Tips on How to Create Good Essay Topics

Tips on How to Create Good Essay TopicsWriting essays for college is no easy task. There are many things that you need to know before you start applying for college, and applying for your Texas essay topics is just one of those things.You need to know how to craft your essay topics based on Texas literature. When you are done writing your topics, be sure to send them to your teachers in order to get the feedback from your teacher on what you should change and what you can improve on. Plus, you will need to understand what the teacher likes and what the teacher doesn't like so that you can make your topics better than the others in the class.There are a few important things that you need to do if you want to succeed with your Texas essay topics. In order to write an excellent Texas essay topic, you need to know about all the books that have been written about Texas history and geography. These books will help you understand why Texas is such a great place to live and visit. You also n eed to learn more about the people that made the state so great as well.Before you start writing your essays, you need to know some information about each state of Texas. This way, you will know what Texas should focus on and what it shouldn't. Also, you need to know about how different places in Texas are connected to each other's history.Another thing that you need to learn is the rules for you to write an excellent Texas essay topic. You need to know what you can and cannot write about, and how far you can go with your topic.Now that you have learned a little bit about Texas, you are ready to begin making the steps towards writing that essay that you have always wanted to write. The first thing that you need to do is to find out where to find good samples of essays that are already in good shape.Don't make the mistake of trying to write an essay based on someone else's Texas essay topics. Keep in mind that this is your own masterpiece, and you need to be the one to decide where y ou want to go with it.

Introduction to Modernism in an Architectural Context Free Essays

Introduction to Modernism Modernism Architecture is a manner of architecture that emerged around the clip of the Second World War in many western states. The roots of Modernists can be traced back to a Russian designer by the name of Berthold Lubetkind ( 1901-1990 ) and his architecture pattern TECTON. Specifying Modernism, nevertheless, may look as an unlikely undertaking. We will write a custom essay sample on Introduction to Modernism in an Architectural Context or any similar topic only for you Order Now This is because as a manner, it lacks clear boundaries and is by and large less coherent. Besides that, it besides incorporates a big assortment of gustatory sensations, design manners and esthesias. Due to this fact, many critics would reason that modernism is non a remarkable manner and many interior decorators say that they follow no â€Å"style† . A clear illustration of this is Frank Lloyd Wright. The celebrated designer objected to be placed in the same group as modernist. However, without him, modernist architecture would ne’er hold been the same. Features of modernism The first and most obvious of modernism architecture’s features is that the design of the edifice is inspired by map. â€Å"Form follows Function† was said by Frank Lloyd Wright’s wise man, Louis Sullivan. Sullivan expressed that in his sentiment, functionalism was the riddance of decorations so the edifice could show its functionality and this functionality would order the signifier of the edifice. Besides that, Modernism architecture promoted simpleness in design or as the expression goes, â€Å"Less is more† . This phrase was coined by the German-american designer Ludwig Mies van der Rohe. As we can infer from the stating, modern architecture typically enjoys clutter-free designs and is missing of unneeded elements. Parameters of the design are determined early in the design stage and merely needed characteristics are included into the edifice. This causes the focal point to switch from the decor or inside informations of the edifice to the infinite itself. Buildings, particularly places, will be clean, functional, and simple. The following feature we notice when analyzing modernism architecture that instead than hiding the nature of their edifices, modernists prefer to expose the interior workings and the true nature of their designs. Alternatively of painting or covering up, the stuffs of the edifice is exposed and bare. Nothing is hidden or modified. This includes structural elements like columns and beams are shown. This gives birth to the impression of â€Å"Truth† in a place where all stuffs and elements are exposed. On that topic, Modernists besides prefer adult male made stuffs. For illustration, concrete, steel, and glass. Another thing that can be said about modernism is that interior decorators that pattern modernism love lines. This can be seen rather obviously in modern designs where one can easy happen strong, bold, additive elements every bit good as perpendicular and horizontal characteristics. When planing as infinite, modern designers will to the full use the columns, beams, Windowss, floors and etc. to farther heighten the creative activity of a additive infinite. It is rare to see curving, organic lines in modernism though non impossible. . Besides, as a mark of rejection of historic precedency, it is highly rare to see a modern house with a triangular or pitched roof. Modern designers prefer to force the envelope with horizontal, bold, level roofs. For illustration, edifices can hold multiple roof degrees at different highs. This provides the edifice with a alone silhouette and adds complexity/sophistication to the design. An mixture of lines, domed ceilings, overhangs and unusual additive elements are all arms in a modern architect’s armory to make a more alone statement. This leads to the rule that the edifice is more than merely a construction but an artistic and sculptural statement. â€Å"Architecture is frozen music† –Johann Wolfgang von Goethe. In add-on to the points above, another characteristic that we have in modernism architecture is the presence of an copiousness of natural visible radiation from Windowss. Modern places frequently feature floor to ceiling Windowss, window walls and skiding doors. Occasionally, clearstory Windowss are besides seen in modernist design. These are Windowss that are located high in the walls to let visible radiation to come in while continuing privateness Next, attending should be paid to the agreement of the interior walls of modernism edifices. Modern designers are post-and-beam designers. They prefer utilizing indirect division of infinites like sunken or raised countries as opposed to walls. Even in the state of affairs where walls are built, they are likely to be non-loading walls and function to merely split the infinites. Either that or they will be â€Å"pony† walls. These are walls that don’t make the ceiling therefore leting the suites to portion airing and visible radiation. Because of this, modern edifices tend to hold more unfastened programs when compared to programs from other manners. The concluding features that we shall analyze is the revamping of out-of-door infinites by modernists. Modernism blurs the boundary between interior and exterior infinites with big Windowss. Besides that, multiple suites can open onto a terrace or an atrium to widen square footage. Besides, modernists attempt to integrate the topography of the land into their designs ( Internet Explorer. Fallingwater ) . This is similar to Frank Lloyd Wright’s belief that a edifice should be â€Å"one with the land† and non merely applied on top of it. Celebrated designers in modernism In this portion, we shall present a few of the more celebrated designers of the modernism manner and some of their plants. Frank lloyd Wright Name: Frank Lloyd Wright Born: 08-06-1867 Location: Wisconsin, USA Education: University of Wisconsin-Madison, 1886 Frank Lloyd Wright ( bornFrank Lincoln Wright, June 8, 1867 – April 9, 1959 ) was an American designer, interior interior decorator, author, and pedagogue, who designed more than 1,000 constructions and completed 532. Wright believed in planing constructions that were in harmoniousness with humanity and its environment, a doctrine he calledorganic architecture. This doctrine was best exemplified by Fallingwater ( 1935 ) , which has been called â€Å" the best all-time work of American architecture † Selected Plants: Fallingwater, Pennsylvania, 1935 FallingwaterorKaufmann Residenceis a house designed by architectFrank Lloyd Wrightin 1935 in ruralsouthwestern Pennsylvania, 43 stat mis ( 69km ) sou’-east ofPittsburgh, Pennsylvania, United States. The place was built partially over a waterfall onBear Runin the Mill Run subdivision ofStewart Township, Fayette County, Pennsylvania, in theLaurel Highlandsof theAllegheny Mountains. paradoxical sleep koolhaas Name: Remment Lucas â€Å"Rem† Koolhaas Born: 17-11-1944 Location: Rotterdam, Netherlands Education: Architecture Association London, 1972 Rem Koolhaas is a Dutch designer, architectural theoretician, urbanist and professor. Selected Plants: Netherlands Dance Theater, the Hague, 1988 The Netherlands dance Theater was completed in 1987 and was originally conceived in 1980. It is a Dutch Contemporary Dance Company. Nexus Housing, Fukuoka Japan, 1991 This undertaking is a sum of 24 houses in the kasha District of Fukuoka, each three narratives high. Each house has a private perpendicular courtyard that allow visible radiation and extra infinite. Im Pei Name: Ieoh Ming Pei Born: 26-04-1917 Location: Canton, China Education: B. Arch. Massachusetts Institute of Technology ( MIT ) , 1940 M. Arch. Harvard Grad School of Design, 1946 I.M. Pei is known for utilizing big, abstract signifiers and crisp, geometric designs. His glass-clad constructions seem to spring from the high tech modernist motion. Pei is popularly known for planing theRock and Roll Hall of Famein Ohio. However, Pei is more concerned with map than theory. His plants frequently incorporate traditional Chinese symbols and edifice traditions. Selected Plants: The Herbert F. Johnson Museum of Art, Ithaca, New York, 1973 TheHerbert F. Johnson Museum of Art ( â€Å" The Johnson Museum † ) is anart museumlocated on the northwest corner of theArts Quad on the chief campus ofCornell University. The Johnson Museum has one of the finest aggregations of art in New York State and is recognized as one of the most of import university museums in the state. Dallas City Hall, Texas, 1977 Dallas City Hallis the place of Dallas municipal authorities, located at 1500 Marilla in theGovernment Districtofdowntown Dallas, Texas ( USA ) . The current edifice, the metropolis ‘s 5th metropolis hall, was completed in 1978 and replaced theDallas Municipal Building. mies van der rohe Name: Ludwig Mies van der Rohe Born: 27-03-1886 Location: Aachen, Germany Education: Worked in the office of Bruno Paul ( Berlin ) Worked 4 old ages in the studio of Peter Behrens Believing thatless is more, Mies van der Rohe designed rational, minimalist skyscrapers that set the criterion for modernist design. Selected Plants: Farnsworth House, Plano, Illinois, 1950 It is a one-room weekend retreat in a once-rural scene, located 55 stat mis ( 89km ) sou’-west ofChicago ‘s business district on a 60-acre ( 24ha ) estate site, bordering the Fox River, South of the metropolis ofPlano, Illinois. decision Based on the points, presented in the study above, we can pull our ain decisions on the pros and cons of Modernists architecture and how it has affected history. The Modernism Architecture manner has risen and fallen but hasn’t wholly left our society. Even till this twenty-four hours, we can still see the influence of the modernist design on our modern-day architecture. To wrap up this study, we leave you with a quotation mark from William Morris to sum up what we have learned from Modernism. â€Å"Have nil in your house that you know non to be utile or believe to be beautiful.† Thank you. How to cite Introduction to Modernism in an Architectural Context, Essay examples

Vitamins Analysis Essay Example For Students

Vitamins Analysis Essay In the early 20th century the discovery of vitamins began. Today thereis a chance that there are some vitamins that are still undiscovered. Thedefinition of vitamin is: one of several substances necessary for animalnutrition, and occurring in minute quantities in natural foods; numerous typeshave been distinguished, and designated by the letters of the alphabet. Eachand every living animal needs vitamins to grow and be healthy. Since the human body can t produce vitamins naturally or normallyproduce the amounts needed, food provides the body with them. There aredifferent vitamins found in different foods. These vitamins give vitalnutrients to an animal. In 1906, the British biochemist Sir. Frederick Hopkins demonstrated thatfoods contain accessory factors in addition to proteins, carbohydrates, fats,minerals and water. Then, in 1912, thee chemist Casimir Funk identified thatthe antiberiberi substance in unpolished rice was an amine (a type ofNitrogen-containing compound), so Funk proposed that it be named vitamine, fromvital amine.It was later discovered that different vitamins have differentchemical properties. This discovery caused vitamine to be turned into vitamin. We will write a custom essay on Vitamins Analysis specifically for you for only $16.38 $13.9/page Order now In 1912 Hopkins and Funk made a hypothesis. The hypothesis stated theabsence of some vitamins could cause diseases such as beriberi and scurvy. Later a letter was assigned to each vitamin. The letters which were assigned tovitamins in the early years of vitamin research categorize them according totheir functions. As research progressed, the vitamins were given scientificnames. Foods that contain vitamins are very essential for good health andgrowth. Milk can be important because it is a source of vitamin D. Vitamin Dis important because it is essential for bone growth. Butter can be important because it is a source of Vitamin A. Thepigments that are converted into Vitamin A, are found in most fruits andvegetables. Vitamin A is important because it can prevent diseases. Cereal and seeds can de important because of its source of Vitamin B. Vitamin B is important because of their source of Vitamin B. Vitamin B isimportant because it can prevent beriberi. Citrus Fruits can be important because of their source of vitamin C. Vitamin C is important for strength and metabolism. Plants can be important because of the plant oil which is a source ofVitamin E. Vitamin e is important because it is a source of oxidation in bodytissues. These examples prove that the distribution of vitamins in naturalsources is uneven. Take vitamin D for example. It is produced only by animals,where as some other vitamins may only be found in plants. Vitamins can besynthetically produced or found naturally, but there is no proof that eithernatural or synthetic vitamins are superior to one another. There are two categories of vitamins needed in the human body. Thefirst are water-soluble vitamins, like B and C. The second category is fat-soluble vitamins, such as vitamins A, D, E, and K. Water-soluble vitamins areabsorbed by the intestine. Once the intestine absorbs them, the circulatorysystem carries them to certain tissues. Fat-soluble vitamins are also absorbed by the intestine, and the lymphsystem carries the vitamins to the various parts of the body. These vitaminsare responsible for maintaining the structure of the cell membranes. Don t think that you can have as many vitamins as you want. If too manyvitamins are taken into the body, the vitamin levels in the body become toxic. Since the body cant produce the essential amounts of vitamins, theremust be a certain requirement of intake of vitamins and vitamin supplements. These requirements are known as the recommended daily allowance, or RDA. Ifthese requirements arent met, you can become a very unhealthy person. The foodand Nutrition Board of the National Academy of Science/National Research Councilin the United States establishes these RDA s. For different worldwidepopulation groups two agencies of the United Nation, the Food and AgricultureOrganization and the World Health Organization have developed RDA s. .u0ee94cfd403102b8f15c63b9e0b9a87e , .u0ee94cfd403102b8f15c63b9e0b9a87e .postImageUrl , .u0ee94cfd403102b8f15c63b9e0b9a87e .centered-text-area { min-height: 80px; position: relative; } .u0ee94cfd403102b8f15c63b9e0b9a87e , .u0ee94cfd403102b8f15c63b9e0b9a87e:hover , .u0ee94cfd403102b8f15c63b9e0b9a87e:visited , .u0ee94cfd403102b8f15c63b9e0b9a87e:active { border:0!important; } .u0ee94cfd403102b8f15c63b9e0b9a87e .clearfix:after { content: ""; display: table; clear: both; } .u0ee94cfd403102b8f15c63b9e0b9a87e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0ee94cfd403102b8f15c63b9e0b9a87e:active , .u0ee94cfd403102b8f15c63b9e0b9a87e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0ee94cfd403102b8f15c63b9e0b9a87e .centered-text-area { width: 100%; position: relative ; } .u0ee94cfd403102b8f15c63b9e0b9a87e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0ee94cfd403102b8f15c63b9e0b9a87e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0ee94cfd403102b8f15c63b9e0b9a87e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0ee94cfd403102b8f15c63b9e0b9a87e:hover .ctaButton { background-color: #34495E!important; } .u0ee94cfd403102b8f15c63b9e0b9a87e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0ee94cfd403102b8f15c63b9e0b9a87e .u0ee94cfd403102b8f15c63b9e0b9a87e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0ee94cfd403102b8f15c63b9e0b9a87e:after { content: ""; display: block; clear: both; } READ: Knowledge through Rationalism and Empiricism EssayIt is wise to follow the RDA. Without correct interpretation of the RDA,a person could take too many or take too few vitamins. This proves thatvitamins can be beneficial of harmful depending on the usage. Category: Science

Round vs. Around

Round vs. Around Round vs. Around Round vs. Around By Maeve Maddox One of the differences between American and British English is the usage of the words round and around. Americans use around in contexts in which most British speakers prefer round. The word round has five grammatical functions: noun, verb, adjective, adverb, and preposition. The fighter was able to go another round. (noun) We watched as the runner rounded first base. (verb) Do you want a round plate or a square one? (adjective) The bridge was out, so we had to go round. (adverb) The tiger ran round the tree. (preposition) Round came into the language as a noun meaning â€Å"a circular object.† At various times, the â€Å"circular object† was a racecourse, a ring, and a coin. In a text from 1325, round is the word used for a diadem encircling the head of a man in a painting. Chaucer used round in the sense of a globe. In Macbeth, Shakespeare used round as a word for a sovereign’s crown. Around was formed from the noun round by adding the prefix a-, a variation of the prefix on-, creating an adverb that meant â€Å"in a circle.† In some contexts, British speakers use round and around interchangeably; for example, either â€Å"He put his arm round her,† or â€Å"He put his arm around her.† Otherwise, according to a note in the British English section of Oxford Dictionaries, there’s a general preference among British speakers to use round for â€Å"definite, specific movement,† and around in contexts that are less definite. For example, She turned round. A bus came round the corner. She wandered around for ages. The computer cost around  £3,000. According to a rumor circulating around the track, he’s using steroids. American usage sometimes reflects British usage by using round, but around is more common. Although the Oxford note says that in most contexts, â€Å"round is generally regarded as informal or non-standard,† I haven’t found anything in Merriam-Webster or the Chicago Manual of Style to indicate that using round the way the British do is â€Å"non-standard† in American usage. It may be old-fashioned, but it is not unknown in American writing: By the rude bridge that arched the flood, Their flag to April’s breeze unfurled, Here once the embattled farmers stood And fired the shot heard round the world. Ralph Waldo Emerson, â€Å"Concord Hymn,† 1837 I should like if my sisters are well and all the people round the neighborhood. letter from Peter Van Wagener (son of Sojourner Truth), March 22, 1841 The usage is still seen in emails and web comments by American speakers: We live downtown and I take them round the neighborhood, A mother talking about taking children trick or treating in Sacramento, California. One of the latest scams going round is that someone will stop you and ask if you are interested in perfume, email debunked on Snopes.com/. The strange form ‘round crops up in both British and American contexts, but as round is not a shortening of around, and as there’s no law against the American use of round to mean around, the apostrophe makes no sense in either dialect. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:75 Contronyms (Words with Contradictory Meanings)Using the Active Voice to Strengthen Your WritingPreposition Mistakes #3: Two Idioms

ACT Writing Rubric Full Analysis and Essay Strategies

ACT Writing Rubric Full Analysis and Essay Strategies SAT / ACT Prep Online Guides and Tips What time is it? It's essay time! In this article, I'm going to get into the details of the newly transformed ACT Writing by discussing the ACT essay rubric and how the essay is graded based on that. You'll learn what each item on the rubric means for your essay writing and what you need to do to meet those requirements. feature image credit: A study in human nature, being an interpretation with character analysis chart of Hoffman’s master painting â€Å"Christ in the temple†; (1920) by CircaSassy, used under CC BY 2.0/Resized from original. ACT Essay Grading: The Basics If you've chosen to take the ACT Plus Writing, you'll have 40 minutes to write an essay (after completing the English, Math, Reading, and Science sections of the ACT, of course). Your essay will be evaluated by two graders, who score your essay from 1-6 on each of 4 domains, leading to scores out of 12 for each domain. Your Writing score is calculated by averaging your four domain scores, leading to a total ACT Writing score from 2-12. NOTE: From September 2015 to June 2016, ACT Writing scores were calculated by adding together your domain scores and scaling to a score of 1-36; the change to an averaged 2-12 ACT Writing score was announced June 28, 2016. The Complete ACT Grading Rubric Based on ACT, Inc’s stated grading criteria, I've gathered all the relevant essay-grading criteria into a chart. The information itself is available on the ACT's website, and there's more general information about each of the domains here. The columns in this rubric are titled as per the ACT’s own domain areas, with the addition of another category that I named ("Mastery Level"). ACT Essay Rubric - Scoring Guide Raw Score [Mastery Level] Ideas and Analysis Development and Support Organization Language Use 0 Blank, Off-Topic, Illegible, Not in English, or Void 1 demonstrate little or no skill in writing an argumentative essay. The writer fails to generate an argument that responds intelligibly to the task. The writer’s intentions are difficult to discern. Attempts at analysis are unclear or irrelevant. Ideas lack development, and claims lack support. Reasoning and illustration are unclear, incoherent, or largely absent. The response does not exhibit an organizational structure. There is little grouping of ideas. When present, transitional devices fail to connect ideas. The use of language fails to demonstrate skill in responding to the task. Word choice is imprecise and often difficult to comprehend. Sentence structures are often unclear. Stylistic and register choices are difficult to identify. Errors in grammar, usage, and mechanics are pervasive and often impede understanding. 2 demonstrate weak or inconsistent skill in writing an argumentative essay The writer generates an argument that weakly responds to multiple perspectives on the given issue. The argument’s thesis, if evident, reflects little clarity in thought and purpose. Attempts at analysis are incomplete, largely irrelevant, or consist primarily of restatement of the issue and its perspectives. Development of ideas and support for claims are weak, confused, or disjointed. Reasoning and illustration are inadequate, illogical, or circular, and fail to fully clarify the argument. The response exhibits a rudimentary organizational structure. Grouping of ideas is inconsistent and often unclear. Transitions between and within paragraphs are misleading or poorly formed. The use of language is inconsistent and often unclear. Word choice is rudimentary and frequently imprecise. Sentence structures are sometimes unclear. Stylistic and register choices, including voice and tone, are inconsistent and are not always appropriate for the rhetorical purpose. Distracting errors in grammar, usage, and mechanics are present, and they sometimes impede understanding. 3 demonstrate some developing skill in writing an argumentative essay The writer generates an argument that responds to multiple perspectives on the given issue. The argument’s thesis reflects some clarity in thought and purpose. The argument establishes a limited or tangential context for analysis of the issue and its perspectives. Analysis is simplistic or somewhat unclear. Development of ideas and support for claims are mostly relevant but are overly general or simplistic. Reasoning and illustration largely clarify the argument but may be somewhat repetitious or imprecise. The response exhibits a basic organizational structure. The response largely coheres, with most ideas logically grouped. Transitions between and within paragraphs sometimes clarify the relationships among ideas. The use of language is basic and only somewhat clear. Word choice is general and occasionally imprecise. Sentence structures are usually clear but show little variety. Stylistic and register choices, including voice and tone, are not always appropriate for the rhetorical purpose. Distracting errors in grammar, usage, and mechanics may be present, but they generally do not impede understanding. 4 demonstrate adequate skill in writing an argumentative essay The writer generates an argument that engages with multiple perspectives on the given issue. The argument’s thesis reflects clarity in thought and purpose. The argument establishes and employs a relevant context for analysis of the issue and its perspectives. The analysis recognizes implications, complexities and tensions, and/or underlying values and assumptions. Development of ideas and support for claims clarify meaning and purpose. Lines of clear reasoning and illustration adequately convey the significance of the argument. Qualifications and complications extend ideas and analysis. The response exhibits a clear organizational strategy. The overall shape of the response reflects an emergent controlling idea or purpose. Ideas are logically grouped and sequenced. Transitions between and within paragraphs clarify the relationships among ideas. The use of language conveys the argument with clarity. Word choice is adequate and sometimes precise. Sentence structures are clear and demonstrate some variety. Stylistic and register choices, including voice and tone, are appropriate for the rhetorical purpose. While errors in grammar, usage, and mechanics are present, they rarely impede understanding. 5 demonstrate well-developed skill in writing an argumentative essay The writer generates an argument that productively engages with multiple perspectives on the given issue. The argument’s thesis reflects precision in thought and purpose. The argument establishes and employs a thoughtful context for analysis of the issue and its perspectives. The analysis addresses implications, complexities and tensions, and/or underlying values and assumptions. Development of ideas and support for claims deepen understanding. A mostly integrated line of purposeful reasoning and illustration capably conveys the significance of the argument. Qualifications and complications enrich ideas and analysis. The response exhibits a productive organizational strategy. The response is mostly unified by a controlling idea or purpose, and a logical sequencing of ideas contributes to the effectiveness of the argument. Transitions between and within paragraphs consistently clarify the relationships among ideas. The use of language works in service of the argument. Word choice is precise. Sentence structures are clear and varied often. Stylistic and register choices, including voice and tone, are purposeful and productive. While minor errors in grammar, usage, and mechanics may be present, they do not impede understanding. 6 demonstrate effective skill in writing an argumentative essay The writer generates an argument that critically engages with multiple perspectives on the given issue. The argument’s thesis reflects nuance and precision in thought and purpose. The argument establishes and employs an insightful context for analysis of the issue and its perspectives. The analysis examines implications, complexities and tensions, and/or underlying values and assumptions. Development of ideas and support for claims deepen insight and broaden context. An integrated line of skillful reasoning and illustration effectively conveys the significance of the argument. Qualifications and complications enrich and bolster ideas and analysis. The response exhibits a skillful organizational strategy. The response is unified by a controlling idea or purpose, and a logical progression of ideas increases the effectiveness of the writer’s argument. Transitions between and within paragraphs strengthen the relationships among ideas. The use of language enhances the argument. Word choice is skillful and precise. Sentence structures are consistently varied and clear. Stylistic and register choices, including voice and tone, are strategic and effective. While a few minor errors in grammar, usage, and mechanics may be present, they do not impede understanding. ACT Writing Rubric: Item-by-Item Breakdown Whew. That rubric might be a little overwhelming - there's so much information to process! Below, I’ve broken down the essay rubric by domain, with examples of what a 3- and a 6-scoring essay might look like. Ideas and Analysis The Ideas and Analysis domain is the rubric area most intimately linked with the basic ACT essay task itself. Here's what the ACT website has to say about this domain: Scores in this domain reflect the ability to generate productive ideas and engage critically with multiple perspectives on the given issue. Competent writers understand the issue they are invited to address, the purpose for writing, and the audience. They generate ideas that are relevant to the situation. Based on this description, I've extracted the four key things you need to do in your essay to score well in the Ideas and Analysis domain. Choose a perspective on this issue and state it clearly. Evaluate how true (or untrue) each (of the three given) perspectives is Analyze each perspective. Compare the remaining two perspectives to the perspective you have chosen. There's no cool acronym, sorry. I guess a case could be made for "ACCE," but I wanted to list the points in the order of importance, so "CEAC" it is. Fortunately, the ACT Writing Test provides you with the three perspectives to analyze and choose from, which will save you some of the hassle of "generating productive ideas." In addition, "analyzing each perspective" does not mean that you need to argue from each of the points of view. Instead, you need to choose one perspective to argue as your own and explain how your point of view relates to the perspectives provided by evaluating how correct each perspective is and analyzing the implications of each perspective. Note: While it is technically allowable for you to come up with a fourth perspective as your own and to then discuss that point of view in relation to each of the three given perspectives, we do NOT recommend it. 40 minutes is already a pretty short time to discuss three different points of view in a thorough and coherent manner - discussing four is nigh-on impossible. To get deeper into what things fall in the Ideas and Analysis domain, I'll use a sample ACT Writing prompt and the three perspectives provided: Many of the goods and services we depend on daily are now supplied by intelligent, automated machines rather than human beings. Robots build cars and other goods on assembly lines, where once there were human workers. Many of our phone conversations are now conducted not with people but with sophisticated technologies. We can now buy goods at a variety of stores without the help of a human cashier. Automation is generally seen as a sign of progress, but what is lost when we replace humans with machines? Given the accelerating variety and prevalence of intelligent machines, it is worth examining the implications and meaning of their presence in our lives. Perspective One: What we lose with the replacement of people by machines is some part of our own humanity. Even our mundane daily encounters no longer require from us basic courtesy, respect, and tolerance for other people. Perspective Two: Machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone. Perspective Three: Intelligent machines challenge our long-standing ideas about what humans are or can be. This is good because it pushes both humans and machines toward new, unimagined possibilities. First, in order to "state...your own perspective on the issue," you need to figure out what your point of view, or perspective, on this issue is going to be. For the sake of argument, let's say that you agree the most with the second perspective. A essay that scores a 3 in this domain might simply restate this perspective: I agree that machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone. In contrast, an essay scoring a 6 in this domain would likely have a more complex point of view (with what the rubric calls "nuance and precision in thought and purpose"): Machines will never be able to replace humans entirely, as creativity is not something that can be mechanized. Because machines can perform delicate and repetitive tasks with precision, however, they are able to take over for humans with regards to low-skill, repetitive jobs and high-skill, extremely precise jobs. This then frees up humans to do what we do best - think, create, and move the world forward. Next, you need to evaluate how true/untrue each perspective is. Since you've already decided you agree with Perspective Two, you presumably think that perspective is true, which will save some work. A 3-scoring essay in this domain would likely be absolute, stating that Perspective Two is completely correct, while the other two perspectives are absolutely incorrect. By contrast, a 6-scoring essay in this domain would, again, show a more nuanced understanding: In the future, machines might lead us to lose our humanity; alternatively, machines might lead us to unimaginable pinnacles of achievement. I would argue, however, projecting possible futures does not make them true, and that the evidence we have at present supports the perspective that machines are, above all else, efficient and effective completing repetitive and precise tasks. To analyze the perspectives, you need to consider each aspect of each perspective. In the case of Perspective Two, this means you must discuss that machines are good at two types of jobs, that they’re better than humans at both types of jobs, and that their efficiency creates a better world. The analysis in a 3-scoring essay is usually "simplistic or somewhat unclear." In contrast, the analysis of a 6-scoring essay "examines implications, complexities and tensions, and/or underlying values and assumptions." Finally, you must compare the other two perspectives to your perspective throughout your essay, including in your intitial argument. Here's what a 3-scoring essay's argument would look like: I agree that machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone. Machines do not cause us to lose our humanity or challenge our long-standing ideas about what humans are or can be. And here, in contrast, is what a 6-scoring essay's argument (that includes multiple perspectives) would look like: Machines will never be able to replace humans entirely, as creativity is not something that can be mechanized, which means that our humanity is safe. Because machines can perform delicate and repetitive tasks with precision, however, they are able to take over for humans with regards to low-skill, repetitive jobs and high-skill, extremely precise jobs. Rather than forcing us to challenge our ideas about what humans are or could be, machines simply allow us to BE, without distractions. This then frees up humans to do what we do best - think, create, and move the world forward. Again, to summarize what you need to do to score well in the Ideas and Analysis domain: Choose a perspective that you can support Evaluate how true/correct each perspective is Analyze the implications of each perspective Compare the other two perspectives to your own (with analysis and evaluation folded in). To score well on the ACT essay overall, however, it's not enough to just state your opinions about each part of the perspective; you need to actually back up your claims with evidence to develop your own point of view. This leads straight into the next domain: Development and Support. Development and Support Another important component of your essay is that you explain your thinking. While it's obviously important to clearly state what your ideas are in the first place, the ACT essay requires you to demonstrate evidence-based reasoning. As per the description on ACT.org [bolding mine]: Scores in this domain reflect the ability to discuss ideas, offer rationale, and bolster an argument. Competent writers explain and explore their ideas, discuss implications, and illustrate through examples. They help the reader understand their thinking about the issue. The bolded part is the aspect of the ACT Writing rubric that’s most changed from the old ACT essay. You must not only use logical reasoning, but also employ detailed examples to support and explain your ideas. Let’s say you’re discussing machine intelligence and are arguing Perspective Two: â€Å"Machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone.† In your essay, you might start out by copying the perspective directly into your essay as your point of view, which is fine for the Ideas and Analysis domain. To score well in the Development and Support domain and develop your point of view with logical reasoning and detailed examples, however, you’re going to have to come up with reasons for why you agree with this perspective and examples that support your thinking. Here's an example from an essay that would score a 3 in this domain: Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. In both cases, they work better than humans. For example, machines are better at printing things quickly and clearly than people are. Prior to the invention of the printing press by Gutenberg people had to write everything by hand. The printing press made it faster and easier to get things printed because things didn't have to be written by hand all the time. In the world today we have even better machines like laser printers that print things quickly. Essays scoring a 3 in this domain tend to have relatively simple development and tend to be overly general, with imprecise or repetitive reasoning or illustration. Contrast this with an example from an essay that would score a 6: Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. In both cases, they work better than humans. Take, for instance, the example of printing. As a composer, I need to be able to create many copies of my sheet music to give to my musicians. If I were to copy out each part by hand, it would take days, and would most likely contain inaccuracies. On the other hand, my printer (a machine) is able to print out multiple copies of parts with extreme precision. If it turns out I made an error when I was entering in the sheet music onto the computer (another machine), I can easily correct this error and print out more copies quickly. The above example of the importance of machines to composers uses "an integrated line of skillful reasoning and illustration" to support my claim ("Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. In both cases, they work better than humans"). In order to develop this example further (and incorporate the â€Å"This efficiency leads to a more prosperous and progressive world for everyone† facet of the perspective), I would need to expand my example to explain why it’s so important that multiple copies of precisely replicated documents be available, and how this affects the world. World Map - Abstract Acrylic by Nicolas Raymond, used under CC BY 2.0/Resized from original. Organization Essay organization has always been integral to doing well on the ACT essay, so it makes sense that the ACT Writing rubric has an entire domain devoted to this. The organization of your essay refers not just to the order in which you present your ideas in the essay, but also to the order in which you present your ideas in each paragraph. Here's the formal description from the ACT website: Scores in this domain reflect the ability to organize ideas with clarity and purpose. Organizational choices are integral to effective writing. Competent writers arrange their essay in a way that clearly shows the relationship between ideas, and they guide the reader through their discussion. Making sure your essay is logically organized relates back to the â€Å"development† part of the previous domain. As the above description states, you can't just throw examples and information into your essay willy-nilly, without any regard for the order; part of constructing and developing a convincing argument is making sure it flows logically. A lot of this organization should happen while you are in the planning phase, before you even begin to write your essay. Let's go back to the machine intelligence essay example again. I've decided to argue for Perspective Two, which is: â€Å"Machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone.† An essay that scores a 3 in this domain would show a "basic organizational structure," which is to say that each perspective would be discussed in its own paragraph, "with most ideas logically grouped." A possible organization for a 3-scoring essay: Paragraph 1: Introduction (with your stated point of view) Paragraph 2: Intelligent machines don’t really challenge ideas about humanity (analyze perspective 1) Paragraph 3: On the other hand, intelligent machines can help us (analyze perspective 2) Paragraph 4: Machines are not making the world worse (analyze perspective 3) Paragraph 5: Conclusion An essay that scores a 6 in this domain, on the other hand, has a lot more to accomplish. The "controlling idea or purpose" behind the essay should be clearly expressed in every paragraph, and ideas should be ordered in a logical fashion so that there is a clear progression from the beginning to the end. Here's a possible organization for a 6-scoring essay: Paragraph 1: Introduction (with your stated point of view) Paragraph 2: Machines help us because [evidence] (discussion of perspective 2) Paragraph 3: Some argue that machines are hurting us, but here’s my contrary evidence (comparison of perspective 1 and perspective 2) Paragraph 4: While I do believe that machines are advantageous, this advantage lies in what they can do for us, not what they reveal about us (comparison of perspective 3 and perspective 2) Paragraph 5: Conclusion In this example, the unifying idea is that machines are helpful (and it’s mentioned in each paragraph) and the progression of ideas makes more sense. This is certainly not the only way to organize an essay on this particular topic, or even using this particular perspective. Your essay does, however, have to be organized, rather than consist of a bunch of ideas thrown together. Here are my Top 5 ACT Writing Organization Rules to follow: Be sure to include an introduction (with your thesis stating your point of view), paragraphs in which you make your case, and a conclusion that sums up your argument When planning your essay, make sure to present your ideas in an order that makes sense (and follows a logical progression that will be easy for the grader to follow). Make sure that you unify your essay with one main idea. Do not switch arguments partway through your essay. Don't write everything in one huge paragraph. If you're worried you're going to run out of space to write, you can try using a paragraph symbol,  ¶, at the beginning of each paragraph as a last resort (if you can't write smaller). Use transitions between paragraphs (usually the last line of the previous paragraph and the first line of the paragraph) to "strengthen relationships among ideas" (source). This means going above and beyond "First of all...Second...Lastly" at the beginning of each paragraph. Instead, use the transitions between paragraphs as an opportunity to describe how that paragraph relates to your main argument. Language Use The final domain on the ACT Writing rubric is Language Use. This the item that includes grammar, punctuation, and general sentence structure issues. Here's what the ACT website has to say about Language Use: Scores in this domain reflect the ability to use written language to convey arguments with clarity. Competent writers make use of the conventions of grammar, syntax, word usage, and mechanics. They are also aware of their audience and adjust the style and tone of their writing to communicate effectively. I tend to think of this as the â€Å"be a good writer† category, since many of the standards covered in the above description are ones that good writers will automatically meet in their writing. On the other hand, this is probably the area non-native English speakers will struggle the most, as you must have a fairly solid grasp of English to score above a 2 on this domain. The good news is that by reading this article, you're already one step closer to improving your "Language Use" on ACT Writing. There are three main parts of this domain: Grammar, Usage, and Mechanics Sentence Structure Vocabulary and Word Choice I've listed them (and will cover them) from lowest to highest level. If you're struggling with multiple areas, I highly recommend starting out with the lowest-level issue, as the components tend to build on each other. For instance, if you're struggling with grammar and usage, you need to focus on fixing that before you start to think about precision of vocabulary/word choice. Grammar, Usage, and Mechanics At the most basic level, you need to be able to "effectively communicate your ideas in standard written English" (ACT.org). First and foremost, this means that your grammar and punctuation need to be correct. On ACT Writing, it's all right to make a few minor errors if the meaning is clear, even on essays that score a 6 in the Language Use domain; however, the more errors you make, the more your score will drop. Here's an example from an essay that scored a 3 in Language Use: Machines are good at doing there jobs quickly and precisely. Also because machines aren't human or self-aware they don't get bored so they can do the same thing over over again without getting worse. While the meaning of the sentences is clear, there are several errors: the first sentence uses "there" instead of "their," the second sentence is a run-on sentence, and the second sentence also uses the abbreviation "" in place of "and." Now take a look at an example from a 6-scoring essay: Machines excel at performing their jobs both quickly and precisely. In addition, since machines are not self-aware they are unable to get "bored." This means that they can perform the same task over and over without a decrease in quality. This example solves the abbreviation and "there/their" issue. The second sentence is missing a comma (after "self-aware"), but the worse of the run-on sentence issue is absent. Our Complete Guide to ACT Grammar might be helpful if you just need a general refresh on grammar rules. In addition, we have several articles that focus in on specific grammar rules, as they are tested on ACT English; while the specific ways in which ACT English tests you on these rules isn't something you'll need to know, the explanations of the grammar rules themselves are quite helpful. Sentence Structure Once you've gotten down basic grammar, usage, and mechanics, you can turn your attention to sentence structure. Here's an example of what a 3-scoring essay in Language Use (based on sentence structure alone) might look like: Machines are more efficient than humans at many tasks. Machines are not causing us to lose our humanity. Instead, machines help us to be human by making things more efficient so that we can, for example, feed the needy with technological advances. The sentence structures in the above example are not particulary varied (two sentences in a row start with "Machines are"), and the last sentence has a very complicated/convoluted structure, which makes it hard to understand. For comparison, here's a 6-scoring essay: Machines are more efficient than humans at many tasks, but that does not mean that machines are causing us to lose our humanity. In fact, machines may even assist us in maintaining our humanity by providing more effective and efficient ways to feed the needy. For whatever reason, I find that when I’m under time pressure, my sentences maintain variety in their structures but up getting really awkward and strange. A real life example: once I described a method of counteracting dementia as â€Å"supporting persons of the elderly persuasion† during a hastily written psychology paper. I’ve found the best ways to counteract this are as follows: 1. Look over what you’ve written and change any weird wordings that you notice. 2. If you're just writing a practice essay, get a friend/teacher/relative who is good at writing (in English) to look over what you’ve written and point out issues (this is how my own awkward wording was caught before I handed in the paper). This point obviously does not apply when you're actually taking the ACT, but it very helpful to ask for someone else to take a look over any practice essays you write to point out issues you may not notice yourself. Vocabulary and Word Choice The icing on the "Language Use" domain cake is skilled use of vocabulary and correct word choice. Part of this means using more complicated vocabulary in your essay. Once more, look at this this example from a 3-scoring essay (spelling corrected): Machines are good at doing their jobs quickly and precisely. Compare that to this sentence from a 6-scoring essay: Machines excel at performing their jobs both quickly and precisely. The 6-scoring essay uses "excel" and "performing" in place of "are good at" and "doing." This is an example of using language that is both more skillful ("excel" is more advanced than "are good at") and more precise ("performing" is a more precise word than "doing"). It's important to make sure that, when you do use more advanced words, you use them correctly. Consider the below sentence: â€Å"Machines are often instrumental in ramifying safety features.† The sentence uses a couple of advanced vocabulary words, but since "ramifying" is used incorrectly, the language use in this sentence is neither skillful nor precise. Above all, your word choice and vocabulary should make your ideas clearer, not make them harder to understand. untitled is also an adjective by Procsilas Moscas, used under CC BY 2.0/Resized and cropped from original. How Do I Use the ACT Writing Grading Rubric? Okay, we've taken a look at the ACTual ACT Writing grading rubric and gone over each domain in detail. To finish up, I'll go over a couple of ways the scoring rubric can be useful to you in your ACT essay prep. Use the ACT Writing Rubric To...Shape Your Essays Now that you know what the ACT is looking for in an essay, you can use that to guide what you write about in your essays...and how develop and organize what you say! Because I’m an Oldâ„ ¢ (not actually trademarked), and because I'm from the East Coast, I didn’t really know much about the ACT prior to starting my job at PrepScholar. People didn’t really take it in my high school in my day, so when I looked at the grading rubric for the first time, I was shocked to see how different the ACT essay was (as compared to the more familiar SAT essay). Basically, by reading this article, you’re already doing better than high school me. Vale_Youth_Art_Project_100 by Bureau of Land Management Oregon and Washington, used under CC BY 2.0/Resized from original. An artist’s impression of L. Staffaroni (at age 16) (look, junior year was/is hard for everyone). Use the ACT Writing Rubric To...Grade Your Practice Essays The ACT can’t really give you an answer key to the essay the way it can give you an answer key to the other sections (Reading, Math, etc). There are some examples of essays at each score point on the ACT website, but these examples assume that students will be at an equal level in each of domains, which will not necessarily be true for you. Even if a sample essay is provided as part of a practice test answer key, it will probably use different context, have a different logical progression, or maybe even argue a different viewpoint. The ACT Writing rubric is the next best thing to an essay answer key. Use it as a filter through which to view your essay. Naturally, you don't have the time to become an expert at applying the rubric criteria to your essay to make sure you're in line with the ACT's grading principles and standards. That is not your job. Your job is to write the best essay that you can. If you're not confident in your ability to spot grammar, usage, and mechanics issues, I highly recommend asking a friend, teacher, or family member who is really good at (English) writing to take a look over your practice essays and point out the mistakes. If you really want custom feedback on your practice essays from experienced essay graders, may I also suggest the PrepScholar test prep platform? As I manage all essay grading, I happen to know a bit about the essay part of this platform, which provides you with both an essay grade and custom feedback. Go here to learn more! What’s Next? Desirous of some more sweet sweet ACT essay articles? Why not start with our comprehensive guide to the ACT Writing test and how to write an ACT essay, step-by-step? (Trick question: obviously you should do this.) Round out your dive into the details of the ACT Writing test with tips and strategies to raise your essay score, information about the best ACT Writing template, and advice on how to get a perfect score on the ACT essay. Want actual feedback on your essay? Then consider signing up for our PrepScholar test prep platform. Included in the platform are 5 practice tests, with 5 practice essays that are graded by experts here at PrepScholar. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We're special in having expert instructors grade your essays and give you custom feedback on how to improve. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

In a number Of crimes (the) function (of criminal law) is simply to Essay

In a number Of crimes (the) function (of criminal law) is simply to enforce a moral principle and nothing else Lord Devlin (19 - Essay Example Over four thousand years ago, prior to Abrahamic times, there is documentary evidence that morals and laws were seen as the same thing and morals and laws were seen to have the backings of the gods (Bottero, 1992). This therefore implies that peoples in prehistoric times derived their moral, religious and ethical authority from the supernatural, in that the rules and systems of these communities were considered to be something that originated from the spirits that backed the society. In modern times, where most people are influenced by the central principles of Judaism, which is the Torah given to Moses, most people believe that the Law is something that was ‘given’ (Hart, 1994). This is because Exodus 19 indicates that God spoke directly to Moses and the Israelite nation at Mount Sinai and gave them the rules and commandments that find its way to Christian, Jewish and Islamic Laws which form the foundations of most legal systems around the world. This therefore indicate s that the evolution of legality is strongly connected to religion and legality. Criminal laws and codes are no exceptions because in most cases, actions are criminalized because they are morally wrong rather than just legally outlawed. Alter et al 2007 indicate that â€Å"criminal conviction consists of two pre-requisites, the actus reus (criminal act) and mens rea (criminal intent)†. In other words, for the law to criminalise an individual, the prosecution must prove beyond reasonable doubts that the accused person had an intention to commit a criminal act and he actually committed the criminal act. However, what is a crime and what is not, is deeply connected to the moral structures of a given society. This paper examines the popular arguments that merge the concepts of legality to morality and also, contrary views that makes them distinct and unconnected disciplines. Origins of Legal Structures â€Å"Law arises as a social technique which co-actively imposes ways of solv ing conflicts, protecting fundamental values for a society’s co-existence.† (Marina, 2000). From prehistoric times, people have always seen the need to live together as social units. First of all, every family has a head which is often a father. As part of his duty, a father is supposed to protect the family and make sure everyone does what is expected of him or her in the family. In more complicated situations, where a number of families lived together in a given social setting, there was the need for all the members to have a leader and other social structures that ensured that people could interact with each other with little friction and disagreements. Leadership and social structures varied widely. Leaders were usually chosen based on the pressing needs at the time. A community could chose a leader based on military yardsticks whilst another could chose a leader based on intellectual or productivity qualities. As pointed out by Bottero (1992), most of these early s ocieties had religious beliefs and systems that linked them to the spiritual realms. Religious and spiritual establishments also had custodians who automatically joined the leadership of the community to regulate and maintain social structures with spiritual guidance and directions. Thus for leaders of a community to regulate the life of members of the community, there is the need for a body of

Case Study - Strategic Leadership Example | Topics and Well Written Essays - 1250 words - 2

- Strategic Leadership - Case Study Example Maytag always thrived on quality and remained customer-focused for its strategic predispositions. If a firm is operating along diverse business lines with a wide portfolio of products but not able to assure quality, even the broad line strategy fails because the proposition satisfies organization’s business and profit motives. On the contrary, if a firm operates in a single line of business and allows multiple communication streams to its customers, chances of its success are more likely on the grounds of focus on core competencies, clear vision and craving for customer loyalty by means of enhanced quality and performance every time. The strategy of Maytag matched this philosophy where its planning was aligned with supplier collaboration, involving other business entities in the decision making process of the company and a streamlined supply chain with monitoring and control at all levels. Such factors accounted for the unprecedented growth and superior performance of Maytag C orporation. Question 2 Earlier also, Maytag tried to carry on with the farm machinery and refrigeration business in conjunction with its laundry business. However, the move at that time was not accompanied by need of growth and expansion as was done during 1980s. Saturation of the laundry market compelled Maytag to revisit its decision of expanding its product line and foraying into related appliance market. Though refrigeration and home appliances were the two options available for Maytag to diversify, the latter seemed more lucrative as refrigeration had already been dropped off by Maytag. This might have made the former proposition cloudy and doubtful for Maytag. Secondly, the major rationale behind Maytag’s entering into the appliance market was to encash the availability of numerous technological advancement opportunities and bargaining power from suppliers prevailing. Maytag was already a reputed name in the market and had close connection with suppliers, better control of consumer psyche and brand image of a quality and price conscious company. These factors would definitely help Maytag replicate the legendary performance in the appliance sector as it had done in the laundry business. As such, with resources intact, Maytag should proceed to broaden its product line. In doing so, Maytag can provide greater number of connecting points to its customers with that of its business propositions and fill in the gaps with its value added products. Its collaborative relationships with suppliers and inter-functional departments will help in maximizing revenues and reducing costs through business excellence and experience. Question 3 Broad line strategy emerges after a company has performed well in serving a single market of the entire segment. In Maytag’s case, it is the Numero Uno leader in laundry segment of the home appliance market and its strategic competencies of superiority, customer-oriented philosophy, in-house production capabilities and co st economies are but obvious. Unlike laundry business, other appliance segments are characterized by technology, investment and changing consumer demands. In this light, Maytag has the alternative of either going for a licensing venture or a strategic alliance or acquisition. In the case of former, licensing will enable Maytag to concentrate on