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Hello guys, I really needed help with my essay. Can someone please me proof read this essay. It accounts for a lot of marks and I would really appreciate any help.

I really need help on the use of language conventions, MLA citations and essay structure, including its title, thesis, introduction, conclusion, endnotes and works cited.

Thank you in advance.

Studying Literature in Grade 12

This essay will prove that graduating students in Ontario should only study Canadian literature in a Grade 12 English course. While good writers exist in all cultures, Ontario students should only study Canadian writers. Because we need to become more familiar with our literature. Three reasons for this are; the need to focus on our own Canadian culture despite being surrounded by other cultures, the need to promote and establish our own writers, and the need to encourage younger Canadian authors.

Students in Ontario taking English should only study Canadian literature because we are completely swamped by the American culture around us. This is a Canadian tradition because we have always been a “branch plant” of another country starting with England and France meaning that our own culture has never had the chance to develop since we have always been under the thumb of a more powerful foreign culture. So, for years, a student in Ontario would study Shakespeare and other British writers: today they may also study American authors such as Fitzgerald. But many schools limit a students exposure to the Canadian novel to ISP reading lists. In this sense, Canada is an attic in which we have stored American and British literature without considering our own. 1 No wonder a Canadian student has problems appreciating there culture.

Often what Canadian literature is studied is very old. This includes works such as Mordecai’s Apprenticeship of Duddy Kravitz or Lawrences Stone Angel. Fifth Business, which was published in 1970 - over 35 years ago - is still on many courses of study in Gr. 12 classrooms. Atwood’s Handmade’s Tale the most recent of these books was published in 1985; over ten years ago. Again while most teachers allow and may even encourage a student to focus on more modern Canadian books for their ISP, his classroom experience is usually limited to studying these golden oldies.

Then there is the issue of these authors being primarily white, English Canadian and not reflective of our modern multicultural society. As Robertson Davies stated, “ Canada is not going to have a national literature in the mode of those European lands where a long history has bound the people together, and where a homogeneous racial inheritance has given them a language, customs, and even a national dress of their own.” 2 We need to look at the work of Canadian authors who have come here from different backgrounds. Connecting with our multicultural student body is really important! As Canadians, we are lost in a sea of international influences – we hardly know who we are. And we do this without realizing it. ‘What is a Canadian? A Canadian is a fellow wearing English tweeds, a Hong Kong shirt and Spanish shoes, who sips Brazilian coffee sweetened with Philippine sugar from a Bavarian cup while nibbling Swiss cheese, sitting at a Danish desk over a Persian rug, after coming home in a German car from an Italian movie..’ is an anonymous saying that practically defines the typical Canadian experience. No wonder that Margaret Atwood can comment that Canadians have issues with establishing their identity! In discussing Canadian writers, she argues that Canada as a state of mind does not really exist:

“I'm talking about Canada as a state of mind, as the space you inhabit not just with your body but with your head. It's that kind of space in which we find ourselves lost." 4

In conclusion, given this we should ignore the work of writers in other countries in order to familiarize ourselves with our own writers. While some might view this as ignorant, taking this approach will allow Canadian students to see the value of our authors. Canadian classrooms need to ignore the achievements of American and British authors at this point in time. We can return to studying them once our students have a strong sense of our own writers, culturally.
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Hi; Here are some comments and suggestions.

Regards, A-Emotion: stars

Studying Literature in Grade 12 (The title is not very good - it is too general.)
This essay will prove that graduating students in Ontario should only study Canadian literature in a Grade 12 English course. While good writers exist in all cultures, Ontario students should only study (repetitive; think of a different way to say this, or combine your sentences) Canadian writers. Because we need to become more familiar with our literature. (Fragment) Three reasons for this are (you already gave one reason in the last sentence) ; the need to focus on our own Canadian culture despite being surrounded by other cultures (really? the only other culture is American on the south and west; to the north and east is ocean), the need to promote and establish our own writers, and the need to encourage younger Canadian authors.

Students in Ontario taking English should only study Canadian literature because we are completely swamped by the American culture around us. (can you give a citation to prove this statement?) This is a Canadian tradition because we have always been a “branch plant” of another country starting with England and France meaning that our own culture has never had the chance to develop since we have always been under the thumb of (? doesn't Canada have its own government and elections? You need to define what you mean by "Canadian culture" - it is Algonkin, Cree, Ojibwe or Inuit? Not the culture of the British or French immigrants, who brought their own cuture with them. ) a more powerful foreign culture. So, for years, a student in Ontario would study Shakespeare and other British writers; today they may also study American authors such as Fitzgerald. But many schools limit a students exposure to the Canadian novel to(?) ISP (? spell out an acronym) reading lists. In this sense, Canada is an attic in which we have stored American and British literature without considering our own. 1 No wonder a Canadian student has problems appreciating there culture.
Often what Canadian literature is studied is very old. This includes works such as Mordecai’s Apprenticeship of Duddy Kravitz or Lawrences Stone Angel. Fifth Business, which was published in 1970 - over 35 years ago - is still on many courses of study in Gr. 12 classrooms. Atwood’s Handmade’s Tale the most recent of these books was published in 1985; over ten years ago. Again while most teachers allow and may even encourage a student to focus on more modern Canadian books for their ISP, his classroom experience is usually limited to studying these golden oldies.
Then there is the issue of these authors being primarily white, English Canadian and not reflective of our modern multicultural society. As Robertson Davies stated, “ Canada is not going to have a national literature in the mode of those European lands where a long history has bound the people together, and where a homogeneous racial inheritance has given them a language, customs, and even a national dress of their own.” 2 We need to look at the work of Canadian authors who have come here (immigrants?) from different backgrounds. Connecting with our multicultural student body is really important! As Canadians, we are lost in a sea of international influences – we hardly know who we are. And we do this without realizing it. ‘What is a Canadian? A Canadian is a fellow wearing English tweeds, a Hong Kong shirt and Spanish shoes, who sips Brazilian coffee sweetened with Philippine sugar from a Bavarian cup while nibbling Swiss cheese, sitting at a Danish desk over a Persian rug, after coming home in a German car from an Italian movie..’ (this should all be earlier. But what you quote here is no different than American culture!) is an anonymous saying that practically defines the typical Canadian experience. No wonder that Margaret Atwood (descriptive phrase here - who is Ms. Atwood?) can comment that Canadians have issues with establishing their identity! In discussing Canadian writers, she argues that Canada as a state of mind does not really exist:
“I'm talking about Canada as a state of mind, as the space you inhabit not just with your body but with your head. It's that kind of space in which we find ourselves lost." 4
In conclusion, given this, we should ignore the work of writers in other countries in order to familiarize ourselves with our own writers. While some might view this as ignorant, taking this approach will allow Canadian students to see the value of our authors. Canadian classrooms need to ignore the achievements of American and British authors at this point in time. We can return to studying them once our students have a strong sense of our own writers, culturally (?). (Where is your argument on each of the three points in your first paragraph? The structure you indicate in your introduction has not appeared in the body of your essay. Your arguments just beg the question.)
This request, and the essay, is a sample from an online course offered in Ontario. By helping this student, you are helping him or her cheat in this course, allowing an undeserving student to benefit from your hard work.
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Exactly!
Sorry, but I disagree. I did not write any part of the essay for him. I highlighted the errors. Even experienced writers who know better have trouble seeing their own errors. I gave no more help than a TA would do.
Your arguments just beg the question.)

Hi, can you explain to me the meaning of this phrase.

Thank you.

Students: Are you brave enough to let our tutors analyse your pronunciation?
In rhetoric, is is an invalid argument in which you assume the answer you are trying to prove:
These two arguments just beg the question:

1) Prove that Rover is a dog:
Argument: Rover is a dog because he is of the species canine lupus.

2) Prove that Mary always tells the truth.
Argument:
Mary told me she is honest.
Honest people always tell the truth.
Thus, Mary always tells the truth.
Thank you.

From reading your post, it seems to when you "beg the question" you are just trying to prove a point based on false correlations and assumptions.

Prove Mary is healthy:
An apple a day keeps the doctor away.
Mary eats an apple every morning.
Mary is healthy.

Something like this?
bigmit37From reading your post, it seems to when you "beg the question" you are just trying to prove a point based on false correlations and assumptions.
Something like that.
Precisely, it is assuming A to be true, as the basis of proving A to be true.

In your case, if it is proven that apples guarantee good health, then that is "external evidence" that might be valid for a proof. There are many types of fallacies in argumentation. Here is a more detailed description of "begging the question:"

http://en.wikipedia.org/wiki/Begging_the_question
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