This package is designed for high school students. If you need prompts, we will provide 4 assignments, and students are supposed to finish each one within one weeks and return for feedback and analysis, then the students need to revise and turn in again for the final review.. You are also welcome to submit students' essays to us for the feedback, this will greatly help the students course performance(GPA).
Narrative Sample Assignment
Did you have what psychologists call a “transitional object” as a child? That is, a special stuffed animal, blanket or toy that you took everywhere? If so, what was it, and what do you remember about its role in your life? If you didn’t, what other important or beloved object do you remember from your childhood? Where is that object today?
In “A Firm Grasp on Comfort,” Perri Klass, M.D. writes:
So-called transitional objects — beloved blankets, tattered stuffed animals, irreplaceable garments — are frequent in the pediatric exam room. Some children clutch them to ease the stress of being examined or immunized, while others simply never leave the house without their favorites. Ask any small group of parents about transitional objects — or blankies, or lovies — and you’ll get a good story, usually of a precious item misplaced or lost at some critical juncture.
Ask adults, and the most unlikely people tell you the names of their treasured childhood blankets or get misty-eyed about a stuffed bear.
… The specificity of the child’s preference — and affection — parallels the developing ability to feel a strong specific attachment to particular people. The transitional object is “a bridge between the mother and the external world,” said Alicia Lieberman, an expert in infant mental health and a professor at the University of California, San Francisco.
… As children get older, some transitional objects — especially stuffed animals — take on distinct personalities, moving toward a combined role as comforter and imaginary friend. Think of how Winnie the Pooh serves as Christopher Robin’s playmate, companion and sometimes problem child. Aloysius, the teddy bear in “Brideshead Revisited,” is taken along to Oxford.
Indeed, Dr. Howard suggested that as many as 25 percent of young women going to college take along something identifiable as a childhood transitional object. The young adult going off to college, with or without stuffed animals or scraps of a favorite old blanket, should be a reminder that the challenges of separation — and the consolations and complexities of attachment — are not developmentally confined to the first years of life.
Students: Read the whole piece, then tell us…
- What transitional object or other kind of precious possession do you remember from your childhood? What role did it play in your life?
- What memories do you have of playing with, or even being comforted by, this object? Do you agree that it helped you with “the challenges of separation”?
- Where is it today? Could you see taking it with you to college, or maybe passing it down to one of your own children someday?
- What, if any, possessions in your life now play a role like this?
Persuasive Sample Assignment
We will choose interesting assignment from big newspaper/magazines.
Brian Snyder/ReutersCommencement at Harvard. Officials said last month that they were investigating possible cheating on an undergraduate take-home test. Go to related article »
Questions about issues in the news for students 13 and older.
A recent study shows that more students are cheating — and that many are cheating not just to survive, but to thrive. What have you observed about cheating at your school? If there seems to be more of it, why do you think that is?
In the article “Studies Find More Students Cheating, With High Achievers No Exception,” Richard Perez-Pena writes:
Large-scale cheating has been uncovered over the last year at some of the nation’s most competitive schools, like Stuyvesant High School in Manhattan, the Air Force Academy and, most recently, Harvard.
Studies of student behavior and attitudes show that a majority of students violate standards of academic integrity to some degree, and that high achievers are just as likely to do it as others. Moreover, there is evidence that the problem has worsened over the last few decades.
Experts say the reasons are relatively simple: Cheating has become easier and more widely tolerated, and both schools and parents have failed to give students strong, repetitive messages about what is allowed and what is prohibited.
…“There have always been struggling students who cheat to survive,” said [Donald L. McCabe, a professor at the Rutgers University Business School, and a leading researcher on cheating], but more and more, there are students at the top who cheat to thrive.”
Students: Tell us what you have observed about cheating in your school. Do you think there is more of it than ever? If so, why? Do you agree with an expert quoted in this article that “Students are surprisingly unclear about what constitutes plagiarism or cheating”? What or who is to blame? Do you think cheating is always wrong? Why or why not?