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Artykuły w czasopismach na temat "Custom essay writing service"
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Neal, Michael R. "Review Essay: Assessment in the Service of Learning". College Composition & Communication 61, nr 4 (1.06.2010): 746–58. http://dx.doi.org/10.58680/ccc201011337.
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Effective Grading: A Tool for Learning and Assessment in College, 2nd ed. Barbara E. Walvoord and Virginia Johnson Anderson San Francisco: Jossey-Bass, 2010. 255 pp. A Guide to College Writing Assessment Peggy O’Neill, Cindy Moore, and Brian Huot Logan: Utah State University Press, 2009. 218 pp. Organic Writing Assessment: Dynamic Criteria Mapping in Action Bob Broad, Linda Adler-Kassner, Barry Alford, Jane Detweiler, Heidi Estrem, Susanmarie Harrington, Maureen McBride, Eric Stalions, and Scott Weeden Logan: Utah State University Press, 2009. 167 pp. Teaching and Evaluating Writing in the Age of Computers and High-Stakes Testing Carl Whithaus Mahwah, NJ: Erlbaum, 2005. 169 pp. Composition in Convergence: The Impact of New Media of Writing Assessment Diane Penrod Mahwah, NJ: Erlbaum, 2005. 184 pp.
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A. Hasyim, Umar Al Faruq, i Nurul Puspita. "LOCAL WISDOM VALUES IN EFL ONLINE LEARNING: EMERGING ENVIRONTMENTAL ISSUES". Journal of English Development 1, nr 02 (18.08.2021): 23–34. http://dx.doi.org/10.25217/jed.v1i02.1713.
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Abstract
Local wisdom values mean society awareness about their ability in recognizing the surrounding condition. In this context, the values refer to the Lampungnese custom in planting crop. Unfortunately, many EFL learners were not familiar with their surroundings. Furthermore, this research describes the used of environmental issue topic in learning Essay writing. The teaching and learning process was done by EFL students by using online platform. It was suggested during the pandemic situation. However, the aim of this research is describing EFL students’ activities in emerging environmental topic toward their essay. This research was done on second semester of essay writing students. It was about 27 students. In conducting the teaching and learning process the lecturers choose any pictures that deal with the local culture of Lampungnese in planting crop as a topic. Then, the students would be more familiar with the values of the culture and elaborate the values in term of essay writing.
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Díaz Larenas, Claudio, Lucía Ramos Leiva i Mabel Ortiz Navarrete. "Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing". PROFILE Issues in Teachers' Professional Development 19, nr 2 (1.07.2017): 87–100. http://dx.doi.org/10.15446/profile.v19n2.60231.
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This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay. The data were collected through two think-aloud protocols while 21 Chilean English as a foreign language pre-service teachers completed an essay task. The findings show that strategies such as summarizing, reaffirming, and selecting ideas were only evidenced during the post intervention essay, without the use of communication and socio-affective strategies in either of the two essays. All in all, a process-based writing intervention does not only influence the number of times a strategy is used, but also the number of students who employs strategies when writing an essay—two key considerations for the devising of any writing program.
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Beccaria, Lisa, Megan Kek i Henk Huijser. "Using "just in time" online feedback to improve first year undergraduate nursing students' essay writing performance". Journal of University Teaching and Learning Practice 16, nr 4 (1.10.2019): 91–109. http://dx.doi.org/10.53761/1.16.4.7.
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Undergraduate nursing students often find essay writing challenging, and feel underprepared, yet the impact of using online feedback to support essay writing has been underexplored. First-year nursing students from a regional university were involved in a project that encouraged them to access an online tutoring service, as part of their development of an essay task. Significant differences were found in students’ final essay marks for those who accessed the online writing support. Students who accessed online writing support were also more likely to be deep, rather than surface learners. The findings indicate that the provision of prompt or ‘just in time’ feedback, using an online feedback mechanism, can greatly enhance students’ essay writing performance.
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Martono, Nur Arifah Drajati, Dewi Rochsantiningsih i Surya Agung Wijaya. "Intertextuality in Pre-service Teachers’ Argumentative Essay in Raising AI: Practices and Beliefs". Register Journal 16, nr 2 (28.11.2023): 186–206. http://dx.doi.org/10.18326/register.v16i2.186-206.
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English as Foreign Language (EFL) pre-service teachers arguably face more challenges regarding rhetorical moves in argumentative essays, and one of them is intertextuality because EFL pre-service teachers' arguments require sufficient and high-quality support and evidence from other scholars. Intertextuality was mainly studied, grounding in texts without external tools, for instance, Artificial Intelligence (AI). In raising the AI era, the objective of this study is to investigate Indonesian EFL pre-service teachers' intertextuality in argumentative essays assisted by AI. Ten EFL pre-service teachers who attended sixteen courses in Academic Writing with neither teaching nor writing experience were recruited as participants. We employed a case study design to portray the nature of the phenomena, and the data were collected through documents (academic essays) to portray the practices, and interviews to represent teachers' beliefs on explicit and implicit intertextuality beyond their argumentative essays in facing AI. We employed content analysis from academic essays and interviews. The findings shows that that 1) EFL pre-service teachers mostly used reporting phrases and iconic references, but it was oriented to local references that targeted local audiences, so international references should be more practiced; and 2) EFL pre-service teachers' beliefs that assisted AI while writing argumentative essay was limited to writing accuracy, but it helped them to focus on intertextuality. Although they were enough to give sufficient intertextuality references in practice, they could not present their voices to tailor their arguments. Moreover, the intertextuality praxis and policy implications will be discussed in EFL pre-service teachers' argumentative essays assisted by AI.
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Martono, Nur Arifah Drajati, Dewi Rochsantiningsih i Surya Agung Wijaya. "Intertextuality in Pre-service Teachers’ Argumentative Essay in Raising AI: Practices and Beliefs". Register Journal 16, nr 2 (28.11.2023): 186–206. http://dx.doi.org/10.18326/register.v16i2.186-205.
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English as Foreign Language (EFL) pre-service teachers arguably face more challenges regarding rhetorical moves in argumentative essays, and one of them is intertextuality because EFL pre-service teachers' arguments require sufficient and high-quality support and evidence from other scholars. Intertextuality was mainly studied, grounding in texts without external tools, for instance, Artificial Intelligence (AI). In raising the AI era, the objective of this study is to investigate Indonesian EFL pre-service teachers' intertextuality in argumentative essays assisted by AI. Ten EFL pre-service teachers who attended sixteen courses in Academic Writing with neither teaching nor writing experience were recruited as participants. We employed a case study design to portray the nature of the phenomena, and the data were collected through documents (academic essays) to portray the practices, and interviews to represent teachers' beliefs on explicit and implicit intertextuality beyond their argumentative essays in facing AI. We employed content analysis from academic essays and interviews. The findings shows that that 1) EFL pre-service teachers mostly used reporting phrases and iconic references, but it was oriented to local references that targeted local audiences, so international references should be more practiced; and 2) EFL pre-service teachers' beliefs that assisted AI while writing argumentative essay was limited to writing accuracy, but it helped them to focus on intertextuality. Although they were enough to give sufficient intertextuality references in practice, they could not present their voices to tailor their arguments. Moreover, the intertextuality praxis and policy implications will be discussed in EFL pre-service teachers' argumentative essays assisted by AI.
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Novi Rahmania Aquariza i Tatik Muflihah. "Solving The Students’ Problems In Writing Narrative Essay Through Pentigraf Writing Technique". EDUJ : English Education Journal 1, nr 2 (24.12.2023): 87–91. http://dx.doi.org/10.59966/eduj.v1i2.568.
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This study looks into how an English lecturer used the Pentigraf writing technique to teach writing during the second semester of English pre-service lecturers. The employment of the Pentigraf writing approach by the English lecturer and the students' perceptions of it were the subjects of a narrative inquiry, which was chosen as the research design. The study's findings show that: 1) The professor employs Pentigraf writing because it is straightforward, entertaining, and efficient. 2) The preservice lecturer's poor language competence was the biggest issue the lecturer faced when employing the Pentigraf writing approach. 3) Before implementing the Pentigraf writing approach, teaching materials must be prepared. 4)Students in classes three and four demonstrated positive attitudes toward the Pentigraf writing style by acknowledging that it made writing easier for them to learn, motivated them more, and made it more pleasant. This study's implications are meant to aid in the development of writing instruction methods.
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Kohn, Albert Evan. "“To Sing on Shabbat, Night and Day, Each Person at Their Table”: On the Formation of the Custom of Singing Shabbat Zemirot in Medieval Europe". AJS Review: The Journal of the Association for Jewish Studies 47, nr 2 (listopad 2023): 243–84. http://dx.doi.org/10.1353/ajs.2023.a911523.
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Abstract: This essay traces the development of the custom of singing table songs known as Shabbat zemirot during Shabbat meals in medieval Europe. Though a popular custom, its medieval formation has yet to receive scholarly attention. Informal Shabbat table singing was likely common for centuries, yet the earliest extant instructions to sing specific songs were written in thirteenth-century northern France and appeared shortly thereafter in Ashkenaz and Italy. The many manuscripts containing Shabbat zemirot reveal the custom's spread, growth, and popularity in these regions. Though preserved in writing, Shabbat zemirot and their tunes were primarily disseminated orally by families singing within their homes. Such orality encouraged flexibility and diversity in how the custom was performed. Once the songs were printed in the sixteenth century, a more rigid construction of the practice and its repertoire took shape. Included as appendices are lists of manuscripts containing Shabbat zemirot and tables of the most common songs.
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Bakri, Haytham. "Rhetorical Strategies for Teaching Essay Writing: A Case Study Involving Saudi ESL Students". Arab World English Journal 14, nr 2 (24.06.2023): 126–37. http://dx.doi.org/10.24093/awej/vol14no2.9.
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The use of rhetorical strategy in teaching writing has been a topic of discussion in ESL training programs since most teaching methodologies do not give the mother tongue a substantial role. This article presents findings from research on the rhetorical techniques pre-service teachers employ in writing both before and after receiving process-based writing instruction. The study focused on determining the writing techniques student teachers employ to complete an argumentative essay, and finding out how much pre-service teachers’ usage of writing methods is improved by using a rhetorical process approach to writing. The significance of the present study lies in the fact that it examines the writing abilities of Saudi students with different levels of language abilities and evaluates how rhetorical strategies help them in writing English easefully and with little or no flaws. The fundamental question to be probed through this study is to what extent rhetorical strategies can help teach successful writing to Saudi ESL learners. The data was obtained via the performance of an essay task utilizing two think-aloud protocols and based on a sample of 98 student teachers from Saudi Arabia. The findings of this study show rhetorical strategies such as generating ideas and rewriting are very essential in writing final essays by students. It is clear from the results that after students have mastered the choosing ideas process, they may include concepts that are relevant to the text. Professors should spend time, particularly teaching this kind of approach to help students become competent method users and writers generally, regardless of their audience. In concluding writing an article, it seemed like the strategy of translating from the native tongue to a foreign language was being utilized
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Aswar, Hasbi, i Faraz Faraz. "Workshop on writing essay and introduction to the Zotero application for compiling references". Community Empowerment 8, nr 3 (25.03.2023): 315–20. http://dx.doi.org/10.31603/ce.8106.
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This community service is intended to improve the skills of students, researchers, lecturers, and the public who are interested in writing essays. This community service was carried out for two days through the online training method. The training was carried out by providing material on the introduction of Zotero as an automatic citation application for writing scientific papers and strategies for writing quality essays. This program attended by participants from various universities in Indonesia. From this activity, it can be seen that the event went smoothly and the participants were enthusiastic. However, the lack of participants meant that the program did not have a broad impact on the community. Some of the influencing factors include because this activity is carried out on Saturday - Sunday and people are already bored with online activities.
Rozprawy doktorskie na temat "Custom essay writing service"
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Greene, Cantice G. "Writing and Wellness, Emotion and Women: Highlighting the Contemporary Uses of Expressive Writing in the Service of Students". Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/english_diss/63.
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In an effort to connect women’s spiritual development to the general call for professors to reconnect significantly with their students, this dissertation argues that expressive writing should remain a staple of the composition curriculum. It suggests that the uses of expressive writing should be expanded and explored by students and professors of composition and that each should become familiar with the link between writing and emotional wellness. In cancer centers, schools of medicine, and pregnancy care centers, writing is being used as a tool of therapy. More than just a technique for helping people cope with the stresses of loss, pain, and abuse, teaching personal writing techniques enables writers to transfer their skill in writing narratives to other forms of writing, including the more traditional academic essay. By presenting interdisciplinary blending of composition and performance studies, the discussion introduces contemporary tools of writing that engage digital environments and digital storytelling techniques already familiar to students. An important highlight of the research, that allowing students to treat personal themes in the writing classroom boosts students’ overall academic performance, is a discussion relevant to professors outside of the English department. Spurred by the public health calls for intervention in the HIV and HPV spread on minority, tribal, and HBCU campuses, the essay also considers the appropriateness of offering the Life-Support Class (a mainstay of Pregnancy Care Centers) in campus clinics. The subject of emotion is treated in the essay in relation to women’s relationships on campus and the evasion and stigmatization of emotion among professors in the academic setting. Further, the essay highlights research which suggests that a fear of feminist retaliation interferes with campus psychologists’ recommendations for the best outcomes for sexual health. This dissertation follows the trend of feminist research methodology by explicitly exposing the author’s hopes and goals, which connect women’s spiritual formation to expressive writing.
Książki na temat "Custom essay writing service"
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Chŏng, Ŭn-yŏng. Chosŏn hugi t'ongsinsa haengnok ŭi kŭlssŭgi tamnon: Kŭlssŭgi pangsik kwa Ilbon tamnon ŭl chungsim ŭro = Writing discussion of envoy's travel essay in the late Joseon dynasty : focusing on writing method and discussion about Japan. [Sŏul T'ŭkpyŏlsi]: Kyŏngjin, 2015.
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Custom essay | Custom term paper | Essay writing service. paul jhon, 2009.
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Help with law essays | Essay writing service | Custom essays. paul jhon, 2009.
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Solutions at Your Fingertips: The World of Essay Writing Services. Mary William, 2023.
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Essay writing service review. Essay writing service review, 2021.
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Compare And Contrast Essay Tips From The Best Essay Writing Service. Nicholas Thomson, 2022.
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Forrest, Darlene a. Writing the Essay (Custom Edition New York University 2012 - 2013). McGraw Hill, 2012.
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Expressways for Writing Scenarios From Paragraph to Essay, Custom Edition for Coppin State University. Pearson Custom, 2009.
Znajdź pełny tekst źródłaCzęści książek na temat "Custom essay writing service"
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Hopkins, Chris. "Re-presenting Wrens". W British Women's Writing, 1930 to 1960, 123–42. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781789621822.003.0008.
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Chris Hopkins focuses on how wartime participation in the Wrens was represented during and immediately after the war by exploring the written forms in which Wrens were characterized and how these forms were put into the wider context of wartime popular writing about servicemen and particularly about the Royal Navy. Writing about women’s service experience has not yet been adequately studied, though a significant number of women took part. The essay deals with some of the documentary writing that forms a rich context for the only wartime novel written by a servicewoman about the Wrens, Edith Pargeter's She Goes to War (1942), a Naval fiction/documentary unexpectedly engaging with the agenda of the People's War. The essay argues that this neglected writing tells a significant story about women in war-time Britain and as such is important for understanding the experience of servicewomen, opening debates about society, gender and class.
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Faszer-McMahon, Debra. "Design Thinking, Pre-Service Teachers, and the Advanced Grammar Course". W Engaging Teacher Candidates and Language Learners With Authentic Practice, 186–205. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8543-5.ch011.
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This chapter focuses on the theoretical concept of design thinking and how it has helped reinvigorate upper level grammar instruction for one Spanish teacher education program, particularly through the integration of community engagement, technological innovation, and writing proficiency assessment. The chapter begins by discussing the challenges of helping students reach ACTFL's advanced low proficiency level in oral and written communication, and argues that design thinking, particularly as described by Gwendolyn Barnes-Karol in the Centenary edition of Hispania, can empower university faculty to re-envision the upper-level curriculum in creative, engaging ways that lead toward higher oral proficiency attainment. After analyzing design thinking and the challenges of oral and written proficiency for pre-service teachers, the essay details four specific projects that have been used at a small liberal arts college in Western Pennsylvania to reinvigorate grammar and writing instruction, engage the community, and help students move up the proficiency scale.
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Applewhite, James. "Southern Writing and the Problem of the Father". W The Future of Southern Letters, 20–32. Oxford University PressNew York, NY, 1996. http://dx.doi.org/10.1093/oso/9780195097818.003.0002.
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Abstract My ideas about the future of southern writing are intimately bound up with certain qualities it has had in the past, as a result of its origins in a region with a particularly determining history. In order to forecast the future, I shall have to delve rather extensively into this past. I will begin by clarifying remarks about earlier twentieth-century southern poetry that I put forward in “The Poet at Home in the South” (The Southern Review and Modem Literature 1935-1985, Louisiana State University Press, 1988). Dave Smith, in his essay in the present volume, questions whether there is any recognizable distinctiveness among the poets I and others have treated as southern. I will respond to issues he raises. At the heart of my earlier definition was the paradox I had felt in southern poetry from about the time of John Crowe Ransom and Allen Tate through the earlier James Dickey: that the enormous intelligence of such work was expressed largely in aesthetic terms, through the fused elements of irony, or narrative implication, and rhythm and musicality and formal invention. It was a mix that seemed to me analogous to the more extreme version one finds in Edgar Allan Poe, wherein the atmosphere surrounding the death of a beautiful woman was rendered with the most elaborate aesthetic calculation. I tried to locate this paradox of highly sophisticated artistic craft in the service of primordial, diffused (or atmospheric), predominantly emotional motives-hardly ideas-in a geographical region given to atavistic blood allegiances and to rhetoric in defense of indefensible causes.
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Nadel, Ira. "Coda: “It’s a Miserable Life”". W Philip Roth, 440–50. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780199846108.003.0013.
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This chapter begins with Roth’s comic assessment of his own career as an author shared with a young writer and then analyzes his final volume, the essay collection Why Write? It then examines how he spent his time after he gave up writing fiction, while noting his final public reading on 8 May 2014 in New York. His death in New York on 22 May 2018 and the international reaction to the news follows. His funeral at Bard College in May 2018 and his memorial service held at the New York Public Library on 25 September 2018 were occasions to honor and remember the writer. His efforts to complete his personal story, even from the grave, via instructions to his biographer and others. He always meant to be in control.
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Okoye, Ifeyinwa, Keith Maull, James Foster i Tamara Sumner. "Educational Recommendation in an Informal Intentional Learning System". W Educational Recommender Systems and Technologies, 1–23. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-489-5.ch001.
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Recommender systems have become part of the standard toolkit of web personalization. These same tools and techniques are now making their way into educational and adaptive e-learning systems. In this chapter, we will discuss aspects of a prototype system, the Customized Learning Service for Concept Knowledge (CLICK), an application designed to provide digital library resources recommendations based on user’s concept knowledge demonstrated through automated evaluation and approximation of their knowledge state from essay writing. We present the underlying concepts behind recommender systems, review learner models as they are designed within the CLICK environment, and review the lessons learned. We will discuss aspects of how CLICK supports intentional learning as well as extensions to the existing technology to improve such support. Future challenges and directions for CLICK and related technologies are also discussed.
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Russell, David. "Relief Work". W Tact, 111–41. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691196923.003.0006.
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This chapter explores the work of Walter Pater. It shows that he wanted more from life. His essays raise the question of what this more might be, and where it might come from. They ask how we might become both more at home in and more penetrable by the vivid world. In an early essay, “Diaphaneitè” (1864), Pater rather mysteriously proposed: “He who is ever looking for the breaking of a light he knows not whence about him, notes with a strange heedfulness the faintest paleness in the sky.” All of Pater's subjects seem engaged in this strangely heedful notation, as if on the lookout for a particular quality of life. “The service of philosophy, of speculative culture, towards the human spirit” says Pater, glossing a statement by Novalis, “is to rouse, to startle it to a life of constant and eager observation.” Pater's writing thus speculates at the boundary point of a “quickened sense of life.”
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Leuchtenburg, William E. "Mr. Justice Holmes and Three Generations of Imbeciles". W The Supreme Court Reborn, 3–25. Oxford University PressNew York, NY, 1995. http://dx.doi.org/10.1093/oso/9780195086133.003.0001.
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Abstract When Melvin I. Urofsky of Virginia Commonwealth University invited me to give a paper at a conference that he and A E. Dick Howard of the University of Virginia Law School were organizing on Virginia and the Constitution, I saw the occasion as an opportunity to explore a case that had long fascinated me but that I knew little about. Buck v. &II, I sensed, would provide an unusual perspective on the Supreme Court in the 1920s, a decade in which the Court had a decidedly conserVative tilt under Chief Justice William Howard Taft, Edward T. Sanford, and especially “the Four Horsemen”-Pierce Butler, James McReynolds, George Sutherland, and Willis Van Devanter-but was hearing dissenting views from an emerging liberal trio: Louis D. Brandeis, Oliver Wendell Holmes, Jr., and Harlan Fiske Stone. Writing about this case would also, I anticipated, give me a chance to integrate political and social history, which! I had recommended in my presidential address to the Organization of American Historians in 1986 (“The Pertinence of Political History: Reflections on the Significance of the State in America,” Journal of America” History, 73 (December 1986): 585-600). The paper was delivered in Richmond in the fall of 1989 at a conference co-sponsored by the Virginia Commission on the Bicentennial of the United States Constitution, Virginia Commonwealth University, and the Virginia Department of Education, and published in a limited edition in A. E. Dick Howard and Melvin I. Urofsky, eds., Virginia and the, Constitution (Charlottesville, Va.: Virginia Commission on the Bicentennial of the United States Constitution, Center for Public Service, University of Virginia, 1992). I have reworked the paper for The, Supreme Court in the Age, of Roosevelt. As this essay was going to press, I benefited from reading two papers on eugenics presented at the 1994 meeting of the Organization of American Historians by Edward J. Larson and Steven Noll.