How Macbeth Was Promoted and Honoured For Defending King
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
How Macbeth Was Promoted and Honoured For Defending King
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Example Essay Outline
TITLE— MIG HT , R IG HT , A N D B L O O D IN MACBETH
The sis: The image of blood changes meaning in the play. It contrasts those who
have right on their side with those who exercise might [ruthless power]. [Note that
the outline begins with the thesis.]
- It is praise worthy to she d blood for a rightful cause . [The stude nt argue s
for v iole nce , giv e n just cause ]
- “Wounds become” a defender of the rightful king. (might for right)
- I.ii., discussion of honour. [notice the specific references to scenes in
- Macbeth promoted, honoured for defending king.
- It is possible to e xe rcise powe r or might against rightful authority [the
plot to kill Duncan]
- Killing the king.
- “Bloody business” (II.I.48).
- “More than bloody deed.” (II.IV.21). [here exercising
might or power is discussed]
- Fulfillment of prophecy: “Macbeth shall be king.”
- He is king by misusing might and shedding blood.
III. She dding blood upse ts the rightful blood line for the monarchy. [a
crucial point: who should be king?]
- Donalbain’s “fountain of blood/Is stopped, its very source is
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- Donalbain becomes Macbeth’s “bloody cousin” (III.i.29).
- relation of the king.
- in line to be murdered: “The nearer in blood/The
nearer “bloody” (II.iii.136-7).
- Macbeth’s blood line will not produce a king by either might or right.
- Witches’ prophecy.
- Macbeth’s dream of Banquo (IV.i.123-124).
- Additional blood (Banquo’s) does not make might right.
- The re sult of she dding blood wrongly is “bloody” guilt and more
- Smear Duncan’s grooms with blood—false guilt.
- Blood on the face of Banquo’s murderer—guilt.
- “Bloody” hand of night cannot hide guilt (III.ii.48).
- Lady Macbeth’s sleepwalking.
- Wash blood (guilt) from hand (II.ii.59-60).
- “Kill the king”—bloody instructions. Kill Banquo (Banquo in “bloody
distance” to Macbeth) (III.i.116).
- guilt—Banquo heard prophecy; he suspects Macbeth’s
- Banquo is in line to be killed.
- lineage—Banquo’s sons will be kings. Battle result—
- The blood cycle s continue and blood-right pre v ails.
- Macbeth’s sons never wear the crown.
- “Blood will have blood.” (III.iv.122).
- Might will have guilt.
- Right will have might.
- Guilt will have might.
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- Duncan, the rightful king, ultimately has might and right.
- “Who would have thought the old man to have had so
much blood in him?”
- After right is killed by might, guilt lives.
- Right prevails. Duncan has right even
- The initial paradox of “fair is foul and foul is fair” is ultimately
expanded to “right is might and might is right.”
Thesis restated: Blood imagery is a touchstone for the merits of the actions in
Macbeth. In their
proceedings, characters are exercising either might [wrongly] or right [rightly].
Final note: the Roman numerals (1 – V) indicate the likely paragraphs that the
student will eventually write. The letters and numbers that follow illustrate the ideas
and proofs that the student will bring into play in supporting his or her arguments.
COM 285 Final Exam MCQs. 36/36. Get An A++.
- Which of the following is an example of nonverbal communication?
a. An online blog where employees in different cities can share ideas
b. A company logo designed to project the organization’s image
c. An e-mail message reminding employee of an upcoming staff meeting
d. A phone call from an attorney to a client
- External audiences include all of the following except
d. government agencies.
- Organizations expect writing to appear professional and to be free from typos and grammatical errors, so it makes sense to
A)do the best you can with your existing abilities.
B)practice your proofreading skills.
C)depend on secretaries to do all of your writing.
D)rely exclusively on a spell check software program.
- What describes a “request to deviate from policy and procedure bulletin?”
- Memo accompanying document, telling why it’s being forwarded to the receiver
b. Report summarizing profitability, productivity, and problems during period.
c. Statement of company policies and instructions.
d. Persuasive memo arguing that another approach is better for a specific situation
- The primary audience for a business message is made up of
- people who represent the opinions of the majority.
e. everyone who receives it.
f. decision makers in an organization.
g. individuals with the highest status in an organization.
- Identify the person who has the power to stop your message instead of sending it on to other audiences.
- Watchdog audience
c. Primary audience
d. Auxiliary audience
6. Which of the following is not true of gatekeepers?
- They have the power to stop your message.
b. They control whether your message gets to the primary audience.
c. They must be reached to fulfill the purpose of your message.
d. They can sometimes include the supervisor who assigns the message.
- The you-attitude is a style of communication that
- disregards the audience’s ego.
b. looks at things from the audience’s point of view.
c. emphasizes what the writer wants the audience to know.
d. at times questions the audience’s intelligence.
- What does wordiness mean?
- It is having more words than the meaning requires.
b. It is a style of communication that looks at things from the audience’s point of view.
c. It is having fewer words than the meaning requires.
d. It is a style of communication that looks at things from your point of view.
- All of the following pertains to the “you-attitude” except
- it protects the audience’s ego.
b. it looks at things from the writer’s point of view.
c. it emphasizes what the audience wants to know.
d. it respects the audience’s intelligence.
- A sentence that sounds like an afterthought might begin with which of the following?
a. And we have a new training program…
b. Furthermore, the tax laws are in our favor…
c. Moreover, it is getting increasing difficult…
d. But in the future we will try to…
- All of the following are points that should be kept in mind for report writing, except
- make it less formal than letters and memos.
b. avoid contractions.
c. spell out acronyms and abbreviations the first time you use them.
d. avoid personal pronouns.
- All of the following are the points that should be kept in mind while choosing a level of formality for a specific document, except
- using a friendly, informal style to someone you fear or when you must give bad news.
b. avoiding contractions, slang, and even minor grammatical lapses in paper documents to people you do not know.
c. editing your writing so that you sound confident, whether you feel that way or not.
d. paying particular attention to your style when you write to people you fear or when you must give bad news.
- Good writers are likely to
- use one writing strategy for all situations.
b. adhere strictly to a set of established rules for writing.
c. carefully analyze the initial problem before beginning a draft.
d. edit documents during the process of writing the first draft.
- Good writers are more likely to
- realize that the first draft can be revised.
b. follow rules rigidly.
c. break small jobs into smaller chunks.
d. have a single strategy to follow.
- All of the following are the reasons why good writers differ from poor writers except
- they identify the initial problem more effectively.
b. they understand the task more broadly and deeply.
c. they draw from a limited repertoire of strategies.
d. they are good at evaluating their own work.
- Information overload
- keeps people well informed and up to date
b. forces people to be selective about the messages they open and read.
c. is a primary purpose of informative and positive messages.
d. ensures that people get all the important information that they need
- A(n) _____ message conveys information to which the receiver’s basic reaction will be neutral.
- Which of the following observations concerning informative messages is true?
- It emphasizes negative elements.
b. It asks the receiver to take some action immediately.
c. It has a persuasive element.
d. The receiver’s basic reaction could be neutral or negative.
- Which of the following is NOT a primary purpose of a negative message?
- To have the reader read, understand, and accept the message
b. To encourage the reader to contact you again about the same subject
c. To give the reader the bad news
d. To maintain as much goodwill as possible
- All of the following are the primary purposes of negative messages except
- to give the reader the bad news.
b. to have the reader read, understand, and accept the message.
c. to maintain as much goodwill as possible.
d. to build a good image of the writer’s organization.
- Identify the primary purpose of negative messages.
- To build a good image of the writer’s organization.
b. To build a good image of the writer.
c. To have the reader read, understand, and accept the message.
d. To reduce or eliminate future correspondence on the same subject.
- Which is NOT true about cultural differences?
- People in the same culture all have the same values.
b. People in different cultures have many different beliefs.
c. People in different cultures have different norms of behavior.
d. Being culturally different does not mean that someone is bad or inferior.
- In 2002, which community became the largest minority group in the United States?
e. Native American
f. African American
- Identify the statement that is true of high-context cultures.
- The context is very important and most information is explicitly spelled out.
b. Most of the information is inferred from the social relationships of the people and the context of a message.
C. The written word is seen as more important than oral statements.
e. They favor direct approaches and may see indirectness as dishonest or manipulative.
- Positive roles and actions of individuals that help a group build loyalty, resolve conflicts, and function smoothly include
- planning work, giving directions, and fitting together contributions of group members.
b. being silent in meetings and not contributing.
c. showing group members that they have been heard and that their ideas are being taken seriously.
d. identifying gaps in the group’s knowledge.
- All of the following holds true of listening except
a. it is crucial to building trust.
b. errors in listening can result from one’s emotional response to a controversial topic.
c. a “you” attitude is as helpful for listening as it is for writing.
d. it is more effective when the listener focuses on formulating a reply while listening.
- To reduce listening errors caused by misinterpretation,
a. paraphrase what the speaker has said.
b. ignore the other person’s background and experiences.
c. focus on yourself and do not check into who does what next.
d. ignore instruction that you think are unnecessary.
- Which of the following is a formal report?
- A two-page document justifying why new equipment is needed
b. A long document with a title page, a transmittal, and a table of contents
c. A three-page document that summarizes quarterly sales figures
d. PowerPoint slides printed out and bound together
- The reports that collect data for the reader are best known as
a. information reports.
b. analytical reports.
c. recommendation reports.
d. diagnostic reports.
- What type of report evaluates two or more alternatives and recommends which alternative the organization should choose?
- Justification report
b. Annual report
c. Feasibility report
d. Quarterly report
- Which of the following must be written after the research is complete and the data are analyzed?
- All of the following are things that you should check if your report is based on secondary data from a library or online research except
- looking at the sample.
b. checking the sample target.
c. checking the exact wording of questions.
d. to see what the data actually measures.
- Which of the following does not hold true of analyzing numbers?
- Reports can analyze numbers from databases and sources.
b. If properly analyzed, they can make a clear case in support of a recommendation.
c. There can be only one interpretation of the same data set.
d. The responses on the survey form can be converted into numbers.
- Which of the following is an informative presentation?
- Promoting a new service that your company is offering
b. Convincing customers to upgrade to a higher level of service
c. Demonstrating three successful sales techniques to new employees
d. Entertaining the audience to stroke the customers’ egos
- These presentations entertain and validate the audience.
- Persuasive presentations
b. Narrative presentations
c. Informative presentations
d. Goodwill presentations
- Training sessions in an organization is primarily an example of
- informative presentation.
b. persuasive presentation.
c. narrative presentation.
d. goodwill presentation.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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