Opinion Editorial Blog Post Op-ed literally means Opposite the Editorial Page, and is designed to present a variety of views on news events, government policies, pending legislation and social issues. Op-eds are a great opportunity to reach opinion leaders and “influentials” with messages important to your organization. Op-eds are short and to the point, often limited to 200 to 750 words. The basic structure of an Op-ed is: HEADLINE-five to six words that express the key message or point of view. LEAD PARAGRAPH-Catch the reader’s attention with 35 to 40 words BODY OF TEXT-five or six paragraphs to make your case including rationale, facts, statistics, and quotes from experts. CLOSING PARAGRAPH-call to action, tell readers what you want them to do with the information SHORT BIO-one sentence on the writer. ASSIGNMENT #8 – Using the organization/company for which you wrote the original backgrounder-Assignment #1 OR write an op-ed about an issue related to COVID-19 that is important to college students and you believe is treating college students unfairly. For example, making students move home for the rest of the semester, moving all classes online only, rescheduling graduation ceremonies, etc. Write an op-ed submission for the Washington Post. Follow the guidelines below and use the questions from the Washington Post Op-Ed submission form to submit your op-ed. What’s an op-ed? Taking its name from its traditional position opposite the editorial page of a newspaper, an op-ed is an opinion essay written by a staff columnist or an outside contributor. It should have a clear point of view or argument supported by specific evidence. It does not represent the opinions of The Washington Post — in fact, it may often contradict the opinion of The Post’s Editorial Board. What are the guidelines for op-ed submissions? Submissions should be limited to 800 words. We consider only completed articles and cannot commit to, or provide guidance on, article proposals. Op-eds may not have been submitted to, posted to or published by any other media. They must include the writer’s full name — anonymous op-eds or op-eds written under pseudonyms will not be considered. They also must include the writer’s home address, email address and telephone numbers. Additionally, we ask that writers disclose any personal or financial interest in the subject at hand. How are op-ed contributions selected? The Post receives hundreds of submissions a day and on most days can accommodate only a handful of outside contributions in print and online. Among the things we look for are timeliness (is it pegged to something in the news?), resonance (is it something that will interest Post readers?) and freshness of perspective (is it an argument we haven’t heard many times before?). You don’t need to have special expertise in a topic. But explaining how your background or experience informs your point of view can make for a more effective op-ed. You also don’t need to have an important title — and having an important title doesn’t mean we’ll publish your op-ed. In fact, because we realize that senators, business leaders, heads of state and the like have access to various platforms where they can express their views, we hold them to a particularly high standard when considering whether to publish them in The Post. When will I hear back about my op-ed submission? We do our best to read all submissions promptly. If you don’t hear from us within a week, it’s safe to assume we won’t be able to use your op-ed. Are op-eds edited? Our editors are careful not to alter a writer’s opinions or “voice,” but all op-eds are edited for clarity and precision of language and for logic of argumentation and organization. They are also fact checked and copy edited for grammar and style and may be adjusted to fit the space available in the newspaper. We ask contributors to sign off on all changes before we publish a final version on the website or op-ed page. Are op-eds solicited? Although we carefully review all unsolicited pieces that are submitted, we also reach out to people we think might have an interesting opinion on a topic in the news — especially when the news is breaking and we’d like to get smart commentary onto the website and into the paper quickly. Washington Post Op-Ed Submission Form Author’s Name Name of submitter (If the person submitting the op-ed is not the author, please indicate that here.) Contact email address Contact phone number (including area code) Subject Comments (Any additional contact details, cover letter or relevant information should be included here.) Text of your submission (Maximum length: 800 words) Online Learning, Why Students are the Biggest Losers Never before has there been confusion and uncertainty in the education field like today. For centuries, education has been the most organized of all other fields of the economy. However, the good days are long gone and for over a year now learning has been a lot harder to manage due to the COVID-19 pandemic. With the continues of the pandemic coping, both students and learning institutions have been forced to struggle with the challenges of learning during the pandemic. However, students seem to be more effected as the unexpected transition to online learning has counted as a disadvantage of many learners. Being dependent on funds from students, closure of learning institutions meant that eventually universities and colleges would be cash-strapped. As a result, universities were quick to transfer most, if not all, courses online in the bid to ensure continued learning. However, many institutions were not well prepared for the abrupt switch to online learning. As a result, student needs and satisfaction were not top priorities as universities embarked on completing the academic year. In the end, what looked like a shift to an alternative form of learning turned out to be a ‘forced transition’. Students and facilitators were expected to acquire and acquit themselves with learning management systems such as Moodle, Blackboard, Zoom, and Skype among others. Besides, the financial stress that came with this transition was enormous with students now being expected to have stable internet connections, which is a big challenge to students from low-income families. Does online learning reduce the distance? Some think yes, other think otherwise. Nevertheless, the truth is that online learning has made learning among international students easier by doing away with need to travel to foreign countries. However, it has also only created new problems by solving one. For instance, the scheduling of classes by U.S. universities is based to the time zones in the United States, which is a big challenge for international students in different time zones. As a result, some international students are forced to attend classes during odd hours of the day like late in the night or early in the morning. Besides, science majors that heavily rely on laboratory and clinical sessions or fine art majors that require studios can only be taught through hybrid learning. This forces international students to travel back to the United States, a problem that online learning was meant to solve. If it isn’t broken, then don’t fix it is a common phrase used by people to justify methods or systems that are perceived to be working ‘just right’. The same can be said about higher education learning institutions as far as online learning is concerned. As of now, most students have adjusted well to the new system except for a few, students with disabilities. Students with disabilities need more than just a monitor and stable internet connections to attend online classes. They need special attention, something that most professors and course facilitators may not be trained to do. For instance, students with hearing impairments need subtitles to be able to watch course videos while, colorblind students may be very sensitive to certain colors. Despite the many challenges encountered, online learning appears to have found a permanent existence in the education sector. As days go by, learning institutions are coming to terms with the grim realities of normalizing the use of online and distance learning. However, it is prudent that online learning is tailored towards ensuring quality and equity when it comes to student learning. If possible, online learning should not contribute to the inequity that has for a long time been part of the education system. If applied correctly, online learning can be used to reduce operational costs, both for the students and the university. This can be achieved if both the learners and the institutions agree on the best way forward. Add your bio and the rest of the details Purchase answer to see full attachment Tags: mental health issues social isolation learning institutions Covid 19 Pandemic tourism industry mental health problems User generated content is uploaded by users for the purposes of learning and should be used following Studypool’s honor code & terms of service.

MLA In-Text Citations: The Basics

Guidelines for referring to the works of others in your text using MLA style are covered throughout the MLA Handbook and in chapter 7 of the MLA Style Manual. Both books provide extensive examples, so it’s a good idea to consult them if you want to become even more familiar with MLA guidelines or if you have a particular reference question.

BASIC IN-TEXT CITATION RULES

In MLA Style, referring to the works of others in your text is done using parenthetical citations. This method involves providing relevant source information in parentheses whenever a sentence uses a quotation or paraphrase. Usually, the simplest way to do this is to put all of the source information in parentheses at the end of the sentence (i.e., just before the period). However, as the examples below will illustrate, there are situations where it makes sense to put the parenthetical elsewhere in the sentence, or even to leave information out.

General Guidelines

• The source information required in a parenthetical citation depends (1) upon the source medium (e.g. print, web, DVD) and (2) upon the source’s entry on the Works Cited page.
• Any source information that you provide in-text must correspond to the source information on the Works Cited page. More specifically, whatever signal word or phrase you provide to your readers in the text must be the first thing that appears on the left-hand margin of the corresponding entry on the Works Cited page.

IN-TEXT CITATIONS: AUTHOR-PAGE STYLE

MLA format follows the author-page method of in-text citation. This means that the author’s last name and the page number(s) from which the quotation or paraphrase is taken must appear in the text, and a complete reference should appear on your Works Cited page. The author’s name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence. For example:

Wordsworth stated that Romantic poetry was marked by a “spontaneous overflow of powerful feelings” (263).

Romantic poetry is characterized by the “spontaneous overflow of powerful feelings” (Wordsworth 263).

Wordsworth extensively explored the role of emotion in the creative process (263).

Both citations in the examples above, (263) and (Wordsworth 263), tell readers that the information in the sentence can be located on page 263 of a work by an author named Wordsworth. If readers want more information about this source, they can turn to the Works Cited page, where, under the name of Wordsworth, they would find the following information:

Wordsworth, William. Lyrical Ballads. Oxford UP, 1967.

IN-TEXT CITATIONS FOR PRINT SOURCES WITH KNOWN AUTHOR

For print sources like books, magazines, scholarly journal articles, and newspapers, provide a signal word or phrase (usually the author’s last name) and a page number. If you provide the signal word/phrase in the sentence, you do not need to include it in the parenthetical citation.

Human beings have been described by Kenneth Burke as “symbol-using animals” (3).

Human beings have been described as “symbol-using animals” (Burke 3).

These examples must correspond to an entry that begins with Burke, which will be the first thing that appears on the left-hand margin of an entry on the Works Cited page:

Burke, Kenneth. Language as Symbolic Action: Essays on Life, Literature, and Method. University of California Press, 1966.