Essay Assistance with Rhetorical and Visual Analysis

Essay Assistance with Rhetorical and Visual Analysis

Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

 

17 Million Doomed Creatures Teach Humanity a Lesson

If there’s one thing this pandemic has taught us, it’s that we can’t get away from the world we’ve created.

Margaret Renkl’s contribution

Nov. 16, 2020 Contributing Opinion Writer

The image of the mink in Denmark, about to be murdered, struck me the most. The creatures peek out of their cages with open curiosity, their ears cocked forward and their dexterous fingers clutching the cage doors’ wire as they investigate their surroundings. They’re obviously attempting to figure out what’s going on.

What’s going on, it seems out, is that mink can catch Covid-19 from both humans and other mink. Several other animals, including dogs, cats, hamsters, tigers, monkeys, and ferrets, have caught the virus from humans, but only mink have passed it on to us so far.

Mink are native to North America, but millions of them are farmed all over the world, including in the United States. (To be clear, when we say “farmed,” we mean that the animals are held in cages until they are killed and skinned for the fur industry.) Because few people come into contact with mink, news of Covid-19 on mink farms hasn’t sparked the kind of public panic that would undoubtedly occur if dog parks were potential superspreaders.

The fact that Covid-19 can mutate as it moves between humans and mink and back again is what makes the report from Europe so concerning. The virus has not become more easily transmissible or more likely to cause severe infection as a result of these modifications. However, because one set of changes in one virus type has the potential, at least theoretically, to restrict the effectiveness of a Covid-19 vaccine, Danish officials took the extreme step of killing all 17 million minks in the country.

It’s a heartbreaking tale of mass murder and mass burial. The outcry in Denmark, the world’s top producer of mink pelts, has centered on the government’s order’s fragile legal underpinning, as well as the financial devastation it has caused to fur farmers. The underlying question is why there are so many of these farms in the first place.

The fact that life on Earth is out of balance is not news. We already know that human conduct has harmed everything from global biodiversity to real weather, including not only the burning of fossil fuels but also food production, wilderness fragmentation, habitat destruction, and overpopulation, among other planetary depredations. Warnings from scientists and environmental campaigners, on the other hand, have mostly gone unheeded by the general people, even when the depredations come at a cost to us.

For decades, we’ve known what happens when we put pressure on wild animals by deteriorating their habitats, disrupting their ecosystems, putting them in cages, or failing them in other ways. H.I.V., Lyme disease, bubonic plague, anthrax, and Ebola are just a few of the animal pathogens that have infected humans. The coronavirus pandemic is only the latest illustration of what nature has been warning us about for a long time.

In June, Ferris Jabr wrote in The New York Times Magazine, “When illnesses spread from animals to people, and vice versa, it is usually because we have rearranged our common ecosystems in ways that make the shift considerably more likely.” “Deforestation, mining, intensive agriculture, and urban sprawl devastate natural ecosystems, causing wild animals to congregate in human settlements. Cross-species infection is considerably increased by excessive hunting, trading, and consumption of wildlife.”

People who care for the natural world are historically pitted against those who believe that nature is fantastic as long as it doesn’t get in the way of their ambitions to develop a new subdivision, purchase a cheap hamburger, drive a large SUV, or eat raspberries all year. So long as it doesn’t cause them any bother.

Our ease comes at a cost to the environment. The continuing decline of coral reefs; a devastating hurricane season; American-caused coastal plastic pollution; and the Trump administration’s decision to remove gray wolves from the protected species list have all made headlines in recent weeks.

Only half of our error was believing that the natural world was ours to take. Our blunder was also neglecting to see that we are all part of the natural world. If there’s one thing this pandemic has taught us, it’s that we can’t get away from the world we’ve created. We must begin right now to prioritize biodiversity preservation, wildlife habitat protection, and living in better peace with our natural neighbors. To protect ourselves from a future of ever-renewing pandemics, we’ll have to radically rethink how we think about nature.

 

Opinion | 17 Million Doomed Creatures Teach Humanity a Lesson https://www.nytimes.com/2020/11/16/opinion/coronavirus-min…

11/18/20, 15:47, 1 of 2

In her stunning new essay collection, “Vesper Flights,” British naturalist Helen Macdonald writes, “Animals don’t exist in order to teach us things, yet that is what they have always done, and most of what they teach us is what we think we know about ourselves.” For far too long, people believed they had been given control over the entire planet. Now, the butchered minks in Denmark — and all the other creatures dying as a result of human-caused and quickly increasing extinction — are teaching us what we need to do to save them and ourselves: we must change our lives.

Margaret Renkl is a contributing opinion writer who focuses on the American South’s flora, wildlife, politics, and culture. “Late Migrations: A Natural History of Love and Loss” is her first book.

The New York Times is dedicated to publishing a wide range of letters to the editor. We’d love to hear your thoughts on this or any of our other posts. Here are a few pointers. Our email address is letters@nytimes.com.

On Facebook, Twitter (@NYTopinion), and Instagram, you can follow The New York Times Opinion section.
Opinion | 17 Million Doomed Creatures Teach Humanity a Lesson https://www.nytimes.com/2020/11/16/opinion/coronavirus-min… 2 of 2 11/18/20, 15:47

 

 

Description

 

Read “A Lesson for Humanity from 17 Million Doomed Creatures https://www.nytimes.com/2020/11/16/opinion/coronavirus-minks-wildlife-environment.html” carefully. Use the “Rhetorical and Visual Analysis” sheet’s explanation to assist you rhetorically examine not only the words but also the imagery in this piece.

WHAT IS IT THAT THE AUTHOR IS TRYING TO CONVICT US TO DO?

HOW is the author attempting to accomplish this?

Compare the link above to the to have a better understanding of how visuals can be crucial to a text’s effects.

“Opinion | A Lesson for Humanity From 17 Million Doomed Creatures – NYT 16 November 2020.pdf” is a pdf document.

 

RUBRIC 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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