can you please write my english essay 7 8 pages 10 paragraphs total the topic is illegal immigration and it can either be written pro illegal immigration or you re against it
(7-8 pages, 10 paragraphs total)
it needs a creative title. it needs to be in MLA format and I will attach the proper format in case you need it. it needs a works cited page. the works cited page needs to have at least 15 sources so please add more random ones if short on sources. the works cited needs to be in alphabetical order. I will attach the rubric so you know whats expected from my teachers grading system. the essay should have one opposition paragraph (against your opinion).
this is due tomorrow so I need it asap!!! PLEASE FOLLOW RUBRIC
times new roman size 12 font
thank you so much
in text citation should look like this (last name of person Page number)
Sources for works cited and in-text citation:
(below is the proper MLA heading and header)
Figueroa 1
McKayla Figueroa
Mrs. Nonhoff-Zieg
English III, Period 4
27 February 2018
Illegal Immigration and its Impact on America(make it more creative)
Works Cited
(example works cited)
Arnold Schwertman Says. “Illegal Immigration: Drugs, Gangs and Crime.” Civitas Institute. Lacey Anne, 10 Apr. 2017. Web. 13 Feb. 2018.
“Attorney General Jeff Sessions Delivers Remarks to the Executive…” Department of Justice Press Release (2017): n. pag. Web. 11 Feb. 2018.
Green, Mark. “We Are a Nation of Laws and Shouldn’t Harbor Criminals.” Tennessean 2017 13 apr: A.13. Web. 10 Feb. 2018.
Hall, Leslie. “Immigration Statistics Fast Facts.†Cnn, 5 Sept. 2017
Jaaskelainen, Liisa. “Topic: Illegal Immigration in the United States.†Www.statista.com, 17 Jan. 2017
Kasich, John, and Jeb Bush Jr. “Trump’s Bad Idea on Immigration.” New York Times 2018 12 jan: A. 23. Web. 11 Feb. 2018.
Napolitano, Janet. “We All Benefit If We Protect the ‘Dreamers’.” Washington Post 2017 13 aug: A.21. Web. 12 Feb. 2018.
Rally, Spencer. “How Many Illegal Immigrants Are in the US?†How Many Illegal Immigrants Are in the US? | FAIRus.org, 23 Oct. 2017
Tavernise, Sabrina. “The Immigrants Who Oppose Sanctuary.” New York Times 2017 10 may: A. 14. Web. 12 Feb. 2018.
Yee, Vivian, et al. “Here’s the Reality About Illegal Immigrants in the United States.†The New York Times, The New York Times, 6 Mar. 2017,
Zong, Jie. “Frequently Requested Statistics on Immigrants and Immigration in the United States.†Migration Policy, 8 Feb. 2018
ISP – INTRODUCTION PARAGRAPH SAMPLES
I. It is four in the afternoon on a school day and Cody just got home. It has been a very stressful week so far, and once again it is necessary to do his homework. Cody decides to escape the outside world by putting headphones on and blasting his favorite type of music. This ultimately focuses his emotions in a positive way, and he is able to do his homework in a reasonable amount of time. An examination of music and songs demonstrates that peoples’ emotions and behaviors can be positively altered by the music they listen to. Although many believe that people can decide by their own free will what emotion they are feeling and displaying, emotions actually come from a specific place in the brain. There, a variety of emotions are made, and people’s brains decide which ones to express. The specific decision can be influenced by outside factors. Several different branches of music can influence the choice the brain makes. The words and creativity in music are analyzed in the brain, which then picks the ones that creates therapeutic feelings for a person’s body. Therefore music and emotions play an important role in everyone’s lives. Together, they can have a big impact on an individual’s body and behavior. Researchers are finding that music may even be an effective balm for afflictions, such as autism and Alzheimer’s disease, the disability that results from stroke, sleep disorder, bereavement trauma, and the physical stress of entering the world too early.
II. Are We There Yet? The potential strength of a single human stem cell may prove to be more powerful than the ignorance of those who believe that its mysteries should not be unleashed. . A detailed investigation of stem cell research reveals that it can repair and cure some of the most virulent medical conditions pervading today’s society. Stem cell research represents a medical miracle with endless possibilities. Millions of Americans are unnecessarily dying of various diseases that have the potential to be cured through research gleaned from stem cells. The debate regarding the main question of whether the extraction of stem cells for research purposes is ethical has been brewing for many years. Former United States Presidents have put restrictions on stem cell research rendering it nearly impossible for scientists to fully seize the opportunity to gain the information they need. In order for America to develop into a nation at the forefront of medical research, it must continue to fund the seemingly endless possibilities that are yet to be uncovered in the field of stem cells.
III. Claude-Adrien Helvétius once said that “To limit the press is to insult a nation; to prohibit the reading of certain books is to declare the inhabitants to be either fools or slaves†(Noble 5). Anybody subject to the banning of books cannot be described as free. A probe into book censorship proves that the practice lacks morality because it blocks intellectual freedom. Books have always been challenged, censored, or even burned for carrying within them ideas which are “unacceptable†or which defy authority. Quite simply, books can be challenged by any person or group that files a complaint. Oftentimes, the people who deal with books, teachers, librarians, booksellers, school districts, etc., would rather take a book off the shelf than suffer the disciplinary action a challenge can bring them. Books are banned for many different reasons. Some for social, political, or religious reasons, and others for personal reasons. The practice of book censorship goes against the First Amendment to the Constitution of The United States. It is immoral, unlawful, and unacceptable.
CONCLUSION PARAGRAPH SAMPLE
The brain is a very powerful part of the human body. It can determine what people feel, and how they express their feelings. Music influences the human brain and can help people express their emotions in a positive way. Using music as a healing medium dates back to ancient times and was first used in the United States in the late 18th century. However, music therapy is still underestimated by most and therefore the ignorance about the benefits of music therapy needs to be cured. Music therapy is an interpersonal process in which a trained music therapist uses music and all of its facets—physical, emotional, mental, social, aesthetic, and spiritual—to help clients to improve or maintain their health. Music therapists primarily help clients improve their observable level of functioning and self-reported quality of life in various domains, such as cognitive functioning, motor skills, emotional and affective development, and behavior and social skills. With the help of music experiences like singing, songwriting, listening to and discussing music, or moving to music, patients achieve measurable
FINAL OUTLINE SAMPLE – IRAQ SANCTIONS
I INTRODUCTION PARAGRAPH
Hook: Grime covers Basra in southern Iraq. Dust swirls in school playgrounds and consumes children kicking a plastic ball. Locals and visitors complain about filth in their eyes and nose and throat. While they all know that American and British forces employed depleted uranium in the Gulf War of 1990-91, none of them could prevent the United Nations Security Council from imposing post-war economic sanctions on Iraq. These penalties denied the use of equipment and expertise to clean up Iraq’a contaminated battle-fields – right across from the children’s parks in Basra. They also inhibit the people of Iraq from getting back on their feet.
Th: The American government should lift economic sanctions against Iraq, because this policy has done more harm than good for both countries.
SofO1
SofO2
SofO3
II BACKGROUND INFORMATION
(For this section, ask yourself what you need to know. I came up with the following questions for the sanctions topic. The answers to the questions will be your two background body paragraphs.
-What sanctions are; which trades / businesses / products they affect; which countries imposed them on Iraq; why do countries impose sanctions?
-When the Iraq War was; which countries were involved; how long it lasted; the leader of Iraq; who the coalition forces were; how the war was won; when the sanctions started; if there were any instances of Iraq or outside countries disobeying the sanctions)
Economic sanctions are defined as the “withdrawal of customary trade and financial relations for foreign and security policy purposes†(Henley 24). Sanctions take a variety of forms, including travel bans, asset freezes, arms embargoes, capital restraints, foreign aid reductions, and trade restrictions. Governments and multinational bodies impose economic sanctions to try “to alter the strategic decisions of state and nonstate actors that threaten their interests or violate international norms of behavior†(Millers, par. 3). National governments and international bodies like the United Nations and European Union have imposed economic sanctions to coerce, deter, punish, or shame entities that endanger their interests or violate international norms of behavior. Sanctions, while a form of intervention, are generally viewed as a “lower-cost, lower-risk, middle course of action†between diplomacy and war (Millers, par. 8). Sanctions resolutions must pass the fifteen-member Council of the United Nations by a majority vote and without a veto from any of the five permanent members: the United States, China, France, Russia, and the United Kingdom.
Prior to 1990, the Council imposed sanctions against just two states: Southern Rhodesia (1966) and South Africa (1977) (United Nations Sanctions Display, par. 12). However, since the end of the Cold War, the body has used sanctions more than twenty times, most often targeting parties to an intrastate conflict, as in Somalia, Liberia, and Yugoslavia in the 1990s (United Nations Sanctions Display, par. 13). Since 9/11, there has been a pronounced shift toward targeted or so-called “smart†sanctions, which aim to minimize the suffering of innocent civilians. The United States uses economic and financial sanctions more than any other country (Herbert 128). Sanctions policy may originate in either the executive or legislative branches. Presidents typically launch the process by issuing an executive order (EO) that declares a national emergency in response to an “unusual and extraordinary†foreign threat, such as “the proliferation of nuclear, biological, and chemical weapons†(Masters, par. 6).
III EXPLORATION PF TOPIC / ARGUMENT
A. The sanctions have not accomplished their goal.
Chunk 1: Saddam Hussein is still in power
Chunk 2:
Chunk 2: Other dictators have withstood sanctions (Fidel Castro), so they generally don’t accomplish the intended goals.
B. Rather than hurting Saddam, the sanctions only make life worse for the common people of
Iraq
Chunk 1: The human “cost†is high – the common people suffer health problems; cruel!
Chunk 2: No economic advances / life improvement for common people = no change for Iraq
Chunk 3: Population lack academic and mental improvements – a new generation of “soldiers†for Saddam
C. Goes against American ideals of helping other people
Chunk 1: American identity: US should support and give hope like to Nazi Germany after WWII
Chunk 2: Thousands of Iraqi children die each month if sanctions continue
Chunk 3: Restrictions on medicine and food hurt the poorest people first, not the dictator who needs to be removed / forced to change
IV OPPOSITION / SOLUTIONS (OVERCOMING THE OPPOSITION)
A. Opposition: Sanctions work better than other strategies to eliminate hateful regimes
Chunk 1: Sanctions are necessary to prevent Iraq from supporting terrorists and becoming a regional problem again
Chunk 2: Lifting sanctions would make the U.S. look weak
Chunk 3: Sanctions don’t work with authoritarian regimes – you can’t negotiate / change behaviors of madmen
B. Solution / Recommendation for Change: Modify sanctions
Chunk 1: impose a time limit for sanctions so the aggressor is motivated to change, and change in behavior of the aggressor is rewarded
Chunk 2: eliminate sanctions that affect international communication – reduce brainwashing of the common people by keeping channels of communication open
Chunk 3: Apply sanction that hurt the leadership more than the people
C. Solution / Recommendation for Change: Work on public relations
Chunk 1: since tyrants / terrorists encourage hatred ag. US / UN, work on enlightening the population
Chunk 2: no sanctions on Internet / social media → population needs access to information outside of their regime
Chunk 3: Keep US / UN on the ground or in embassies if possible → connection to the people; or keep allies involved locally if not possible for US / UN
V CONCLUSION PARAGRAPH
RUBRIC
Superior |
Good |
Average |
Weak |
Poor |
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Introduction Paragraph (1) |
Meaningful, captivating hook; smooth, concise thesis w/ topic and opinion; SofO’s clearly preview all required sections |
Clear, but less thorough hook; thesis w/ topic and opinion, but less concise or sophisticated; SofO’s preview most required sections, maybe do this less obviously |
Hook lacks detail / may not be very interesting or be poorly worded; thesis on topic, but may be hard to locate / not to specs / too short / too long; SofO’s may be incomplete or hard to match to sections |
Thesis has issues / may mis pertinent info; SofO’s are unclear, or organized unconvincingly; intro includes elements that don’t belong |
The intro doesn’t show an effort to follow the required format; may sound like a quick, verbal, disorganized discussion of topic |
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Intro of Topic Paragraphs (2) |
2 clearly separated bp’s: 1. Broad, thorough intro of field of study: def. of key terms / players, situation, milestones, laws 2. Detailed historical overview of the issues Both bp’s don’t leave any obvious questions |
2 clearly separated bp’s: 1. Overall clear intro of field of study; may leave out an element that should have been included though 2. Hist. overview is mostly complete, but may skip an obviusly relevant point |
Clear attempt at intro of field of study and historical overview; may be superficial or clearly lack some pertinent information; may be somewhat disorganized, but still provide a basic intro to the field of study |
Major elements missing; reader may not gain a basic understanding of the topic/issues; intro may be confusing; may not show evidence of attempt to follow the required format; may sound like a superficial, verbal intro of the field of study, without evidence of research of details |
hard to follow, not clear what the topic is about/ what the issues are |
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Exploration of Topic Paragraphs (3) |
3 clearly distinct bp’s explore the main problems / issues thoroughly; ideal organization without overlapping; variety of examples from credible sources; thorough, convincing analysis, more analysis than support, keeps overall topic in mind |
3 clearly distinct bp’s explore the main problems / issues convincingly; may have slight overlapping, but overall good organization; not all issues of the topic may be addressed; examples may not be as varied or relevant, sources may be less credible; analysis is overall convincing, but not as thorough as ‘A’ |
Bp’s may contain repetitive information; organization may not be convincing / obvious overlapping; one or more major concerns may not be addressed; some arguments may not be supported, sources may lack credibility or variety; analysis sometimes simplistic, may lose sight of overall argument |
Exploration of topic is incomplete, lacks major points, too superficial; organization confusing, repetitive info, overlapping bp’s; missing significant support / credibility / variety; support-analysis ratio is not balanced, little logic is used, contradictions, weak understanding of topic |
Hard to understand the issues of the topic; organization and exploration questionable / lacking; arguments are illogical and fail to demonstrate that writer has read text; no real attempt to support arguments w/ credible sources |
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Opposition Paragraph (1) and Recommendations for Change / Solution Paragraphs (2) |
3 clearly distinct bpâ€s: 1. One well-developed bp on opposition’s three main points, w/ convincing evidence provided; no falling back on writer’s point-of-view 2. Two solution bp’s recommend realistic solutions / recommendations thoroughly; no overlapping w/ Explor. bp’s |
3 clearly distinct bpâ€s: 1. One bp addresses opposition’s main points, w/ some evidence provided, but may fall back on writer’s side 2. Two solution bp’s recommend some possibilities for change, but may at times only focus on reverse argument of Explor. bp’s, not enough distinction / new ideas |
3 bp’s included, but may not be organized to specs; bp’s may contain repetitive info; organization not convincing; one or more major solutions may not be addressed; some arguments may not be supported, sources may lack credibility or variety; analysis sometimes simplistic, may lose sight of overall argument |
Oppostion may get mixed up with writer’s point of view; solutions may be simplistic / unrealistic / mainly reverse arguments / major points lacking; organization confusing, repetitive info; missing significant support; support-analysis ratio not balanced, weak understanding of topic |
Fails to address the opposition in an understandebale manner; solutions are questionable and don’t provide sufficient support; section fails to demonstrate that writer has read text; no real attempt to support arguments w/ credible sources |
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Conclusion |
Thesis and SofO’s restated with different wording; all major points summarized and detailed, goes beyond with a thoughtful ending |
Thesis and SofO’s and main points restated, but may not reflect on major arguments thoroughly; may not include a unique, thoughtful ending |
Thesis and main points restated briefly; conclusion is overall short, without detail from bp’s |
Clearly missing some of the required elements: thesis, SofO’s, main bp points (topic background, historical info, explor. of topic, opposition, solutions), closing |
Fails to follow the basic pattern of conclusion paragraph; just a few sentences long |
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Vocabulary and Tone |
Clear effort of editing to present sophisticated vocabulary and strong verbs; visible attempt to avoid wordiness and repetition |
Overall includes a good amount of sophisticated wording and shows an effort to avoid simple, overused words; but also includes simple words regularly that could have been replaced with little effort |
Wording is not unique, but easily understandeable; no awkward or colloquial wording; but could have been improved by spending more time on editing and choosing some replacements for common words |
Very basic vocabulary and sentence structure. Overall written more like a like a verbal communication, an informal “chat,†than a formal research paper |
Style of writing is so informal that it does not meet high school requirements; may be written like “a chat†with “street language,†and possibly in “stream-of-consciousness†style without an effort to build logical sentences |
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Style / Transitions |
Paper flows, lots of smooth, natural trans., quote lead-in variety |
Paper contains fewer trans., lead-ins not as varied, but still fluent |
Few transitions, quote integration simple, repetitive |
Trans. rarely present, paper not smooth |
Nonexistent, no flow, choppy |
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Sentence Variety |
Varied and imaginative; transitions are clearly used purposefully, frequently, and noticeably |
Sentence variety is noticeable and purposeful |
Mostly complete sentences, but without noticeable variety; includes some transitions; mostly simple subject-verb-object sentences |
Few transitions; several incomplete, awkward sentences, although an ability to compose grammatically correct sentences is still visible |
Too many incomplete or gramatically incorrect sentences distract from the undersatnding of the paper; barely any purpuseful transitions |
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Grammar and Punctuation |
Near perfect |
Few errors |
Some errors, but do not confuse meaning |
Too many errors, but the paper is still understandeable with some effort |
Serious frequent errors that confuse meaning and make the paper hard to read |
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MLA format |
Heading, header, creative title, indents for bp’s, spacing are near perfect |
Very few errors in heading, header, creative title, indents for bp’s, spacing |
The paper shows a general understanding of format requirements, but errors in heading, header, creative title, indents for bp’s, spacing are noticeable |
Errors in heading, header, creative title, indents for bp’s, spacing are frequent and show a lack of effort to follow the requirements |
Barely resembles MLA format and shows ignorance about basic MLA requirements |
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Parenthetical (In-Text) Citation |
Near perfect, author or shortened title, page or par. #, comma before par.#, no comma before page #; no name in ( ) if in lead-in, pd at end |
Very good, only very few errors; MLA citation requirements are mostly followed (author, shortened title, page or par. #, comma / no comma, name / no name, pd at end) |
Average, several errors, but still obvious attempt at following MLA citation specs (author, shortened title, page or par. #, comma / no comma, name / no name, pd at end) |
Below average, shows lack of knowledge about MLA citation requirements; may negelct to cite specific information; too many foramt errors (author, shortened title, page or par. #, comma / no comma, name / no name, pd at end) |
Lack of citation for obvious for quotes / specific info; citation does not resemble MLA style |
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Works Cited List |
Error free or almost error free; matches in-text citation (almost) perfectly; double-spaced, reverse indent, alphabetized, 10 sources, 5 data base sources |
Mostly error free but may include small errors: may have some issues wiith in-text citation matching with works cited; or any issue with double-spaced, reverse indent, alphabetized, 10 sources, 5 data base sources |
Overall recognizeable MLA works cited list, but may include visible errors: may include several in-text citations that don’t macth works cited; may include url’s; may have some issues with alphabetization or reverse indentation; may include less than 10 sources; may include less than 5 data basse source |
Too many issues: May include too manhy url’s compared to full citation; may have too many unmatched in-text citations; may not follow protocol re. spacing, indentation, alphabetization, or required sources |
Quite a few url’s; MLA works cited requirements barely recognizeable |
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Total & Overall Effect |
Convincing, thoughtful, sophisticated, detailed, no questions, perfect |
Interesting, solid, good effort, may just miss some details, but overall really good job |
Overall understandable and solid, with clear effort, but may lack detail |
Very simple, but still gives a basic introduction to the topic; without convincing detail, may be incomplete |
Confusing organization and information; incomplete; research not to specs
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