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Avon Products Essays and Research Papers. Title: PLEASE HAVE RYANSD2011 COMPLETE MY ORDER Assignment 2 Avon Products Case Study Write a 5 7 page paper 1 Provide a description status company led determination a change 2 Identify model change theory typified case study choice. Assignment 2: Avon Products Case Study. Write a five to seven (5-7) page paper in thinking of Massachusetts Boston which you: 1. Provide a brief description of the critical thinking abilities Bishop’s College status of the company that led to thinking thinking University of Massachusetts Boston its determination that a change was necessary. 2. Identify the model for Brighton change theory typified in the case study of your choice. Discuss what led you to identify the about thinking University of Massachusetts Boston model that you did. 3. Illustrate the academic writing types of evaluation information that were collected and University how they are used to benefit the company. 4. Speculate about success of the changes within the college admissions essay Chigwell School next five (5) years and how adjustments could be made if the results become less than ideal. 5. Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and other Websites do not quality as academic resources.
Title: Read Avon Products chapter 1 answer Following questions 1 Provide a description status company led determination a change 2 Identify model change theory typified case study choice Discuss led identify model. Total Pages: 4 Words: 1105 References:5 Citation Style: MLA Document Type: Research Paper. 2. Thinking About Thinking University Boston — UMass Boston! Identify the model for change theory typified in the case study of your choice. Discuss what led you to identify the model that you did. 3. Illustrate the college School types of evaluation information that were collected and how they are used to benefit the company. 4. University Of Massachusetts Boston — UMass! Speculate about success of the changes within the Leysin American next five (5) years and how adjustments could be made if the results become less than ideal. Title: Andrea Jung's Makeover of Avon Products Inc. Total Pages: 16 Words: 4254 Works Cited:0 Citation Style: APA Document Type: Essay. Management, which requires the case in the text. book named Strategic Management Concepts and Cases in thinking of Massachusetts the topic of article Auburn, Case 1 : Andrea Jung's Makeover of.
Avon Products , Inc. by John E. Gamble, University of. South Alabama p. c-17 - c-49. Executive Summary = 1 page. Body = 13-14 pages. Appendices = 1-2 pages.
2. About Thinking Boston — UMass Boston! apply the tools and techniques of strategic management to a variety of organisations in case studies and assignments. 3. analyse strategic programs at the corporate, strategic business Unit (SBU), and custom essay functional department levels. About University Boston — UMass Boston! 4. bring together the other courses of your Bachelor?s degree into an integrated approach to business strategy. 5. to writing a good admissions essay Chigwell write an about of Massachusetts Boston, Executive Report on a pany as if you were a professional Strategic Management Consultant. You are required to read the write essay John The Baptist Guide for Students and to follow the format of the Executive Report structure given. (Chapter 5).
The heading and sub-heading of about — UMass Boston, that structure will guide you in the right direction( can be viewed at School, this link below) 2. the main issues, problems and opportunities. and then include your answers to them within the Executive Report structure. 2. Thinking About Thinking University Boston! what can they do about their weaknesses and. 3. how can they do even better, including their possible opportunities in the future. 2. Investigative and research skills shown 20% 5. Overall impression of quality and excellence 5% I will send the of essay writing case study material, important structure guidelines, remended references source and all information to you via this email address. specific report that focus on the case study and. subject area instead of work that you have in the data.
Title: Avon Calls on Foreign Markets. Total Pages: 5 Words: 1959 Bibliography:5 Citation Style: APA Document Type: Research Paper. Thinking Thinking Of Massachusetts — UMass Boston! Complete your assigned readings before you complete the assessment. Prepare a paper (700 to 1,050 words) discussing the case and School incorporating answers to the questions below. It is important to address each of the questions presented.Students use the APA format in about thinking of Massachusetts Boston — UMass writing course papers. Therefore, the APA rules for formatting, quoting, paraphrasing, citing, and listing of sources are to be followed. The Reference List is not included in the required paper length.
Your paper must contain at least five references, which may include your course textbook, internet sources, books, and professional journals or other appropriate resources. Please do not copy or plagiarize others materials. Thinking Abilities Bishop’s College School! All papers are electronically scanned by SafeAssign. Significant deduction of points may result when copying and plagiarism is of Massachusetts Boston Boston, evident. Read the closing case “ Avon Calls on Foreign Markets” Avon Calls on write Saint John High, Foreign Markets. Avon , founded in about thinking University Boston Boston 1886, is one of the world's oldest and largest manufacturers and marketers of beauty and related products . 92 Many are most familiar with Avon through its long- standing ad, ' Ding dong, Avon calling', but the company has recently switched to 'Hello Tomorrow' to change its image and better reflect the College School company's new marketing approaches. About Thinking University Of Massachusetts — UMass! Where Opportunity Currently Knocks Avon is writing Chigwell, headquartered in the United States, but over thinking about University Boston, three- quarters of its sales and employees are outside its North American division. It seems to be selling everywhere moisturizer to Inuits above the Arctic Circle and write a news Auburn makeup delivered by canoe to residents of Brazil's Amazon region. It has its own sales operations in 66 countries and territories, and it distributes to another 44. Altogether, there are about thinking Boston 5.8 million independent representatives selling Avon products . However, Avon was 28 years old (an adult by human standards) before it ever ventured abroad, and then only to writing a good college admissions essay nearby Canada. Forty years later, a geriatric in human terms, it moved into its second foreign market, Venezuela.
Map 16.1 shows how Avon now divides the thinking about thinking University of Massachusetts Boston world regionally and the portion of its business in article each region. Why Avon Went Global. Thinking About Of Massachusetts Boston! So why has Avon put so much emphasis on international expansion in recent years? First, Avon forecast a slow growth potential in the U. How To Write An Autobiographical Essay Saint Diocesan School! S. market, because there is virtually no remaining untapped market for cosmetics, fragrances, and toiletries. To grow rapidly in the United States would mean taking sales from competitors, and the U. S. Thinking Thinking University Boston Boston! beauty market is very competitive. If you doubt this, just try weaving through a large U. Introduction Of Essay School! S. department store without being accosted and sprayed on. Avon has preferred to put emphasis on less- competitive markets, and its latest annual report even states that it expects U. S. growth to be in line with that of the about University Boston — UMass overall beauty market - which means its domestic sales will depend primarily on the population growth of women in the cosmetics- using age group. Even if there were a considerable untapped U. S. market, less than 5 percent of the writing a good college Chigwell world's population lives in the United States. Second, you need to understand Avon 's distribution system to appreciate why Avon worried about U. S. sales in the latter part of the twentieth century. Avon has always depended on direct selling by thinking Boston, contracted independent salespersons (almost always women working part time and known as ' Avon ladies' or ' Avon representatives'), who sell to households by demonstrating products and giving beauty advice. These reps place sales orders with Avon and deliver orders to the customers once they receive them.
Historically, these direct sales have been the backbone of Avon 's success. To begin with, direct selling offers Avon a cost- savings advantage by enabling the company to maintain a smaller number of sample School, employees, keep its advertising budget low ( the thinking thinking of Massachusetts Boston Avon ladies do much of the promotion), and avoid having to pay for shelf space in stores. The lower costs have facilitated Avon 's maintenance of generally lower prices than those that competitors charge in department stores. Thus Avon has consistently maintained an image of good value for the money. Direct selling also offers additional marketing advantages, because word- of- mouth customers tend to be quite loyal to introduction Leysin the Avon ladies they befriend. However, in the late twentieth century, the outlook for U. S. About — UMass! direct sales of any kind of product looked bleak. Droves of writing a good admissions essay School, U. S. Thinking Thinking Of Massachusetts! women were entering the workforce full time, which made them less receptive to door- to-door salespersons and less willing to essay Saint High School spend time on makeup demonstrations and the arrangements for a later receipt of their purchases. Because of working full time, the pool of women seeking part- time employment also seemed to about University of Massachusetts — UMass be drying up.
Meanwhile, back in the Home Market In an effort to combat the problem of house- to-house sales, Avon has allowed reps to open retail outlets, which are usually small kiosks in shopping malls. How To An Autobiographical Saint John The Baptist! Further, Avon ladies have pretty much given up their old ' ding dong' routines by selling instead to friends and family, to thinking about University of Massachusetts Boston colleagues at work, and through ads on their own Web sites. In the how to write an autobiographical Saint John The Baptist Diocesan School meantime, the prediction that the pool of part- time job seekers would dry up proved wrong. Between 1996 and 2007, the number of about University Boston, direct sellers in the United States for all companies increased from 8.5 million to 15 million, and sales value has increased proportionately. The global recession has since increased the introduction American School availability of people to sell independently. When the U. S. outlook looked gloomy, the thinking about thinking University — UMass outlook in foreign markets looked bright. For example, the lack of developed infrastructure in services Brighton College the rural areas of such countries as Brazil and the Philippines deters women from thinking University of Massachusetts — UMass leaving their homes to shop for cosmetics. But in these countries, Avon ladies reach consumers in some of the most remote areas, because there are ample numbers of potential Avon ladies.
For instance, Avon has 800,000 representatives in Brazil alone. In transitional economies, Avon 's market entry coincided with pent- up demand from the thinking period of centrally planned economic policies. In rapid- growth economies, such as Chile and Malaysia, Avon taps a growing middle- class market that can afford its products . Thinking About Thinking — UMass! The International Strategy Global Products . Essay Chigwell School! As Avon moved internationally, it pretty much allowed its country managers to decide what products would sell in their markets. Either Avon 's R D unit in the United States or a local R D unit would then develop them. About — UMass! These were largely produced within the country selling them and included such products as a combination skin cream ( moisturizer, sunscreen, and insect repellent) in writing School Brazil, skin- lightening creams in parts of Asia, long-lasting citrus fragrances in Mediterranean countries, technology- driven skin products in Japan, health and wellness products in Argentina, and bigger bottles of personal- care products in Spain. Once products are developed, Avon disseminates the information to its facilities else-where. For example, Avon - Japan developed emulsion technologies to produce lotions and thinking University — UMass Boston creams with lighter textures and higher hydration levels, and many Avon operations in other countries now use the introduction writing process. University Boston! Some Pitfalls of Product Proliferation On the one hand, this decentralization to fit the wants of local consumers has undoubtedly given consumers the products they want. On the other hand, it has come with costs. To begin with, the of essay American School resultant product proliferation has increased manufacturing costs, which threatens Avon 's strategy of maintaining a good profit margin while simultaneously offering customers a good value for their money.
Next, Avon has depended primarily on its catalogs to thinking about thinking — UMass promote its products . For instance, it distributes catalogs every two weeks in of essay School the United States and every four weeks abroad. Its circulation dwarfs that of any other commercial publication. However, as its product line grew to '13,000 products for the Mexican market alone' the catalogs became too bulky, and the Avon ladies could not possibly know enough about the line to sell effectively. In 2006, Avon cut its product line by 25 percent, and thinking about thinking — UMass Boston it plans to cut the line even more. It is writing sample School, also moving toward more large-scale centralized production to save on manufacturing costs. Thinking Boston — UMass Boston! Although Avon is paring its product line, this does not imply a cutback in new products , which are important in the industry.
In fact, Avon has signed exclusive agreements with several universities worldwide (such as in a good Australia, China, Japan, and Thailand) to of Massachusetts Boston help develop new products . For example, Asia has long been a leader in herbal and therapeutic treatments. Avon 's venture with Chiang Mai University in Thailand has produced one of Avon 's latest products using this Asian expertise, Anew Alternative, which is purported to diminish fine lines and wrinkles. Global Branding Avon now emphasizes global brands that include Anew, Rare Gold, be Coming, and Far Away fragrances. Through standardized branding, Avon creates a uniform global quality image while saving costs by using uniform ingredients and packaging. Global branding also helps inform consumers that the critical thinking abilities Bishop’s School company is international. This helps sales in countries such as Thailand, where consumers prefer to buy beauty products made by thinking about thinking University of Massachusetts Boston, foreign companies.
Although Avon prominently displays its name on most of its products worldwide, some of its brand names differ among countries. For instance, when Avon has made foreign acquisitions, it has sometimes kept the successful brand name and goodwill it has acquired. For example, when Avon acquired Justine in South Africa, it kept the Justine name. Writing Essay Chigwell! The company prints instructions in local languages but may or may not put the brand names in that language. It sometimes uses English or French brand names, because consumers consider the United States and France high- quality suppliers for thinking about Boston Boston beauty products . For example, Avon sells skin- care products called Rosa Mosqueta (in Spanish), Revival (in English), and Renaissage (in French) in Chile, Argentina, and Japan, respectively. Critical Thinking Abilities College School! In each case, the Avon logo appears prominently on the products ' containers as well.
Global Pricing for each country operation sets its own prices to reflect local market conditions and strategic objectives. About Thinking Boston! However, at critical abilities Bishop’s School, times the price difference between neighboring countries has created demand for about thinking Boston contraband shipments from the country with lower prices - such as has recently occurred between Colombia and Venezuela. The prices are subject to change for each sales campaign. Avon runs a new campaign with different special offers every two weeks in the United States and custom services Brighton College every four weeks abroad. The shortness of campaigns is helpful for adjusting prices in highly inflationary economies. Avon also has a strategy of introducing two- tiered products that sell at different prices.
The aim is to about thinking University Boston capture more up market sales while maintaining the existing clientele. For instance, it has contracted with Christian Lacroix to develop fragrances that will sell at a higher price than Avon 's traditional ones. Global Promotion Although Avon 's promotion is primarily through its brochures and catalogs, it also advertises. It uses such media as broadcasts and billboards and College School has four primary objectives: 'To sell newly launched products '. To accelerate sales in some of thinking about thinking Boston Boston, its fastest- growing markets, such as Russia - To recruit reps in places like China - To use a campaign called 'Hello Tomorrow' to change the public perception of its products as unfashionable and outdated to custom services College stylish and modern 'Hello Tomorrow' This campaign is Avon 's first global ad campaign aimed at thinking of Massachusetts — UMass, the image of its overarching Avon brand. Its prior global campaigns aimed at selling specific products . Despite the global campaign, some of Avon 's ads vary by country. For instance, it sponsors a British TV drama about writing a good college footballers' wives and thinking about University of Massachusetts one in a news Auburn University Russia that includes a character who sells Avon products . Avon is also using celebrities to help sell its products . The Mexican film star Salma Hayek is the face of Avon . Academy Award winning actress Jennifer Hudson is the spokesperson for Imari fragrance.
Baseball player Derek Jeter (yes, Avon does have some products for about thinking University of Massachusetts Boston — UMass Boston men too) has his name on write a news article Auburn University, a collection of skin- care products . Meeting the Needs of Women Worldwide Perhaps Avon 's most important campaign is to develop a global image as a company that supports women and their needs, a campaign that has generated favorable publicity in media reports. Building on this theme, Avon co-hosted a Global Summit for a Better Tomorrow at the United Nations during International Women's Day, and it gives annual Women of Enterprise Awards to leading women entrepreneurs. Thinking About University Of Massachusetts Boston — UMass! It also publicizes how being an Avon lady heightens the role of women, which has been particularly successful at attracting new reps in developing countries such as Malaysia and the Philippines. Undoubtedly, Avon 's biggest social- responsibility projects are its work internationally in write Auburn fighting breast cancer and about thinking Boston Boston domestic violence. Avon ladies disseminate information about breast cancer along with their promotion brochures and sell items to raise money for local needs.
Avon is the largest corporate donor to breast cancer research. The fight against domestic violence is a newer Avon program. It is working through local organizations to pre-vent violence through education and to treat women who have been victims. Global Distribution Avon basically duplicates its distribution method in foreign countries, which means that it sells to introduction Leysin American School independent representatives who have taken orders from customers they have either communicated with or visited. However, there are some variations. We have already discussed some of the thinking thinking University of Massachusetts changes in the United States.
In Japan, there is a substantial mail- order business. Thinking School! In Argentina, Avon has beauty centers. Probably the biggest deviation from thinking University Boston — UMass Boston direct selling occurred in China, the only single-country division in essay writing Brighton College Avon 's global network. In response to a 1998 Chinese law prohibiting house- to- house sales, Avon quickly opened about 6,000 beauty boutiques, lined up 9,000 independent stores to carry Avon , and about thinking of Massachusetts Boston — UMass opened 1,000 beauty counters. Thus Avon made its products available in virtually every corner of the country. In 2005, the Chinese government loosened its house- to- house sales regulations but with many restrictions, such as capping the a good college essay School commission for salespeople and preventing them from recruiting others to work on about Boston — UMass, a shared- commission plan. Avon seeks to writing sample St. Michael's transfer successful practices in one country to other countries. To encourage the thinking thinking University of Massachusetts Boston transfer of know- how, Avon brings marketing personnel from different countries together to share what it calls ' best practices', and it passes on information from country to country. It also promotes competition among countries, such as awards for country- level initiatives to improve sales, quality, and efficiency.
Looking toward the Future Avon has several challenges for the future. Although its direct- sales method has been important in Avon 's success, there are drawbacks to write University it. For one, customers cannot obtain a product whenever they want it. For another, reps report many returns because customers cannot always discern exact colors from catalogs. For another, it may be difficult for about thinking of Massachusetts Boston Avon to capture clientele in a higher- price category while maintaining the value- for- money clientele.
Avon anticipates that international operations will account for Bishop’s College the bulk of its growth in the foreseeable future. Its products are still not available to a large portion of the world's women. It is already operating in University Boston — UMass all four BRIC countries, however, and is the market leader in two of them (Brazil and Russia). Incorporate into your analysis responses to the following questions. You should make sure to incorporate core concepts from your reading assignment. 1. Your reading assignment for this unit describes different marketing orientations. Discuss the applicability of each to Avon ’s global operations. 2. Article! Why is Avon so much more dependent on its foreign operations than on its home ( U.S.) operations?
3. University Boston — UMass! Discuss socioeconomic and demographic changes that could affect Avon . 4. How might a global recession, such as the a news Auburn University one that began in University of Massachusetts — UMass Boston 2008, impact Avon ’s operations? 5. What are the major competitive advantages that Avon has? How easily might other companies duplicate these advantages? 6. Avon does not sell within the write a news Auburn University United States in retail establishments (with the University Boston Boston exceptions of kiosks handled by writing School, some of its reps). What are the pros and thinking about University of Massachusetts Boston cons of how to write an autobiographical High School, distributing that way? 7. If you were advising Avon on the selection of new suppliers, what would be your major concerns as you evaluate firms that are potential suppliers? What criteria should the company use to make decisions on where to manufacture their products ? 8. Identify the challenges Avon faces in both maintaining and expanding its global manufacturing and supply chain network given the dynamics of today’s competitive environment. Please use this reference as one of the five. Daniels, J., Radebaugh, L., Sullivan, D. (2011).
International business, environment operations (13th ed.). Upper Saddle River, NJ: Prentice Hall., 620-625.
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Martin Luther King Jr.’s “I Have a Dream” Speech. This unit is part of the Gilder Lehrman Institute’s Teaching Literacy through History resources, designed to align to thinking about thinking of Massachusetts Boston Boston the Common Core State Standards. These units were developed to enable students to understand, summarize, and analyze original texts of historical significance. Through a step-by-step process, students will acquire the skills to analyze and assess primary source material. Over the course of five lessons, students will read, analyze, and gain a clear understanding of “I Have a Dream,” a speech delivered by Martin Luther King, Jr., at the March on Washington on August 28, 1963. Of Essay Writing American School? The first four lessons require students to read excerpts from the thinking thinking University of Massachusetts — UMass Boston speech “like a detective.” Through summary organizers, practice, and discussion, they will master the technique of identifying key words, creating summaries of document sections and, as an assessment in the final lesson, writing an argumentative essay. Students will be able to. Read and demonstrate understanding of a complex document Identify the main ideas and synthesize and draw logical inferences from the document Summarize the academic St. Michael's author’s words and thinking University of Massachusetts Boston Boston restate the author’s meaning in their own words Write an how to write essay Saint Diocesan School, argumentative essay using evidence from the document to support their ideas. The unit is structured for 5 class sessions, but Lessons 1 and 2 can be combined and Lessons 3 and 4 can be combined. In addition, the about thinking University — UMass Boston essay could be assigned as a take-home exercise. CCSS.ELA-LITERACY.RH.9-10.1: Cite specific textual evidence to essay writing support analysis of primary sources, attending to thinking about — UMass Boston such features as the date and origin of the information.
CCSS.ELA-LITERACY.RH.9-10.2: Determine the central ideas or information of a primary source; provide an accurate summary of how key events or ideas develop over the course of the text. CCSS.ELA-LITERACY.RH.9-10.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. CCSS.ELA-LITERACY.RH.9-10.5: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. CCSS.ELA-LITERACY.WHST.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to writing college admissions essay School task, purpose, and audience. On August 28, 1963, approximately a quarter million people converged on thinking Boston, Washington, DC. They came from all over the United States to demand civil and economic rights for African Americans. Write An Autobiographical The Baptist Diocesan High School? Many traveled for about thinking — UMass, days—and at a news Auburn, great personal risk—to participate. The March on Washington for thinking University Boston — UMass, Jobs and Freedom was one of the largest political rallies in history.
There were fears of violence, but the huge crowd remained peaceful as they marched from the critical thinking abilities Bishop’s College School Washington Monument to the Lincoln Memorial. The last speech of the day was given by the Reverend Dr. Martin Luther King, Jr., president of the Southern Christian Leadership Conference. Thinking Of Massachusetts Boston — UMass Boston? King drew on history—including the Declaration of Independence’s promise of equality and Abraham Lincoln’s Emancipation Proclamation—to highlight how far African Americans were from reaching the American ideal. He urged his audience to essay School demand equal opportunities and access to jobs and facilities and housing and voting. But what transformed the speech into one of the most memorable in American history for thinking University — UMass Boston, the millions of Americans watching and listening in Washington, on radio and on television, was the recurring phrase “I have a dream,” repeated eight times with increasing urgency—a dream of what could happen in the nation as well as a more intimate dream of what his own children could achieve when freedom rang everywhere in the United States. Students will read the first section of the “I Have a Dream” speech given by Martin Luther King, Jr., in 1963. In a step-by-step process they will identify key words employed by essay King and thinking of Massachusetts Boston — UMass Boston then summarize the text to demonstrate that they understand what King was saying. Students will be able to. Understand what was explicitly stated in write a news article University, the speech Draw logical inferences Summarize a portion of the speech using the author’s words and then their own words.
Teacher Resource: “I Have a Dream” Speech by Dr. Martin Luther King Jr. (excerpts). Source: Reprinted by arrangement with The Heirs to the Estate of Martin Luther King Jr., c/o Writers House as the proprietor New York, NY. About Thinking — UMass? Copyright: © 1963 Dr. Martin Luther King Jr. © renewed 1991 Coretta Scott King. Summary Organizer #1 Overhead projector, Elmo projector, or similar device. Note: The first lesson is custom writing services College done as a whole-class exercise. Tell the students that they will be exploring what Martin Luther King, Jr., said in thinking of Massachusetts, the “I Have a Dream” speech at the March on Washington for Jobs and Freedom in write, 1963. Resist the about thinking Boston — UMass temptation to provide more information as you want the students to develop ideas based solely on King’s words.
Read aloud the excerpts from the a news University “I Have a Dream” speech by about thinking University of Massachusetts — UMass Martin Luther King, Jr., and writing a good college essay Chigwell ask the students to read it silently to themselves. Thinking Thinking — UMass Boston? It is important for the students to experience a text as the writer meant it to be experienced—in this case as a speech before a large crowd. Tell the students that they will be analyzing the how to write essay John The Baptist first selection from the document today and learning how to do in-depth analysis for themselves. The whole class will be going through this process together for thinking thinking — UMass Boston, the first section of the writing services document. Pass out Summary Organizer #1, which includes the about University — UMass Boston first section of the speech. Display the organizer in a format large enough for the whole class to introduction School see. Make certain students understand that the thinking about of Massachusetts — UMass original text has been edited for this lesson. Explain the purpose and use of ellipses. “Share read” the custom essay writing services Brighton text with the students.
This is done by having the students follow along silently while you begin to thinking University of Massachusetts Boston read aloud, modeling prosody, inflection, and punctuation. Then ask the writing college Chigwell class to join in with the reading after a few sentences while you continue to read aloud, still serving as the model for the class. This technique will support struggling readers as well as English language learners (ELL). Explain that the thinking University of Massachusetts objective is to select “Key Words” from the first section and custom writing Brighton College then use those words to create a brief summary of the text that gets at the gist of what Dr. King was saying. Guidelines for Selecting Key Words: Key Words are very important contributors to about thinking Boston — UMass understanding the text.
They are usually nouns or verbs. Don’t pick “connector” words ( are , is writing essay sample St. Michael's School , the , and , so , etc.). About University Of Massachusetts Boston — UMass Boston? The number of Key Words depends on the length of the original selection. This selection is 249 words long so you can pick up to a news article ten Key Words. The students must know what their Key Words mean, so there will be opportunities to teach students how to thinking University of Massachusetts Boston — UMass Boston use context clues, word analysis, and dictionary skills to discover word meanings. Ask the students to select up to ten words from the text that they believe are Key Words and write them down on their organizers. Survey the class to find out what the most popular choices were. After some discussion and with your guidance, the a good college essay class should decide on ten Key Words.
For example, let’s say that the class decides on the following words: freedom , Emancipation Proclamation (two words that together make up a single idea can be selected if it makes sense in context), hope , Negro , segregation , discrimination , shameful , Declaration of about University of Massachusetts Boston Independence , promise , and unalienable rights . Now, no matter which words the how to write essay Saint John The Baptist High students had previously selected, have them write the words agreed upon by thinking about thinking University of Massachusetts — UMass the class or chosen by you into the Key Word list. Explain that the class will use these Key Words to write a brief summary (one or two sentences) that demonstrates an understanding of a news article what King was saying. This exercise should be a whole-class discussion-and-negotiation process. For example, “The Emancipation Proclamation brought hope, but segregation and discrimination are still part of Negro life. That is thinking about thinking University Boston shameful because the Declaration of Independence promised all people unalienable rights.” You might find that the class doesn’t need some of the of essay American School Key Words, which will make the summary even more streamlined.
This is part of the negotiation process. The final sentence(s) should be copied into thinking thinking University of Massachusetts Boston Boston, the organizer. Now guide the article University students in putting the summary sentence(s) into their own words. Again, this is a class negotiation process. Of Massachusetts — UMass Boston? For example “African Americans were promised the same rights as everyone else, but that hasn’t happened yet.” Wrap up: Discuss vocabulary that the admissions students found confusing or difficult.
You could have students use the back of thinking thinking — UMass their organizer or a separate vocabulary form to make a note of these words and their meaning. Students will read the how to an autobiographical essay John Diocesan second section of the “I Have a Dream” speech given by Martin Luther King, Jr., in 1963. Thinking About University Of Massachusetts Boston — UMass Boston? In a step-by-step process they will identify key words employed by critical Bishop’s College School King and then summarize the text to demonstrate that they understand what King was saying. Students will be able to. Understand what was explicitly stated in the speech Draw logical inferences Summarize a portion of the speech using the author’s words and then their own words. Summary Organizer #2 Overhead projector, Elmo projector, or similar device.
Note: For this lesson, the students will be working with partners and in small groups. Review what the class did in the previous lesson and what they decided was the gist of the first selection from King’s speech. About Boston? Distribute Summary Organizer #2 and display a copy in a format large enough for the whole class to see. Tell the students that they will work on custom essay writing services, the second section of the document with partners and in about of Massachusetts Boston, small groups. Share read the write Saint John The Baptist High second selection with the students as described in Lesson 1. Review the process of selecting Key Words, writing a summary of the text using those words, and then restating the summary in their own words to thinking thinking University of Massachusetts — UMass show their understanding of King’s words. Pair the students up and have them work together to select the custom essay writing services Brighton College best Key Words. This passage is 258 words, so they can choose up to ten words. Now put two pairs of students together. These four students will negotiate with each other to about of Massachusetts Boston — UMass come up with their final ten Key Words. Be strategic in how you make your groups in order to ensure the most participation by all group members. Once the groups have selected their Key Words, each group will use those words to create a brief summary (one or two sentences) of what Martin Luther King was saying.
During this process, try to make sure that everyone is contributing. Write Article University? It is very easy for thinking about thinking University of Massachusetts Boston Boston, one student to academic essay sample take control and for the other students to University Boston — UMass Boston let them do so. All of the students should write their group’s negotiated sentence into their organizers. Ask groups to share out the summary sentences that they have created. This should start a teacher-led discussion that points out the a good college admissions Chigwell School qualities of the various responses. How successful were the groups at getting at King’s main idea, and were they careful to use the Key Words in doing so?
Now direct the thinking thinking of Massachusetts Boston — UMass Boston groups to restate their summary sentences in their own words. Again, this is a group negotiation process. After they have decided on a summary, it should be written into their organizers. Again, have the groups share out their responses and discuss the clarity and quality of the responses. Wrap up: Discuss vocabulary that the writing sample St. Michael's School students found confusing or difficult. If you choose you could have students use the back of their organizer or separate vocabulary form to make a note of these words and their meaning. Students will read the third section of the “I Have a Dream” speech given by Martin Luther King, Jr., in 1963. In a step-by-step process they will identify key words employed by King and then summarize the about of Massachusetts — UMass text to demonstrate that they understand what King was saying.
Students will be able to. Understand what was explicitly stated in critical abilities College School, the speech Draw logical inferences Summarize a portion of the speech using the author’s words and then their own words. Summary Organizer #3 Overhead projector, Elmo projector, or similar device. Note: For this lesson students will work individually unless you decide they still need the support of a group. Review what the class did in the previous two lessons and what they decided was the gist of the first two selections. Distribute Summary Organizer #3 with the third selection from King’s speech. You may decide to share read the third selection with the students as in prior lessons or have them read it silently to themselves. Review the process of about thinking of Massachusetts Boston — UMass selecting Key Words, writing a summary using the key words, and abilities College then restating the summary in the students’ own words to demonstrate their understanding of University of Massachusetts Boston — UMass King’s words. Write Article University? This text is 237 words, so the students can pick up to ten words. After the students have worked through the three steps, have them share out thinking of Massachusetts — UMass their summaries in their own words and guide a class discussion of the meaning of the text. Wrap up: Discuss vocabulary that the students found confusing or difficult.
If you choose you could have students use the back of their organizer or a separate vocabulary form to make a note of these words and their meaning. Students will read the fourth section of the “I Have a Dream” speech given by Martin Luther King, Jr., in 1963. In a step-by-step process they will identify key words employed by introduction writing Leysin American King and then summarize the text to demonstrate that they understand what King was saying. Students will be able to. Understand what was explicitly stated in the speech Draw logical inferences Summarize a portion of the speech using the author’s words and thinking about thinking University Boston then their own words. Note: Students will continue to College work independently in this lesson. Review what the class did in the previous lessons and about thinking University Boston — UMass Boston what they decided was the gist of the first three selections. Distribute Summary Organizer #4 with the fourth selection from introduction writing Leysin, King’s speech. You may decide to share read the text with the students as in prior lessons or have them read it silently to themselves. Review the process of selecting Key Words, writing a summary using the thinking about University — UMass key words, and then restating the summary in the students’ own words to demonstrate their understanding of King’s words. There are 224 words in this selection, so the write essay Saint John The Baptist High School students can select eight or nine key words.
After the students have worked through the three steps, have them share out their summaries in thinking thinking of Massachusetts — UMass, their own words and guide a class discussion of the meaning of King’s words. Essay Writing Services Brighton? Wrap up: Discuss vocabulary that the students found confusing or difficult. If you choose you could have students use the back of their organizer or a separate vocabulary form to make a note of these words and their meaning. The class will first review the meaning of each section of Martin Luther King’s “I Have a Dream” speech. Second, the students will look closely at how Dr.
King constructed his speech, particularly his choice of words. University — UMass? Finally, they will write about Dr. King’s speech in a short argumentative essay in which they support their statements with evidence taken directly from Martin Luther King’s own words. Students will be able to. Synthesize the work of the prior four days Demonstrate an understanding of the meaning of the services primary source Analyze the writing craft (speech construction, rhetorical style) Explain and defend whether they believe the about thinking of Massachusetts Boston — UMass Boston craft and style makes the speech more effective Write an argumentative essay based on evidence in the text. Summary Organizers #1–4 from previous lessons Overhead projector, Elmo projector, or similar device. The students should have the four Summary Organizers they completed in Auburn University, the previous lessons. Review the thinking about University Boston — UMass Boston work from the previous lessons by asking the students to provide a summary in essay writing College, their own words of each of the four text selections. Thinking About University Of Massachusetts Boston Boston? This is done as a class discussion. Write these short negotiated sentences on critical thinking abilities Bishop’s College School, the overhead or similar device so the whole class can see them.
These summaries should reinforce the students’ understanding of the about thinking — UMass meaning of King’s speech. Discuss with the students Dr. King’s rhetorical style as well as how the construction of the speech affects its meaning. How does repeating certain phrases strengthen his point or focus his arguments? How does the construction help guide the audience? If the critical thinking College School students do not have experience writing an argumentative essay, proceed with a short lesson on essay writing. Otherwise, have them write a short essay in response to one of the prompts in class or as an out-of-class assignment.
Remind the students that they must back up any arguments they make with evidence taken directly from the text of King’s “I Have a Dream” speech. The first prompt is University of Massachusetts Boston designed to be the easiest. What is Martin Luther King, Jr.’s dream, and abilities Bishop’s according to thinking about Boston — UMass Dr. King how could it become a reality? In his speech Dr.
King says that “we have come to our nation’s capital to writing sample cash a check.” What does he mean by this and what, as he sees it, will be the thinking thinking University Boston Boston result of this action? In his speech, how does Dr. King respond to the question, “When will you be satisfied?” Explain both the reason for this question put to civil rights activists and Dr. Critical Bishop’s School? King’s response. Video Series: Essential Questions in American History Teaching Resource: Essential Questions in Teaching American History Video Series: Inside the Vault Video Series: Lifetimes Essay: A Local and National Story: The Civil Rights Movement in Postwar Washington, DC Multimedia: Martin Luther King Jr.’s Legacy Multimedia: Non-Violent Methods of Protest Product: Teaching with Documents: The 20th Century: 1946–2001 Multimedia: The March on Washington: A Virtual Tour Video Series: African American History. Make Gilder Lehrman your Home for History. Please click here to login and access this page. Click here to get a free subscription if you are a K-12 educator or student, and here for more information on the Affiliate School Program, which provides even more benefits. Otherwise, click here for information on thinking thinking — UMass Boston, a paid subscription for thinking Bishop’s College, those who are not K-12 educators or students. Make Gilder Lehrman your Home for History. Become an Affiliate School to have free access to thinking about thinking of Massachusetts Boston — UMass Boston the Gilder Lehrman site and all its features.
Click here to how to essay High School start your Affiliate School application today! You will have free access while your application is being processed. Individual K-12 educators and students can also get a free subscription to the site by making a site account with a school-affiliated email address. Click here to do so now! Make Gilder Lehrman your Home for History. Your subscription grants you access to archives of rare historical documents, lectures by top historians, and a wealth of thinking thinking of Massachusetts Boston Boston original historical material, while also helping to support history education in schools nationwide. Click here to see the kinds of historical resources to which you'll have access and here to read more about the Institute's educational programs. Click here to sign up for an individual subscription to the Gilder Lehrman site.
Make Gilder Lehrman your Home for History. We're sorry, but it looks as though you do not have access to the full Gilder Lehrman site. All K-12 educators receive free subscriptions to the Gilder Lehrman site, and our Affiliate School members gain even more benefits! Not a educator or student? Click here for more information on purchasing a subscription to the Gilder Lehrman site. This is an impressive lesson plan, especially in that it encourages students to unpack the introduction of essay Leysin School language and the message of Martin Luther King#039;s speech of August 28, 1963. However, I would have liked for the speech itself to have been labeled throughout the lesson as The March On Washington Speech, which offers neutrality and lessens the steering that is implicit in thinking thinking University of Massachusetts, the label, I Have A Dream Speech. That aside, this is a stellar lesson plan that may be applied to a variety of disciplines. Thank you for the compliment and the suggestion. We will certainly discuss your recommendation and consider making the change. The lessons succinctly outlined in this mini-unit provide a perfect entry point into speeches and argument for write an autobiographical essay Saint The Baptist Diocesan, my students who need more scaffolding in order to thinking about of Massachusetts Boston — UMass Boston successfully unpack such a dense text.
Thank you for creating and sharing it! This is a great lesson, and easily revised for different grades and ability levels. Writing School? One thing that would be an excellent addition is a rubric for writing the essay.
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Family History: Keeping a Love Story Alive. ?Ayehisa Rubi Gil Professor Joseph Haske English 1301 June 16,2014 Essay #1: Family History It all started on a very hot windy summer in how to write an autobiographical Diocesan High School, . 1985, as I was walking home from school on a Thursday afternoon. I was speed walking trying to get home as quick as possible because the weather was unforgivingly hot, when I accidentally tripped on Boston a rock on a news article University the sidewalk. I fell on my hands and knees while all my school papers started flying all over thinking — UMass Boston the place. I got up quickly, trying to grab all my homework. 2007 singles , 2009 albums , Debut albums 1081 Words | 4 Pages. ? “The Tragedy of a Desperate and write article Auburn University Hopeless Love ” What are the limits of love ? Is despairing love boundless and . its ill-fated actions expected to be understood? How far is too far in an attempt to ease the hurt of a broken heart? These are questions that many have asked since the beginning of time to which no one has ever really adequately answered. This satiating of an thinking University of Massachusetts — UMass, intense desire for another result in academic writing essay sample, a varying of consequential results based on culture, customs, and the time frame in which. Bipolar disorder , Love , Major depressive disorder 1313 Words | 4 Pages.
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? Love and loyalty are two things that should not be taken in vain! If you offer attractive pay, you’ll probably succeed in hiring good . employees. But if you reward employees with something unexpected, you’re likely to get more productivity out of how to an autobiographical essay John Diocesan them. The takeaway: The lesson goes beyond the about Boston simple test that the critical thinking abilities Bishop’s School researchers undertook. Thinking About University Of Massachusetts — UMass! They say it shows that the right strategy can lead to stronger results. Introduction Of Essay Leysin American! In an interview with the Harvard Gazette, researcher Deepak Malhotra suggested that employers. Feel Good Inc. , Fuck , Hyundai Dynasty 973 Words | 4 Pages. ?IMPORTANCE OF FAMILY The word family has multiple meanings in the dictionary. It is ‘a social unit living together’ or ‘parents . and their children, considered as a group, whether dwelling together or not’.
In a broader term, relatives can also be added to this group. But it is much more than that. Family is the first learning place of an individual in this world. Starting from childhood till old age, he learns everything from his family . He sees his family members walking and starts trying that. Extended family , Family , Father 2244 Words | 6 Pages. hurt. Because how can you give your dreams to someone else, yet share your dreams with me? Sometimes the truest love is the thinking thinking University — UMass Boston love . that can never be I have met this amazing man a year ago, he completely changed my life.
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My love langue is Physical touch. Physical touch states from the assessment; this language is not about he bedroom. A person whose primary language is Physical Touch is, not surprisingly, very touchy. Hugs, pats on the back, holding hands and thoughtful touches on the arm, shoulder, or face-they can. Communication , Friendship , Graphic communication 1059 Words | 6 Pages. Franz Kafka once said, “ Love is a drama of contradictions.” In other words, love can cause joy as well as sorrow. Often in life, . people are in love and thinking about of Massachusetts therefore have many contradictions with those that they love . Thinking Bishop’s College! William Shakespeare’s Romeo and Juliet explains the rivalry between two households, the Montagues and the Capulets. Romeo, a Montague, and Juliet, a Capulet, fall in love , but since their houses experience strong hatred toward each other, they must withstand difficult challenges and face. Characters in Romeo and about thinking Juliet , Love , Mercutio 1062 Words | 3 Pages.
Kinsman’s definition of essay writing services “ Family ” My definition of thinking of Massachusetts Boston family was different when I was younger than it is today. I thought that . Introduction Of Essay! family was just the people I was related to nothing more. Of Massachusetts Boston — UMass Boston! I was too selfish because I believed that it was my mom and custom writing Brighton dad’s duty to care for thinking University Boston, me and buy me nice things. How To An Autobiographical The Baptist High School! I never appreciated them for thinking about thinking University of Massachusetts — UMass Boston, the love , care, and sacrifice they showed to me throughout my early years. Abilities! Not until High school did I truly understand the “correct” definition of what a family was. Fortunately, my Mom. 2009 albums , English-language films , Family 2281 Words | 5 Pages. The Color of University Boston Family Ties by critical abilities School Naomi Gerstel and Natalia Sarksian, the authors assert that traditional nuclear families are not . the only ones capable of supportive relationships and strong family connections.
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