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Bilingual Re-design Project

In English 108 so far, you have worked with several academic genres, including a response and a literature review. For
this last module, you will consider how the rhetorical situation (including audience, purpose, and context) in which a
text is written and read will influence its content and form. Modifying your writing to suit the rhetorical situation will
help you become a more flexible and persuasive writer.
This last project asks you to draw on the work you have done in your literature review assignment, but to now write
for a new audience and in a new genre—in other words, you will re-design your literature review paper into a new
kind of text (or genre). You may choose from one of the following genres:
● An infographic
● A blog post
● A public letter (e.g., letter-to-the-editor in a campus newspaper or newsletter)
There is a twist to this assignment: You will prepare two versions of your text–one in English and one in another
language (most likely this will be your first/dominant language, but it can also be another language that you have
learned at school). Your general audience (students, university administrators, instructors…your choice!) should
remain consistent, but the language shift will require that you think about any differences between your two
different linguistic audiences. For example, you might ask: How might my text change when
writing for Spanish-speaking international students vs. English-speaking domestic students?
Importantly, you are not writing a direct translation of one text to the other.

Sample Solution

tantly, is to ensure that the senior management are best equipped to lead the organisation successfully. However, further down the hierarchy Fielder’s contingency theory begins to hold much less relevance, it becomes impractical from a organisational perspective due to the number of people at this level of leadership. The logistics of matching the leader with their least preferred co-worker is impossible to consistently achieve, so a more continuum based approach is required. Figure 1: Chelladurai’s Multi-Dimensional Model of Leadership (Miller and Cronin, 2012) There are other contingency theories that provide a more continuum based approach such as Redding’s theory of leadership and management, however Fielder’s description of how situational factors affect the leadership style required for the situation is extremely useful in understanding the fundamentals of leadership (Pettinger, 2007). Chelladurai in his Multi Dimensional Model of Leadership, expands on much of Fiedler’s theory but in a continuum based approach, in which the leader can adapt their leadership style to fit the situation (Chelladurai and Madella, 2006). Chelladurai’s theory is taken from sports psychology but can be applied to an organisational scenario. It provides a much more empirical categorisation of task structure, clearly differentiating a plethora of situations that require certain leadership styles for success. Chealldurai found three characteristics that affect the leadership style required for a situation, called antecedents, they mainly expand upon Fiedler’s situational factors and leader – member relations and ultimately affect how a leader should behave towards a situation. The first are situational characteristics, the environment in which the leader must perform, the second are leader characteristics, the experience, personal qualities and skills of the leader, and the third are member characteristics, the motivation, skill and experience levels of group members (Chelladurai and Madella, 2006). The situational characteristics and member characteristics have a required behaviour to ensure maximum group performance, they also have a preferred behaviour to ensure the satisfaction of group members, if the leaders actual behaviour matches both the required behaviour and preferred behaviour o
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