Month: April 2018

Causal rewrite- jdormann

Athletes put themselves at higher risk of injury when they are involved in full contact sports. The seriousness of their injuries is not always known until it is too late to help them. The players that are affected may not be aware of the complications until it is too late for them to recover or get help. Diseases and debilitating injuries can lay dormant in the athlete for years with little to no symptoms. Studies in the past ten years have begun uncovering numerous diseases and injuries football players suffer. Athletes and families lives are negatively affected and even ended by terrible injuries that could have been prevented.

Rugby players do not suffer as many concussions as football players because of their body awareness on the field of play, use of safe techniques, and the strict enforcement of safety rules. They are taught to tackle differently and not use their heads as a device to bring down the opponent. Players need to be keen on their body awareness and careful of their position when going into contact. There are rules in rugby to protect the players from being exposed to serious injury. High tackles, dangerous tackles, unnecessary contact, and many other penalties are in place to keep players safe. Chris Bodenner wrote an article for The Atlantic that states, “An equal one is the ‘culture of respect’ that’s one of the game’s foundations and most carefully guarded traditions. Players rarely deliberately hurt one another; when they do, they are banned for months on end.” The culture of respect between rugby players is a known agreement to leave the fighting and differences on the field. It is a rough sport and has a sense of brotherhood for all players, regardless of the team or skill. Safety is of the utmost importance for the referee. When a player commits a dangerous penalty, they are sent off of the field and must stay off for a time range of two to ten minutes. If the official overseeing the match deems the action seriously dangerous, the athlete in the wrong will be suspended anywhere from one week to indefinitely. Participants understand the results of their actions and take extra precaution to keep themselves and their opponents safe.

Naturally, football has a lot of contact and physicality involved. The problem is not the physical nature of it, but the unnecessary and unsafe techniques players use. The basic contact in football is blocking and tackling. Football players risk career-ending, even life-threatening injury every time they slam into an opponent. Even worse, recent studies have shown that injuries to the brain may lie dormant and symptomless for years. Cumulative injuries that could have been prevented if detected in time result in mental illnesses ranging from depression to dementia and even suicide.

Football players can receive “mini” concussions over one-hundred times throughout a game when they slam into an opponent. These mini-concussions are small, unnoticeable concussions are caused by repetitive blows to the head causing the brain to slam into the skull, but without any symptoms of a concussion. Players that are blocking and tackling often have more of these mini-concussions. The complications that come from cumulative mini-concussions do not show up for years. Down the line, a person may begin to have symptoms of dementia, aggression, and personality changes. They will not be aware that they are changing, but their family will notice. This is CTE. CTE is caused by repetitive head trauma that cumulates and slowly destroys the brain. It may not show any symptoms for ten or more years. Doctors have no real cure for CTE, and it can result in life-ending consequences.

Elite level football athletes are more likely to end up with horrific complications from concussions compared to any other elite level athlete. For example, NFL players, like Junior Seau, have taken their own lives because of CTE complications. Junior Seau was a linebacker in the NFL that was recognized for his passionate play and was inducted into the Hall of Fame. He received countless blows to the head throughout his football career and was found to have suffered CTE. CTE does not show a person’s true emotions and personality, but it distorts their thinking and turns them into someone they never would have become. According to Mary Pilon and Ken Benson, “Researchers at Boston University, who pioneered the study of C.T.E., have found it in 33 of the 34 brains of former N.F.L. players they have examined.” The disease can only be identified after death with the close eye of a trained doctor and a microscope. The NFL has turned a blind eye for too long and left these traumatic injuries and complications to the wayside. The techniques used in football must change, or future and current players will follow the footsteps of those that suffered before them.

People that participate in football and other high-impact sports are accepting of life-changing injuries when they agree to play the sport, but they do not expect it to be life ending. Football players are padded, and they do not receive as much of an immediate effect from high-impact head injuries. The small amount of pain or “ringing” is brushed off as a good hit. The player then goes on to receive countless of these impacts which eventually manifest into permanent brain damage and at the worst, CTE. Football fans and players can be ignorant of the facts, but outsiders do not desire to stop them from participating. The conversation about football and life-altering injuries only pushes to make it safer, not eliminate it.

When good techniques are used, it is not always good enough. Bringing down an opponent at full speed is not easy and can be extremely unsafe. Rugby players also receive head injuries, but it happens less than football players. The pure inertia of stopping someone running full speed can compress the spine and cause havoc on the skull. The symptoms are not always immediate but can cause future, unforeseen complications. Overall, contact sports display numerous possible injuries, and the players are not always able to avoid them. The decisions players make on the field, and the techniques they employ are a deciding factor in most injuries. No athlete is safe, but every athlete should think about themselves and their health before pushing too far and engaging in dangerous play.

References

Pilon, M., & Belson, K. (2013, January 10). Seau Suffered From Brain Disease. Retrieved April 1, 2018, from https://www.nytimes.com/2013/01/11/sports/football/junior-seau-suffered-from-brain-disease.html

Bodenner, C. (2016, October 14). Which Is More Dangerous, Rugby or Football? Retrieved April 1, 2018, from https://www.theatlantic.com/notes/2016/10/rugby/504143/

Reflective-Dohertyk9

Core Value 1. My work demonstrates that I used a variety of social and interactive practices that involve recursive stages of exploration, discovery, conceptualization, and development.

I wouldn’t say that I was a beginner in writing when I began this course; I took a number of similar classes throughout high school, in addition to Composition I in the Fall 2017. However, Composition II has vastly improved my writing, challenging me in a way that many of my previous courses have failed to do. I was given and took advantage of many opportunities for feedback; the perfect example being my White Paper. I set out to prove an entirely different concept at the beginning of the semester; that rape wasn’t real because consent is impossible to define. By the time I attempted to write my definition and causal arguments, I was at a complete loss. Despite all of my research, I could not come close to proving that consent was impossible to define, or that this caused anything. Yet after a thorough conference with my professor, I had a much better understanding of what the data I spent so long researching actually proved. Because of feedback and an ongoing discussion of the data, I was able to clarify my argument and find a concept worthy of proving.

Core Value 2. My work demonstrates that I read critically, and that I placed texts into conversation with one another to create meaning by synthesizing ideas from various discourse communities. 

Many of the class discussions were designed in a counterintuitive manner, a way in which I rarely seek to look at the world. I approached these discussions in the same critical way as everything I encounter, but I noted that they always required a lot of thought before I could determine whether to refute the idea or agree with it. At one point, when the professor posed that we “don’t have a thought in our heads,” I found it impossible to agree. I couldn’t leave the class without hearing some sort of support for his claim, because I had always considered myself to have much more in my head than “I’m hungry,” or any similarly basic, passing thought. The professor then explained to me that he considered more complicated arguments in our minds to be mental writing, an idea which I could not deny the logic of. After all, there is certainly a separation between passing thoughts and analyses of bigger concepts. I’ve spent the classes since thoroughly engaging in mental “writing” about the topics we have discussed, seeking to prove the validity or falsehood of the professor’s wholly counterintuitive concepts. A prime example of a concept that I approached in such a manner was that of “Stone Money.” Admittedly, I spent the majority of the time that I was listening to the audio shaking my head and scoffing. The summary of my bank account balance is a very real number to me. However, the explanation of the Yap’s monetary system, and then Brazil’s solution to its inflation crisis, and even the strange practices within United States itself struck me as odd, and I began to question whether money was real or imagined. I reviewed all of the evidence presented to me, and was even able to find new evidence to reinforce the idea and demonstrate that the Yap’s system is mirrored in our own system today. I haven’t looked at the pieces of green cloth in my wallet the same way since.

Core Value 3. My work demonstrates that I rhetorically analyzed the purpose, audience, and contexts of my own writing and other texts and visual arguments.

Nothing demonstrates the many facets of a single case better than the Safer Saws assignment. The audience wholly determined the argument. Steve Gass was outraged and argued that because he advanced the safety of saws, it should be implemented in all saws to prevent amputations, and he should be compensated for the idea. Product reviewers think that it would be ridiculous to demand the proposed changes from saw companies; it would tack on a hefty cost that severely cuts profit. The companies themselves don’t want to pay large sums of money for changes that could cause their bankruptcy. This assignment increased my awareness of just how multifaceted all arguments are. I was required to evaluate a myriad of different points, all with differing methods of portraying their argument; Steve Gass made a video displaying the effectiveness of his saw, even placing his own safety on the line to show his unwavering trust in his creation. Product reviewers attempted the same with the competition’s version of SawStop, but ultimately (and unwittingly) proved that Steve Gass’s technology was the more effective of the two. Other reviewers presented their arguments in articles, and/or utilized pictures of amputees whose injuries could have been prevented with SawStop technology. In conjunction with one of my professor’s lectures, the Safer Saws assignment facilitated my understanding that “a black sneaker is not the opposite of a white sneaker, because there is no opposite of a sneaker,” (Professor Hodges’s lecture.) I have since applied this to writing and reviewing my own works. I now always consider who my audience will be and what potential counterarguments readers might pose, so that I can adequately refute their questions before they are even asked.  

Core Value 4: My work demonstrates that I have met the expectations of academic writing by locating, evaluating, and incorporating illustrations and evidence to support my own ideas and interpretations.

The visual rhetoric assignment embodies this core value. The professor asked the class not to listen to the audio as we analyzed our chosen videos, allowing whatever bias the music created to be removed from our individual analyses. Because he requested that we stop the video and note it second-by-second, I was able to learn much more about the visual argument that the video presented. In my original analysis, I simply described the details and didn’t pose any questions as to the meaning of the video; any sort of argument it displayed was lost on me because the content didn’t seem to imply much of anything. Looking deeper into the first second, I was more engaged with the visual work and asked a number of questions in relation to the video. Although the video I chose for my visual rhetoric assignment seemed to borrow its theme from an outside source, the video that we analyzed in class made clear to me what I should ordinarily be able to take out of a visual argument. I have to admit that it was impressive how many subtle messages were hidden in every second of the video; if we hadn’t stopped the video every second, I might have missed them. This assignment undoubtedly allowed me to hone my ability to recognize these seemingly insignificant details and add them into my own works. In my revision of my visual rhetoric, I noted many more details that were not clear to me in my first draft.

Core Value 5. My work demonstrates that I respect my ethical responsibility to represent complex ideas fairly and to the sources of my information with appropriate citation. 

 Those who grossly misinterpret or skew data to support their own weak argument, who try to convince me of blatantly false information, or glaring contradictions, instantly lose my respect. Personally, I seek to avoid such grave mistakes by prioritizing citations and accurate representations of content. As an author, I would loathe inaccurate interpretations of my own writing, so I make sure to conscientiously review my use of quotations or paraphrasing to avoid subjecting the author to that same frustration. Throughout the semester, I have cited sources in each written assignment, even including the sources that I used very minimally. My White Paper is a compilation of all the sources I have reviewed to educate myself on my topic. I intend to use only a select few of them in my complete research paper, but have noted them nonetheless. I would expect anyone else to do the same. 

definition rewrite- thenaturalist

When a person is born their childhood is already defined what jobs their parents have and what they have. As they grow older they are more and more defined by whatever their parents are able to give them. they are influenced by what their parents go through, because until they are old enough to understand what they have or who they are they are defined by the previous upbringing of their parents.

When a child is brought up in a multiracial household they face the discrimination that both parents endure. They see the struggle of each race or skin color faces. They are told stories of the oppression and have to hold that on their back for the rest of their life.

These children grow up to face many uncomfortable situations that many monoracial people would see as insulting and rude, these situations have an effect on their psyche. In an article by Astrea Greig, Understanding the Stressors and Types of Discrimination that can Affect Multiracial Individuals, situations discussed include being forced to choose one race rather than being able to identify as mixed, or being called an “other”, situations come up where you are assumed as one race and the group of people starts making racial slurs against a race you identify as.

A research article, Understanding the Unique Experiences of Multiracial Individuals, raises awareness about the importance of understanding multiracial people when they are receiving therapy. When dealing with multiracial clients a tool used is the Multiracial Challenges and Resilience Scale, MCRS. A study was conducted asking multiracial people in urban areas to answer a series of questions concerning; others disbelief regarding racial background, lack of family acceptance, multiracial discrimination, appreciation of human differences, challenges with identity, and pride with racial background. The three studies conducted showed that on average 75% experienced discrimination specifically related to being multiracial.

So what nobody dares to talk about is the possibility of other ethnicities having the privilege or is privilege even a real thing.

Privilege is believed to be an advantage that you are born with, you are not acquired privilege. When applying the idea of privilege to race a person’s advantage varies from being hired over another based on skin color to have an easier time buying groceries at a grocery store. It is defined by Merriam Webster dictionary as “a right or immunity granted as a peculiar benefit, advantage, or favor”, with this definition it is assumed that only white people experience privilege or experience more privilege than another race.

Privilege is not even brought up when being raised because privilege is what your parents can provide you. Privilege has nothing to do with skin color because of how broad the subject is. In the research of privilege done by Linda L. Black and David Stone it cannot be determined whether “birthright” privilege is real because by definition privilege is “…any entitlement, sanction, power, and advantage or right granted to a person or group” multiracial people are being more discriminated against as they are believed to have more of an advantage over someone else who is part of one of their races. Nature Duran-Smith from Affinity Magazine has experienced first hand “Being… the black sheep” and being “…exposed to stereotypes of every race you are mixed with.”

Privilege is a hard pill to swallow but skin color and race are not the only things people need to stop and think about. A study group by Black and Stone showed that there were 20 categories of privilege. The category of privilege is broadened by gender, sexuality, age, religion and so forth. The idea of privilege is too broad to believe that because a person is multiracial that they face more privilege than the less desired race.

Self-Reflective Statement – summergirl1999

 

Core Values

Core Value 1. My work demonstrates that I used a variety of social and interactive practices that involve recursive stages of exploration, discovery, conceptualization, and development.

Throughout the semester I used a variety of social and interactive practices. Although our focus throughout the semester was our 3000-word research paper, we learned many things and did interactive activities and that helped a lot. By learning about other social topics that are interesting other than just our topic about what we wrote our paper about helped me get my ideas flowing. In the beginning of the semester we read and listened to a podcast about “Stone Money,” which was about currency in other places. We spoke about it in class, and many classmates gave their own opinions on the topic and it made the conversation very interesting and educational.

Core Value 2. My work demonstrates that I read critically, and that I placed texts into conversation with one another to create meaning by synthesizing ideas from various discourse communities. 

Throughout the semester I learned how to better my critical reading skills. I know how to look at texts and create more meaning from the ideas. A task we had to complete this semester was called “Safer Saws.” Before this semester I would have probably read the different articles and create meaning from the general point. But now with proper training and practice, I recognized the different claims the different people of the article were making. Analyzing people and their points more clearly in texts and articles, shows the different aspects of the piece. Especially when the text is relevant to today’s society, identifying the type of claim a quote or text is gives it more complexity.

Core Value 3. My work demonstrates that I rhetorically analyzed the purpose, audience, and contexts of my own writing and other texts and visual arguments.

Throughout the semester I can definitely say that my writing has improved in many aspects. Starting off the semester I was nervous about the long 3000-word research paper that was mandatory to turn in at the end of the semester. I am not nervous anymore, because I know I accomplished complexity throughout my paper. In my paper, but more specifically throughout my rebuttal essay my writing demonstrates that I analyzed the purpose, audience, context, and visual representation of my work. My purpose throughout my essay was to inform students about college, especially in my Rebuttal Argument I use a clear visual representation of two fictional students, Student A and C who both attended college but have different outcomes.

Core Value 4: My work demonstrates that I have met the expectations of academic writing by locating, evaluating, and incorporating illustrations and evidence to support my own ideas and interpretations.

Throughout my research essay, especially through my Causal Argument, I have met the expectations of academic writing by locating, evaluating, and incorporating illustrations and evidence to support my own ideas and interpretations. In my causal essay, I give plenty of detail and background on the advantages and disadvantages of a college education. I also bring up two different students, Student A and Student C who both went to college but encountered a different outcome, which I used as a visual illustration throughout my essay. There is a great amount of information and detail for the argument, I evaluated the information and quotes that are provided for both pro and con for having a college education. Throughout my essay I mention my own evidence and thoughts.

Core Value 5. My work demonstrates that I respect my ethical responsibility to represent complex ideas fairly and to the sources of my information with appropriate citation.

While writing an essay, especially an argumentative essay it is very significant to include information, fact, and detail for both sides of the argument. The job as a writer for an argumentative essay is to persuade the reader to agree with the point that is emphasized within the paper. My writing demonstrates that I respect my ethical responsibility to represent complex ideas fairly and to the sources of my information with appropriate citation. one of the keys. While writing my argumentative essay, especially my Causal Essay, I came across many sources, some that were untrustworthy and highly opinionated, I made sure I looked over sources closely. One of the many keys of writing a research essay, is using reliable and trustworthy sources.

Extra Material (not required)

Summergirl, I appreciate that you answered these questions, but they were provided by the Writing Arts Department as brainstormers, not part of the actual assignment requirements. I’ve moved them to the bottom of your post so your classmates won’t be confused and think they need to answer them as part of the Self-Reflective assignment.

Paper 1: Definition Argument

Writing is an art within itself; it takes a lot of effort and time. Finding sources took time because there are many aspects of the paper, and it is tricky to find reliable sources. Finding the sources was a more complicated process. Writing an annotated bibliography was very helpful because instead of taking the time for searching for what source I need, it was easy to have a brief summary of what the article was about. Having a conference with my professor was very helpful, it gave me more insight of my topic and taught me how to properly cite APA style.

Although my research paper is for my comp 2 class and an important grade, my topic is much bigger than that. My topic is about the pros and cons of a college education, which is a topic that is not spoken about that much but is a big decision. My ideas evolved from the work of others from websites and people stating facts and opinions about college, but I added most of my own thoughts and ideas.

One of my many sources for my research paper is from Forbes, called “How Today’s Student Loan Debt is Failing Future Generations.” Forbes is a well-known and credible source. It is important to use credible sources because if people read an argumentative paper without knowing what side they are on using quotes and information from credible sources can influence a person’s opinion.

Paper 2: Causal Argument

I used the combination of sources that I chose for my research paper because the sources give backup facts on my argument, my sources also give insight on my research topic. Each source that I used for my research paper played a distinct role because they give insight on my topic, give details about ivy league colleges, and details about white collar work.

Doubts some readers might have while reading my paper is the cons about college, since college is such a pushed issue within American society people that are pro college fully would probably be uneasy about the con facts about college.

Paper 3: Proposal Argument

My three papers show a multi-stage process, within each paper holds its own valuable information debating both sides, providing information, and scenarios to inform people about college as a whole, not just the benefits of a degree which is preached to most Americans.

Unique considerations that go into making a strong proposal argument is the thesis. Thesis’s in research papers are very important because it is the core of the argument and paper, including a strong thesis in a research paper makes the paper and the point trying to be made strong.

“I will examine the large amount of student debt in the United States of America. Student debt impacts graduates negatively in American society. Most Americans go to college to earn a college degree, so they do not have to struggle that much in life.” My target audience was students who are debating going to college or want to start pursuing something without attending college. I was appealing to that audience by starting off the proposal with the words “student debt,” students especially college students know those scary words, “student debt” can be an eye-catching phrase.

Grammar Exercise-Dohertyk9

 

“If a primary caretaker has a negative attitude toward their child it increases the risk that they’re child will grow up hostile towards others. And its not just aggression toward others that results from child abuse; a large amount of children raised by abusive parents also harm themselves. The reason for this negative behavior is because the children don’t learn appropriate techniques for handling lifes disappointments. If you aren’t raised with coping skills, your much to likely to act ‘inappropriately’ then if you have developed more reasonable approaches. The affect of poor parenting as reported by Dr. Geoffrey Dahmer in “The Bully Papers”, is that everyone gets the child they deserve.”

Rule 1:  There/Their/They’re

“If a primary caretaker has a negative attitude toward their child it increases the risk that they’re child will grow up hostile towards others”

Error: they’re should be their. “If a primary caretaker has a negative attitude toward their child it increases the risk that their child will grow up hostile towards others”

Rule 2: Its/It’s

“And its not just aggression toward others that results from child abuse”

Error: its should be it’s or it is. “And it’s not just aggression toward others that results from child abuse”

Rule 3: The reason is because

“The reason for this negative behavior is because“

Error: Because means for the reason that. So instead this sentence should read, “The reason for this negative behavior is” or “This negative behavior is because”

Rule 4A: Pronouns and Gender

“If a primary caretaker has a negative attitude toward their child”

Error: The author attempted to avoid the gender problem, but didn’t make the sentence plural. It should read: “If primary caretakers have negative attitudes towards their children,” or “If a primary caretaker has a negative attitude toward her child,”

Rule 4B: Pronouns and Number

“If a primary caretaker has a negative attitude toward their child”

Error: There is only one primary caretaker. It should read: “If primary caretakers have negative attitudes towards their children,”

Rule 5: Count and Noncount Nouns

“a large amount of children raised by abusive parents also harm themselves.”

Error: Children can be counted, therefore we should use the word “number” rather than the word “amount.” “a large number of children raised by abusive parents also harm themselves.”

Rule 6: To/Too/Two

“your much to likely to act ‘inappropriately’ then if you have developed more reasonable approaches.”

Error: Incorrect use of the word “to.” Instead, the word “too” should be used here. “your much too likely to act ‘inappropriately’ then if you have developed more reasonable approaches.”

Rule 7: Periods and Commas Inside the Quotes

“The affect of poor parenting as reported by Dr. Geoffrey Dahmer in “The Bully Papers”, is that everyone gets the child they deserve.”

Error: The comma should be within the quotes. “The affect of poor parenting as reported by Dr. Geoffrey Dahmer in “The Bully Papers,” is that everyone gets the child they deserve.”

Rule 8: Then/Than

“If you aren’t raised with coping skills, your much to likely to act ‘inappropriately’ then if you have developed more reasonable approaches.”

Error: Wrong version of “then” is being used here. “Than” should be used because it is a comparison. “If you aren’t raised with coping skills, your much to likely to act ‘inappropriately’ than if you have developed more reasonable approaches.”

Rule 9: Affect/Effect

“The affect of poor parenting as reported by Dr. Geoffrey Dahmer in “The Bully Papers”,”

Error: Wrong version of “affect” being used here. We should be using the noun, “effect,” not the verb, “affect.” “The effect of poor parenting as reported by Dr. Geoffrey Dahmer in “The Bully Papers”,”

Rule 10: Your/You’re

“If you aren’t raised with coping skills, your much to likely to act ‘inappropriately’ then if you have developed more reasonable approaches.”

Error: The contraction for “you are” should be used here. No possession is taking place. “If you aren’t raised with coping skills, you’re much to likely to act ‘inappropriately’ then if you have developed more reasonable approaches.”

Rule 11: Single quotes/Double quotes

“your much to likely to act ‘inappropriately’ then if you have developed more reasonable approaches.”

Error: The only time we use single quotes is within double quotes. “your much to likely to act “inappropriately” then if you have developed more reasonable approaches.”

Rule 12: The Banned 2nd Person

“If you aren’t raised with coping skills, your much to likely to act ‘inappropriately’ then if you have developed more reasonable approaches.”

Error: Use of the 2nd Person. “If children aren’t raised with coping skills, they’re much to likely to act ‘inappropriately’ then if they have developed more reasonable approaches.”

Rule 13: Plurals and Possessives

“The reason for this negative behavior is because the children don’t learn appropriate techniques for handling lifes disappointments.”

Error: Possession is indicated with an apostrophe. “The reason for this negative behavior is because the children don’t learn appropriate techniques for handling life’s disappointments.”

Rule 14: Subject/Verb Agreement

“The affect of poor parenting as reported by Dr. Geoffrey Dahmer in “The Bully Papers”, is that everyone gets the child they deserve.”

Error: The word “everyone” is actually singular, not plural. Therefore, “they” should not be used. “The affect of poor parenting as reported by Dr. Geoffrey Dahmer in “The Bully Papers”, is that everyone gets the child he/she deserves.” or “The affect of poor parenting as reported by Dr. Geoffrey Dahmer in “The Bully Papers”, is that we all get the child we deserve .”

“If primary caretakers have negative attitudes towards their children, there is an increased risk that their children will grow up hostile towards others. And it’s not just aggression toward others that results from child abuse; a large number of children raised by abusive parents also harm themselves. This negative behavior is because the children don’t learn appropriate techniques for handling life’s disappointments. If children aren’t raised with coping skills, they’re much too likely to act “inappropriately” than if they have developed more reasonable approaches. The effect of poor parenting as reported by Dr. Geoffrey Dahmer in “The Bully Papers,” is that we all get the child we deserve.”

Grammar Exercise- Nreina34

A primary caretaker’s negative attitude toward their child increases the risk that their child will grow up hostile towards others.  If a primary caretaker has a negative attitude toward their child it increases the risk that their child will grow up hostile towards others. And it’s not just aggression toward others that results from child abuse; a large amount of children raised by abusive parents also harm themselves.  Negative behavior happens because children do not learn appropriate techniques for handling life’s disappointments. If you aren’t raised with coping skills, you’re more to likely to act ‘inappropriately’ than if you have developed more reasonable approaches. The affect of poor parenting as reported by Dr. Geoffrey Dahmer in “The Bully Papers”, is that everyone gets the child they deserve.

Grammar exercise – DudeInTheBack

If primary caretakers have a negative attitude toward their children, it increases the risk that their children will grow up to act hostile towards others. It’s not just aggression toward others that results from child abuse, considering a large amount of children raised by abusive parents also harm themselves. The reason for this negative behavior is because the children do not learn appropriate techniques for handling life’s disappointments. If someone is not raised with coping skills, they are likely to act ‘inappropriately’ rather than someone who has developed more reasonable approaches. The effect of poor parenting as reported by Dr. Geoffrey Dahmer in “The Bully Papers,” is that everyone gets the child that they deserve.

Grammar Exercise – PaulaJean

If primary caretakers have a negative attitude toward their child it increases the risk that their child will grow up hostile towards others. And it’s not just aggression toward others that results from child abuse; a large amount of children raised by abusive parents also harm themselves. This misbehavior is because the children don’t learn appropriate techniques for handling life’s disappointments. If children aren’t raised with coping skills, they’re much too likely to act “inappropriately” than if they have developed more reasonable approaches. The effect of poor parenting as reported by Dr. Geoffrey Dahmer in “The Bully Papers,” is that everyone gets the child they deserve.

Grammar Exercise – MyrtleView

If a primary caretaker has a negative attitude toward their child it increases the risk that their child will grow up hostile towards others. And it’s not just aggression toward others that results from child abuse, a large number of children raised by abusive parents also harm themselves. This negative behavior is because the children don’t learn appropriate techniques for handling life’s disappointments. If children aren’t raised with coping skills, they are more likely to act “inappropriately” than if they have developed more reasonable approaches. The effect of poor parenting as reported by Dr. Geoffrey Dahmer in “The Bully Papers” is that everyone gets the child they deserve.

 

Grammar exercise- jdormann

If primary caretakers have a negative attitude toward their child, it increases the risk that their child will grow up hostile towards others. And it’s not just aggression toward others that results from child abuse; a large number of children raised by abusive parents also harm themselves. This negative behavior is because the children don’t learn appropriate techniques for handling life’s disappointments. If someone is not raised with coping skills, they are likely to act “inappropriately” then if they have developed more reasonable approaches. The effect of poor parenting as reported by Dr. Geoffrey Dahmer in “The Bully Papers,” is that everyone gets the child they deserve.