essays that aren’t divided up into standard sections like “procedure” and university pantone colors, “conclusions.” Humanities scholarship generally doesn’t go out of walking tour, date quickly. Instead of conducting experiments, humanists read and write a lot of longer essays and books, re-interpreting and quoting passages from of denver colors them. MLA style makes the free college, page numbers prominent, so that other scholars can easily find and re-read those same passages for themselves, and further the work of scholarship as it is conducted in the humanities. Thanks for colors, the reply. What do you mean by ” MLA style tend to university of new haven 2012 toyota, write longer essays that aren’t divided up into university pantone colors standard sections like “procedure” and “conclusions.”?

Are we not suppose to university, use conclusions in MLA format? In my English class, we use MLA with conclusions, but what do you mean by “procedure” and “conclusions”? I understand each instructor is different but is it right to use conclusions in an MLA paper…or am I getting confused? Typically papers written in MLA style DO have a conclusion, but it would not be set off in a separate section under the pantone colors, subheading “Conclusion.” MLA papers tend NOT to ranks, follow a standard, particular structure. Papers written in the sciences DO have a fairly rigid set of pantone, sections, with separate subheadings. But it’s best for you to talk to your teacher about the specifics of any asisgnment. Ok, thanks. I just wanted to ask and clarify it. Also, doesn’t the word “humanist” means something else entirely? The Humanist term today implies ‘human’ and is often used for atheists, for example… or am I wrong?

I used the chen ohio state, term “humanist” to mean “a person who studies the culture of humans,” without intending the more specific meaning you mention. At my school, the humanities division includes theologians. this was very helpful i got an A 95 percent. hi my name is Jessie i have to university of denver pantone colors, writ a 2 pages Essay about of toronto map of MLA can someone help me. thank u i got an A 97 percent. u a real nigga dennis. This wasn’t helpful at all. Shavez, what were you looking for? This page is university pantone colors, about formatting a paper you have already written. The first section includes links to pages about how to write essays. Thank you very much for this useful information.

As a freshman in highschool, my biology teacher asked for me to university tuition and fees 2012, write an essay in mLA format about evolution. I had no clue what mLA format was,so I searched it up and it brought me here. In middle school I never wrote an essay in this format before,but I feel very confident to type my first mLA essay and I’m excited to do so! (Right after I finish my draft .) thank you very much! (???)? I’m using a book title and author as my paper heading. University Of Denver Colors? How is that formatted?

I would tell my own students that a book title and of new tuition and fees 2012, the name of an author is not a good paper title, and I would ask them to write a title that catches the reader’s attention, identifies the topic, and identifies what position the paper is going to of denver colors, take on the topic. But if you are not my student, then I’m not the person who will be evaluating your paper. MLA style puts the cornell university virtual walking, book title in university of denver colors, italics. Other than that, I really don’t have any advice for you. Very informative. It helped introduce my tired old mind to the MLA format. Of Georgia? So, I can better help coach and prepare my wife for of denver pantone colors, her English course.

Thank you very much. which writing style (MLA, APA) have more importance for students of social sciences, media sciences and university of toronto california, business? I think you should include online resource citation instructions. Click on “Citing” at the top of the page. One of the options on the other end of university of denver colors, that link is how to yuxiang state, cite a web page. This article..thing is the university pantone colors, only reason I am passing my online college class. Especially the citation builder.

Thank you! cool it was helpful. is the text or what you wrote supposed to college essay help online, be centered in the page or to the left margin. How do I cite a photo that I found online? Is it a historical photograph or a photograph published in a book that someone scanned and posted on line, is it a photograph of pantone colors, something like a sculpture? Is your paper focused on the work of the photographer, the makeup artist who prepared the model, the digital image enhancer who altered the image, the model? There is free online, no single correct way to of denver, cite a photograph, because there are many different reasons to cite a photograph. Your instructor would be able to give you more specific advice.

In general, though, the 8th edition of the MLA guide would say something like this: Olsen, Jimmy. Of Georgia Coaches? “Superman Rescues Boy Scouts from Lava Pit.” Photograph. The Daily Planet . July 22, 1956. If you found the picture on a blog or a Flickr gallery, adjust the citation accordingly. If you found the image as the result of a Google search for university of denver pantone, something, you might very well end up finding a page that re-uses someone else’s picture without appropriately giving credit. There are many variables. University Of Georgia Coaches? Talk to your instructor, who will be the university of denver colors, one grading your work, and state, will therefore be the right person to advise you on what to do. hahahah xD me too same. I would Like You To Give Simple Instructions Not Complicated Ones , and university of denver, Include also how much Papers Should be worked on. Khalid, if there is any particular detail you are confused about, please let me know what question you have and perhaps I can help. State? There is of denver colors, no specific answer to how much a paper should be worked on.

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The origin of life: what we know, what we can know and what we will never know. The origin of university life (OOL) problem remains one of the more challenging scientific questions of football coaches all time. In this essay, we propose that following recent experimental and theoretical advances in systems chemistry, the university pantone colors underlying principle governing the emergence of life on the Earth can in its broadest sense be specified, and may be stated as follows: all stable (persistent) replicating systems will tend to evolve over time towards systems of college greater stability. University Pantone Colors? The stability kind referred to, however, is dynamic kinetic stability, and quite distinct from the traditional thermodynamic stability which conventionally dominates physical and chemical thinking. Significantly, that stability kind is san jose state university, generally found to colors, be enhanced by increasing complexification, since added features in the replicating system that improve replication efficiency will be reproduced, thereby offering an explanation for the emergence of life's extraordinary complexity.

On the basis of that simple principle, a fundamental reassessment of the chen ohio underlying chemistry–biology relationship is possible, one with broad ramifications. In the context of the OOL question, this novel perspective can assist in clarifying central ahistoric aspects of university of denver pantone abiogenesis, as opposed to the many historic aspects that have probably been forever lost in the mists of time. The origin of college help online life (OOL) problem continues to pantone, be one of the most intriguing and challenging questions in science (for recent reviews on the OOL, see [1–6]). Its resolution would not only satisfy man's curiosity regarding this central existential issue, but would also shed light on a directly related topic—the precise nature of the physico-chemical relationship linking animate and inanimate matter. As one of us (A.P.) has noted previously [1,7,8], until the california principles governing the process by which life on the Earth emerged can be uncovered, an understanding of life's essence, the basis for its striking characteristics, and outlining a feasible strategy for the synthesis of university pantone colors what could be classified as a simple life form will probably remain out of cornell virtual tour reach.

In this essay, we will argue that recent developments in systems chemistry [9–11] have dramatically changed our ability to deal with the OOL problem by enabling the chemistry–biology connection to be clarified, at university pantone, least in broad outline. Haven Tuition And Fees Toyota? The realization that abiogenesis—the chemical process by which simplest life emerged from inanimate beginnings—and biological evolution may actually be one single continuous physico-chemical process with an identifiable driving force opens up new avenues towards resolution of the university colors OOL problem [1,7,12,13]. In fact that unification actually enables the basic elements of abiogenesis to be outlined, in much the cornell walking tour same way that Darwin's biological theory outlined the basic mechanism for biological evolution. The goal of this commentary therefore is to discuss what aspects of the OOL problem can now be considered as resolved, what aspects require further study and university of denver pantone, what aspects may, in all probability, never be known. 3. Free College Help Online? Is the origin of life problem soluble in principle?

In addressing the university colors OOL question, it first needs to be emphasized that the question has two distinct facets—historic and ahistoric, and the ability to uncover each of these two facets is quite different. Uncovering the historic facet is the more problematic one. Uncovering that facet would require specifying the free college online original chemical system from which the process of abiogenesis began, together with the university of denver colors chemical pathway from university virtual walking, that initiating system right through the extensive array of intermediate structures leading to colors, simplest life. Regretfully, however, much of that historic information will probably never be known. Evolutionary processes are contingent, suggesting that any number of feasible pathways could have led from inanimate matter to earliest life, provided, of course, that those pathways were consistent with the underlying laws of physics and chemistry. The difficulty arises because historic events, once they have taken place, can only university virtual, be revealed if their occurrence was recorded in some manner. University Of Denver? Indeed, it is this historic facet of abiogenesis that makes the OOL problem so much more intractable than the parallel question of biological evolution. Biological evolution also has its historic and free online, ahistoric facets. But whereas for biological evolution the historic record is to a degree accessible through palaeobiologic and phylogenetic studies, for of denver pantone, the process of abiogenesis those methodologies have proved uninformative; there is no known geological record pertaining to prebiotic systems, and phylogenetic studies become less informative the further back one goes in attempting to university of toronto campuses california, trace out ancestral lineages. University Pantone? Phylogenetic studies presume the existence of organismal individuality and the genealogical (vertical) transfer of football genetic information.

However, the colors possibility that earliest life may have been communal [14] and dominated by horizontal gene transfer [15–17] suggests that information regarding the evolutionary stages that preceded the last universal common ancestor [18] would have to university tuition and fees toyota, be considered highly speculative. Accordingly, the significance of such studies to the characterization of early life, let alone prebiotic systems, becomes highly uncertain. The conclusion seems clear: speculation regarding the precise historic path from animate to inanimate—the identity of specific materials that were available at university of denver pantone colors, particular physical locations on the prebiotic Earth, together with the university chemical structures of possible intermediate stages along the long road to life—may lead to propositions that are, though thought-provoking and of undeniable interest, effectively unfalsifiable, and therefore of limited scientific value. Given that awkward reality, the focus of OOL research needs to remain on the ahistoric aspects—the principles that would explain the remarkable transformation of inanimate matter to simple life. University? There is good reason to think that the university campuses emergence of life on the Earth did not just involve a long string of random chemical events that fortuitously led to colors, a simple living system. University Of New 2012? If life had emerged in such an arbitrary way, then the mechanistic question of abiogenesis would be fundamentally without explanation—a stupendously improbable chemical outcome whose likelihood of repetition would be virtually zero.

However, the university pantone colors general view, now strongly supported by recent studies in systems chemistry, is ranks, that the process of abiogenesis was governed by underlying physico-chemical principles, and university of denver pantone colors, the central goal of OOL studies should therefore be to delineate those principles. Significantly, even if the underlying principles governing the transformation of inanimate to university of georgia coaches, animate were to be revealed, that would still not mean that the of denver colors precise historic path could be specified. As noted above, there are serious limitations to uncovering that historic path. Football? The point however is that if the principles underlying life's emergence on the Earth could be more clearly delineated, then the mystery of abiogenesis would be dramatically transformed. University Of Denver Colors? No longer would the problem of abiogenesis be one of essence , but rather one of detail . Free Help? The major mystery at the heart of the OOL debate would be broadly resolved and the central issue would effectively be replaced by a variety of chemical questions that deal with the particular mechanisms by university of denver pantone colors which those underlying principles could have been expressed. Issues such as identifying historic transitions, the definition of life, would become to some extent arbitrary and ruled by scientific conventions, rather than by matters of free college help principle. 4. The role of autocatalysis during abiogenesis. In the context of the OOL debate, there is one single and central historic fact on which there is colors, broad agreement—that life's emergence was initiated by some autocatalytic chemical system. The two competing narratives within the OOL's long-standing debate—‘replication first’ or ‘metabolism first’—though differing in key elements, both build on that autocatalytic character (see [1] and references therein). Of Toronto California? The ‘replication first’ school of thought stresses the university of denver role of oligomeric compounds, which express that autocatalytic capability through their ability to self-replicate, an idea that can be traced back almost a century to university coaches, the work of colors Troland [19], while the ‘metabolism first’ school of thought emphasizes the university emergence of cyclic networks, as articulated by Kauffman [20] in the 1980s and reminiscent of the metabolic cycles found in all extant life.

With respect to pantone colors, this issue, we have recently pointed out state, that these two approaches are not necessarily mutually exclusive. It could well be that both oligomeric entities and cyclic networks were crucial elements during life's emergence, thereby offering a novel perspective on this long-standing question [1,7]. However, once it is accepted that autocatalysis is of denver colors, a central element in the process of abiogenesis, it follows that the study of autocatalytic systems in general may help uncover the university campuses map of principles that govern their chemical behaviour, regardless of of denver pantone their chemical detail. Indeed, as we will now describe, the generally accepted supposition that life's origins emerged from some prebiotic autocatalytic process can be shown to lead to broad insights into the chemistry–biology connection and to the surprising revelation that the processes of abiogenesis and biological evolution are directly related to university of new haven tuition and fees, one another. Once established, that connection will enable the underlying principles that governed the of denver colors emergence of life on the Earth to be uncovered without undue reliance on state university, speculative historic suppositions regarding the precise nature of those prebiotic systems. 5. A previously unrecognized stability kind: dynamic kinetic stability.

The realization that the autocatalytic character of the replication reaction can lead to exponential growth and is unsustainable has been long appreciated, going back at least to university of denver pantone colors, Thomas Malthus's classic treatise ‘An essay on the principle of population’, published in 1798 [21]. But the chemical consequences of that long-recognized powerful kinetic character, although described by Lotka already a century ago [22], do not seem to yuxiang university, have been adequately appreciated. Recently, one of us (A.P.) has described a new stability kind in nature, seemingly overlooked in of denver pantone, modern scientific thought, which we have termed dynamic kinetic stability ( DKS ) [1,7,23,24] . That stability kind, applicable solely to persistent replicating systems, whether chemical or biological, derives directly from the san jose state ranks powerful kinetic character and the inherent unsustainability of the replication process. However, for the replication reaction to be kinetically unsustainable, the reverse reaction, in which the replicating system reverts back to of denver pantone, its component building blocks, must be very slow when compared with the forward reaction; the replication reaction must be effectively irreversible. University Of Toronto Campuses Map Of California? That condition, in turn, means the system must be maintained in a far-from-equilibrium state [25], and that continuing requirement is satisfied through the replicating system being open and continually fed activated component building blocks. Note that the above description is of denver, consistent with Prigogine's non-equilibrium thermodynamic approach, which stipulates that self-organized behaviour is associated with irreversible processes within the nonlinear regime [26].

From the above, it follows that the DKS term would not be applicable to an equilibrium mixture of some oligomeric replicating entity together with its interconverting component building blocks. Given the above discussion, it is apparent that the DKS concept is quite distinct from the conventional stability kind in nature, thermodynamic stability. San Jose State Ranks? A key feature of DKS is that it characterizes populations of replicators , rather than the individual replicators which make up those populations. Individual replicating entities are inherently unstable , as reflected in their continual turnover, whereas a population of replicators can be remarkably stable, as expressed by university of denver the persistence of some replicating populations. Certain life forms (e.g. cyanobacteria) express this stability kind in dramatic fashion, having been able to maintain a conserved function and of toronto, a readily recognized morphology over billions of years. Indeed, within the world of replicators, there is theoretical and empirical evidence for a selection rule that in some respects parallels the of denver pantone second law of thermodynamics in that less stable replicating systems tend to become transformed into more stable ones [1,8]. This stability kind, which is applicable to all persistent replicating systems, whether chemical or biological, is then able to place biological systems within a more general physico-chemical framework, thereby enabling a physico-chemical merging of replicating chemical systems with biological ones. San Jose Ranks? Studies in systems chemistry in recent years have provided empirical support for such a view by of denver demonstrating that chemical and biological replicators show remarkably similar reactivity patterns, thereby reaffirming the existence of of toronto campuses a common underlying framework linking chemistry to biology [1,7]. 6. Extending Darwinian theory to inanimate chemical systems. The recognition that a distinctly different stability kind, DKS, is applicable to both chemical and biological replicators, together with the university of denver pantone colors fact that both replicator kinds express similar reaction characteristics, leads to the profound conclusion that the so-called chemical phase leading to simplest life and the biological phase appear to be one continuous physico-chemical process, as illustrated in scheme 1.

Unification of abiogenesis and biological evolution into a single continuous process governed by university haven and fees 2012 toyota the drive toward greater DKS. That revelation is university colors, valuable as it offers insights into abiogenesis from university coaches, studies in biological evolution and, vice versa, it can provide new insights into the process of of denver colors biological evolution from systems chemistry studies of simple replicating systems. University Ranks? A single continuous process necessarily means one set of governing principles, which in turn means that the university of denver pantone colors two seemingly distinct processes of abiogenesis and evolution can be combined and addressed in concert. Significantly, that merging of chemistry and biology suggests that a general theory of evolution, expressed in physico-chemical terms rather than biological ones and applicable to both chemical and biological systems, may be formulated. Its essence may be expressed as follows: All stable ( persistent ) replicating systems will tend to evolve over time towards systems of greater DKS. As we have described in some detail in previous publications, there are both empirical and cornell university, theoretical grounds for believing that oligomeric replicating systems which are less stable (less persistent) will tend to be transformed into more stable (more persistent) forms [1,7,8,24]. In fact that selection rule is university of denver pantone, just a particular application of the more general law of nature, almost axiomatic in character, that systems of all kinds tend from less stable to more stable. That law is inherent in the very definition of the term ‘stability’. So within the global selection rule in university tour, nature, normally articulated by the second law of thermodynamics, we can articulate a formulation specific to replicative systems, both chemical and biological— from DKS less stable to DKS more stable . University Colors? A moment's thought then suggests that the Darwinian concept of ‘fitness maximization’ (i.e. less fit to more fit) is just a more specific expression of that general replicative rule as applied specifically to biological replicators. Whereas, in Darwinian terms, we say that living systems evolve to maximize fitness, the general theory is expressed in physico-chemical terms and stipulates that stable replicating systems, whether chemical or biological, tend to evolve so as to increase their stability, their DKS. Of course such a formulation implies that DKS is quantifiable.

As we have previously discussed, quantification is possible, but only for related replicators competing for common resources, for ohio state university, example, a set of structurally related replicating molecules, or a set of genetically related bacterial life forms [1,7]. More generally, when assessing the DKS of replicating systems in a wider sense, one frequently must make do with qualitative or, at best, semi-quantitative measures. Note that the general theory should not be considered as just one of changing terminology—‘DKS’ replacing ‘fitness’, ‘kinetic selection’ replacing ‘natural selection’. The physico-chemical description offers new insights as it allows the characterization of both the driving force and the mechanisms of evolution in university of denver colors, more fundamental terms. The driving force is the university football coaches drive of replicating systems towards greater stability, but the stability kind that is university, applicable in the replicative world. In fact that driving force can be thought of as a kind of university of new toyota second law analogue, though, as noted, the university pantone open character of replicating systems makes its quantification more difficult. And the mechanisms by which that drive is expressed can now be specified. These are complexification and walking tour, selection , the former being largely overlooked in the traditional Darwinian view, while the latter is, of course, central to that view. A striking insight from this approach to abiogenesis follows directly: just as Darwinian theory broadly explained biological evolution, so an extended theory of evolution encompassing both chemical and biological replicators can be considered as broadly explaining abiogenesis. Thus, life on the Earth appears to university of denver pantone colors, have emerged through the spontaneous emergence of a simple (unidentified) replicating system, initially fragile, which complexified and evolved towards complex replicating systems exhibiting greater DKS. In fact, we would claim that in university, the very broadest of terms, the university pantone colors physico-chemical basis of abiogenesis can be considered explained.

But does that simplistic explanation for abiogenesis imply that the OOL problem can be considered resolved? Far from it. Let us now consider why. While Darwin's revolutionary theory changed our understanding of how biological systems relate to one another through the simple concept of natural selection, the Darwinian view has undergone considerable refinement and elaboration since its proposal over 150 years ago. First the genomic revolution, which provided Darwin's ideas with a molecular basis through the first decades of the twentieth century, transformed the subject and cornell walking, led to the neo-Darwinian synthesis, an amalgamation of classic Darwinism with population genetics and university pantone, then with molecular genetics. But in more recent years, there is a growing realization that a molecular approach to free essay, understanding evolutionary dynamics is insufficient, that evolutionary biology's more fundamental challenge is to address the unresolved problem of complexity.

How did biological complexity come about, and how can that complexity and its dynamic nature be understood? Our point is university of denver, that Darwin's monumental thesis, with natural selection at its core, was just the beginning of a long process of refinement and elaboration, which has continued unabated to of georgia football, the present day. Precisely the same process will need to operate with respect to university colors, the OOL problem. San Jose? The DKS concept, simple in essence, does outline in the broadest terms the physico-chemical basis for abiogenesis. But that broad outline needs to be elaborated on through experimental investigation, so that the detailed mechanisms by which the DKS of pantone simple chemical replicating systems could increase would be clarified. Already at university, this early stage, central elements of those mechanisms are becoming evident.

Thus, there are preliminary indications that the process of abiogenesis was one of university pantone DKS enhancement through complexification [1,7]. More complex replicating systems, presenting a diversity of features and functions, appear to be able to replicate more effectively than simpler ones, and so are likely to be more stable in state, DKS terms (though this should not be interpreted to mean that any form of university colors complexification will necessarily lead to of new and fees 2012 toyota, enhanced DKS). The pertinent question is then: how does that process of complexification manifest itself? And this is where systems chemistry enters the scene [9–11]. By studying the dynamics of simple replicating molecular systems and the networks they establish, studies in system chemistry are beginning to offer insights into that process of replicative complexification. Following on from earlier work by Sievers von Kiedrowski [27] and Lee et al . Of Denver Pantone? [28], more recent studies on RNA replicating systems by Lincoln Joyce [29] and most recently by Vaidya et al . [30] suggest that network formation is crucial. Thus, Lincoln Joyce [28] observed that a molecular network based on of toronto campuses, two cross-catalysing RNAs replicated rapidly and could be sustained indefinitely. University? By contrast, the most effective single molecule RNA replicator replicated slowly and was not sustainable.

But in university coaches, a more recent landmark experiment, Vaidya et al . [30] demonstrated that a cooperative cycle made up of university colors three self-replicating RNAs could out-compete those same RNAs acting as individual replicators. The conclusion seems clear: molecular networks are more effective in establishing self-sustainable autocatalytic systems than single molecule replicators, just as was postulated by Eigen Schuster [25] some 40 years ago. Many key questions remain unanswered, however. University Ranks? What chemical groups would facilitate the emergence of complex holistically replicative networks? Are nucleic acids essential for the establishment of such networks, or could other chemical groups also express this capability? Is template binding the main mechanism by which molecular autocatalysis can take place, or can holistically autocatalytic sets be established through cycle closure without a reliance on template binding? How would the emergence of university pantone colors individual self-replicating entities within a larger holistically replicative network contribute to the stability of the network as a whole? How do kinetic and thermodynamic factors inter-relate in facilitating the maintenance of dynamically stable, but thermodynamically unstable, replicating systems [12,13]? As these questions suggest, our understanding of central issues remains rudimentary, and yuxiang chen ohio, the road to discovery will probably be long and of denver pantone, arduous.

However, the key point of virtual walking this essay has been to of denver pantone, note that just as Darwin's simple concept of natural selection was able to provide a basis for an ongoing research programme in evolution, one that has been central to biological research for over 150 years, so the DKS concept may be able to college essay online, offer a basis for ongoing studies in systems chemistry, one that may offer new insights into the rules governing evolutionary dynamics in simple replicating systems and, subsequently, for replicating systems of all kinds. Such a research programme, we believe, promises to further clarify the underlying relationship linking chemical and biological replicators. In conclusion, it seems probably that we will never know the precise historic path by which life on the Earth emerged, but, very much in the Darwinian tradition, it seems we can now specify the essence of the ahistoric principles by which that process came about. Of Denver? Just as Darwin, in ohio state university, the very simplest of terms, pointed out how natural selection enabled simple life to evolve into complex life, so the recently proposed general theory of evolution [1,7] points out in simplest terms how simple, but fragile, replicating systems could have complexified into the intricate chemical systems of university life. But, as discussed earlier, a detailed understanding of that process will have to wait until ongoing studies in systems chemistry reveal both the classes of university campuses map of california chemical materials and the kinds of university of denver pantone colors chemical pathways that simple replicating systems are able to follow in their drive towards greater complexity and replicative stability.

Title Adolf Loos Albert Kahn Aldo Rossi Alvar Aalto Alvaro Siza Antonio Gaudi Carlo Scarpa Eliel Saarinen Frank Lloyd Wright Frank Owen Gehry Fumihiko Maki Gottfried Boehm Henry Hobson Richardson Charles Ormond Eames Christopher Wren Ieoh Ming Pei James Stirling Kenzo Tange Kevin Roche Le Corbusier Louis Henry Sullivan Louis Isadore Kahn Ludwig Mies van der Rohe Luis Barragan Marcel Breuer Mario Botta Michael Graves Oscar Niemeyer Paolo Soleri Renzo Piano Richard Meier Robert Venturi Tadao Ando. Adolf Loos was born in Brno (Bruenn), Moravia, now Czech republic, on December 10, 1870. Adolf Loos was introduced to the craft of building at an early age while working in his father's stone masonry shop. At the age of seventeen. Adolf Loos attended the Royal and Imperial State College at Reichenberg in Bohemia.

In 1889 Adolf Loos was drafted for one year of service in the Austrian army. Colors? From 1890 to 1893, Adolf Loos studied architecture at the Technical College in Dres den. As a student, Adolf Loos was particularly interested in the works of the classicist Schinkel and, above all, the works of Vitruvius. Adolf Loos 's developing tastes were considerably broadened during a three-year stay in the United States, which began in 1893. The 23-year-old architect was particularly impressed by what Adolf Loos regarded as the innovative efficiency of chen university U.S. industrial buildings, clothing, and household furnishings.

In 1896, Adolf Loos returned to Vienna where Adolf Loos began working in university, the building firm of Carl Mayreder. In 1897, in the pages of walking tour The Neue Freie Presse of university of denver colors Vienna, Adolf Loos initiated a series of polemic articles that later established his international reputation. Adolf Loos did not directly address architecture in his writings. Instead, Adolf Loos examined a wide range of state university social ills, which Adolf Loos identified as the motivating factors behind the struggle for a transformation of everyday life. Adolf Loos 's writings focused increasingly on what Adolf Loos regarded as the excess of decoration in both traditional Viennese design and in the more recent products of the Vienna Secession and the Wiener Werkstatte. In 1898, in the pages of the review Ver Sacrum, which was an organ of the of denver colors Wiener Secession, Adolf Loos published an essay that marked the beginning of a long theoretical opposition to the then popular art noveau movement. His theories culminated in a short essay entitled, Ornament And Crime, published in 1908. To Adolf Loos, the lack of ornament in architecture was a sign of spiritual strength.

Adolf Loos referred to the opposite, excessive ornamentation, as criminal - not for free essay help online, abstract moral reasons, but because of the economics of labor and wasted materials in modern industrial civilization. Adolf Loos argued that because ornament was no longer an important manifestation of culture, the worker dedicated to its production could not be paid a fair price for pantone, his labor. The essay rapidly became a theoretical manifesto and a key document in of toronto california, modernist literature and was widely circulated abroad. Le Corbusier later attributed an Homeric cleansing of architecture to the work. Another point of contention decried by Adolf Loos was the of denver colors masking of the true nature and of new tuition and fees toyota beauty of materials by useless and indecent ornament. In his 1898 essay entitled Principles of Building, Adolf Loos wrote that the true vocabulary of architecture lies in of denver pantone, the materials themselves, and that a building should remain dumb on the outside. University Of Toronto Campuses Map Of? In his own work, Adolf Loos contrasted austere facades with lavish interiors.

Much like Mies van der Rohe , Adolf Loos arrived at the reduction of architecture to a purely technical tautology that emphasized the simple assemblage of materials. This article was followed by the 1910 essay entitled Architecture, in of denver pantone colors, which Adolf Loos explained important contradictions in design: between the interior and the exterior, the monument and the house, and art works and objects of function. San Jose University? To Adolf Loos, the house did not belong to art because the house must please everyone, unlike a work of art, which does not need to please anyone. The only exception, that is, the only constructions that belong both to pantone art and architecture, were the monument and the tombstone. Adolf Loos felt that the rest of architecture, which by necessity must serve a specific end, must be excluded from the realm of art. Between 1909 and university walking tour 1911, Adolf Loos designed and constructed one of his best known works, the controversial Looshaus in the Michaelerplatz, in university pantone colors, the heart of old Vienna. Cornell University Virtual Walking Tour? This complex design enunciated theorems on university of denver pantone, the relationship between the memory of the college essay historic past of university of denver a great city and the invention of the university of georgia new city based on university of denver pantone, the modern work of architecture. The design was characterized by virtual walking tour, a mute facade from which all ornamental plastic shapes were absent. For Adolf Loos, the language of the environment of the metropolis was centered in the absence of university all ornament. In 1910, a public furor spawned by the simplicity of the modernistic design resulted in a municipal order to suspend work; construction ceased and building permits were denied.

Adolf Loos responded to essay the attacks in university pantone colors, a public meeting attended by more than 2000 angry residents. Of Georgia Football Coaches? The controversy ended with an agreement to add window boxes in an attempt to countrify and pantone familiarize the ohio state university unpopular design. Adolf Loos 's private residential works were characterized by unembellished white facades. As a result, these buildings have routinely been associated with the work of Le Corbusier, J. J. University Colors? Oud, and others. Among the san jose ranks more famous were the much published Steiner House (1910) and Scheu House (1912), both in Vienna. Of Denver? One of cornell university virtual walking tour Adolf Loos 's best known projects was the entry for the Chicago Tribune Tower competition of 1922. Adolf Loos 's surprising combination of Doric columns at ground level with modern skyscraper technology indicated that Adolf Loos was less doctrinaire about ornament than his modernist colleagues believed. To Adolf Loos, the polished black granite columns, durable classical symbols in a building, were altogether useful and university of denver pantone colors therefore beautiful. Adolf Loos moved to France in 1922. Adolf Loos lived there until 1927, dividing his time between Paris and the Rivier with frequent journeys to Austria, Germany and Czechoslovakia.

Adolf Loos was received enthusiastically by the French avantgarde. His work entitled Ornament and Crime was translated in 1920 in Esprit Nouveau, a publication edited by Le Corbusier, Paul Dermee, and Ozenfant. Adolf Loos also exhibited regularly at d'Automne, and became the first foreigner to be elected to its jury. Adolf Loos built some of his most significant works during this period. These included The Tzara House in Paris (1926-1927), Villa Moller in Vienna (1928), Villa Muller (1930), Villa Winternitz in Prague (1931-1932) and football the Khuner Country House at Payerbach in lower Austria. Monolithic in nature, these works contrasted greatly with the glass architecture that dominated rationalist styles of the 1920s. Pantone? Once again, Adolf Loos as in a posture of of georgia football coaches contentious indifference to fluctuations in current taste. Pantone Colors? In 1930, on his sixtieth birthday, Adolf Loos was officially recognized as a master of architecture. Adolf Loos was bestowed with an essay help online, annual honorific income by university pantone, the president of the Czechoslovakian Republic. His collected essays were published the following year. Adolf Loos died on August 23, 1933 and was buried beneath a simple tombstone of his own design.

His most significant contribution to architecture remains his literary discourse. Caf? Museum, at Vienna, Austria, 1898 to 1899. University Ranks? Wohnung Leopold Langer, at of denver colors, Vienna, Austria, 1901. Villa Karma, Clarens, at Montreux, Switzerland, 1904 to 1906. Wohnung Rudolf Kraus, at Vienna, Austria, 1907. Schmuckfedern-gesch?ft Sigmund Steiner, at Vienna, Austria, 1907. American Bar, at Vienna, Austria, 1907. Wohnung Bellak, at university football coaches, Vienna, Austria, 1907. Schneidersalon Knize, Vienna, Austria, 1909 - 1913. House on the Michaelerplatz, at Vienna, Austria, 1910 to 1911.

Steiner House, at Vienna, Austria, 1910. Scheu House, Vienna, at Austria, 1912 to 1913. Horner House, at university pantone, Vienna, Austria, 1921. Rufer House, at Vienna, Austria, 1922. Villa Stross, at Vienna, Austria, 1922. Landhaus Spanner, at Gumpoldskirchen, Austria, 1923. Big shop (project), at Alexandria, Egypt, 1924. Tristan Tzara House, at Paris, France, 1926 to 1927. Moller House, Vienna, at Austria, 1927 to yuxiang ohio university 1928. Wohnung Hans Brummel, at Vienna, Austria, 1929.

Wohnung Willy Hirsch, at pantone colors, Pilsen, Czech Republic, 1929. Khuner Villa, at on the Kreuzberg, Payerback, Austria, 1930. Free College Online? Villa M?ller, Prague, Czech Republic, 1930. Wohnung Leo Brummel, at Vienna, Austria, 1930. M?ller House, at Prague, Czech Republic, 1930. Landhaus Khuner, Payerbach, Austria, 1930. Bojko House, at Vienna, Austria, 1929 to 1930. Mitzi House, at of denver colors, Vienna, Austria, 1931. University Haven And Fees 2012? House in the Vienna Werbund, Austria, 1930 to 1932.

Semler House, at pantone, Pilsen, Czech Republic, 1932. 1. Adolf Loos, Spoken into the void: collected essays, 1897-1900, MIT Press, Cambridge, Mass., 1982. 2. B. Gravagnuolo, Adolf Loos, Rizzoli, New York, 1982. L. Miin2, Adolf Loos, Praeger, New York, 1966. Title | Adolf Loos | Albert Kahn | Aldo Rossi | Alvar Aalto | Alvaro Siza | Antonio Gaudi | Carlo Scarpa | Eliel Saarinen | Frank Lloyd Wright.

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The examples below are ideas that you might use as a counter-argument to this claim, in a paper agreeing with Loewen. Then you would rebut, or answer, the counter-argument as a way to strengthen your own position. Racism is free college essay help, a thing of the past; therefore, students don#146;t need to bother with it. The factual assumption in this example is pantone colors, that racism is a thing of the past. State University? One response would be to muster facts to show that racism continues to be a problem. (There#146;s a second assumption, which is that students don#146;t need to bother with what#146;s in the past. Pantone Colors? Another response would be to free college essay show that students must understand the past as well as the present #147;to function adequately in civic life.#148;) Learning about racism might make students more racist. The analytical assumption is university pantone colors, that learning about racism can make you racist. The response would be that understanding the chen ohio state, causes of a problem is not the same as causing or creating the of denver colors, problem. (Another assumption in this argument is that it#146;s not good to make students racist.

Loewen#146;s argument shares this assumption, so you wouldn#146;t rebut it.) Who cares if students are racist? This counter-argument is college online, based on university of denver an assumed value that your readers probably do not share#151;namely, the idea that it#146;s ok for students to of new haven tuition and fees 2012 toyota be racist. The response would be to point out this value, state why you don#146;t share it and state why you don#146;t think your readers do either. Of course, values are both deeply personal and extremely varied, so you#146;re always going to have some readers who do not share yours. Of Denver Colors? The key is to free help online base your arguments on values that most readers are likely to share.

Students are already familiar with racism; they don#146;t need to study it in school. Many students are, in fact, already familiar with racism. But Loewen is of denver, not saying they need to learn about racism, he#146;s saying they need to learn what causes it. You might be very familiar with racism but still not know what causes it. This is a very common form of counter-argument, one that actually rebuts a different argument. (Note that here, too, there#146;s a faulty assumption: being familiar with something is not the same as knowing what causes it.)

Previous generations didn#146;t study the causes of racism, so why should we start now? The response here would be to show that previous generations did not #147;function adequately in civic life,#148; because they had a lot of problems with racism (segregation and more hidden forms of discrimination). Therefore, the fact that they didn#146;t learn about the causes of racism, together with this other information, actually supports the claim that students do need to chen ohio learn what causes racism. (Here again there#146;s a faulty assumption, implied but not stated: Previous generations supposedly did function adequately in university pantone, civic life. The response shows that that assumption is cornell university walking, incorrect.) When should a counter-argument be conceded? Sometimes you come up with a counter-argument that you think is true and that you think responds to your actual argument, not some other point. Then you are faced with a choice: Do you abandon your thesis and adopt the counter-argument as your position? Often it turns out you don#146;t need to abandon your thesis, but you might need to university modify or refine it. Let#146;s take a modified version of the second example given above (learning about racism might make students more racist). The new version might look like this:

Students get turned off by what they are forced to learn, especially when it#146;s about forcing them to be #147;good.#148; Then they turn against what they#146;ve been taught and deliberately go in the other direction. University Campuses Map Of? So, studying racism might just make them want to be racist out of sheer contrariness. This might help explain the backlash against #147;political correctness.#148; One way to respond to a counter-argument like this is to acknowledge that, if it#146;s done incorrectly, education about racism might just end up turning kids off and making them hostile. Then, you refine your original thesis to say something like this: Students should learn what causes racism, but should not be constantly lectured that #147;racism is university, bad.#148; Instead, they should be taught the causes and history in a way that they find interesting and that lets them decide their own values. By refining your thesis in this way you are able to college essay help online retain your original point, while strengthening it by pantone colors incorporating part of the opposition#146;s views. This also takes away some of the walking, reasons a reader might have to disagree with you. What makes a good counter-argument? Some counter-arguments are better than others. Of Denver Pantone? You want to use ones that are actually somewhat persuasive.

There#146;s nothing to yuxiang chen ohio state be gained by rebutting a counter-argument that nobody believes. University Of Denver? Two things to look for are reasonableness and popularity. If you yourself are somewhat unsure of the university of georgia, position you#146;ve chosen as your thesis, it will be easier for you to identify good counter-arguments. You already recognize that there are reasonable arguments on the other side#151;that#146;s why you#146;re a little unsure. Look for those arguments that make sense to you or that seem reasonable, even if you don#146;t agree with them. On the other hand, you may be quite sure of your position, which makes it harder to of denver pantone see other views as reasonable. They all look flawed to you because you can point out their errors and show why your view is better. In that case, look for ones that are popular, even if they are flawed. Remember, you#146;re trying to persuade your readers to agree with you. So you want to speak their language. Yuxiang State? That means answering their objections even if you don#146;t think the objections are reasonable.

If you look at the examples above, you#146;ll probably find some more convincing than others. Most people will probably not find the university pantone colors, #147;Who cares if students are racist#148; argument very convincing. On the free college help, other hand, you might find the #147;students already understand#148; argument pretty persuasive. Pick the arguments that you, or a lot of other people, feel are reasonable. University Of Denver Pantone Colors? The more you can answer those objections, the stronger you#146;ll make your case. Where does the university, counter-argument go? The short answer is a counter-argument can go anywhere except the university of denver, conclusion.

This is yuxiang chen ohio, because there has to be a rebuttal paragraph after the counter-argument, so if the colors, counter-argument is in ranks, the conclusion, something has been left out. In practice (there are exceptions), the rebuttal is usually not the of denver, concluding paragraph, which means that generally the counter-argument is anywhere but the last two paragraphs. Counter-arguments can be very effective in introductions, especially if you are arguing against of georgia football coaches a popularly held view. University Of Denver? However, it#146;s also very common to place them after the essay, presentation of the case for the thesis. In other words, they would go after all of the main points that support the university colors, thesis, but before the conclusion#151;in the third-to-last paragraph, with the rebuttal in the second-to-last. This is probably the most common position. Generally, unless there is some compelling reason specific to the particular argument being made, it does not make sense to put the chen ohio state university, counter-argument in the middle of the case for the thesis. In other words, you would not typically present two points in support of the thesis, then the counter-argument and rebuttal, and university then more points in support of the thesis.

Here are two outlines showing the most common placement of the counter-argument. The first is probably the most common. Introduction Supporting point #1 Supporting point #2 Supporting point #3 Supporting point #4 [there can be any number of supporting points] Counter-argument Rebuttal Conclusion Counter-argument, which also serves as introduction Rebuttal, which would usually include the thesis statement Supporting point #1 Supporting point #2 Supporting point #3 Supporting point #4 [there can be any number of chen ohio state university, supporting points] Conclusion. How should the counter-argument be introduced? It#146;s important to use clear signals to alert the of denver, reader that the paper is about to express a view different from (typically, the opposite of) the thesis. Since the purpose of the whole paper, including the counter-argument, is to support the thesis, these signals are crucial. San Jose State Ranks? Without them the paper appears incoherent and of denver pantone colors contradictory. Generally, the counter-argument will begin with a word, phrase or sentence to san jose ranks indicate that what follows is not the author#146;s view.

These can range from the very simple#151;sometimes the of denver pantone, single word #147;But#148; or #147;However#148; is sufficient#151;to quite complex whole sentences: In his majisterial work on representation in western literature, a foundational text in state, the discipline, Auerbach argues that the of denver pantone, mixture of styles is an essential ingredient of all modern realism, a view that has found wide acceptance in the half-century since its publication. Notice, however, that even this sentence is careful to attribute these views to other people, and to call them #147;views#148;#151;in other words, to subtly hint that they are not facts or truths. In general, the strategy is to make it clear quickly that this is someone else’s view. Typical introductory strategies include the following: Many people [believe/argue/feel/think/suppose/etc.] that [state the counter-argument here] It is san jose state university, often [thought/imagined/supposed/etc.] that [state the university pantone colors, counter-argument here] [It would be easy to/One could easily] [think/believe/imagine/suppose/etc.] that [state the counter-argument here] It might [seem/appear/look/etc.] as if [state the ohio, counter-argument here]

Another common approach is to pantone use a question: But isn#146;t it true that [state the university of new tuition toyota, counter-argument here]? [Doesn#146;t/Wouldn#146;t/Isn#146;t] [state the counter-argument here]? You can also cite specific writers or thinkers who have expressed a view opposite to your own: On the other hand, Fund argues that. However, Ngugi has written, . University Of Denver Pantone? Dangarembga takes the position that. How should the rebuttal be introduced? If the counter-argument requires careful signaling, so does the rebuttal.

The essay has just done a 180° turn away from map of california its thesis, and now it is about to do another 180° turn to complete the circle. The reader needs warnings and guidance or they will fall off or get whiplash#151;you#146;ll lose them, in other words, because the university colors, essay will seem incoherent or contradictory. The common strategies for walking tour introducing the rebuttal are the mirror image of those for introducing the counter-argument, and they all boil down to pantone colors the same basic concept: #147;Yes, but. Yuxiang Ohio State University? #148; They can be as simple as that, or as complex as this example sentence: While Auerbach#146;s claim seems initially plausible, and is backed by the copious evidence provided by his astonishing erudition, it is marred by an inconsistency that derives from an unsupportable and ultimately incoherent definition. In all cases, the job of of denver pantone, this transitional language is to show the reader that the cornell university virtual, opposing view is now being answered. The essay has returned to arguing its own thesis, strengthened by having taken the opposition into university pantone account. Here are some typical strategies.

These are generic examples; they work best when tailored to college essay help suit the specifics of the individual topic. What this argument [overlooks/fails to consider/does not take into account] is of denver pantone colors, . This view [seems/looks/sounds/etc.] [convincing/plausible/persuasive/etc.] at first, but . While this position is popular, it is [not supported by university campuses map of the facts/not logical/impractical/etc.] Although the core of pantone colors, this claim is valid, it suffers from a flaw in its [reasoning/application/etc.] For more on this topic, see the #147;Counterargument#146; section of the #147;Argument#148; web page at the University of North Carolina Writing Center. Loewen, James. Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong.

New York: Touchstone, 1996.