Yachay Tech
My English Assignments
Cynthia Arias
My English Assignments
Cynthia Arias CYNTHIA ARIAS Yachay Tech L6Â003 Matthew Mackey July 25th, 2016 Yachay, Ecuador
Contents Portfolio Letter Response Essay Exploration Essay Interpretation Essay Argumentation Essay Final Research Project Aditional Materials Thank You Letter
Cynthia Arias Universidad de Investigacion de Tecnologia Experimental Hda. San Jose s/n y Proyecto Yachay Imbabura, Ecuador July 13th, 2016 Dear Portafolio Reader, After a stage of our life, in our minds there are a lot of thoughts and reflections about what we have done. This is what is happening in my mind now, so I am writing this letter with the main reflections about my progress along this semester as student of English Level 6 class. I am trying to capture the most important experiences about writing essays, reading, listening and speaking. These experiences allow me to improve or develop some skills, and help me to grow as an English user, as a student, and the most important as a person. Since I began as one of Yachay’s student, I have progressed considerably as an English user. My experiences in high school about English language were limited, and when I came to Yachay, English language meant a big challenge for me. First, it was very difficult to understand what a teacher, a native English speaker, was saying to me. Second, I did not feel confident in myself speaking in English. Then, my developed skills such as writing long essays, understanding what my instructor says, expressing my ideas, thinking in English, are the result of a long process of learning, hardworking and dedication along four semesters of English classes. Therefore, I am very grateful with all my instructors because of their patience and methodology to teach effective academic English. Now, I am going to talk about my progress in English language along this semester, which has been the most challenging for me because I am taking very complicated subjects, so I feel satisfied with the results of my effort and hardworking in English language. First, I have improved my writing abilities like planning strategies to organize all my ideas about a topic in order to accomplish the purpose of my essays. My major weakness in writing is when I have to make word choices, so in my first essay my instructor made a lot of comments about it. However, I have realized a notable improvement in my last essays because I can identify the appropriate words to express my ideas. Consequently, I have learned to avoid writing my ideas like these in Spanish, so I have learned to think in English. In contrast, my major strengths in writing are: to catch the reader’s attention through hooks, to connect ideas, to focus in main points. After writing all the essays I have made these skills stronger .
Then, I want to talk about speaking, which still means a challenge for me. First, it is important to recognize that I speak much better than three semesters before, and I feel more confident when I am talking, but it is difficult for me speaking in front of an audience. I do not know why I used to improvise my presentations although I have prepared before. However, I feel good because I have done my best effort, and I know that it is a long process. I am sure that very soon I will speak fluent English such as many of my classmates, so to achieve this, I will practice a lot. Furthermore, I think that there are some factors that make possible my achievements in this English level. First, the interesting discussed topics about language, education, and ethics, make me to be more interested and to do my best effort, so I have increased my performance in accomplishing the assignments. Second, the most rewarding thing that I have learned is to work in groups. For example, the debate about the existence of a “Global language�, the interpretation collaborative essay and presentation, and the daily activities such as games, peer review of essays and discussions about different issues. I think that collaborative work helped me a lot to open my mind through learning from others knowledge. It also helped me to understand and to respect other viewpoints, to share my ideas, and to establish a good relationship with my classmates. Therefore, I have learned to appraise working in groups because before English Level 6, I used to work by myself and usually I have felt bashfulness to show my work or to share my ideas. Now, thanks to collaborative work I have multiplied the knowledge that I would have only learned a fraction of by myself. To finish my letter I want to say that I am very happy to have learned a lot of English, to have improved my abilities and to have known intelligent and wonderful people, who made my English classes pleasant during this course. My compromise for the next semesters is to work hard to improve my weakness, especially in speaking. Remember that everything you do with effort will be worth it.
Gratefully,
Cynthia Arias
01 R E S P O N S E E S S A Y
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The Power of Connotation, Stereotypes and Their Implications in Society Cynthia Arias Yachay Tech 29th April, 2016
The Power of Connotation, Stereotypes and Their Implications in Society How many times have we judged someone or something only by the first impression? When we look at something or know somebody, our brain works judging them. Sometimes the first impression is near reality and sometimes it is wrong, however, we cannot do anything to control the mind because we as human beings connote all that is surrounding us. Connotation is the associate of meaning with an object. A lot of these associations have been transmitted over the time and societies creating kinds of “rules” called stereotypes, which are oversimplifications of people groups widely circulated in certain societies (Nittle, 2015). Mind’s connotation power has helped people to connect things together, but it has also resulted in stereotypes. Stereotypes mean a serious problem that is destroying societies in the world. Firstly, human beings have a powerful tool that allows them connect our ideas with the world. Charles Campbell (2015) in his conference “Bond or Barrier, Language and Social Identity” said that the way we connect the words with the world lets us create a frame to make sense of them, and it can help us to create new ideas and to innovate. For example, we can relate the color green with the environment and money, so we are able to innovate some ideas that could involve the environment and economy. Although we can have advantages from this faculty, the same faculty is carrying us to the social fragmentation through the stereotypes that are living in our minds. Then, stereotypes can be harmful for society because they close people’s mind. People were born free, but at the moment that a person is part of a society, he or she is condemned to follow a lot of rules that the society has created. Sometimes it begins at home with our family and continues as we relate with others. Consequently, it makes us think that the rules are correct, but only our mind is closed and we cannot see beyond our convictions. We make these convictions stronger over time applying them daily, and it is difficult to change. Moreover we will transmit these ideas to other people, and the chain will grow as social problems. In addition, stereotypes close doors to many people. Unfortunately, many people are judged because of their nationality, color of skin, sex, religion, way of speaking, dressing, musical preferences and different things that were in past, maybe, characteristics of a group of people.
Campbell (2015), in his conference, mentioned the example about how a black male is associated with criminal activity by people. How many doors have closed for a black male because of prejudges? According to Campbell (2015) people who are affected by stereotypes have to make choices. In the case of the black male, one choice is to reject all the things that the society has imposed on him, and the second one is to say “Well, I am going to be a criminal”. So, it could be the reason that makes many people just give up and accept their conditions making the social problem bigger. In conclusion, our mind’s power allows us to make relationships and associate meaning with all that is surrounding us through connotation. In this way, we can get advantages from this faculty or damage society. One of the social problems is prejudging others according to stereotypes, which are like rules that have resulted from society. Stereotypes are affecting a lot of society’s members because they are being prejudged and rejected according to those stereotypes. Sadly, many people have accepted their social stereotypes. In addition, many of us cannot change our convictions, and we are transmitting this information to make bigger the social problem. All of us must understand that the problem will never disappear if we do not begin changing ourselves.
References Campbell, C. (2015). Bond or Barrier, Language and Social Identity. [Video file]. Retrieved from https://drive.google.com/drive/u/1/folders/0B5RLgvfNbX5LWFiZXprODZiQW8 Nittle, K. (2015). What is a Stereotype? Retrieved from http://racerelations.about.com/od/understandingrac1/a/WhatIsaStereotype.htm
02 E X P L O R A T I O N E S S A Y
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The Role of Weasel Words in Advertising Cynthia Arias Yachay Tech 20th May, 2016
The Role of Weasel Words in Advertising Have you felt the necessity to buy a product or a service because it seems to solve any of your problems? Surely you have bought the product or service, but maybe the product or service did not fulfill your expectations. It could mean that you were convinced by an effective ad. One of the reasons because advertising catches people’s attention is the use of weasel words. Advertisers use weasel words to appear to be making a claim for a product when in fact they are making no claim at all (Lutz, n.d). Weasel words are used in advertising to create a kind of misleading language, which impresses, attracts and makes people buy something because these people could not be able to discover what the ad is really saying. Firstly, it is important to know the most frequently used weasel words in ads and their meaning. According Lutz (n.d.) the number one weasel word used in advertising is “help”. It word means to aid or assist, however people relates this word with to stop, end or eliminate. Another weasel word is “virtually”, which means not in fact ans it word is used to make promises when there is no promise. Also there are “new” and “improved”, which are words almost always used together to indicate little changes in a product, but it does not mean a better product. However advertisers create a new seller campaign and maybe they will rise the product’s cost. Another weasel word is “like”, which is used to make pleasant comparisons. In this way people could be attracted by sensations that the product causes in their senses. Then, consumers give wrong meanings to words and they catch messages that do not exist in ads. Lutz (n.d.) says that advertisers usually make the claim after the weasel word so strong and so dramatic. It is a trick to make people focus on the claim and to make them do not pay attention the weasel word’s meaning, so people is responsible for what they have understood in the ad. In this way, the problem is that consumers do not have critical thinking, which could allow them to discern all the information from ads, and they will not probably be cheated by advertising. Lutz recommends his readers to figure out what each word means in the ad, not what the advertiser wants you to think it means. Moreover, it is possible that after a deep analysis of advertising claims, you will not find anything credible, but you could be misled by the first impression.
In contrast, the use of weasel words in advertising is necessary for business. People cannot do anything to stop the misleading way that is used by advertising to persuade us. According Popova (2010) advertising could be considered as an art that induces emotional responses through involving people’s senses, but mainly it is important for industries’ business and business is important for economy. For this reason, advertisers have used their imagination to look for a way of persuade through seducing consumers’ senses making easier convince them., so they have founded the use of weasel words in their ads. In conclusion, the use of weasel words in ads, as anything, has advantages and disadvantages. Advertisings with weasel words could contain misleading information about a product or service that cannot fulfill the consumers’ expectations. However advertisers are making their work because they have a goal, they want to make profit of business through advertising. Then, consumers are vulnerable to believe in advertisings because the most part of ads seduce their senses, but consumers are responsible of what they understood from ads. For this reason, it is important that people make a previous analysis of the information received using their critical thinking to avoid misleading or manipulating.
References Lutz, W. (n.d). With These Words I can Sell You Anything. Retrieved from https://drive.google.com/drive/u/1/folders/0B5RL-gvfNbX5bFM3LTA5TlZkN2s Popova, D. (2010). Taking Ad(vantage) of words. Retrieved from http://research.bfu.bg:8080/jspui/bitstream/123456789/146/1 /BFU_MK_2010_T_I_Popova.pdf
03 I N T E R P R E T A T I O N E S S A Y
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“Fear No More the Heat O’ the Sun” Analysis and Interpretation Cynthia Arias, Isaac Bravo, Carlos Bustamante and Andrés Orozco Yachay Tech June 17th, 2016
“Fear No More the Heat O’ the Sun” Analysis and Interpretation Nobody knows what there is after death, and because of that, most of people feel awareness to think about death. William Shakespeare, a famous British playwright, poet and actor who lived in the XVI century, thought about death in a positive way (Bio, n.d.) One example of his way of thinking is the poem “Fear No More the Heat O’ the Sun” written in between 1608 and 1609. He wanted to share with people his positive feelings about death in order to show us that we should not fear to death because death is only a part of the normal life cycle. The poem “Fear No More the Heat O’ the Sun” written by William Shakespeare describes death as a natural event that we should not be afraid because death is the end of a long path where we are going to rest in peace without worrying for the bad things. Firstly, it is important to understand the Shakespeare’s message. The most important characteristic of Shakespeare’s poem is the use of multiple metaphors to make abstract the message that death is something natural. A metaphor is a figure of speech, which makes an implicit, implied or hidden comparison between two things that are unrelated, but share some common characteristics (Literary Devices, n.d.). Most of the metaphors used in the poem have the same meaning. They mean that people should not be afraid to die because death could be a new life. In addition, Shakespeare used several times the phrase “Fear no more” to show that we do not know how death is, but despite of this we should not have fear. In addition, his last poem’s stanza talks about ghosts, witchcraft and exorcism. People could associate these things with fear, so all of these words are metaphors to talk about bad moments, bad feelings or maybe bad people that could disturb our peace or could cause us problems while we are alive. However, all of these will end at the moment of death, allowing people to rest in peace. Then, it is important to identify the characteristics like symmetry that make the poem beauty. Symmetry could make us to think that life and death is the same thing, so that we should not fear to death. Symmetry refers to something that has both sides that are exactly or very similar to each other. The poem has four stanzas, and each one has six lines. It is possible to appreciate symmetry between the first four lines and the last two lines. So, by using symmetry Shakespeare was trying to express that there is another life after death where we are going to rest of the things we used to care in the past life, such as the job or the money.
According to David Anderson, senior editor of Religion News Service, it is very possible that Shakespeare was Catholic. Therefore, the Catholic religion, belonging to Christianity, has beliefs in life after death. So, if we based on religious beliefs of the author of the poem, we can to say that he wrote the poem “Fear No More the Heat O’ the Sun” thinking in a new life after death, and he used the symmetry as a mean to express his positive thoughts about death. Moreover, other characteristic that makes beauty the poem is rhyme. Moreover, other characteristic that makes beauty the poem is rhyme. This poem is composed by four sextuples that have rhymes that give the poem a beautiful sound, making reference that death could a good thing. A sextuple is a six-line stanza of eight-syllable lines rhymed either ababcc or aabccd. In this poem, each stanza is rhymed according the ababcc scheme, which means that the first line verse rhymes with the third, the second line verse rhymes with the fourth and the two last line verses rhyme with each other. It kind of writing the stanzas makes the poem to have musicality. If we read or declaim the poem, we can heard it nice and we can identify that the poem has rhythm, so it property could make us feel good. In this case, the rhythm helped the author express his ideas in a positive way, so we could catch the message about death in a positive way, too. Furthermore, the language of the poem is another important factor in the beauty of the poem. Furthermore, the language is other important aspect that makes the poem more beautiful, and helps to make people forget their fear to death. This poem is too deep and really confusing when we are trying to understand it at first time. It is because the poem was written according to the old English, which corresponds to the English that Shakespeare spoke in the middle age. Although it is a little bit difficult to understand, the poem’s language is accessible and becomes understandable after reading it many times, so we can understand the author’s message and maybe we can change our point of view. Also, we can appreciate how much beautiful could be the end of life, and we could forget our fear about death. In conclusion, William Shakespeare had positive thoughts about death, which is reflected in the poem “Fear No More the Heat O’ the Sun”. The most important characteristics found in the poem are metaphors, symmetry, rhymes, and language. Metaphors mean that death is a natural event that we should not fear, and symmetry symbolizes that death and life are the same thing. In addition, rhyme and language help to make the poem more beautiful and make people forget the fear they have about death. So, the poem “Fear No More the Heat O’ the Sun” written by Shakespeare refers to death as something natural that will happen sometime, and that we should not fear because when death comes we are going to rest in peace.
References Anderson, D. (2014). Was Shakespeare Catholic? Retrieved from: http://www.pbs.org /wnet/religionandethics/2008/04/25/april-25-2008-was-shakespeare-catholic/5519/ Bio. (n.d.). William Shakespeare Biography. Retrieved from http://www.biography.com/people/william-shakespeare-9480323 Dictionary. (n.d). Symmetry. Retrieved from: http://www.dictionary.com/browse /symmetry Eberhart, L. (2014). Sextilla. Retrieved from: http://poetscollective.org/poetryforms /tag/ababcc/ Literary Devices. (n.d.). Metaphor. Retrieved from: http://literarydevices.net /metaphor/ Shakespeare, W. (1609). Fear No More the Heat o’ the Sun. Retrieved from http://www.poetryfoundation.org/poems-and-poets/poems/detail/50428
04 A R G U M E N T A T I O N E S S A Y
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Cynthia Arias Matthew Mackey L6-003 Assignment June 30th, 2016 Should Censorship Be Practiced in Schools? Have you experimented bad situations in school because of there is not an efficient control? Surely most of students have been victims of inappropriate behavior or information that comes from other students, teachers, books or any school’s element. All of these things that a student could experiment maybe could harm his or her integrity. Censorship should be practiced in schools to avoid situations that can affect the school’s members integrity, and consequently to keep a harmonic environment Inside school. Firstly, censorship should be oriented to students’ welfare. Petress (2005) states that censorship is only valid, ethical and required as the only way to avoid any kind of harmful. This idea is correct because students could acquire whatever kind of information without supervision. It means that teachers are not able to control a lot of students and what they are doing, so with censorship schools are the appropriate places to get information that students could approach. In this way, students could be able to respect other people and keep harmonic relationships. Secondly, censorship is limitations for students. Students need to know that they can express their ideas, but they should seek the appropriate way to share what these ideas are. These appropriate ways to ask questions and to answer them, should be made in order to do not hurt other’s feelings (Petress, 2005, 249). In this way, any activity that students make in schools such us participating in class, presenting projects or something like that could be constructive for students, and teachers could be less worried solving problems. In contrast, some people believe that there it is not necessary to have censorship in schools and the possible troubles could be taken as the opportunity to teach. The first example in the article “The Role of Censorship in School”, talks about a book that contains racially offensive material to discuss with students the pervasive nature of racism (Petress, 2005, 249). It could make us to think that each bad situation comes to teach us something else.
However, to learn from any bad situation is constructive for people, but it is not the case in schools. Schools may be regulated and censorship should be practiced because teachers cannot control each of the students, especially if these students are children and they still do not know what is good and what is bad for them. Moreover, they are far from their parents at schools, and these students could be easily influenced by any kind of information or they could be affected by inappropriate events that could occur in school. In conclusion, censorship is important for schools, which are the places where students are learning a lot of things. Sometimes these things are good, sometimes these are bad for them, but with censorship any appropriate situation, that could cause troubles for students and teachers, could be mitigated and consequently there could not be any kind of harmful in schools members, so the school will be as the beginning of a respectful environment between students, who also are part of a society.
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The Influence of Ethics Classes in Students’ Moral Behavior Cynthia Arias Yachay Tech July 8th, 2016
The Influence of Ethics Classes in Students’ Moral Behavior Higher education is often the first place in which real discussions and investigations about the world around us happen. We often discuss things like politics, human rights, social justice, and environmental issues. At the center of these discussions is a dialogue about ethics. Ethics is ingrained into our cultures and societies, and it is hard to engage with the world without confronting ethical situations. Since it is not just a matter of debate or a single class on a college campus, it is important that we take ethics seriously. In the last years have increased concerns regarding ethical issues, so academic people as teachers have thought that teaching ethics according different necessities in each stage of education is an important part of students’ formation. Ethics classes could influence in students’ moral behavior because ethics theories may help them to solidify ideas and improve their ability to think critically about moral issues. First, the developing of students’ moral behavior is a process in which ethics classes help them to overpass all the stages involved with this process. According to Kohlberg’s cognitive moral development theory, all the people can achieve the maximum grade of moral behavior development, which seeks society welfare through the appliance of universal ethical principles such as justice. It maximum grade is the result of a process with different stages. In each stage people develop irreversible skills associated with new knowledge structures, assessment and action, and it is difficult that the new skills stop working. Normally, the individuals go through these different stages when they acquire biological maturity, but the most important factor is the environment where they are developing themselves as human beings. Although most of people pass through all the stages, many of them achieve deficiently the skills because of different social reasons (Chang, 1998). For that, it is important that people, especially students have an ethical guide during their formation in any educative establishment in order to avoid the deficiency mentioned before. Then, ethics classes are the guide that students need as a complement of their academic and moral formation. All of us know that the first establishment for moral development is home, from which each person learns about what is “correct” and what is “wrong”, and this knowledge evolve according to different factors that the individuals experience, and consequently they get maturity and experience. This acquired knowledge could become stronger, which could mean that a simple class does not cause changes in students’ moral behavior.
However, the real function of ethics classes is not to say students what they should do and what they should not, it real function is to show them some philosophical theories involved with moral issues, and then they will probably take them as the tools to improve their ability to see different perspectives and to understand implications of these moral issues. It means that if they want, the will modify their moral behavior through the improving of their abilities, not because someone else imposed them to do something. Moreover, ethics classes help students to improve their abilities to think critically because they learn to appreciate arguments to solve moral concerns. Students could develop like a sense to take “correct” decisions about moral concerns, to do the “right things” or to refuse the “wrong situations” because of experience, for example. However, it is better if students polish their abilities through learning ethics theories. Dolske (2013), Philosophy teacher at Loyola Marymount University, states that ethics theories explain the logical part of moral behavior that is assumed as a given or taken for granted. Then, she shows the example of what she did with her students, so holding up her cellphone she said, “If someone asked me ‘How does that work?’ and I replied ‘Oh it’s easy, you just press this button and it’s on.’ Would I have explained how the phone works?” In unison her students said “no”, and then she explains that ethical theories, like the inner workings of the cellphone, are the extended analysis behind many of our ideas that might appear obvious. In this way, students would appreciate their arguments by learning the dynamics of their thoughts through ethics classes. Subsequently, it is important to talk about moral judgment, which is an important component in the developing of moral student’s behavior. Ethics classes seek to develop sensitivity to moral responsibilities in students, in order to make them individuals with the appropriate moral behavior. McNeel (1994), academician from Bethel College, says that there are four components of morality, which are the base to achieve the appropriate moral behavior, and these are: moral sensitivity, moral judgment, moral motivation and moral character. Although all of these factors are important, the growth of moral judgment could be the determinant component in developing the correct moral behavior. For example, through ethics classes, students learn to see things from the other person’s viewpoint and to appreciate systems different from their own. It could happen when they coexist with their classmates and teachers at classroom, and they have to share their ideas of a specific topic. According to Kohlberg’s cognitive moral development theory, seeing things in different ways causes a cognitive disequilibrium in students. It disequilibrium leads to growth in moral judgement, and then it influences in moral behavior.
In addition, it is important to mention that, in the case of college students, they could develop in different ways their moral behavior and for it reason they need an ethical guide. Overall, students develop similar skills when they learn about ethics in classes. However, when they are in the stage of choosing the way to follow for the rest of their life, many things could change. First, most of students know what profession they want, and it could be intuitive to develop the appropriate moral behavior according their necessities as professional people, but an ethics guide in college still being important. McNeel (1994), states that ethics classes in colleges address students to solve ethical and moral concerns according students careers in different disciplines such us science, social sciences, and philosophy. It means that each student needs a specific guide and preparation for the future, so they could be able to confront the possible moral and ethical troubles in the labor field using their developed skills. Furthermore, qualified ethics teachers make possible effective ethics classes and a correct moral behavior development in students. Chang (1994), teacher from National Pingtung Teachers College, believes that nowadays the influence of schools and teachers is as important as the influence of family or community. Also, Chang (1994), states that teachers have tremendous influence on the moral development of students because they are at the center of moral instruction and moral struggle. Moreover, teachers spend long hours each day with students, so it is assumed that they are able to transmit values upheld by society, and serve as moral models for their students because teachers are the persons who are constantly applying their moral convictions. For example, every day they have to make choices about moral issues associated with students such as to assign grades, to discipline or to punish students. It means that teachers are as moral individuals, so they could have the tools to be the correct guide for students, and in this way they will be the supposed qualified persons to make effective ethics classes for students. Otherwise, there are different ways to see ethics education for students in educative establishments. Schwitzgebel (2013), academician of University of California at Riverside, states that it is difficult to know the influence of ethics classes in students’ moral behavior because there is not enough direct empirical studies to demonstrate positive influences on them. Then, he says that ethics classes have at most a small influence on students’ attitudes, but these little positive influences might be partly or entirely removed by negative influences. Schwitzgebel shows an interesting point of view about the necessary proofs required to conclude that ethics classes influence in students’ moral behavior. However, his second statement is contradictory. He says that ethics classes have at most a small influence on students´ attitudes. If there are not enough proofs, how could he conclude that ethics classes just cause small effects on them?
Other important thing to make emphasis from his statements is the way that he generalizes the facts. For example, he says that the small effects of ethics classes are removed because of other negative effects, and it is not true. The effects of ethics classes in students also could depend of everyone because nobody thinks in the same way, and nobody has the same education or live in the same environment. For this reason, in the real world, to make a general moral behavior study could be impossible, so the different studies made in samples of a population are useful to know how ethics classes could influence in their moral behavior. In conclusion, every day people are confronting ethical and moral situations, so they could be able to confront them as better as they can. Students, as evolving members of a society, are the individuals who need an effective ethics and moral preparation. Then, to achieve the correct preparation they might develop an appropriate moral behavior, which means a long process. Ethics classes could be the way that allows students to acquire the tools to be prepared to solve it kind of situations, so there are many reasons to support that ethics classes could influence positively in students’ moral behavior. First, although students could develop skills through experience or they could know what is “right” and what is “wrong”, it is important that students take ethics classes since they are child and then along the process of formation as professional people because they need a guide to be prepared to confront ethical and moral concerns. Then, the guide that students need for their formation is teachers, who are experienced individuals that are able to show students the tools and the way that they could follow. Moreover, ethics classes do not mean that a teacher or someone else will said students what they have to do, ethics classes are oriented to improve their ability to think in a critical way about moral issues through ethics theories, so students are free to choose from all the resources and tools, the ones that could make them grow as the members that a society requires.
References Chang, F. (1994). School Teachers’ Moral Reasoning. Moral Development in the Professions: Psychology and Applied Ethics, 71-83 Dolske, G. (2013). Moral Behavior and Ethics Class: Thoughts on Schwitzgebel’s Paper. Retrieved from https://unsolicitedtidbits.wordpress.com/2013/08/18/moralbehavior-and-ethics-class-thoughts-on-schwitzgebels-paper/ McNeel, S. (1994). College Teaching and Students Moral Development. Moral Development in the Professions: Psychology and Applied Ethics, 27, 49. Schwitzgebel, E. (2013). Do Ethics Classes Influence Students’ Behavior? Retrieved from http://www.faculty.ucr.edu/~eschwitz/SchwitzPapers/EthicsClasses131210a.htm
06 A D I T I O N A L M A T E R I A L S
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Memories “You don't take a photograph, you make it.” ― Ansel Adams
The
best class ever L6-003
Cynthia Arias Universidad de Investigacion de Tecnologia Experimental Hda. San Jose s/n y Proyecto Yachay Imbabura, Ecuador July 25th, 2016 Dear Portfolio Reader, You are at the end of my portfolio, so I want to write the last lines for you. In this final letter I want to say you thanks for have spent time reading my work. It portfolio is very important for me because it represents all my effort along this semester as English student. I hope that you have enjoyed and learnt a lot from my essays. Also, I want to wish you the best in your process of learning English. I am very sure that tyou will complete succesful your Level 6 of English classes. You only need a lot of self confidence, effort and resistance. Sincerely, Cynthia Arias