State | american thesaurus.
Word of the Day
microbusiness
Your browser doesn't support HTML5 audio
a very small company, especially a family-owned company employing only a few people
Fakes and forgeries (Things that are not what they seem to be)
To add ${headword} to a word list please sign up or log in.
Add ${headword} to one of your lists below, or create a new one.
{{message}}
Something went wrong.
There was a problem sending your report.
You want to sound as engaging and interesting as possible when writing an essay, and using words like “said” might prevent that.
So, if you’re about to use “said” for the umpteenth time, you’re in luck!
We have gathered some alternatives to show you other ways to say “said” in an essay that are bound to keep the reader entertained.
Key takeaways.
Keep reading to find out how to quote what someone said in an essay. We’ll go over the three most effective terms to help spice up your academic writing.
One of the most common ways to replace “said” in an essay is “stated.” It’s a great formal synonym that helps to keep things direct and clear for the reader.
It works well before a quote. You should write “stated” to clarify that you’re about to run a quote by the reader.
Of course, you can’t claim that someone “stated” something without backing it up with evidence.
The last thing you’ll want is for the reader to look into the quote and find out it was never actually said.
But, as long as you’ve done your research, this works well. Good academic phrases that start with “stated” help you to establish a clear quote relating to the bulk of your essay.
These essay samples will also help you understand it:
It’s clear that he stated “time is the killer of all things.” However, nobody really understood the prophetic meaning behind it.
She stated that “it’s time to make the changes you want to see in the world.” That’s what led most people to join the revolution.
For a more impactful alternative, you can use “declared.”
You won’t find “declared” quite as often as “said,” but it’s still an incredibly good term to include.
It’s a formal synonym. It also shows that someone announced something important .
Generally, “declared” comes before compelling quotes. It might be more suitable to use it when quoting a famous politician or monarch of some kind.
It’s a surefire way to engage the reader and spark their imagination.
We highly recommend it when you’re certain that it belongs before a quote and will allow you to establish a more powerful meaning behind it.
Perhaps these essay samples will also help you with it:
The king declared “good things will come to those who ask me for them.” He was a very proud man.
She declared that “this was going to be the only time she offered her services to those in need.”
Feel free to use “mentioned,” too. It’s another word you can use instead of “said” in an essay that’ll keep things engaging for the reader.
It’s much subtler than the other phrases. It suggests that someone has made a brief comment about something, and you’d like to quote it for the reader.
Don’t worry; it’s still a good formal synonym. However, you should use it when the quote isn’t the most important part of your essay.
Quotes are there to add a bit of context for the reader. So, they’re not always needed to improve an essay.
“Mentioned” is a simple word that allows you to include a short but interesting quote . However, it usually isn’t as impactful as saying something like “declared” or “exclaimed.”
You can also refer to these essay examples:
The politician mentioned that “we cannot know what we haven’t already experienced.” That resonated with me.
It was clear that he mentioned “things were bound to change soon,” so they had to figure out what he meant.
We are a team of experienced communication specialists.
Our mission is to help you choose the right phrase or word for your emails and texts.
Choosing the right words shouldn't be your limitation!
© WordSelector
Advertisement
noun as in written discourse
Strongest matches
Strong matches
noun as in try, attempt
Weak matches
verb as in try, attempt
Example sentences.
As several of my colleagues commented, the result is good enough that it could pass for an essay written by a first-year undergraduate, and even get a pretty decent grade.
GPT-3 also raises concerns about the future of essay writing in the education system.
This little essay helps focus on self-knowledge in what you’re best at, and how you should prioritize your time.
As Steven Feldstein argues in the opening essay, technonationalism plays a part in the strengthening of other autocracies too.
He’s written a collection of essays on civil engineering life titled Bridginess, and to this day he and Lauren go on “bridge dates,” where they enjoy a meal and admire the view of a nearby span.
I think a certain kind of compelling essay has a piece of that.
The current attack on the Jews,” he wrote in a 1937 essay, “targets not just this people of 15 million but mankind as such.
The impulse to interpret seems to me what makes personal essay writing compelling.
To be honest, I think a lot of good essay writing comes out of that.
Someone recently sent me an old Joan Didion essay on self-respect that appeared in Vogue.
There is more of the uplifted forefinger and the reiterated point than I should have allowed myself in an essay.
Consequently he was able to turn in a clear essay upon the subject, which, upon examination, the king found to be free from error.
It is no part of the present essay to attempt to detail the particulars of a code of social legislation.
But angels and ministers of grace defend us from ministers of religion who essay art criticism!
It is fit that the imagination, which is free to go through all things, should essay such excursions.
Words related to essay are not direct synonyms, but are associated with the word essay . Browse related words to learn more about word associations.
verb as in point or direct at a goal
noun as in piece of writing
verb as in try, make effort
Viewing 5 / 74 related words
On this page you'll find 154 synonyms, antonyms, and words related to essay, such as: article, discussion, dissertation, manuscript, paper, and piece.
From Roget's 21st Century Thesaurus, Third Edition Copyright © 2013 by the Philip Lief Group.
The public health system in the United States needs an immediate “transformation,” two of the nation’s leading health experts write in a new appeal for change driven by the COVID-19 pandemic, climate change, and the politicization of public health.
The essay is the lead article in “Reimagining Public Health,” a new special issue of Health Affairs , one of the nation’s foremost health policy journals. The authors are Ross C. Brownson , the Steven H. and Susan U. Lipstein Distinguished Professor at the Brown School and founder of the Prevention Research Center ; and Jonathan Samet , a professor and the former dean of the Colorado School of Public Health.
“No matter what label we attach to this effort, the past several years have made one thing clear: Transformation of the US public health system is needed, and needed now,” the authors conclude in their essay, “Reimagining Public Health: Mapping a Path Forward.” Brownson and Samet were co-authors four years ago of a missive in the American Journal of Public Health that called for public health change as the nation grappled with the pandemic. The current version builds on their thinking and provides more specifics, said Brownson, who hosted a podcast on the subject.
“COVID demonstrated not only the value of public health, but also how it has been politicized, and the need for focused change,” he said. He and Samet talked with nine public health leaders about their ideas on the path forward. Brownson said they were encouraged by the positive views of those leaders, even in states where criticism of public health has been substantial. “One of the things we found inspiring was how optimistic they are,” he said. “That gave us reassurance this thing can be done with focused effort, political will, leadership, and funding incentives.”
In their essay, Brownson and Samet note that the decentralized public health system in the U.S. is administrated and distributed across approximately 3,000 state and local health departments, encompassing governmental public health; community-based organizations; the health care sector; and the education, training, and research of academic public health and medical enterprises. While that far-flung group offers opportunities for using local data in policy and practice, it also can result in an uneven allocation of resources and decision-making.
Public-health experts had been calling for a revamping of the American system even before COVID, but the pandemic “laid bare the deficiencies of the existing public health system and heightened the politicization of public health along partisan lines to an unworkable level in some jurisdictions,” the authors wrote, and highlighted the need for global collaboration.
The essay makes recommendations in seven areas of focus to guide public health transformation:
Professor of Civil Engineering, University of Colorado Denver
Wes Marshall receives funding from the US Department of Transportation's University Transportation Centers program and various state transportation departments.
View all partners
“Can you name the truck with four-wheel drive, smells like a steak, and seats 35?”
Back in 1998, “The Simpsons” joked about the Canyonero, an SUV so big that they were obviously kidding. At that time, it was preposterous to think anyone would drive something that was “12 yards long, two lanes wide, 65 tons of American Pride.”
In 2024, that joke isn’t far from reality.
And our reality is one where more pedestrians and bicyclists are getting killed on U.S. streets than at any time in the past 45 years – over 1,000 bicyclists and 7,500 pedestrians in 2022 alone.
Vehicle size is a big part of this problem. A recent paper by urban economist Justin Tyndall found that increasing the front-end height of a vehicle by roughly 4 inches (10 centimeters) increases the chance of a pedestrian fatality by 22% . The risk increases by 31% for female pedestrians or those over 65 years, and by 81% for children.
It’s hard to argue with physics, so there is a certain logic in blaming cars for rising traffic deaths. In fact, if a bicyclist is hit by a pickup truck instead of a car, Tyndall suggests that they are 291% more likely to die.
Yet automakers have long asserted that if everyone simply followed the rules of the road, nobody would die. Vehicle size is irrelevant to that assertion.
My discipline, traffic engineering , acts similarly. We underestimate our role in perpetuating bad outcomes, as well as the role that better engineering can play in designing safer communities and streets.
How bad are the bad outcomes? The U.S. has been tracking car-related road deaths since 1899. As a country, we hit the threshold of 1 million cumulative deaths in 1953, 2 million in 1975 and 3 million in 1998. While the past several years of data have not yet been released, I estimate that the U.S. topped 4 million total road deaths sometime in the spring of 2024.
How many of those are pedestrians and bicyclists? Analysts didn’t do a great job of separating out the pedestrian and cyclist deaths in the early years , but based on later trends, my estimate is that some 930,000 pedestrians and bicyclists have been killed by automobiles in the U.S.
How many of those deaths do we blame on big cars or bad streets? The answer is, very few.
As I show in my new book, “ Killed by a Traffic Engineer: Shattering the Delusion that Science Underlies our Transportation System ,” the National Highway Traffic Safety Administration calls road user error the “ critical reason” behind 94% of crashes, injuries and deaths .
Crash data backs that up.
Police investigate crashes and inevitably look to see which road users, including drivers, pedestrians and cyclists, are most at fault. It’s easy to do because in almost any crash, road user error appears to be the obvious problem.
This approach helps insurance companies figure out who needs to pay. It also helps automakers and traffic engineers rationalize away all these deaths. Everyone – except the families and friends of these 4 million victims – goes to sleep at night feeling good that bad-behaving road users just need more education or better enforcement.
But road user error only scratches the surface of the problem.
When traffic engineers build an overly wide street that looks more like a freeway , and a speeding driver in a Canyonero crashes, subsequent crash data blames the driver for speeding.
When traffic engineers provide lousy crosswalks separated by long distances , and someone jaywalks and gets hit by that speeding Canyonero driver, one or both of these road users will be blamed in the official crash report.
And when automakers build gargantuan vehicles that can easily go double the speed limit and fill them with distracting touchscreens , crash data will still blame the road users for almost anything bad that happens.
These are the sorts of systemic conditions that lead to many so-called road user errors. Look just below the surface, though, and it becomes clear that many human errors represent the typical, rational behaviors of typical, rational road users given the transportation system and vehicle options we put in front of them.
Look more deeply, and you can start to see how our underlying crash data gives everyone a pass but the road users themselves. Everyone wants a data-driven approach to road safety, but today’s standard view of crash data lets automakers, insurance companies and policymakers who shape vehicle safety standards off the hook for embiggening these ever-larger cars and light-duty trucks.
It also absolves traffic engineers, planners and policymakers of blame for creating a transportation system where for most Americans, the only rational choice for getting around is a car .
Automakers want to sell cars and make money. And if bigger SUVs seem safer to potential customers, while also being much more profitable , it’s easy to see how interactions between road users and car companies – making seemingly rational decisions – have devolved into an SUV arms race.
Even though these same vehicles are less safe for pedestrians, bicyclists and those in opposing vehicles , the current data-driven approach to road safety misses that part of the story.
This can’t all be fixed at once. But by pursuing business as usual, automakers and traffic engineers will continue wasting money on victim-blaming campaigns or billboards placed high over a road telling drivers to pay attention to the road .
A better starting point would be remaking the U.S.’s allegedly data-driven approach to road safety by reinventing our understanding of the crash data that informs it all.
The key is starting to ask why. Why did these road users act as they did? Why didn’t they follow the rules that were laid out for them? Bad road user behavior shouldn’t be excused, but a bit of digging below the surface of crash data unearths a completely different story.
Figuring out which road user is most at fault may be useful for law enforcement and insurance companies, but it doesn’t give transportation engineers, planners, policymakers or automakers much insight into what they can do better. Even worse, it has kept them from realizing that they might be doing anything wrong.
WASHINGTON — Former Democratic presidential nominee Hillary Clinton wrote in an op-ed piece that it’s a “waste of time” to try to counter Donald Trump in a TV forum as it were a "normal debate.“
The former secretary of state, who debated Trump three times during the 2016 election, had some advice for President Joe Biden as he prepares to take the stage with the presumptive GOP nominee.
“It’s nearly impossible to identify what his arguments even are. He starts with nonsense and then digresses into blather. This has gotten only worse in the years since we debated,” Clinton wrote in a New York Times op-ed published Tuesday.
She added that Trump “may rant and rave in part because he wants to avoid giving straight answers about his unpopular positions.”
Her piece comes as Biden and Trump are expected to face off for the first 2024 presidential election debate Thursday night hosted by CNN moderators Jake Tapper and Dana Bash. Clinton wrote that to cut through Trump’s tactics, Biden must be as “as direct and forceful as he was when engaging Republican hecklers at the State of the Union address in March.”
She also advised viewers to cut through the theatrics by paying attention to how the candidates talk about people, focusing on the fundamental issues at stake and thinking about the “real choice” in this election.
“This election is between a convicted criminal out for revenge and a president who delivers results for the American people,” she wrote. “No matter what happens in the debate, that’s an easy choice.”
(Entry 1 of 2)
Synonyms & Similar Words
Antonyms & Near Antonyms
Thesaurus Definition of stated (Entry 2 of 2)
Cite this entry.
“Stated.” Merriam-Webster.com Thesaurus , Merriam-Webster, https://www.merriam-webster.com/thesaurus/stated. Accessed 27 Jun. 2024.
Nglish: Translation of stated for Spanish Speakers
Britannica English: Translation of stated for Arabic Speakers
Subscribe to America's largest dictionary and get thousands more definitions and advanced search—ad free!
Word of the day.
See Definitions and Examples »
Get Word of the Day daily email!
Plural and possessive names: a guide, your vs. you're: how to use them correctly, every letter is silent, sometimes: a-z list of examples, more commonly mispronounced words, how to use em dashes (—), en dashes (–) , and hyphens (-), popular in wordplay, 8 words for lesser-known musical instruments, birds say the darndest things, 10 words from taylor swift songs (merriam's version), 10 scrabble words without any vowels, 12 more bird names that sound like insults (and sometimes are), games & quizzes.
Undergraduate courses.
Composition courses that offer many sections (ENGL 101, 201, 277 and 379) are not listed on this schedule unless they are tailored to specific thematic content or particularly appropriate for specific programs and majors.
Tuesday and Thursday, 11 a.m.-12:15 p.m.
Sharon Smith
ENGL 151 serves as an introduction to both the English major and the discipline of English studies. In this class, you will develop the thinking, reading, writing and research practices that define both the major and the discipline. Much of the semester will be devoted to honing your literary analysis skills, and we will study and discuss texts from several different genres—poetry, short fiction, the novel, drama and film—as well as some literary criticism. As we do so, we will explore the language of the discipline, and you will learn a variety of key literary terms and concepts. In addition, you will develop your skills as both a writer and researcher within the discipline of English.
In this section of English 201, students will use research and writing to learn more about problems that are important to them and articulate ways to address those problems. The course will focus specifically on issues related to the mind, the body and the relationship between them. The topics we will discuss during the course will include the correlation between social media and body image; the efficacy of sex education programs; the degree to which beliefs about race and gender influence school dress codes; and the unique mental and physical challenges faced by college students today. In this course, you will be learning about different approaches to argumentation, analyzing the arguments of others and constructing your own arguments. At the same time, you will be honing your skills as a researcher and developing your abilities as a persuasive and effective writer.
Monday/Wednesday/Friday 1-1:50 p.m.
Gwen Horsley
English 201 will help students develop the ability to think critically and analytically and to write effectively for other university courses and careers. This course will provide opportunities to develop analytical skills that will help students become critical readers and effective writers. Specifically, in this class, students will:
Students will improve their writing skills by reading essays and applying techniques they witness in others’ work and those learned in class. This class is also a course in logical and creative thought. Students will write about humankind’s place in the world and our influence on the land and animals, places that hold special meaning to them or have influenced their lives and stories of their own families and their places and passions in the world. Students will practice writing in an informed and persuasive manner, in language that engages and enlivens readers by using vivid verbs and avoiding unnecessary passives, nominalizations and expletive constructions.
Students will prepare writing assignments based on readings and discussions of essays included in "Literature and the Environment " and other sources. They may use "The St. Martin’s Handbook," as well as other sources, to review grammar, punctuation, mechanics and usage as needed.
Tuesday and Thursday 9:30-10:45 a.m.
Paul Baggett
For generations, environmentalists have relied on the power of prose to change the minds and habits of their contemporaries. In the wake of fires, floods, storms and droughts, environmental writing has gained a new sense of urgency, with authors joining activists in their efforts to educate the public about the grim realities of climate change. But do they make a difference? Have reports of present and future disasters so saturated our airwaves that we no longer hear them? How do writers make us care about the planet amidst all the noise? In this course, students will examine the various rhetorical strategies employed by some of today’s leading environmental writers and filmmakers. And while analyzing their different arguments, students also will strengthen their own strategies of argumentation as they research and develop essays that explore a range of environmental concerns.
S17 Tuesday and Thursday 12:30-1:45 p.m.
S18 Tuesday and Thursday 2-3:15 p.m.
Jodi Andrews
In this composition class, students will critically analyze essays about food, food systems and environments, food cultures, the intersections of personal choice, market forces and policy and the values underneath these forces. Students will learn to better read like writers, noting authors’ purpose, audience organizational moves, sentence-level punctuation and diction. We will read a variety of essays including research-intensive arguments and personal narratives which intersect with one of our most primal needs as humans: food consumption. Students will rhetorically analyze texts, conduct advanced research, reflect on the writing process and write essays utilizing intentional rhetorical strategies. Through doing this work, students will practice the writing moves valued in every discipline: argument, evidence, concision, engaging prose and the essential research skills for the 21st century.
Michael S. Nagy
English 221 is a survey of early British literature from its inception in the Old English period with works such as "Beowulf" and the “Battle of Maldon,” through the Middle Ages and the incomparable writings of Geoffrey Chaucer and the Gawain - poet, to the Renaissance and beyond. Students will explore the historical and cultural contexts in which all assigned reading materials were written, and they will bring that information to bear on class discussion. Likely themes that this class will cover include heroism, humor, honor, religion, heresy and moral relativity. Students will write one research paper in this class and sit for two formal exams: a midterm covering everything up to that point in the semester, and a comprehensive final. Probable texts include the following:
Monday, Wednesday and Friday noon-12:50 p.m.
April Myrick
A survey of the history of literature written for children and adolescents, and a consideration of the various types of juvenile literature. Text selection will focus on the themes of imagination and breaking boundaries.
Randi Anderson
In English 240 students will develop the skills to interpret and evaluate various genres of literature for juvenile readers. This particular section will focus on various works of literature at approximately the K-5 grade level. We will read a large range of works that fall into this category, as well as information on the history, development and genre of juvenile literature.
Readings for this course include classical works such as "Hatchet," "Little Women", "The Lion, the Witch and the Wardrobe" and "Brown Girl Dreaming," as well as newer works like "Storm in the Barn," "Anne Frank’s Diary: A Graphic Adaptation," "Lumberjanes," and a variety of picture books. These readings will be paired with chapters from "Reading Children’s Literature: A Critical Introduction " to help develop understanding of various genres, themes and concepts that are both related to juvenile literature and also present in our readings.
In addition to exposing students to various genres of writing (poetry, historical fiction, non-fiction, fantasy, picture books, graphic novels, etc.) this course will also allow students to engage in a discussion of larger themes present in these works such as censorship, race and gender. Students’ understanding of these works and concepts will be developed through readings, research, discussion posts, exams and writing assignments designed to get students to practice analyzing poetry, picture books, informational books and transitional/easy readers.
Tuesday and Thursday 12:30-1:45 p.m.
This course provides a broad, historical survey of American literature from the early colonial period to the Civil War. Ranging across historical periods and literary genres—including early accounts of contact and discovery, narratives of captivity and slavery, poetry of revolution, essays on gender equality and stories of industrial exploitation—this class examines how subjects such as colonialism, nationhood, religion, slavery, westward expansion, race, gender and democracy continue to influence how Americans see themselves and their society.
Required Texts
Steven Wingate
Students will explore the various forms of creative writing (fiction, nonfiction and poetry) not one at a time in a survey format—as if there were decisive walls of separation between then—but as intensely related genres that share much of their creative DNA. Through close reading and work on personal texts, students will address the decisions that writers in any genre must face on voice, rhetorical position, relationship to audience, etc. Students will produce and revise portfolios of original creative work developed from prompts and research. This course fulfills the same SGR #2 requirements ENGL 201; note that the course will involve a research project. Successful completion of ENGL 101 (including by test or dual credit) is a prerequisite.
Jodilyn Andrews
This course introduces students to the craft of writing, with readings and practice in at least two genres (including fiction, poetry and drama).
Amber Jensen, M.A., M.F.A.
This course explores creative writing as a way of encountering the world, research as a component of the creative writing process, elements of craft and their rhetorical effect and drafting, workshop and revision as integral parts of writing polished literary creative work. Student writers will engage in the research practices that inform the writing of literature and in the composing strategies and writing process writers use to create literary texts. Through their reading and writing of fiction, poetry and creative nonfiction, students will learn about craft elements, find examples of those craft elements in published works and apply these elements in their own creative work, developed through weekly writing activities, small group and large group workshop and conferences with the instructor. Work will be submitted, along with a learning reflection and revision plan in each genre and will then be revised and submitted as a final portfolio at the end of the semester to demonstrate continued growth in the creation of polished literary writing.
Tuesday 6-8:50 p.m.
Danielle Harms
Techniques, materials and resources for teaching English language and literature to middle and secondary school students. Required of students in the English education option.
Thursdays 3-6 p.m.
This course introduces students to contemporary works by authors from various Indigenous nations. Students examine these works to enhance their historical understanding of Indigenous peoples, discover the variety of literary forms used by those who identify as Indigenous writers, and consider the cultural and political significance of these varieties of expression. Topics and questions to be explored include:
Possible Texts
Tuesdays 2-4:50 p.m.
Jason McEntee
Do you have an appreciation for, and enjoy watching, movies? Do you want to study movies in a genre-oriented format (such as those we typically call the Western, the screwball comedy, the science fiction or the crime/gangster, to name a few)? Do you want to explore the different critical approaches for talking and writing about movies (such as auteur, feminist, genre or reception)?
In this class, you will examine movies through viewing and defining different genres while, at the same time, studying and utilizing different styles of film criticism. You will share your discoveries in both class discussions and short writings. The final project will be a formal written piece of film criticism based on our work throughout the semester. The course satisfies requirements and electives for all English majors and minors, including both the Film Studies and Professional Writing minors. (Note: Viewing of movies outside of class required and may require rental and/or streaming service fees.)
In this workshop-based creative writing course, students will develop original fiction based on strong attention to the fundamentals of literary storytelling: full-bodied characters, robust story lines, palpable environments and unique voices. We will pay particular attention to process awareness, to the integrity of the sentence, and to authors' commitments to their characters and the places in which their stories unfold. Some workshop experience is helpful, as student peer critique will be an important element of the class.
Wednesday 3-5:50 p.m.
With the publication of Horace Walpole’s "The Castle of Otranto " in 1764, the Gothic officially came into being. Dark tales of physical violence and psychological terror, the Gothic incorporates elements such as distressed heroes and heroines pursued by tyrannical villains; gloomy estates with dark corridors, secret passageways and mysterious chambers; haunting dreams, troubling prophecies and disturbing premonitions; abduction, imprisonment and murder; and a varied assortment of corpses, apparitions and “monsters.” In this course, we will trace the development of Gothic literature—and some film—from the eighteenth-century to the present time. As we do so, we will consider how the Gothic engages philosophical beliefs about the beautiful and sublime; shapes psychological understandings of human beings’ encounters with horror, terror, the fantastic and the uncanny; and intervenes in the social and historical contexts in which it was written. We’ll consider, for example, how the Gothic undermines ideals related to domesticity and marriage through representations of domestic abuse, toxicity and gaslighting. In addition, we’ll discuss Gothic texts that center the injustices of slavery and racism. As many Gothic texts suggest, the true horrors of human existence often have less to do with inexplicable supernatural phenomena than with the realities of the world in which we live.
Flexible Scheduling
Nathan Serfling
Since their beginnings in the 1920s and 30s, writing centers have come to serve numerous functions: as hubs for writing across the curriculum initiatives, sites to develop and deliver workshops and resource centers for faculty as well as students, among other functions. But the primary function of writing centers has necessarily and rightfully remained the tutoring of student writers. This course will immerse you in that function in two parts. During the first four weeks, you will explore writing center praxis—that is, the dialogic interplay of theory and practice related to writing center work. This part of the course will orient you to writing center history, key theoretical tenets and practical aspects of writing center tutoring. Once we have developed and practiced this foundation, you will begin work in the writing center as a tutor, responsible for assisting a wide variety of student clients with numerous writing tasks. Through this work, you will learn to actively engage with student clients in the revision of a text, respond to different student needs and abilities, work with a variety of writing tasks and rhetorical situations, and develop a richer sense of writing as a complex and negotiated social process.
Engl 572.s01: film criticism, engl 576.st1 fiction.
In this workshop-based creative writing course, students will develop original fiction based on strong attention to the fundamentals of literary storytelling: full-bodied characters, robust story lines, palpable environments and unique voices. We will pay particular attention to process awareness, to the integrity of the sentence and to authors' commitments to their characters and the places in which their stories unfold. Some workshop experience is helpful, as student peer critique will be an important element of the class.
Thursdays 1-3:50 p.m.
This course will provide you with a foundation in the pedagogies and theories (and their attendant histories) of writing instruction, a foundation that will prepare you to teach your own writing courses at SDSU and elsewhere. As you will discover through our course, though, writing instruction does not come with any prescribed set of “best” practices. Rather, writing pedagogies stem from and continue to evolve because of various and largely unsettled conversations about what constitutes effective writing and effective writing instruction. Part of becoming a practicing writing instructor, then, is studying these conversations to develop a sense of what “good writing” and “effective writing instruction” might mean for you in our particular program and how you might adapt that understanding to different programs and contexts.
As we read about, discuss and research writing instruction, we will address a variety of practical and theoretical topics. The practical focus will allow us to attend to topics relevant to your immediate classroom practices: designing a curriculum and various types of assignments, delivering the course content and assessing student work, among others. Our theoretical topics will begin to reveal the underpinnings of these various practical matters, including their historical, rhetorical, social and political contexts. In other words, we will investigate the praxis—the dialogic interaction of practice and theory—of writing pedagogy. As a result, this course aims to prepare you not only as a writing teacher but also as a nascent writing studies/writing pedagogy scholar.
At the end of this course, you should be able to engage effectively in the classroom practices described above and participate in academic conversations about writing pedagogy, both orally and in writing. Assessment of these outcomes will be based primarily on the various writing assignments you submit and to a smaller degree on your participation in class discussions and activities.
Thursdays 3–5:50 p.m.
Katherine Malone
This course explores the rise of the New Woman at the end of the nineteenth century. The label New Woman referred to independent women who rebelled against social conventions. Often depicted riding bicycles, smoking cigarettes and wearing masculine clothing, these early feminists challenged gender roles and sought broader opportunities for women’s employment and self-determination. We will read provocative fiction and nonfiction by New Women writers and their critics, including authors such as Sarah Grand, Mona Caird, George Egerton, Amy Levy, Ella Hepworth Dixon, Grant Allen and George Gissing. We will analyze these exciting texts through a range of critical lenses and within the historical context of imperialism, scientific and technological innovation, the growth of the periodical press and discourse about race, class and gender. In addition to writing an argumentative seminar paper, students will complete short research assignments and lead discussion.
In this course, we will explore the voices of female authors and characters in contemporary literature of war. Drawing from various literary theories, our readings and discussion will explore the contributions of these voices to the evolving literature of war through archetypal and feminist criticism. We will read a variety of short works (both theoretical and creative) and complete works such as (selections subject to change): "Eyes Right" by Tracy Crow, "Plenty of Time When We Get Home" by Kayla Williams, "You Know When the Men are Gone" by Siobhan Fallon, "Still, Come Home" by Katie Schultz and "The Fine Art of Camouflage" by Lauren Johnson.
Your browser does not support the <audio> element.
I t is 70 years since AT&T ’s Bell Labs unveiled a new technology for turning sunlight into power. The phone company hoped it could replace the batteries that run equipment in out-of-the-way places. It also realised that powering devices with light alone showed how science could make the future seem wonderful; hence a press event at which sunshine kept a toy Ferris wheel spinning round and round.
Today solar power is long past the toy phase. Panels now occupy an area around half that of Wales, and this year they will provide the world with about 6% of its electricity—which is almost three times as much electrical energy as America consumed back in 1954. Yet this historic growth is only the second-most-remarkable thing about the rise of solar power. The most remarkable is that it is nowhere near over.
To call solar power’s rise exponential is not hyperbole, but a statement of fact. Installed solar capacity doubles roughly every three years, and so grows ten-fold each decade. Such sustained growth is seldom seen in anything that matters. That makes it hard for people to get their heads round what is going on. When it was a tenth of its current size ten years ago, solar power was still seen as marginal even by experts who knew how fast it had grown. The next ten-fold increase will be equivalent to multiplying the world’s entire fleet of nuclear reactors by eight in less than the time it typically takes to build just a single one of them.
Solar cells will in all likelihood be the single biggest source of electrical power on the planet by the mid 2030s. By the 2040s they may be the largest source not just of electricity but of all energy. On current trends, the all-in cost of the electricity they produce promises to be less than half as expensive as the cheapest available today. This will not stop climate change, but could slow it a lot faster. Much of the world—including Africa , where 600m people still cannot light their homes—will begin to feel energy-rich. That feeling will be a new and transformational one for humankind.
To grasp that this is not some environmentalist fever dream, consider solar economics. As the cumulative production of a manufactured good increases, costs go down. As costs go down, demand goes up. As demand goes up, production increases—and costs go down further. This cannot go on for ever; production, demand or both always become constrained. In earlier energy transitions—from wood to coal, coal to oil or oil to gas—the efficiency of extraction grew, but it was eventually offset by the cost of finding ever more fuel.
As our essay this week explains, solar power faces no such constraint. The resources needed to produce solar cells and plant them on solar farms are silicon-rich sand, sunny places and human ingenuity, all three of which are abundant. Making cells also takes energy, but solar power is fast making that abundant, too. As for demand, it is both huge and elastic—if you make electricity cheaper, people will find uses for it. The result is that, in contrast to earlier energy sources, solar power has routinely become cheaper and will continue to do so.
Other constraints do exist. Given people’s proclivity for living outside daylight hours, solar power needs to be complemented with storage and supplemented by other technologies. Heavy industry and aviation and freight have been hard to electrify. Fortunately, these problems may be solved as batteries and fuels created by electrolysis gradually become cheaper.
Another worry is that the vast majority of the world’s solar panels, and almost all the purified silicon from which they are made, come from China. Its solar industry is highly competitive, heavily subsidised and is outstripping current demand—quite an achievement given all the solar capacity China is installing within its own borders. This means that Chinese capacity is big enough to keep the expansion going for years to come, even if some of the companies involved go to the wall and some investment dries up.
In the long run, a world in which more energy is generated without the oil and gas that come from unstable or unfriendly parts of the world will be more dependable. Still, although the Chinese Communist Party cannot rig the price of sunlight as OPEC tries to rig that of oil, the fact that a vital industry resides in a single hostile country is worrying.
It is a concern that America feels keenly, which is why it has put tariffs on Chinese solar equipment. However, because almost all the demand for solar panels still lies in the future, the rest of the world will have plenty of scope to get into the market. America’s adoption of solar energy could be frustrated by a pro-fossil-fuel Trump presidency, but only temporarily and painfully. It could equally be enhanced if America released pent up demand, by making it easier to install panels on homes and to join the grid—the country has a terawatt of new solar capacity waiting to be connected. Carbon prices would help, just as they did in the switch from coal to gas in the European Union.
The aim should be for the virtuous circle of solar-power production to turn as fast as possible. That is because it offers the prize of cheaper energy. The benefits start with a boost to productivity. Anything that people use energy for today will cost less—and that includes pretty much everything. Then come the things cheap energy will make possible. People who could never afford to will start lighting their houses or driving a car. Cheap energy can purify water, and even desalinate it. It can drive the hungry machinery of artificial intelligence. It can make billions of homes and offices more bearable in summers that will, for decades to come, be getting hotter.
But it is the things that nobody has yet thought of that will be most consequential. In its radical abundance, cheaper energy will free the imagination, setting tiny Ferris wheels of the mind spinning with excitement and new possibilities.
This week marks the summer solstice in the northern hemisphere. The Sun rising to its highest point in the sky will in decades to come shine down on a world where nobody need go without the blessings of electricity and where the access to energy invigorates all those it touches. ■
For subscribers only: to see how we design each week’s cover, sign up to our weekly Cover Story newsletter .
This article appeared in the Leaders section of the print edition under the headline “The solar age”
Discover stories from this section and more in the list of contents
His domestic agenda is underwhelming, unrealistic and better than the alternative
Will Xi Jinping keep ignoring good advice at the party’s third plenum?
Easier and more lucid writing will make science faster and better
After the election, populists of the right and left could hobble a centrist president
Why Labour must form the next government
As much of the world roasts, don’t despair
66 other terms for author states - words and phrases with similar meaning.
Alternatively
A constellation of local and state Democrats is seeking to rebuild the rural grass-roots Democratic Party.
Jeff Bloodworth is a writer and professor of American political history at Gannon University. This op-ed was adapted from an article in UnHerd.
“The Democratic Party doesn’t give a sh-- about what voters have to say.” Eva Posner, a Virginia-based Democratic political consultant , is furious. She fears that the progressive establishment will pay in 2024 for snubbing rural voters.
Forsaken by the Democrats, rural America has offered its soul to the MAGA movement. Donald Trump took 65 percent of the rural vote in 2020, up from 59 percent in 2016. The 2020 figure was even higher among rural Whites at 71 percent. The resulting polarization between blue cities and red countryside is a “byproduct of the Democrats,” says Matt L. Barron , who specializes in rural Democratic races as the principal at MLB Research Associates. “They don’t even try to compete in rural America.”
While only 1 in 5 people live in rural or small-town America, the Republican Party has a monopoly over 23 states with large rural populations. The Constitution’s rural tilt means that the Republican Party can claim two senators for every state — however small or rural. As a result, the Senate is trapped in a stalemate, with an almost equal number of Republicans and Democrats. Meanwhile, at the state level , rural voters give Republicans nearly double the number of state legislative chambers as Democrats. This, in turn, gives the Republicans more influence in the House of Representatives, which is also stuck in a virtual deadlock.
But the Democrats haven’t always been rural pariahs. In the post-World War II era, the party regularly earned half of the rural congressional vote . In the 1990s, Bill Clinton won the heart of rural America, and in 2008, Barack Obama received 43 percent of the rural vote due to the strength of his grass-roots organizing. Yet Obama took his victory for granted. His operatives seemed to believe that the Democratic majority was destiny: There was little need to organize, canvass or traipse round knocking on doors.
“The Obama people showed up” in 2008, “and then they left — there was no follow-up,” Chloe Maxmin, a former Democratic state senator and former representative in rural Maine, told me. “Voters felt abandoned.” The percentage of rural voters identifying as Democrat fell from 45 percent in 2008 to 38 percent in 2016. During the Obama presidency, Democrats lost 13 seats in the Senate and 69 in the House, as well as 11 governorships, 913 state legislative seats and 30 state legislative chambers. Rural voters were punishing Democrats for their betrayal.
After such humiliation, can President Biden win back rural America? It would certainly transform his electoral prospects: Even a 5 percent bump with rural voters would be a “game changer,” according to Adam Kirsch , a Midwest-based Democratic political consultant. For one thing, control of Congress wouldn’t shift every two years, allowing a Biden White House to make headway with its political agenda.
The trouble is that rural voters are difficult to reach. In the 1990s, liberals all but ceded talk radio to conservatives, an act of foolishness, given the platform is crucial to connecting with a car-loving population. Soon after, the internet transformed the economics of newspapers: Nearly 3,000 American newspapers have folded since 2005. Rural newspapers were hit especially hard. Today, more than half of all U.S. counties have very limited, if any, access to local news. On top of this, nearly a quarter of rural Americans lack broadband internet. How can they keep up with Washington politics while living in a media vacuum?
Despite these obstacles, Democrats can move the electoral needle in rural America. They don’t even need to win a majority of the rural vote — just reduce the margin of defeat. Barron points to Arizona’s 2020 U.S. Senate election: In a race in which Democrat Mark Kelly spent nearly $100 million , compared with Republican Martha McSally’s $72 million, Barron says it was a $20,000 rural radio advertisement that turned the tide. Unlike many Democratic candidates in the past, Kelly took more than 30 percent of the vote in every rural Arizona county, bar one. This turned out to be vital in a race decided by about 78,000 votes .
Political consultants, however, seem wary of this strategy: Many apparently would rather pad their bank accounts than reach out to rural voters and win elections. I was told by many sources that consultants prefer placing advertisements in more-expensive urban markets rather than rural ones, as their commission will be higher. Rickey Cole, the former two-term state chair of the Mississippi Democratic Party, tells me: “Our politics became nationalized by a cadre of professional operatives. It has become a big industry. It is a money game so that they can pay for their vacation homes. It is a cynical, multimillion-dollar Ponzi scheme.”
I keep hearing the same thing: If the Democratic Party could be bothered, it could claw back rural loyalty. Jane Kleeb, the state chair of Nebraska Democrats , tells me that four full-time paid organizers could turn the Cornhusker State competitive, if not purple. But, alas, donors finance campaign consultants rather than grass-roots organizing. And many campaign consultants would rather send mailers to dump leaflets on rural areas than pay grass-roots activists. This is because, as Posner puts it, “Consultants get a cut of the mailer. They don’t consult on actual strategy. They consult and decide based on their economic incentives.”
Their incompetence is leading the party to ruin. Without inspiring candidates or local organization, the party’s brand in rural America is “nonexistent,” Kirsch says. Rural voters have come to see elections as “us versus them, not left versus right.” And Republicans successfully appeal to the “us” mentality.
With party gentry seemingly oblivious to the problem, a constellation of local and state Democrats is seeking to rebuild the rural grass-roots Democratic Party. One of these rebels is Sarah Taber, who is running to be North Carolina’s agriculture commissioner. The crop scientist and ex-farmworker refers to rural North Carolinians as “my people,” but acknowledges that in her neck of the woods, “It helps to know your place as a Democrat.”
Another Democrat trying to revive rural support is Ty Pinkins , an African American running for the Senate seat in Mississippi held by Sen. Roger Wicker, a White Republican. That’s an uphill battle in such a red state — but Cole thinks Pinkins could have a real shot if Democrats can get out the vote. Cole points to 2023, when a Democrat, Brandon Presley, lost to Mississippi’s Republican governor, Tate Reeves, by about 27,000 votes . The margin of defeat, Cole says, was a lackluster African American turnout.
Pinkins seems determined not to repeat history. Slim and youthful looking, the 50-year-old politician is an Army veteran with a Bronze Star and Georgetown law degree. Since June 2023, Pinkins says, he has put 70,000 miles on his Black Chevy Tahoe, canvassing in 67 of the state’s 82 counties. But Pinkins’s real goal, he says, is not just to win one election, but to build an entire get-out-the-vote infrastructure. He aims to have a campaign honcho in every county and a team leader in all 1,748 state precincts.
Can he succeed? Anthony Flaccavento , a farmer in southwest Virginia who ran for Congress twice as a Democrat and later set up the Rural Urban Bridge Initiative , tells me that it’s essential for candidates to establish a sense of trust with rural voters, who often “believe Democrats just don’t like them.” Pinkins says he gets it. “I see it every day. The moment you walk up” to voters, he says, “you see the look in their eyes. They are eager to tell you what is important to them.”
But trust is a two-way bond. If the Democrats are going to take on MAGA in rural America, they’re going to have to trust small-town voters enough to try their luck.
The Washington Post accepts opinion articles on any topic. We welcome submissions on local, national and international issues. We publish work that varies in length and format, including multimedia. Submit a guest opinion or read our guide to writing an opinion article .
IMAGES
VIDEO
COMMENTS
What to Say Instead of "the text states". 1. The document asserts. "The document asserts" is a formal way to convey that the text presents a clear statement or position on a topic. It implies a level of authority and confidence in the information presented.
4. The author asserts. " The author asserts " is a strong way to convey that the author is stating something with confidence or authority. This phrase is particularly effective when the author is making a clear, definitive statement about a topic.
Synonyms for STATES: countries, nations, commonwealths, kingdoms, republics, provinces, lands, sovranties; Antonyms of STATES: suppresses, stifles, restricts ...
Another way to say States? Synonyms for States (other words and phrases for States). Synonyms for States. 866 other terms for states- words and phrases with similar meaning. Lists. synonyms. antonyms. definitions. sentences. thesaurus. words. phrases. idioms. Parts of speech. verbs. nouns. adjectives. Tags. regions.
2. According to the passage…: This highlights a specific point made within the text itself. Example 1: According to the passage, the Great Barrier Reef has lost over 50% of its coral cover since 1950. Example 2: As Shakespeare wrote in Hamlet, "To be or not to be: that is the question.". 3. The text indicates that…:
text focuses attention on. writing makes known. writing sets out. article presents. article says. article sets out. article shows. article stresses. book stresses.
Other Ways to Say "In the Text It States". 1. The Author Notes. Example: "The author notes that the study's findings are inconclusive.". Meaning: This expression indicates that the author of the text makes a specific observation or point. It suggests a direct attribution of ideas or findings to the author.
Another way to say States That? Synonyms for States That (other words and phrases for States That). Synonyms for States that. 275 other terms for states that- words and phrases with similar meaning. Lists. synonyms. antonyms. definitions. sentences. thesaurus. words. phrases. Parts of speech. verbs. suggest new. says that. asserts that.
Find 134 different ways to say STATE, along with antonyms, related words, and example sentences at Thesaurus.com.
4. That is to say. Usage: "That is" and "that is to say" can be used to add further detail to your explanation, or to be more precise. Example: "Whales are mammals. That is to say, they must breathe air.". 5. To that end. Usage: Use "to that end" or "to this end" in a similar way to "in order to" or "so".
Synonyms for STATE: nation, country, commonwealth, kingdom, land, province, republic, sovereignty; Antonyms of STATE: degradation, debasement, subordination ...
If you're struggling to choose the right words for your essay, don't worry—you've come to the right place! In this article, we've compiled a list of over 300 words and phrases to use in the introduction, body, and conclusion of your essay. Contents: Words to Use in the Essay Introduction. Words to Use in the Body of the Essay.
Find 135 different ways to say STATES, along with antonyms, related words, and example sentences at Thesaurus.com.
Synonyms for states include conditions, shapes, situations, positions, statuses, outlooks, circumstance, form, kilter and order. Find more similar words at wordhippo.com!
Synonyms for state include condition, shape, situation, circumstances, position, status, outlook, circumstance, form and kilter. Find more similar words at wordhippo.com!
STATE - Synonyms, related words and examples | Cambridge English Thesaurus
Stated. One of the most common ways to replace "said" in an essay is "stated.". It's a great formal synonym that helps to keep things direct and clear for the reader. It works well before a quote. You should write "stated" to clarify that you're about to run a quote by the reader. Of course, you can't claim that someone ...
What's the definition of States in thesaurus? Most related words/phrases with sentence examples define States meaning and usage. Thesaurus for States. Related terms for states- synonyms, antonyms and sentences with states. Lists. synonyms. antonyms. definitions. sentences. thesaurus.
Find 80 different ways to say ESSAY, along with antonyms, related words, and example sentences at Thesaurus.com.
The public health system in the United States needs an immediate "transformation," two of the nation's leading health experts write in a new appeal for change driven by the COVID-19 pandemic, climate change, and the politicization of public health. The essay is the lead article in "Reimagining Public Health," a new special issue of Health Affairs, one of
A traffic engineer argues that, contrary to his profession's view, 'human error' is not the main cause of deaths in car crashes in the US.
Leopold Aschenbrenner — formerly of OpenAI's Superalignment team, now founder of an investment firm focused on artificial general intelligence (AGI) — has posted a massive, provocative essay putting a long lens on AI's future.. Why it matters: Aschenbrenner, based in San Francisco, relies on lots of speculation and projection.So none of this is set in stone.
The former secretary of state, who debated Trump three times during the 2016 election, had some advice for President Joe Biden as he prepares to take the stage with the presumptive GOP nominee.
Synonyms for STATED: declared, specified, avowed, specific, explicit, definite, express, unequivocal; Antonyms of STATED: inferred, implied, implicit, ambiguous ...
Undergraduate CoursesComposition courses that offer many sections (ENGL 101, 201, 277 and 379) are not listed on this schedule unless they are tailored to specific thematic content or particularly appropriate for specific programs and majors.100-200 levelENGL 151.S01: Introduction to English StudiesTuesday and Thursday, 11 a.m.-12:15 p.m.Sharon SmithENGL 151 serves as an introduction to both ...
As our essay this week explains, solar power faces no such constraint. The resources needed to produce solar cells and plant them on solar farms are silicon-rich sand, sunny places and human ...
Author States synonyms - 66 Words and Phrases for Author States. author contends. author alleges. author argues. author claims. author maintains. author submits. litterateur says.
Jane Kleeb, the state chair of Nebraska Democrats, tells me that four full-time paid organizers could turn the Cornhusker State competitive, if not purple. But, alas, donors finance campaign ...
The election-year move comes just two weeks after Mr. Biden imposed a major crackdown at the U.S.-Mexico border, cutting off access to asylum for people who crossed into the United States illegally.
But it really means he's endorsing the most extreme abortion bans already imposed by many states and all the extreme restrictions to come. Mr. Trump should have to answer for the 12-year-old ...