Recent orders
To complete this worksheet for paper 1 you should
To complete this worksheet for paper 1 you should:
Go through the annotations in the article and find the interesting pieces of evidence, patterns, contrasts/opposites that you think you might want to work with.
As you go through the annotations ask:
Which of these pieces of evidence points most clearly to the author’s argument?
Which pieces of evidence overlap? Can groups be created out of certain pieces of evidence?
Which of these pieces of evidence would be the most interesting to discuss?
Rank your evidence from the most important to least important and explain how each piece of evidence or patterns of evidence supports a specific complex argument that the author is making within the text.
When linking evidence into the author’s complex argument you should consider:
How does the author’s specific language in the evidence I’ve chosen speak to the argumentative position the author is taking? In a basic way, consider whether the words that the author is choosing pointing towards a negative or positive attitude towards their general subject?
Why has the author made the deliberate choice to use the words that you have chosen as specific evidence? What do those words mean? Why would the author choose those words and not an alternative?
In what ways is the evidence that I have chosen a small compact example of the larger argument the author is making? In other words, how does the small specific piece of evidence chosen expand out to the author’s larger complex argument?
Review the information on the rhetorical analysis handout.
Think about audience
Who is the actual audience for this text and how do you know?
Who is the invoked audience for the text and where do you see evidence for this in the text?
What knowledge, beliefs, and positions does the audience bring to the subject-at-hand?
What does the audience know or not know about the subject?
What does the audience need or expect from the writer and text?
When, where, and how will the audience encounter the text and how has the text—and its content—responded to this?
What roles or personas (e.g., insider/outsider or expert/novice) does the writer create for the audience? Where are these personas presented in the text and why?
How should/has the audience influenced the development of the text?
Think about Purpose:
What is the aim/goal of the writer?
What motivated the writer?
What is the author’s perspective/leaning/bias in the argument?
Think about exigence:
The exigence refers to the perceived need for the text, an urgent imperfection a writer identifies and then responds to through writing. To think rhetorically about exigence is to think about what writers and texts respond to through writing.
What has moved the writer to create the text?
What is the writer, and the text, responding to?
What was the perceived need for the text?
What urgent problem, or issue, does this text try to solve or address?
How does the writer, or text, construct exigence—something that prompts response—for the audience?
Think about the rhetorical appeals
Ethos: (credibility of author)
Who is the writer?
What is the historical/ political/cultural/professional background of the author and/or the source?
What type of source/s does the passage/text use, if any? (research data, reports, interviews, personal experience, etc.)
Pathos: (emotional appeals, appeals of value, appeals of necessity)
How does the writer create an emotional response?
Does the writer use familiar references to explain an unfamiliar idea? (remember most of the things we read in this class are written for a specific audience where the writer assumes they are knowledgeable with the content.) Think about how well the writer uses examples.
Logos: (logic of claims and evidence in the argument)
What logical steps does the author take to make his/her point? (compares, contrasts, shows through examples, explains events, etc.)
Kairos: (time and place the rhetorical appeals and devices are used)
Think about context: What is the context in which it was written/uttered?
This relates also to audience, purpose and exigence
Primary Management Activities
Name
Course
Course Instructor
Date
Primary Management Activities
1
Planning, organization, loading and controlling are the primary management activities which should be performed by every manager for efficient performance of an organization. Planning and controlling was a big issue in the nearby pharmacy where the manager did not organize his team properly. There was a big issue in planning the staff and even organizing them in the best way and this turned out to be very costly. Although there were enough staffs in the grocery, still there were challenges regarding customer service. Pharmacy staffs were not initially deployed in specific sections by the management. It was also easy for an employee to work both during the day and night shift as a way of covering for the other who just asked for an emergency leave.
Management did not plan for leaves and even specific places where their employees would work. Workforces were not fully utilized because at one point, many employees would be staffed in a less busy section while less employees taken to the busy place. This was an absolute failure in utilization of employees and it later contributed to reduced customer satisfaction as well as underperformance in other areas such as packaging section. It was later realized by a new manager that the greatest problem was failure to plan and organization. The new manager then planned and equally deployed every employee to appropriate sections which solved all the challenges (Schermerhorn 16-22).
2
Planning is actually the most important activity that should be started with by a manager. Planning actually results into great end results as it avoids chaos at the end of any function. Professionally, it is important to plan by setting objectives and ways of achieving them. Planning requires that the planner should be aware of the environmental factors that may affect the organization and forecast on the future. In addition, planning requires managers with good decision making skills (Schermerhorn 16-22).
Following the example given it was necessary for the manager to initially understand various activities involved in the drugstore and plan on how the employees would carry out the activities smoothly. Failure to plan with the employees turned out costly in terms of customer satisfaction and employee utilization. Employees could be paid from performing very minimal activities. I would improve planning by first identifying challenges facing the organization and forecast on future conditions and consequences (Schermerhorn 16-22).
3
Control is very important because it is aimed at achieving set goals making it the most important part of the management activities. It involves taking corrective actions to minimize any variance between actual performance and set objectives. Also includes ensures effective and efficient way of achieving plans and maintaining variations. Control is a continuous process amongst the management primary activities. A manager struggling in control should set standards and ensure his subordinates understand the set objectives through efficiently communicating with them. A struggling manager should also ensure smooth communication between him and his employees as well as amongst employees themselves (Schermerhorn 16-22).
Concurrent control is the most effective kind of control because it occurs while the activities are in progress. It ensures continuous regulation of the ongoing activities with an intention of achieving the desired goals. Because management is normally aware of the set goals, they may use this type of control to take corrective action in order to ensure maximum implementation of the set goals.
Works Cited
Schermerhorn, John R. Management. Hoboken, N.J: Wiley, 2010. Print.
bitter
sweet or sour and adjust the flavour to meet customer standards.