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Writing Argumentative Essay Topics About African Americans

Writing Argumentative Essay Topics About African AmericansIt is not a bad idea to prepare a number of argumentative essay topics about African Americans. Writing an essay that focuses on the issues that African Americans face is important, as the same questions are asked of every minority group in America.An example of an argumentative essay topic that some writers have written about include, 'My Life at the IRS,' or 'How to Learn Tax Law.' The writers are seeking to educate others about what they have experienced and are taking action to make changes. The writers are using their writing skills to let the reader know that they want to make a difference in the world.A writer should also make factual statements to prove that they are knowledgeable. A writer should always spell check their work and be aware of grammar rules. One of the most common mistakes made by writers who are not educated about tax laws is writing sentences that are too long. Also, it is not advised to use phrases s uch as, 'I did not plan to ...' as this may cause people to assume that the writer is just trying to get them to believe that they did not plan to file their taxes.Argumentative essay topics about African Americans may focus on issues such as, 'The Homeowner's Bill of Rights,' or 'Policies for African American Women.' When writing a proposal essay, this is an ideal topic to write about. A student has several options, such as, 'I Am White, and I Am Not Interested in Black History Month,' or 'Feminism and Black Suffrage.'There are many professionals that will review a proposal and review it for factual accuracy before they write about the subject, especially if the writer's professional reputation is important. This will prevent the author from running into any problems later on when writing an essay that focuses on an issue that theyare not familiar with.Another great thing about argumentative essay topics about African Americans is that they can be very enlightening to the reader. I t is easy to feel overwhelmed when you read lengthy essays on different subjects and realize that you just do not know enough about them to write an essay about them.One of the most important things that writers need to remember is that they need to come up with some good arguments for each argumentative essay topics they write. This will give them a better understanding of the subject and allows them to put their knowledge into words.In addition, writers should take the time to understand their own life and how it relates to the topic at hand. A writer that writes about his own experiences will learn much more about himself. And a writer that understands the topic in general will gain a better understanding of why he writes about certain topics.

Essay Writing Crossword Puzzle PDF

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Sample of an Essay - What is a Sample of an Essay?

Sample of an Essay - What is a Sample of an Essay?Students, whether students at high school or college level, are often asked to complete a sample of an essay. Such a sample is meant to test the student's abilities. A sample of an essay, even if the essay is short, is usually over the course of one page.The sample of an essay may be from a newspaper or magazine article, or a book or short story. Sometimes a teacher asks students to write about a current issue or event that has caught their attention. There are many reasons why students are asked to write about such topics. Usually, it is for marking purposes, for grading purposes, or for evaluating student performance.Another way in which students are given a chance to express themselves is through a different method. Often, the teachers in charge of assigning essays will provide a scenario of what a student might write about. In this scenario, a student is asked to write from the point of view of a student in the situation described .Often, these essay samples do not have to be any longer than a single page. They can be anywhere from five to ten pages long. Some students feel as though they could use the sample of an essay to demonstrate what a student would say. Others believe that it is a waste of time to go back and rewrite what they wrote to make it sound better.As I stated earlier, essay samples are usually over the course of one page. Most students feel that they can fill in the blanks on their own with the help of a dictionary. However, there are also occasions when a student can't remember what the topic of an essay is because the topic of an essay has changed throughout the writing process.In order to be prepared for any type of scenario, there is a need to keep a note book. Keep a few examples of an essay handy. You will find them to be very helpful, even though they won't actually be used for your essay.Finally, if you find yourself having to write a different sample of an essay, don't forget to thro w in a few tips and tricks of the trade. Keep these tips in mind so that you do not put yourself in a hole. If you can remember these tips, you can save yourself the trouble of writing a test or essay.

Why study Art an Example by

Why study Art? Since high school, I have had a desire to pursue art; disciplines of my immense interest which not only enable me understand the forces behind socio-economic, political, legal, and environmental happenings but also offer a practical way of relating these factors to the day to day live activities. First, I made my decision to study arts in order to fulfill my dreams and acquire more knowledge that would enable me correlate my imaginations with the history of human existence and how man attempts to adjust to the ever changing world in quest for better life, security and social order (teachers, 2008) Need essay sample on "Why study Art?" topic? We will write a custom essay sample specifically for you Proceed Secondly my decision was based on the desire to experience and get more insight on the multifaceted human cultural diversity and their roles in the contemporary society. My decision was also guided by the awareness that Art would enable me develop specific academic traits that are crucial in my quest to fully understand human behavior as exhibited in various scenarios and the deep pertinent issues that are essential, not only in understanding life, but in living fully (teachers, 2008). My journey into the world of art was also guide by the abstractness of the discipline where one freely expresses his/her opinion on a given subject and is not necessarily tied to a given established formulae of making inferences. In the study of art, one uses critique, images, movements, and songs to form an opinion and attempt to explain the sate of affairs, the causative agents and also offer viable alternatives solutions to a situation. Lastly, I had desire to specialize in a filed that would enable me employ my skills in empowering my peer and members of my society hence the decision to begin the journey that would eventually lead me to further studies in community arts. Art is therefore not only enjoyable to me but also allows me think critically and creatively. Reference Teachers. (2008) Art Page. Retrieved February 3, 2009.

Biography of Field Marshal Sir Harold Alexander

Biography of Field Marshal Sir Harold Alexander Born December 10, 1891, Harold Alexander was the third son of Earl of Caledon and Lady Elizabeth Graham Toler. Initially educated at Hawtreys Preparatory School, he entered Harrow in 1904. Departing four years later, Alexander sought to pursue a military career and gained admission to the Royal Military College at Sandhurst. Completing his studies in 1911, he received a commission as a second lieutenant in the Irish Guards that September. Alexander was with the regiment in 1914 when World War I began and deployed to the Continent with Field Marshal Sir John Frenchs British Expeditionary Force. In late August, he took part in the retreat from Mons and in September fought at the First Battle of the Marne. Wounded at the First Battle of Ypres that fall, Alexander was invalided to Britain. World War I Promoted to captain on February 7, 1915, Alexander returned to the Western Front. That fall, he took part in the Battle of Loos where he briefly led the 1st Battalion, Irish Guards as an acting major. For his service in the fighting, Alexander was awarded the Military Cross. The following year, Alexander saw action during the Battle of the Somme. Engaged in heavy combat that September, he received the Distinguished Service Order and the French LÃ ©gion dhonneur. Elevated to the permanent rank of major on August 1, 1917, Alexander was made an acting lieutenant colonel shortly thereafter and led the 2nd Battalion, Irish Guards at the Battle of Passchendaele that fall. Wounded in the fighting, he quickly returned to command his men at the Battle of Cambrai in November. In March 1918, Alexander found himself in command of the 4th Guards Brigade as British troops fell back during the German Spring Offensives. Returning to his battalion in April, he led it at Hazebrouck where it sustained heavy casualties. Interwar Years Shortly thereafter, Alexanders battalion was withdrawn from the front and in October he assumed command of an infantry school. With the end of the war, he received an appointment to the Allied Control Commission in Poland. Given command of a force of German Landeswehr, Alexander aided the Latvians against the Red Army in 1919 and 1920. Returning to Britain later that year, he resumed service with the Irish Guards and in May 1922 received a promotion to lieutenant colonel. The next several years saw Alexander move through postings in Turkey and Britain as well as attend the Staff College. Promoted to colonel in 1928 (backdated to 1926), he took command of the Irish Guards Regimental District before attending the Imperial Defense College two years later. After moving through various staff assignment, Alexander returned to the field in 1934 when he received a temporary promotion to brigadier and assumed command of the Nowshera Brigade in India. In 1935, Alexander was made a Companion of the Order of the Star of India and was mentioned in despatches for his operations against the Pathans in Malakand. A commander who led from the front, he continued to perform well and in March 1937 received an appointment as an aide-de-camp to King George VI. After taking part in the Kings coronation, he briefly returned to India before being promoted to major general that October. The youngest (age 45) to hold the rank in the British Army, he assumed command of the 1st Infantry Division in February 1938. With the outbreak of World War II in September 1939, Alexander prepared his men for combat and soon deployed to France as part of General Lord Gorts British Expeditionary Force. A Rapid Ascent With the rapid defeat of Allied forces during the Battle of France in May 1940, Gort tasked Alexander with overseeing the BEFs rearguard as it withdrew toward Dunkirk. Reaching the port, he played a key role in holding off the Germans while British troops were evacuated. Assigned to lead I Corps during the fighting, Alexander was one of the last to leave French soil. Arriving back in Britain, I Corps assumed a position to defend the Yorkshire coast. Elevated to acting lieutenant general in July, Alexander took over Southern Command as the Battle of Britain raged in the skies above. Confirmed in his rank in December, he remained with Southern Command through 1941. In January 1942, Alexander was knighted and the following month was dispatched to India with the rank of general. Tasked with halting the Japanese invasion of Burma, he spent the first half of the year conducting a fighting withdrawal back to India. To the Mediterranean Returning to Britain, Alexander initially received orders to lead the First Army during the Operation Torch landings in North Africa. This assignment was changed in August when he instead replaced General Claude Auchinleck as Commander-in-Chief, Middle East Command in Cairo. His appointment coincided with Lieutenant General Bernard Montgomery taking command of the Eighth Army in Egypt. In his new role, Alexander oversaw Montgomerys victory at the Second Battle of El Alamein that fall. Driving across Egypt and Libya, Eighth Army converged with Anglo-American troops from the Torch landings in early 1943. In a reorganization of Allied forces, Alexander assumed control of all troops in North Africa under the umbrella of the 18th Army Group in February. This new command reported to General Dwight D. Eisenhower who served as Supreme Allied Commander in the Mediterranean at the Allied Forces Headquarters. In this new role, Alexander oversaw the Tunisia Campaign which ended in May 1943 with the surrender of over 230,000 Axis soldiers. With victory in North Africa, Eisenhower began planning the invasion of Sicily. For the operation, Alexander was given command of the 15th Army Group consisting of Montgomerys Eighth Army and Lieutenant General George S. Pattons US Seventh Army. Landing on the night of July 9/10, Allied forces secured the island after five weeks of fighting. With the fall of Sicily, Eisenhower and Alexander rapidly began planning for the invasion of Italy. Dubbed Operation Avalanche, it saw Pattons US Seventh Army headquarters replaced with Lieutenant General Mark Clarks US Fifth Army. Moving forward in September, Montgomerys forces began landing in Calabria on the 3rd while Clarks troops fought their way ashore at Salerno on the 9th. In Italy Consolidating their position ashore, Allied forces commenced advancing up the Peninsula. Due to the Apennine Mountains, which run the length of Italy, Alexanders forces pushed forward on two fronts with Clark in the east and Montgomery in the west. Allied efforts were slowed by poor weather, rough terrain, and a tenacious German defense. Slowly falling back through the fall, the Germans sought to buy time to complete the Winter Line south of Rome. Though the British succeeded in penetrating the line and capturing Ortona in late December, heavy snows prevented them from pushing east along Route 5 to reach Rome. On Clarks front, the advance bogged down in the Liri Valley near the town of Cassino. In early 1944, Eisenhower departed to oversee planning of the invasion of Normandy. Arriving in Britain, Eisenhower initially requested that Alexander serve as the ground forces commander for the operation as he had been easy to work with during earlier campaigns and had promoted cooperation a mong Allied forces. This assignment was blocked by Field Marshal Sir Alan Brooke, Chief of the Imperial General Staff, who felt that Alexander was unintelligent. He was supported in this opposition by Prime Minister Winston Churchill who thought the Allied cause to be best served by having Alexander continue to direct operations in Italy. Thwarted, Eisenhower gave the post to Montgomery who had turned Eighth Army over to Lieutenant General Oliver Leese in December 1943. Leading the newly re-named Allied Armies in Italy, Alexander continued to seek a way to break the Winter Line. Checked at Cassino, Alexander, at Churchills suggestion, launched an amphibious landing at Anzio on January 22, 1944. This operation was quickly contained by the Germans and the situation along the Winter Line did not change. On February 15, Alexander controversially ordered the bombing of the historic Monte Cassino abbey which some Allied leaders believe was being used as an observation post by the Germans. Finally breaking through at Cassino in mid-May, Allied forces surged forward and pushed Field Marshal Albert Kesselring and the German Tenth Army back to the Hitler Line. Breaking through the Hitler Line days later, Alexander sought to trap the 10th Army by using forces advancing from the Anzio beachhead. Both assaults proved successful and his plan was coming together when Clark shockingly ordered the Anzio forces to turn northwest for Rome. As a result, the German Tenth Army was able to escape north. Though Rome fell on June 4, Alexander was furious that the opportunity to crush the enemy had been lost. As Allied forces landed in Normandy two days later, the Italian front quickly became of secondary importance. Despite this, Alexander continued pushing up the peninsula during the summer of 1944 and breached the Trasimene Line before capturing Florence. Reaching the Gothic Line, Alexander commenced Operation Olive on August 25. Though both Fifth and Eighth Armies were able to break through, their efforts were soon contained by the Germans. Fighting continued during the fall as Churchill hoped for a breakthrough which would allow for a drive towards Vienna with the goal of halting Soviet advances in Eastern Europe. On December 12, Alexander was promoted to field marshal (backdated to June 4) and elevated to Supreme Commander of the Allied Forces Headquarters with responsibility for all operations in the Mediterranean. He was replaced Clark as leader of the Allied Armies in Italy. In the spring of 1945, Alexander directed Clark as Allied forces launched their final offensives in the theater. By the end of April, Axis forces in Italy had been shattered. Left with little choice, they surrendered to Alexander on April 29. Postwar With the end of the conflict, King George VI elevated Alexander to the peerage, as Viscount Alexander of Tunis, in recognition of his wartime contributions. Though considered for the post of Chief of the Imperial General Staff, Alexander received an invitation from Canadian Prime Minister William Lyon Mackenzie King to become Governor-General of Canada. Accepting, he assumed the post on April 12, 1946. Remaining in the position for five years, he proved popular with Canadians who appreciated his military and communication skills. Returning to Britain in 1952, Alexander accepted the post of Minister of Defense under Churchill and was elevated to Earl Alexander of Tunis. Serving for two years, he retired in 1954. Frequently visiting Canada during his retirement, Alexander died on June 16, 1969. Following a funeral at Windsor Castle, he was buried at Ridge, Hertfordshire. Selected Sources History of War: Harold AlexanderWorld War II Database: Harold Alexander

The Divine Spark and What It Means to be Human Essay

The Divine Spark and What It Means to be Human - Essay Example Yet, I have to at least try and give an answer. What is "The Divine Spark" The most likely explanation for this, I believe, would be that sudden spark of life. It is that sudden gift of life from the divine creator. In the context of the novel though, I believe that the divine spark is the dawning of a realization for a person. That sudden understanding that whatever it was that he was questioning in the past has, when he least expected it, finally found an answer. The novel posed a serious question before me. After reading the passage in the book where the professor from the University of Virginia discussed his view of a Negro as a man with Chamberlain, I knew that I had a question to ask myself. Chamberlain said: A Negro was not a man Why wasn't he to be considered as such Regardless of race and color, he lived, breathed, and existed in the same space as his landlord. I am of the opinion that this was said because, at the time a Negro was not human because he was unlearned. That was not entirely his fault as it was illegal to teach your slaves to read in some states during that time. There were still some whites during this period that could not read or write yet nobody ever thought that he was less of a man because of his illiteracy. Is being a man based on skin color No. That is shallow and totally unacceptable. To illustrate my point, these days, the Latin Americans living in the USA have taken the place of the Negroes.