Category: Reading homework help

 
Prompt 1.1: Look over the major course themes and meta-topics in the chart below. Select at least one (1) major course theme and one (1) meta-topic for discussion. What is your take on how these themes and topics are conveyed in the assigned short stories from Drown? Length of recording: three (3) minutes.
Prompt 1.2: When linking Junot Díaz’ Drown (1996) to a literary tradition, critics consider Drown as a sort of throwback to the Nuyorican literature of the 1950s and 1960s. In particular, Díaz’ autobiographical collection of short stories is most often linked to Piri Thomas’ Down These Mean Streets (1967): the first in a tradition of heart-wrenching memoirs portraying ghetto youth struggling against the conditions of life for urban Black and Latinx youth (Paravisini-Gebert 165).
Based on your own readings of the excerpt from DTMS and selected stories from Drown, in what ways are these texts linked and in dialogue (despite being published nearly thirty years apart)? Length of recording: two (2) minutes.
WRITE AN HANDOUT FOR ME, AROUND 2 MINS

 
Tyler The Creator Merch: Your Guide to Bold, Colorful Style
If you’re a fan of Tyler, The Creator, you know his style is anything but ordinary.  From bright pastels to quirky graphics, his clothing is an extension of his creative and playful personality.  Want to bring some of that energy into your own wardrobe? Dive into the world of Tyler The Creator merch!
—> https://linksome.me/tylerthecreator26t/
Where to Find the Best Tyler The Creator Merch

GOLF WANG: The Official Source GOLF WANG, Tyler’s own brand, is your top destination for the newest merch drops and exclusive items.

Online Marketplaces: Amazon, Etsy, etc. For a wider range, browse sites like Amazon and Etsy. You might find fan-made designs or older pieces.

Specialty Retailers and Fan Stores Dedicated merch stores occasionally carry Tyler, The Creator apparel alongside other musicians and pop culture figures.
Must-Have Pieces for Any Tyler, The Creator Fan

The Classic, Colorful Tees: These are the staples! Vibrant tees with bold graphics or Tyler’s iconic album artwork are where it’s at.

Cozy and Cool Hoodies: Nothing beats a comfy hoodie, especially one with a playful Tyler, The Creator twist. Look for pastel shades or statement designs.

Limited Edition Apparel and Accessories: Keep an eye out for special collaborations or tour merch. These items are often highly sought after.
—> https://linksome.me/tylerthecreator26t/
How to Style Tyler The Creator Merch

Embracing the Bold and Playful: Don’t be afraid to clash colors, mix patterns, and have fun! Tyler’s style is all about self-expression.

Streetwear Meets High Fashion: Pair a graphic tee with tailored pants and sneakers for an effortlessly cool street-style vibe with a dash of high fashion.

Showcasing Your Love for a Unique Artist: Let your Tyler, The Creator merch be a conversation starter. It’s a great way to connect with fellow fans!
FAQ about Tyler The Creator Merch

How do I know if merch is authentic? Check the tags, the quality of the print, and always purchase from reputable sellers.

Where can I find vintage Tyler, The Creator items? Scour online marketplaces or thrift stores – you might just find a gem!

What’s the deal with sizing? GOLF WANG tends to run a bit oversized, so consult their size charts or even consider sizing down for a trendier fit.
—> https://www.threads.net/@tylerthecreator26t
Conclusion
Whether you’re a diehard Tyler, The Creator fan or just love his unique, colorful aesthetic, his merch is a fantastic way to add a touch of his playful personality to your everyday style. With so many options to choose from, there’s something for everyone. Remember to be bold, experiment, and most importantly, have fun expressing yourself through fashion!  Now, what are you waiting for? Go out and snag that Tyler, The Creator tee you’ve been eyeing!

 
This week your reading introduced you to how theories should be analyzed and evaluated (Chapter 3). The purpose of this activity is to apply the knowledge you learned in this chapter in order to evaluate a theory, the third person effect. To do this activity, you should refer to: 1) Table 3.1 (on pg. 48-49) of your textbook, and 2) Chapter 9 (pg. 202-219).
Option to work in groups: You are welcome to work on this activity within groups. If you decide to work in a group, only one member of your group needs to submit the assignment on behalf of your group. Please note that you will NOT be able to make changes after the due date/time.
Standard expectations: As with every assignment in this class, be sure to respond to the following questions in your own words and succinctly (in as few words as possible). 
Basic knowledge necessary to complete this activity:
Read Chapter 3 of your textbook

Read Chapter 9 of your textbookDownload Read Chapter 9 of your textbook
What was the conceptual foundation of the third person effect (2-3 sentences: 1 point)?
What is the conceptualization of media effect in the third person effect (1-2 sentences: 0.5 point)?
What is the conceptualization of media influence in the third person effect (1-2 sentences: 0.5 point)?
What are the key concepts and the core propositions of the third person effect (2-4 sentences: 1 point)?
Describe two explanations of the third person effect? (2-6 sentences: 1 point).
Describe one criticism of the third person effect and how it undermines either the key concepts or the core proposition of the theory? (2-4 sentences: 1 point). 

 
Paso 1
Select one of the images and/or digital artifacts you shared for [CRJ] 1 or related to [CRJ] 2 . Upload your image to the forum and include identifying data (author/creator, publication information, retrieval source, date etc…)
Paso 2
Briefly describe this image/artifact and its relationship to the reading. You may also discuss how you came across this image/artifact and why it stood out to you. You can write your description in the forum post or add a voice recording directly on the forum (each recording session allows for a maximum of two minutes).
Paso 3
Read and comment on a minimum of two (2) forum posts. You may leave a written or audio comment. 
Due by Tuesday, April 16th @11:45pm
Your chosen [CRJ] image, description and metadata
Comment on at least two (2) posts (please add comments first to posts that have not been responded to)

 
Paso 1
Select one of the images and/or digital artifacts you shared for [CRJ] 1 or related to [CRJ] 2 . Upload your image to the forum and include identifying data (author/creator, publication information, retrieval source, date etc…)
Paso 2
Briefly describe this image/artifact and its relationship to the reading. You may also discuss how you came across this image/artifact and why it stood out to you. You can write your description in the forum post or add a voice recording directly on the forum (each recording session allows for a maximum of two minutes).
Paso 3
Read and comment on a minimum of two (2) forum posts. You may leave a written or audio comment. 
Due by Tuesday, April 16th @11:45pm
Your chosen [CRJ] image, description and metadata
Comment on at least two (2) posts (please add comments first to posts that have not been responded to)

 Watching this video, completing the activity questions and submitting 

 
Example of responses and how they are graded:  What are the differences between advocacy and scientific theories?
High quality: Advocacy theories are theories that are presented with a thesis and then evidence is collected and formed into a well-structured argument to support the thesis. Scientific theories are theories that begin with a question, that is then formed into a hypothesis and is tested to determine whether or not that theory is true.
Why is this a high-quality response? The students addressed the differences concisely in two sentences, using their own words and providing an example.
Medium quality: An advocacy theory first presents a thesis position, then assembles evidence in an argument to support that thesis. A scientific theory presents a set of explanatory propositions that are speculations about the phenomenon that furthermore require testing to determine their value. In a comparison between the two, they differ in terms of purpose, treatment of evidence, and criteria for judging quality. For example, scholars who use advocacy theories look for evidence to support their position so as to maximize the strength of their argument. In comparison, scholars who use scientific theories do the opposite, and instead are less concerned with winning an argument than with refining their explanations so that they better fit the patterns within the phenomenon itself.
Why is this a medium quality response? The student understood what each effect meant. However, the response was not succinct.
Low quality: Advocacy theories are those which present a thesis first, then assemble evidence to support that thesis. 
Why is this a low quality response? Student did not completely answer the question. Students that don’t use own words as much as expected or are not succinct are also considered low quality.
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Reading Guide Module 3
Theory & Analysis of Media effects: Chapters 2 & 3
To assist you with the assigned readings, I have developed an outline of questions for you to answer. Think about this as a key for what information to pay attention to in the reading. Research shows that students learn and retain information better when they can write it down in their own words.
Try to answer the questions within these guides in your own words rather than copying and pasting the content from readings/lectures. The idea is to see if you can succinctly answer the question in your own words based on the knowledge you gained from your readings/lectures. Try to answer each question within one to three sentences.
1. Chapter 2: What are the differences between the exploratory and explanatory phase of research in the following dimensions? (4 points, 1 point for each dimension)
a. Motivation for research studies
b. Design of research studies
c. Perspective on building knowledge
d. Nature of findings
2. Chapter 2: What are the limitations of large fragmented literature?
3. Chapter 2: What is the role of theory in the media effects scholarship? How often is it used and why?
4. Chapter 3: What are the different conceptualization of media effect?
5. Chapter 3: What are the different conceptualization of media influence?
6. Chapter 3: What kinds of changes can theoreticians make to theory to advance its conceptual development?
7. Chapter 3: What is the difference in introducing a theory through an empirical pattern focus versus speculation focus?

In this milestone you will select a social problem for your final project. Outline a social problem in the United States you may want to refer to your journal entry, “What is the Biggest Social Problem in the U.S.?” or you may select another. Refer to your instructor’s feedback on that assignment whether you choose the same topic or not, as it will help you to define your social problem. 
Outline the social problem you will be analyzing in your final project. What is the problem? Why did you select it? Why do you think it is important? 
Describe why the topic is a social problem. In your response include the following: 
Who does this problem affect (e.g., a specific culture or other group of people)? 
Approximately how many people does it affect? Include your source that provides an estimate. Explain the methods your source used to make that estimate.  
Explain the consequences the social problem has for society. In your response include the following:
What are the consequences of this problem? Find an additional source besides the one that you used for your estimate of how many people your social problem affects that provides an explanation of the consequences. 
If the social problem is widely recognized, explain why this is the case. If it is not widely recognized, make a case for why it should be more widely recognized. 

 
Reading Guide Module 2
Major Theories of Media Effects: Chapter 1: The Role of Theory in Scholarly Fields
To assist you with the assigned readings, I have developed an outline of questions for you to answer. Think about this as a key for what information to pay attention to in the reading. Research shows that students learn and retain information better when they can write it down in their own words.
Try to answer the questions within these guides in your own words rather than copying and pasting the content from readings/lectures. The idea is to see if you can succinctly answer the question in your own words based on the knowledge you gained from your readings/lectures. Try to answer each question within one to three sentences.
1.    Primary purpose of any scholarly field is: 
2.    What is knowledge?
3.    What is the focal phenomenon of media effects? 
4.    What are ontological and epistemological beliefs? 
5.    What is the difference between evolution and revolution of ideas?
6.    What is a theory? 
7.    What are advocacy and scientific theories?
8.    What are the differences between advocacy and scientific theories?
9.    What are the five components of scientific theory? Which ones are the most important?
10.    What is the life cycle of scientific theories?

 
1. Watch Profe Acosta’s recorded lecture for WEEK 2.
2. Post a brief personal written, audio or video reflection on any aspect of the lecture content.
3. Post at least one (1) question for your classmates related to the Week 2 lecture.
4. Respond to at least one (1) classmate’s question.
5. You will earn twenty points (20) points and attendance credit on 4/8 for completing this assignment in full.
Lecture Reflection  (10 points)
Watch Profe Acosta’s ???? ???? ???? WEEK 2 recorded lecture from start to finish. We will verify that you have watched the video in full using Canvas analytics, so please don’t skip over this important step ????!
Post a lecture reflection on this discussion thread. Your reflection may be submitted in written (200 words minimum) or audio/visual format (minimum 2 minute recording). 
At the top of your post, include an appropriate title for your reflection.
Feel free to talk about any aspect of the lecture that interested you.
Do your best to connect the lecture content with course themes, meta-topics, materials and/or readings we have explored in SPAN 139.
Be sure to include details that evidence you indeed watched the video!
Feel free to include images and/or related media with your post (optional).
Question (6 points)
Think about the WEEK 2 video lecture content—how do the concepts Profe Acosta introduced connect to topics we have explored thus far in SPAN 139?
Post at least one (1) carefully-crafted discussion question for your classmates based on the video lecture.
Minimum twenty-five (25) words.
 
Answer (4 points)
Respond to a classmate’s question. Your response should be thoughtful and demonstrate familiarity with the course materials and WEEK 2 lecture video.
You may post an audio or written response. Minimum twenty-five (25) words or thirty (30) second recording.