Must Be Posted As An Attachment Doc Xls Pdfessay Three Writing Str ✓ Solved

MUST BE POSTED AS AN ATTACHMENT: .doc, xls, pdf Essay Three Writing Structure Model Heading Upper Left Corner Paper (Click No Spacing) First Last Name EN-102- section # 4/22/2021 Times Roman 12' Font 1 inch Left & Right Margins Essay Three (Change To Double Spacing) Indent each Paragraph 1 Tab Must be 2 pgs. in length Max 2 1/2 No use of "I" NO QUOTATIONS Introduction (4 sentences) Background on the Topic Background on the Topic Background on the Topic An examination of censorship on social media will reveal the pros vs. cons of this timely issue. Body Paragraph One (Do Not Include Paragraph Titles in Essay) (Write in Paragraph Format) (8) Sentence Paragraph expanding on 2-4 word supporting ideas in the Outline/PPT) * Make use of academic toned words: examines, explores, conveys, suggests, indicates, demonstrates, however, furthermore, in addition. * AVOID SAY, SAYS, SAID, STATES – IMPLIES A QUOTE – NO QUOTES! * Paraphrase In Own Words * REQUIRED TOPIC SENTENCE MODEL: "Title of Article" by First Last Name examines.....................

NO AUTHOR "Title of Article" examines.................................. 6 sentences of Free Write paraphrasing key ideas. * REQUIRED CLOSING INSIGHT STATEMENT w/Citation at the end of last sentence in the paragraph: One might conclude that...................... SKIP 2 SPACES ("Title of Article"). * Total of 8 sentences in each Body Paragraph including the Topic & Closing Sentence Models. Body Paragraph Two (Do not include Paragraph Titles in the Essay) (Write in Paragraph Format) (8) Sentence Paragraph expanding on 2-4 word supporting ideas in the Outline/PPT) * Make use of academic toned words: examines, explores, conveys, suggests, indicates,demonstrates, however, furthermore, In addition. * AVOID SAY, SAYS, SAID, STATES – IMPLIES A QUOTE – NO QUOTES!

Paraphrase In Own Words. * REQUIRED TOPIC SENTENCE MODEL: "Title of Article" by First Last Name explores..................... NO AUTHOR "Title of Article" explores.................................. 6 sentences of Free Write paraphrasing key ideas. * REQUIRED CLOSING INSIGHT STATEMENT w/Citation at the end of last sentence in the paragraph: One might conclude that...................... SKIP 2 SPACES ("Title of Article"). * Total of 8 sentences in each Body Paragraph including the Topic & Closing Sentence Models. Body Paragraph Three (Do not include Paragraph Titles in the Essay) (Write in Paragraph Format) (8) Sentence Paragraph expanding on 2-4 word supporting ideas in the Outline/PPT. * Make use of academic toned words such: examines, explores, conveys, suggests, indicates, demonstrates, however, furthermore, In addition. * AVOID SAY, SAYS, SAID, STATES – IMPLIES A QUOTE – NO QUOTES!

Paraphrase In Own Words. * REQUIRED TOPIC SENTENCE MODEL: "Title of Article" by First Last Name argues..................... NO AUTHOR "Title of Article" argues.................................. 6 sentences of Free Write paraphrasing key ideas. * REQUIRED CLOSING INSIGHT STATEMENT w/Citation at the end of last sentence in the paragraph: One might conclude that...................... SKIP 2 SPACES ("Title of Article"). * Total of 8 sentences in each Body Paragraph including the Topic & Closing Sentence Models. Conclusion (Do not include Paragraph Titles in the Essay). (4-5) Sentence Paragraph expanding on the 2-4 word ideas of conclusions drawn & how this documentary influenced public opinion for change at Sea World.

REQUIRED TOPIC SENTENCE MODEL: An examination of censorship on social media has revealed ………………………… 3 - 4 Free Write on conclusions drawn for or again. * REQUIRED CLOSING INSIGHT STATEMENT w/Citation at the end of last sentence in the paragraph: One might conclude that..................... * AVOID SAY, SAYS, SAID, STATES – IMPLIES A QUOTE – NO QUOTES! * Paraphrase In Own Words. Works Cited (Start New Page) Click "No Spacing" Indent each URL 1 Tab & Cut At End Of One Line Last, First. "Title Article." URL (NO AUTHOR FORMAT) "Title Article." URL Last, First. "Title Article." URL Grading Rubric Format Heading In Left Hand Margin Title: Essay One (Centered) Intro Paragraph Thesis States last sentence in the Intro Paragraph Structure Models Topic Sentence Model used to begin each Body Paragraph Closing Sentence Model used to close each Body Paragraph Citation Model at the end of Closing Sentence No period after last word of sentence Period comes after Citation: (“Title Articleâ€).

Topic Sentence Model used to begin Conclusion Paragraph Content Analysis Intro Paragraph min 4 – max 5 sentences. Body Paragraphs min 8 – max 10 sentences Conclusion min 4 - max 5 sentences Coherent Flow No incoherent flow of ideas. No Run On Sentences Punctuation Used comma to separate the Subject from the word(s) come before it. Used comma before Conjunction that is followed by an Independent Clause. Used comma to separate Indep.

Clause from incomplete afterthought . Used semicolon to separate two Independent Clauses & Run On Sentence. Works Cited Used the Format specified in the Directions. Week 3 Outline Fill in the areas of this outline for your assignment this week. I.

Introduction Please include your entire introduction. Revise one full introduction from your Week 3 Discussion based on feedback from your peers and instructor. A. Opening sentence or hook B. Explanatory sentence about topic/problem C.

Thesis statement Every year, close to a thousand people are killed by the police. In 2020, in fact, 984 people died at the hands of people who were supposed to serve and protect (Tate, Jerkins, & Rich, 2021). The problem become even more clear when we look at racial groups that are more affected. For instance, while African Americans make up only 13% of the population, the rate that they are killed is double that of white Americans (Tate et al., 2021, para.5). It is true that some police rightfully kill suspects who endanger officers’ lives, but that is not always the case.

Regardless of race, police violence must be curbed. Some propose more training, and others propose stricter requirements on the police. But the best option is to rethink the funding that makes social services possible. While some feel that any reduction of the police budget would endanger society, to create a more peaceful society bring balance to public safety, some funding should be redirected from the police to public health. II.

Body Paragraph 1 – Supporting Point 1: A. Topic Sentence: What is the main point or reason of this paragraph? Police are not trained to deal with every problem in society. B. Source #1: What evidence have you found that supports your point?

The article “Police Violence among Adults Diagnosed with Mental Disorders †detailed examples of police violence against those with mental health issues. C. Explain how this evidence supports your point. This article shows how the police are trained to restrain and even shoot to kill, when many times, people with mental health issues need to be handled more delicately. Transitional Phrase The mentally ill are not the only ones that suffer at the hands of the police.

III. Body Paragraph 2 – Supporting Point 2 A. Topic Sentence: What is the main point or reason of this paragraph? Studies have shown that those with drug abuse issues are, instead of being helped, often harmed by their treatment by the police. B.

Source #2: What evidence have you found that supports your point? The article “Declining Trends in Exposures to Harmful Policing among People who inject drugs in Vancouver, Canada†shows how, prior to reforms, Vancouver’s police force caused more harm than good among many of the cities drug abusers. C. Explain how this evidence supports your point. The example from Vancouver shows that instead of locking up drug abusers, as police are often trained to do, redirecting funds to hire social workers and establish drug centers will help people to break the c ycle of drugs rather than just be punished for their disease.

Transitional Phrase Drug abusers and the mentally disabled have suffered at the hands of an exc essively violent police force, but not to the degree that African Americans have. IV. Body Paragraph 3 – Supporting Point 3 A. Topic Sentence: What is the main point or reason of this paragraph? During any average year, police kill twice the proportion of African Americans than the proportion of white individuals.

B. Source #3: What evidence have you found that supports your point? The Washington Post series entitled “Fatal Force†documents shootings across the nation, which disproportionately affect people of color. C. Explain how this evidence supports your point.

No one can dispute the statistics presented in this article. And while some may say that perhaps the suspects were dangerous to the police at disproportionate rates, this article also explores how many of those killed were unarmed. Transitional Phrase Admittedly, America has not always been a safe place. Some are afraid that the US could return to the high levels of crime that existed in the 1970s and 1980s. Commented [JW1]: This should be a full introduction, revised from your Week 3 Discussion.

Note the revisions in the thesis from last week’s proposal, too. Commented [JW2]: Every paragraph of every assignment for every class needs a topic sentence. Commented [JW3]: Use a source. Then, discuss it. Follow the 1+2 rule.

For one sentence of quoting, you spend two sentences commenting on the quote and connecting it to your overall point. Commented [JW4]: See the directions for help with these transitional phrases. Look to do more than just say, “Firstly†or “Secondly.†Commented [JW5]: Scroll to the next page for the counterpoint and conclusion. V. Body Paragraph 4 - Opposing Point Please note in your final draft, you may consider the counterpoint before you consider your supporting points.

In other words, this may become Body Paragraph 2 instead of Body Paragraph 4. A. What is the first counterargument you will respond to? People are afraid that redirecting funds will make the country less safe. B.

How do you respond to or rebut the counterargument described above In fact, rethinking police budgets and using funds to broaden the public safety net will ensure that those who need help are being given help. Additionally, not jailing drug addicts and others will free up more money to hire more police and more social service workers. Examples from the Netherlands, Australia, and elsewhere show this is the case. VI. Conclusion Paragraph A.

Note the most important point you made in the essay Redirecting funds will actually make the country safer. B. Reiterate your thesis statement. (Be sure to state your thesis statement differently than you did in the introduction paragraph.) This more balanced view of public safety and social good will help all: the victims, the police, those that suffer with conditions, and the average citizen C. Reflective sentence or call to action. In other words, why is it so important your audience changes its thinking or actions?

What is at stake? But rethinking police funding will do more than just help people. It will create a more fair and balanc ed society, one where the police and the communities they protect will work together to create a safe r America for all. VII. References A.

Include two or more APA references . Remember, your final paper will need four (with at least three from the databases) Jun, H.-J., DeVylder, J. E., & Fedina, L. (2020). Police violence among adults Diagnosed with mental disorders. Health and Social Work, 45(2), 81–89.

Landsberg, A., Kerr, T., Milloy, M.-J., Dong, H., Nguyen, P., Wood, E., & Hayashi, K. (2016). Declining trends in exposures to harmful policing among people who inject drugs in Vancouver, Canada. Journal of the International AIDS Society, 19(4 Suppl 3), 20729. McPhillips, D. (2020, June 3). Deaths from police harm disproportionately affect people of color.

U.S. News & World Report. affect-people-of-color Police Responses to Incidents of Police Brutality. (2020). In Gale Opposing Viewpoints Online Collection . Gale. Tate, J., Jenkins, J. & Rich, S. (2021).

Fatal force. The Washington Post. -shootings-database/ Commented [JW6]: Follow the “Turn Against†“Turn Back†model. This means you raise an objection and “turn against†your argument. However, “turn back†by challenging that objection. This may be done in two paragraphs, but one will suffice.

Commented [JW7]: Note no transition is generally needed into a conclusion. Avoid words like “In sum†or “In conclusion,†though. Just restating your points will suffice to your reader. Commented [JW8]: This line is pulled directly from the Week 2 Proposal. Commented [JW9]: Look at how the author goes for the “so what†here.

What is the big picture issue? What is at stake? Commented [JW10]: Hanging indents may not be possible if you use the fill-in-the-blank outline. That’s fine. However, do format the reference for APA by removing ALL CAPS, removing the unnecessary capitalization, italicizing sources, and so forth.

Week 3 Outline Fill in the areas of this outline for your assignment this week. Introduction Please include your entire introduction. Revise one full introduction from your Week 3 Discussion based on feedback from your peers and instructor. Opening sentence or hook Explanatory sentence about topic/problem Thesis statement Click or tap here to enter text. Body Paragraph 1 – Supporting Point 1: Topic Sentence: What is the main point or reason of this paragraph?

Click or tap here to enter text. Source #1: What evidence have you found that supports your point? Click or tap here to enter text. Explain how this evidence supports your point. Include some APA in-text citations, i.e. (Ford, 2020, p.

1) Click or tap here to enter text. Transitional Phrase Click or tap here to enter text. Body Paragraph 2 – Supporting Point 2 Topic Sentence: What is the main point or reason of this paragraph? Click or tap here to enter text. Source #2: What evidence have you found that supports your point?

Click or tap here to enter text. Explain how this evidence supports your point. Include some APA in-text citations, i.e. (CDC, 2020, p. 25). Click or tap here to enter text.

Transitional Phrase Click or tap here to enter text. Body Paragraph 3 – Supporting Point 3 Topic Sentence: What is the main point or reason of this paragraph? Click or tap here to enter text. Source #3: What evidence have you found that supports your point? Click or tap here to enter text.

Explain how this evidence supports your point. Include some APA in-text citations, i.e. (Rousseau et al., 2020, para. 29). Click or tap here to enter text. Transitional Phrase Click or tap here to enter text.

Body Paragraph 4 - Opposing Point Please note in your final draft, you may consider the counterpoint before you consider your supporting points. In other words, this may become Body Paragraph 2 instead of Body Paragraph 4. What is the first counterargument? Identify a source that presents this objection and cite it, i.e. (Smith & Ruiz, 2019, para. 3).

Click or tap here to enter text. How do you respond to or rebut the counterargument described above? You may use a source to refute this opposing point as well. Click or tap here to enter text. Conclusion Paragraph Note the most important point you made in the essay Click or tap here to enter text.

Reiterate your thesis statement. (Be sure to state your thesis statement differently than you did in the introduction paragraph.) Click or tap here to enter text. Reflective sentence or call to action. In other words, why is it so important your audience changes its thinking or actions? What is at stake? Click or tap here to enter text.

References Include two or more APA references. Remember, your final paper will need four (with at least three from the databases) Do not worry if you cannot insert hanging indents or double space in the box where you inset your text. Focus more on the proper APA reference for now . Click or tap here to enter text. DIRECTIONS This week, you will construct a full outline for your paper including citations and references.

First, read "Outlining" in The Norton Field Guide pp. and The Little Seagull Handbook W-3 under "Organizing and Drafting." You may also review the sample outline below. You can construct it yourself or use the template downloadable here. here. - Alternative Formats Click here here - Alternative Formats to review an annotated example student submission using the downloadable template. Complete your own outline for this week's writing assignment. I. Introduction (Your full intro, revised based on the feedback from the Week 3 Discussion Board) A.

Opening sentence or hook B. Explanatory sentence about topic/problem C. Thesis statement II. Supporting Paragraph 1: A. Topic Sentence: What is the first main point or reason of this paragraph B.

Source #1: What evidence have you found that supports your point? C. Explain how this evidence supports your point. Include some APA in-text citations, i.e. (Ford, 2020, p. 1).

Transitional Phrase III. Supporting Paragraph 2: A. Topic Sentence:What is the first main point or reason of this paragraph B. Source #2: What evidence have you found that supports your point? C.

Explain how this evidence supports your point. Include some APA in-text citations, i.e. (CDC, 2020, p. 25). Transitional Phrase IV. Supporting Paragraph 3: A.

Topic Sentence:What is the first main point or reason of this paragraph B. Source #3: What evidence have you found that supports your point? C. Explain how this evidence supports your point. Include some APA in-text citations, i.e. (Rousseau et al., 2020, para.

29). Transitional Phrase V. Opposing Point Paragraph 4 A. What is the first counterargument? Identify a source that presents this objection and cite it, i.e. (Smith & Ruiz, 2019, para.

3). B. How do you respond to or rebut the counterargument described above? You may use a source to refute this opposing point as well. VI.

Conclusion Paragraph A. Note the most important point you are making B. Reiterate your thesis statement. (Be sure to state your thesis statement differently than you did in the introduction paragraph.) C. Reflective sentence or call to action VII. References (at least two.

Your final paper needs at least four, with three or more coming from the databases.) Your outline should include the following elements: â— A fully written introduction (revised from the Week 3 Discussion) â— A thesis that ends your introduction (revised from Week 2's assignment and the Week 3 Discussion) â— Three body paragraphs supporting your point â— One body paragraph raising an objection and countering it â— Quotations and citations from two academic journal sources from Keiser's Library (from Week 2); â—‹ Remember, your final paper requires the use of a total of four sources â— Transitional Phrases are required. â—‹ Click here for a YouTube video discussion of transitional phrases. â—‹ Or, click here for a Purdue OWL discussion of transitional phrases. â— Comments to be included in your conclusion â— Two or more APA formatted references in your refeference list REQUIREMENTS â— Follow the outline format provided â— Include APA formatted citations (Last name, YEAR, p. ___ or para. ___) â— Include APA formatted references in a clear reference list

Paper for above instructions

John Doe
EN-102- Section #
April 22, 2024
An examination of censorship on social media will reveal the pros and cons of this timely issue. With the proliferation of misinformation and hate speech on online platforms, social media companies have taken on a dual role as moderators and facilitators of speech. The balance between ensuring free expression and protecting users from harmful content presents a complex and often contentious dilemma. By exploring various perspectives on censorship, one can gain insight into its many implications for society and the digital landscape.
"The Impact of Social Media on Freedom of Speech" examines the growing concern around censorship practices on social media platforms. It explores the nuances involved, particularly the struggle between safeguarding user protection and upholding freedom of speech. Proponents of censorship argue that it is necessary to mitigate hate speech and misinformation, fostering a safer online environment. This perspective suggests that when social media companies censor harmful content, they help promote public welfare and constructive dialogue within digital spaces. Furthermore, studies indicate that harassment and hate crimes have often been fueled by unregulated social media discourse, necessitating intervention to protect vulnerable communities and uphold societal norms. However, critics caution against excessive censorship, as it risks stifling genuine conversations about pressing societal issues. One might conclude that finding a balance is essential for fostering a healthy digital public sphere (“The Impact of Social Media on Freedom of Speech”).
In tandem, "Censorship and Its Consequences" explores the broader societal implications of censorship policies. This article posits that while censorship may alleviate immediate harms associated with harmful content, it often leaves lingering consequences regarding users' perceptions of agency and control over their digital interactions. In essence, individuals may feel disempowered if they perceive that their voices are consistently regulated. Additionally, there are concerns about who decides what constitutes harmful content and the potential biases that could arise from these decisions. Research demonstrates that marginalized voices can be disproportionately affected by censorship measures, risking the inadvertent reinforcement of existing power dynamics. This perspective indicates that social media's role in shaping public discourse should be critically analyzed. For example, by implementing more transparent moderation policies, platforms can work towards maintaining an equitable digital landscape. One might conclude that while censorship can foster a safer online environment, its implementation must be done with care and attention to equality and representation in mind (“Censorship and Its Consequences”).
"The Dilemma of Censorship in the Age of Misinformation" argues that social media platforms face immense pressure to address the challenges posed by misinformation. Misinformation has the potential to sway public opinion, influence elections, and incite violence, creating a justified impetus for censorship. However, the pursuit of controlling misinformation raises critical ethical questions about the boundaries of censorship and free speech. The article examines various models of content moderation, highlighting that while platforms like Facebook and Twitter have instituted fact-checking mechanisms, they are often met with backlash regarding biases and perceived censorship. There is prevalent anxiety that such measures could become tools for silencing dissenting opinions rather than fostering informed discourse. In addition, some researchers argue that education about media literacy could also complement censorship efforts by empowering users to discern trustworthy information from misleading narratives. One might conclude that while censorship may provide a measure of control over misinformation, alternative approaches should be explored to empower users in navigating the digital landscape effectively (“The Dilemma of Censorship in the Age of Misinformation”).
In conclusion, the examination of censorship on social media reveals complex dynamics that will require ongoing dialogue and ethical considerations. The challenges of misinformation, hate speech, and the implications for free speech make it clear that censorship cannot be viewed as a binary issue. Instead, it requires a multifaceted approach that considers the perspectives of users, platforms, and societal norms. As social media continues to evolve, so too must our understanding of censorship and its implications for public discourse and digital citizenship. One might conclude that the future of social media will not only hinge on technological advancements but also on our collective ability to navigate freedom of speech and protection against harmful content effectively.
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Works Cited

“Censorship and Its Consequences.” Journal of Social Media Studies, vol. 15, no. 3, 2022, pp. 45-63.
“The Dilemma of Censorship in the Age of Misinformation.” International Journal of Communications, vol. 19, no. 1, 2021, pp. 37-52.
“The Impact of Social Media on Freedom of Speech.” Global Media Journal, vol. 14, no. 2, 2023, pp. 22-39.
Bennett, W. Lance. “Social Media and the Politics of Censorship.” New Media & Society, vol. 20, no. 5, 2018, pp. 1621-1636.
Fuchs, Christian. Social Media: A Critical Introduction. Sage Publications, 2020.
Permissions, A. “The Ethics of Content Moderation.” Ethics and Information Technology, vol. 24, no. 3, 2022, pp. 214-223.
Schmidt, Jan-Hinrik. “The Role of Social Media in the 21st Century.” Media and Communication, vol. 8, no. 1, 2020, pp. 79-89.
Sunstein, Cass R. “On the Internet: Censorship and Free Speech.” Harvard Law Review, vol. 134, no. 6, 2021, pp. 1282-1307.
Zimmerman, David. “Deconstructing Censorship: The Social Media Dilemma.” Journal of Digital Media & Policy, vol. 12, no. 4, 2020, pp. 127-149.
Merritt, Rebecca. “Regulating Misinformation on Social Media: A Dual Approach.” Information & Communications Technology Law, vol. 29, no. 3, 2020, pp. 229-245.
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(Note: The sources mentioned above are fictitious and created for this assignment. They should be replaced with actual credible references when finalizing your essay.)