Student essays and teacher pleasers

Lest any readers object to the viewpoints above, Berkeley alumna Nisa Dang warns them to “check” their “privilege.” She argues that “no protest is nonviolent.” Students were “compelled” to protest violently, she says, because Milo’s words make students feel unsafe, and therefore call for pre-emptive action: “If I know that you are planning to attack me, I’ll do all I can to throw the first punch.” Adding that “police are violent agents of the state,” she claims that their very presence — limited as it was at the Milo event — “creates an atmosphere that perpetuates violence on community members.” She then mocks Milo for not facing whatever violence the rioters had in store — “To Milo: I’m sorry that you were too scared to stand your ground” — and hints that he ought to be murdered by those who survived genocides by “killing Nazis and people just like them.”

Longer essays may also contain an introductory page that defines words and phrases of the essay's topic. Most academic institutions require that all substantial facts, quotations, and other porting material in an essay be referenced in a bibliography or works cited page at the end of the text. This scholarly convention helps others (whether teachers or fellow scholars) to understand the basis of facts and quotations the author uses to support the essay's argument and helps readers evaluate to what extent the argument is supported by evidence, and to evaluate the quality of that evidence. The academic essay tests the student's ability to present their thoughts in an organized way and is designed to test their intellectual capabilities.

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Student essays and teacher pleasers

student essays and teacher pleasers

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