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Edwards Yacht Sales
866.365.0706
1993 Beneteau First 38.5
Venice, FL, US
Yacht price
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'OCEAN SUITE' a 1993 Beneteau First 38.5, known for exceptional performance and design, is a well-maintained Performance - Cruiser with a 5' draft The owner has loved sailing her 'OCEAN SUITE' but is now ready to move on to other adventures.
Her features include:
Volvo Penta 43 hp Diesel, w/ < 1600 original hours
Garmin GPS Chartplotter / Radar and interfaced Autopilot
Marine Air A/C 16,000 Reverse Cycle
Full Galley
Easy to single hand with In-Mast Mainsail Furling
In-Mast Charleston Furling Mainsail and Shaeffer Headsail Furler
Running rigging replaced (2022)
Flex-fold Prop
Full cockpit enclosure
Beautiful interior woodwork/cabinetry
New batteries (1) Starting (1) House (2024)
New bottom paint and Cutlass Bearing (May 2022)
Owner is motivated .. schedule a viewing and bring on an offer !
Specifications
Descriptions, basic information, dimensions & weight, tank capacities, accommodations.
View Option
OCEAN SUITE is a comfortable aft cockpit performance cruiser. The cockpit has room for two couples and plenty of storage. Companian way has an optional screen, and 5 steps lead to the beautiful salon.
Immediately to port is the galley - providing easy cockpit access to food and drink. Behind the galley is the aft berth and engine access. To stbd you will find the Nav Station. Aft of the Nav Station is the main head with stand-up shower. In the salon along the port and stbd sides is seating and storage. Forward to port is a second head. V-Berth with additional storage is the final space.
All woodwork is in beautiful condition and soft goods do not show any wear. Salon
Seating to Port and Stbd
Overhead Storage
Centerline Dropleaf Table with Storage
Opening Ports with Screens and Shades
Navigation Station
Nav Table with Storage
Swivel Seat
Breaker Panel
VHF, Standard Horizon Explorer
VHF, Raytheon 202
GPS, Raytheon NAV 398
L-Shape Left of the Companionway
Corian Countertop w/Fiddle
2 Round Stainless-Steel Sinks
Single Lever Faucet
Stove/Oven, ENO 3-Burner, Gimballed - Looks New
Refrigeration, Frigomatic Top Load, 12 Volt
Microwave, Rival
New Lighting
Storage Above and Below the Sink and Oven
V-Shaped Double with Storage Under
Cabinets
Hatch and Opening Ports with Shades
Aft, Port Side -
Large Double with Storage Under
Cabinets and Hanging Locker
Engine Access
Single Round Stainless Steel Sink
Pull-Out Faucet Shower
Shower Seat
Generous Counter Space and Storage
Opening Port with Shade
Manual Jabsco Toilet
GPS/Chart Plotter, Garmin 740S Color Touch Screen w/HD Radar
Autopilot, Raytheon ST5000 Interfaced w/Garmin 740S. Works very well - Display is cloudy
Whether you are buying or selling your next boat or your first boat, one of Edwards Yacht Sales 45+ Professional Yacht Brokers throughout the Southeast are here to assist. Since 2003 we have acted as our clients trusted advisor throughout the entire process from shopping, to making an offer, to sea trial and survey, to closing.
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Oceanis 30.1
Oceanis 34.1
Oceanis 37.1
Oceanis 40.1
Oceanis 46.1
Oceanis 51.1
Oceanis Yacht 54
Oceanis Yacht 60
FIGARO BENETEAU 3
Heritage sailing yacht
Flyer 6 SUNdeck
FLYER 6 SPACEdeck
Flyer 7 SUNdeck
Flyer 7 SPACEdeck
Flyer 8 SUNdeck
Flyer 8 SPACEdeck
Flyer 9 SUNdeck
Flyer 9 SPACEdeck
Antares 7 Fishing
Antares 8 Fishing
ANTARES 11 FLY
Gran Turismo 32
Gran Turismo 36
Gran Turismo 41
Gran Turismo 45
Swift Trawler 35
Swift trawler 41 Sedan
Swift trawler 41 Fly
Swift Trawler 48
Swift Trawler 54
Grand Trawler 62
Heritage motorboats
A REMARKABLE ANNIVERSARY
Architects and Designers
Become a BENETEAU boat owner
Tests and Awards
Description
Main Points
Specifications
High-performing and as open to the sea as it is to life, the Oceanis 38 boasts new space organization options on board. Evolving to match your requirements whenever you want, she offers a new approach to cruising. She has something for everyone, but is also unique !
Naval designer : Finot - Conq
Interior designer : Nauta Design
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Exterior design
Length and beam on the waterline have been extended as far as possible to make the Oceanis 38 quick to cut through the water, while increasing stability. She offers high-performance and habitability second to none on this size of cruiser.
Interior design
Almost everything is possible inside the Oceanis 38. There is wide scope for different combinations in organizing the interior spaces and woodwork ambiances. The choice of a separate shower compartment is popular in the three cabin version. A unique feature on this size of cruiser, the fore cabin’s bed head faces in the same direction as the boat.
Open sailing
The Oceanis 38 rethinks the use of the boat, leaving the choice of its initial layout to the owner, while maintaining the potential to change arrangements at a later date. With the Daysailer, Weekender or Cruise, there are three ways to reorganize life on board the same boat.
Designed like a floating loft, this version of the Oceanis 38 does away with interior bulkheads in favour of a single room. The view is unobstructed and there is a stunning feeling of space. With equipment focussing on the essential, aft space for storage and an open cockpit, the Daysailer is open to everything.
Whether she has a two or three cabin plan, the Weekender version of the Oceanis 38 offers the greatest evolving potential over time and is the yacht that offers the greatest choice of layout: open or closed cabins, separate shower, fitted galley, extra inside/outside table, helmsman's seats, etc.
More conventional, the Cruiser version of the Oceanis 38 is equipped with a large galley facing the saloon and a bathroom with separate shower. It offers a choice between two or three fitted cabins. With the potential to evolve, the bulkhead can be removed from the fore cabin of this version to return that loft feeling.
Virtual tour
Characteristics.
Length Overall
Beam overall
Air Draught Max
Draught Min
Draught Max
Fuel Capacity
Water Capacity
Max. engine power
CE Certification
CE Certification A6/B8/C10.
B&G Electronics Pack.
Twin steering station, slatted wood helmsman's seats on option.
According to preference: with or without aft swim platform, for an open cockpit or a drop-down swim area for a cruising programme.
Open fore cabin - loft style (berth for 2 people).
Bathroom with toilet and shower.
Gently sloping 45° saloon companionway
B&G Electronics Pack
Open loft-style saloon, chart table facing companionway.
Large storage space to the stern accessed by the cockpit as well as hanging locker.
Open fore cabin - loft style - large aft cabin (berths for 4 people)
Bathroom with toilet and shower
Open fore cabin - loft style - two aft cabins (berths for 6 people).
Gently sloping 45° saloon companionway.
BENETEAU Yachts Rendez-vous 2019 – Sets Sail to Malta
Three Oceanis sailing yachts at the start of the Rallye des Iles du Soleil!
The 3rd rally of its kind started on Sunday 3 November
Beneteau services
With teams for sea trials, financing, customization, events, an after-sales service, and a network of dealers worldwide, BENETEAU delivers the help and expertise every boat owner needs throughout his boating life maintaining an enduring customer relationship.
Other boats from the range
9.66 m / 31’8’’
3.39 m / 11’1’’
10.34 m / 33’11’’
3.65 m / 12’
Oceanis 38.1
11.8 m / 38’9’’
3.99 m / 13’1’’
Oceanis 35.1
12.43 m / 40’9’’
4.2 m / 13’9’’
11.48 m / 37’8’’
3.92 m / 12’10’’
13.1 m / 42’12’’
4.12 m / 13’6’’
13.94 m / 45’9’’
4.5 m / 14’9’’
14.4 m / 47’3’’
4.25 m / 13’11’’
14.6 m / 47’11’’
4.74 m / 15’7’’
16.78 m / 55’1’’
4.96 m / 16’3’’
OCEANIS 50 NEW
16.7 m / 54’9"
4.9 m / 16’1’’
18.24 m / 62’3’’
4.99 m / 16’4’’
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Sailboat Guide
2006 Beneteau 473
Description
Seller's Description
🌊 Pure 47 - 2006 Beneteau 473 FOR SALE! 🌊
Looking for a spacious, well-maintained yacht? Pure 47 is your perfect match! With 3 cabins, 3 heads, and tons of upgrades in 2023, shes ready for your next adventure! 🚤⛵️
⚓️ Features:
Year: 2006 Cabins: 3 Heads: 3 Engine: Yanmar 75 HP Recent Upgrades: New rigging, solar panels, wind generator, & more! Located in St. Croix, USVI. Priced to sell at $129,000 USD! Dont miss out!
Equipment: Contact for Full Listing.
Rig and Sails
Auxilary power, accomodations, calculations.
The theoretical maximum speed that a displacement hull can move efficiently through the water is determined by it's waterline length and displacement. It may be unable to reach this speed if the boat is underpowered or heavily loaded, though it may exceed this speed given enough power. Read more.
Classic hull speed formula:
Hull Speed = 1.34 x √LWL
Max Speed/Length ratio = 8.26 ÷ Displacement/Length ratio .311 Hull Speed = Max Speed/Length ratio x √LWL
Sail Area / Displacement Ratio
A measure of the power of the sails relative to the weight of the boat. The higher the number, the higher the performance, but the harder the boat will be to handle. This ratio is a "non-dimensional" value that facilitates comparisons between boats of different types and sizes. Read more.
SA/D = SA ÷ (D ÷ 64) 2/3
SA : Sail area in square feet, derived by adding the mainsail area to 100% of the foretriangle area (the lateral area above the deck between the mast and the forestay).
D : Displacement in pounds.
Ballast / Displacement Ratio
A measure of the stability of a boat's hull that suggests how well a monohull will stand up to its sails. The ballast displacement ratio indicates how much of the weight of a boat is placed for maximum stability against capsizing and is an indicator of stiffness and resistance to capsize.
Ballast / Displacement * 100
Displacement / Length Ratio
A measure of the weight of the boat relative to it's length at the waterline. The higher a boat’s D/L ratio, the more easily it will carry a load and the more comfortable its motion will be. The lower a boat's ratio is, the less power it takes to drive the boat to its nominal hull speed or beyond. Read more.
D/L = (D ÷ 2240) ÷ (0.01 x LWL)³
D: Displacement of the boat in pounds.
LWL: Waterline length in feet
Comfort Ratio
This ratio assess how quickly and abruptly a boat’s hull reacts to waves in a significant seaway, these being the elements of a boat’s motion most likely to cause seasickness. Read more.
Comfort ratio = D ÷ (.65 x (.7 LWL + .3 LOA) x Beam 1.33 )
D: Displacement of the boat in pounds
LOA: Length overall in feet
Beam: Width of boat at the widest point in feet
Capsize Screening Formula
This formula attempts to indicate whether a given boat might be too wide and light to readily right itself after being overturned in extreme conditions. Read more.
CSV = Beam ÷ ³√(D / 64)
Draft(deep keel):6.92’/2.11m Ballast:(deep keel):7,275 lbs/3300 kgs Also called, or similar to, OCEANIS 473. A number were purchased for the charter trade.
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deconstructing an essay question
Teaching Social Studies
Government & Civics
Global Issues & Geography
Student Council & Leadership
Political Cartoon Analysis Kit
Primary Source Analysis Kit
Service Leadership Kit
Civics & Government
Student Council & Leadership
All students need support in learning how to deconstruct an essay prompt. Whether it’s for an AP or on-level class, no matter now straightforward or complex the question, it needs to be broken down.
This skill of closely examining the prompt isn’t just the prerequisite for writing an essay, but it’s really the first step in cultivating the deep thinking that a history or social studies essay is meant to invoke.
The best way to think about social studies writing is centered around the idea that a focused and well-supported argumentative essay isn’t proof that learning has happened, but rather is an act of learning in and of itself.
That’s why this skill isn’t a teach-it-once kind of thing, either. It needs to be explicitly practiced with every essay.
Deconstructing any writing prompt should be part of a larger essay outlining protocol you teach. Here, you can read my complete essay outlining process , in which I break down 6 distinct steps. Deconstructing the prompt is the first step of outlining and, since it has its own 4 parts, I’m diving into them here in detail to properly do them justice.
What I like most about these 4 questions is that they work for both history and social studies essay prompts. This allows for continuity across your whole department and for your students from year-to-year.
You should think of these questions as guidelines which should always be tweaked to match best with your particular essay requirements, especially if you are preparing students for specific state tests or AP exams. Be sure to create a handout guide for your students with the exact questions or steps you end up using.
Here are the 4 questions I use with my students to deconstruct essay questions:
1. What topics or content must I cover? What must I exclude?
This first question is particularly important if it’s an AP-style prompt with specific date ranges, or it’s a unit with a lot of content and the question is only asking about one aspect.
If you’re using my guide for creating inquiry-driven units then your unit will already be focused on a singular theme. However, it’s still important model this step.
Continuing with the example question used in my main essay outlining how-to post , “Was late 1800s America a land of opportunity?,” the unit focused on both the incredible wealth and oppressive poverty at the time.
So for this step you would make it clear that the question isn’t asking about, let’s say, foreign policy at the time, especially if that’s the topic for the next or a previous inquiry unit.
2. What’s considered true and not what I’m arguing?
This step is crucial in showing students how not to fall into the trap of summarizing or remaining at a surface level when writing their essay.
Think of truths as the broad understandings on which historians, political scientists, and other experts generally agree.
With our Gilded Age question, the truths are that two things—unbelievable wealth and poverty—existed simultaneously. So, take time to explicitly review with students they are not arguing there was wealth and there was poverty in the late 1800s. If they did that, they’d just be summarizing and not making an argument.
For another example, let’s look one of my Civics questions that asks students how well the three branches of the US government function democratically . The three truths we review are that there are three co-equal branches, the US Constitution lays out basic provisions for each, and that how they function today isn’t exactly what the Framers envisioned.
A student can absolutely make “a change over time” angle to their argument (and I certainly encourage that!), but if the entirety of their argument is that things have changed, then they are arguing something that is already acknowledged as a fact. Taking the time to tease out this distinction is important for students of all levels.
This also leads directly to the next two questions.
3. What skill must I demonstrate? How do I do that?
Is it a “change over time” or is it a comparison essay they need to write, for example?
If your class has a discrete set of essay prompt types, like an AP course, it’s especially important to display that short list for students to select from.
Once the skill or type of prompt has been identified, the second question must be clearly addressed. It’s easy to forget students need help making the leap from identifying the type of prompt to what that means they actually need to do.
Our sample Gilded Age question is a periodization question, which means students need to fall on one side of the fence or the other: yes or no. “Both” is not an option.
For a “cause or effect” prompt, it means arguing which one was the biggest cause or effect, because “all” isn’t allowed.
“Both” or “all” simply recaps the already-established truths and leads to summarizing, not arguing.
In my Global Issues course, I teach a unit on global diversity, both ethnic and socio-economic . Our unit-long inquiry is “Am I in the majority or minority of the world’s population?” This is a comparison essay prompt, so students need to decide between being more like or unlike others in the world.
Once I began making it clear that being on both sides of the argument is not an option, students stopped making that mistake.
4. What evaluation must I make?
This last question isn’t often written explicitly in the prompt, making it even more necessary to identify with students and train them to ask it of themselves before outlining their essay.
For example, in a “change over time” essay, the task is to argue which one was more. However, usually unwritten in the prompt is an implied and necessary “how much so?” and “was this good or bad?”
This follow-up question usually isn’t hard for students to answer when prompted, but they aren’t going to know to take that extra step if it’s not spelled out for them.
If you are teaching how to deconstruct an AP history essay, you’ll want to tailor this question to guide students into what’s needed to earn the “complexity” point, which can also include making connections to earlier or later historical events.
Most students simply address this implied part of the essay prompt after the “therefore…” or “which…” in their thesis. This is where the often-called “so, what?” part of the argument goes. Check out my go-to thesis formula if you are looking for one to use, especially one that teases out this final part.
If you are using open-ended inquiry questions for your essays, then your students’ evaluations will each be unique.
With our Gilded Age question, a student could conclude that the unprecedented wealth was a tremendously good thing, that the working and living conditions created were shameful, or that thanks to the work of certain early journalists, stronger regulations were made in the proceeding years. Endless options!
Having crystal clear answers to these four questions is essential in writing a strong essay, but it’s still only the first step in the support students need.
Don’t feel overwhelmed, though, because multiple steps is the point! Writing an essay is easy once it’s broken down into explicit mini steps. So, if you’re thinking, “… okay, what are all those steps?” I’ve got you covered.
Again, I shared my complete essay outlining protocol in another blog post, where I walk step-by-step through the handful of highly scaffolded micro-decisions that will lead your students to writing thoughtful, well-supported argumentative essays.
To see some of the writing-centered units I use with my mixed-ability social studies classes, click through the links below.
Check out my US History , Civics , or Global Issues courses if you’re interested in making essay writing central to your teaching. Both individual unit and full course options are available. Each unit includes all the essay writing supports you’ll need to scaffold writing like a pro—graphic organizers, outline forms, and how-to guides.
Feature image credit: via Deposit Photos
How to Scaffold Social Studies Essay Writing Like a Pro
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Deconstructing the question is the first step in answering an assignment or essay question. The method described below can be used for assignments, essays, short-answer questions and multi-choice questions (MCQs).
Identify task, topic and limit words to focus on what you have to do to answer the question:
Task words are instruction words e.g. describe or explain how
Topic words are keywords/phrases/concepts from the question e.g. relationship marketing
Limit words define the scope or limit of the question e.g. Choose one approach to…
Click on the hotspots to identify the keywords in this question:
Further resources
Check out this list of task words and how to use them in your writing.
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The Writing Guide
The First Thing
Step 1: Understanding the essay question
Identify task, content & limiting words in the essay question
Words, words, words..., academic writing webinar part 1.
Step 2: Critical note-taking
Step 3: Planning your assignment
Step 4a: Effective writing
Step 4b: Summarizing & paraphrasing
Step 4c: Academic language
Step 5: Editing and reviewing
Getting started with research
Working with keywords
Evaluating sources
Research file
Reading Smarter
Sample Essay
What, why, where, when, who?
Referencing styles
Writing Resources
Exams and Essay Questions
Essay topics contain key words that explain what information is required and how it is to be presented. Using the essay question below indentify task content & limiting words. Regardless of your topic or discipline, if you can identify these words in your essay topic, you can begin to consider what you will need to do to answer the question.
Task words : These are words that tell you what to do, for example “compare”, “discuss”, “critically evaluate”, “explain” etc.
Content words : These words in the essay topic will tell you which ideas and concepts should form the knowledge base of the assignment. Refer to subject specific dictionary or glossary.
Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays. Discuss the process of writing academic essays and critically examine the importance of structure and content.
Before you scroll down to the next box, what can you unpack from this topic? What are you actually going to look for in a search tool like One Search? What are you supposed to do?
Content Words
Limiting Words
Context Words
Task words are usually verbs and they tell you what to do to complete your assignment.
You need to identify these words, because you will need to follow these instructions to pass the assignment. As you research and write your assignment, check these words occasionally to make sure you are still doing what you have been asked to do.
Here are some definitions of different academic task words. Make sure you know exactly what you need to do for your assignment.
Don't try to use them in your research - they aren't things to find, only things to do.
The task words from our sample question are:
Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays. Discuss the process of writing academic essays and critically examine the importance of structure and content.
Discuss means to "consider and offer an interpretation or evaluation of something; or give a judgment on the value of arguments for and against something"
Examine means to inspect something in detail and investigate the implications
So, you would need to give a short description of what essay writing is all about, and then offer an evaluation of the essay structure and the way it presents content.
Task Words Here are some definitions of different academic task words. Make sure you know exactly what you need to do for your assignment.
The content words are the "meat" of the question - these are things you can research.
Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays . Discuss the process of writing academic essays and critically examine the importance of structure and content .
You will often be asked to talk about "the role" something plays or "processes", "importance", "methods" or "implementations" - but you can't really research these things just by looking for those words.
You need to find the keywords - the most concrete concepts - and search for those. The information you find about the concrete terms will tell you about the "roles" and "methods", the "process" or the "importance", but they probably won't use those words exactly.
One of the core skills of academic research is learning to extrapolate : to find the connections in the information you can find that will help you answer the questions which don't have clear, cut-and-dry answers in the books and articles.
So, the core keywords/concepts to research are:
"academic writing"
"higher education"
structure and content
Limiting words keep you focused on a particular area, and stop you from trying to research everything in the history of mankind.
They could limit you by:
Time (you may be asked to focus on the last 5 years, or the late 20th Century, for example)
Place (you may be asked to focus on Australia, or Queensland, or South-East Asia)
People groups (such as "women over the age of 50" or "people from low socio-economic backgrounds" or "Australians of Asian descent")
Extent (you are only to look at a particular area, or the details you believe are most relevant or appropriate).
In this example, you have two limits:
"higher education" is the industry focus. This could be expanded to include the tertiary or university sector.
Essays - we are concentrating on essay writing as the aspect of communication. Note that this is also a content word. There can be (and usually is) some crossover.
Sometimes it can help to add your own limits . With health sciences, you almost always limit your research to the last five or six years. Social sciences are not as strict with the date range but it's still a good idea to keep it recent. You could specifically look at the Australian context. You may decide to focus on the private sector within that industry.
With the question above you could limit yourself to only looking at first year university students.
Sometimes an assignment task will give you phrases or sentences that aren't part of the task at all: they exist to give you some context .
These can be ignored when you do your research, but you should read over them occasionally as you are writing your assignment. They help you know what the lecturer was thinking about (and wanted you to think about) when they set that task.
Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays . Discuss the process of writing academic essays and critically examine the importance of structure and content.
You don't have to do anything with the first sentence of this question - but it does get you to think specifically about the "using essays to communicate knoweldge" - something that isn't mentioned in the task itself.
Obviously, whoever wrote the task wants you to think about the assignments as a form of writing and communication.
It is easy to get distracted and go off on tangents when doing your research . Use the context words to help you keep your focus where it should be.
When presented with an assignment or question, unpacking/deconstructing the question is important to identify the task as distinct from the topic. The first step is always to read the task sheet. What does the assignment ask you to do?
Asking the right questions
When unpacking your assignment or question, consider:
what sort of assignment is it?
specific requirements on the task sheet?
where to you focus your energies?
Locate the question and pull it apart.
Sample Assignment Question:
Sample assignment question.
"Identify and discuss key communication skills required for effective teamwork."
What are the task words - what am I being asked to do?
What is the core topic - what information do I need to find?
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Education and Communications
Studying Literature
How to Deconstruct a Text
Last Updated: December 21, 2023 Fact Checked
This article was reviewed by Gerald Posner . Gerald Posner is an Author & Journalist based in Miami, Florida. With over 35 years of experience, he specializes in investigative journalism, nonfiction books, and editorials. He holds a law degree from UC College of the Law, San Francisco, and a BA in Political Science from the University of California-Berkeley. He’s the author of thirteen books, including several New York Times bestsellers, the winner of the Florida Book Award for General Nonfiction, and has been a finalist for the Pulitzer Prize in History. He was also shortlisted for the Best Business Book of 2020 by the Society for Advancing Business Editing and Writing. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 146,485 times.
Deconstruction aims to disturb in order to discover. By deconstructing a text, you learn to read beyond a text's straightforward content and uncover new meanings and truths. Deconstruction has intellectual and political implications. Deconstructing a text is a common assignment given to students of literature, literary theory, film, communications, or postmodernist thought.
Whenever deconstruction finds a nutshell—a secure axiom or a pithy maxim—the very idea is to crack it open and disturb this tranquility - John D Caputo.
Does this word have any other definitions besides the standard, assumed definition? For example, the word "start" can mean "to begin." It can also mean "to become startled." The sentence "He started when he heard the gun" might mean that the man began an action at the gunshot (such as beginning a race). However, it might also mean that the man became startled and scared at the gunshot. Try to keep both meanings of "start" in your head while you read.
Is this word etymologically related to other words in the text? For example, the words "inspiration" and "conspiracy" are both related to the Latin root word "spirae," meaning breath. Does this history help you find additional meaning in these words?
Does the word sound like another word or phrase that is entirely unrelated to it? For example, the word "Russian" is not etymologically related to "rush in" in any way. However, because these words sound a lot alike, a reader might connect them in surprising ways, leading to additional significance in a text.
Is this word used in a different way elsewhere in the text, and how might they be related? For example, perhaps the word "art" is used in one chapter to refer to a painting and "Art" is used in another chapter to refer to a person. How are "art" and "Art" alike? How are they different?
What is unconventional or strange about the text? Are there any traditions that the text is flouting? These traditions might be literary (such as using an unconventional structure) or political (such as inhabiting a feminist perspective).
How would this text be different if it had been narrated from another character's perspective? This is an especially good question to ask if the narrator is a white heterosexual man and there are minor characters who embody minority identities. What if this text had taken up the perspective of a woman, a person of color, or someone who is queer?
What ideology is being supported by the text? Does the text seem to suppress any other ideologies? For example, perhaps the text anxiously supports Western imperialism. Is there anything the text leaves out in order to strengthen its imperialist position?
What is the text's relationship to seemingly universal truths? Deconstruction resists the idea that there is one single Truth to explain life and language. Does the text resist these false truths as well? For example, one generally accepted truth is that "people should follow their consciences." Perhaps a text is arguing that people's consciences are flawed and that morality should be sought elsewhere.
What hierarchies exist in the text? Who has the power? Is there any way that the text overturns hierarchies? Could you overturn hierarchies through your reading? [3] X Research source
What words could the author have chosen but did not choose? Are there any gaps or fissures in the text that you can discern?
Men vs. Women (or masculine vs. feminine)
Culture vs. Nature
Soul/Mind vs. Body
Reason vs. Emotion
White people vs. People of color
Adult vs. Child
"Good" literature (like Shakespeare) vs. "Bad" literature (like a romance novel)
"Even though the text appears to argue X, my reading shows that the text also argues Y."
"The text allows a reader to understand that the binaristic relationship between A and B is problematic in the following ways . . ."
"The text creates a surprising connection between P and Q through the use of puns and hidden jokes. This is meaningful because . . ."
Expert Q&A
Have an excellent dictionary nearby. Deconstructing a text often involves understanding the etymologies (or origins) of words as well as the multiple meanings a word might carry. You will have to go beyond surface meanings and general explanations. This means that having a detailed, accurate dictionary on hand is essential. If you are reading a text in English, the Oxford English Dictionary is probably your best bet. [8] X Research source Thanks Helpful 0 Not Helpful 0
Set out to discover something surprising about the text, that surprises you. Chances are that you will have used 'deconstruction' to arrive at this viewpoint. Then retrace your steps. Thanks Helpful 0 Not Helpful 0
Understand that all axioms about the world break to partial realities. If you take a cup and look at the edge along the top in a horizontal plane, the edge appears like a straight line. Turn the cup into another dimension and the straight line appears as a circle. Which is more correct? That ultimately is the problem or limitation of knowledge. Language does not describe what is - that is what is correct. Language sets out to describe the 'more'. And the 'mores' and 'lesses' of our thought are exactly the things that stop us seeing reality. What we see is 'change', appearing and disappearing, while for 'reality', all of what is, there is no change and no appearing and disappearing. Thanks Helpful 0 Not Helpful 0
The only danger is thinking you know what deconstruction is. By attempting to go beyond the appearance or structure of text, deconstruction is more like a pointer to a possible destination than a complete description of the destination. We simply don't know what we will discover before we carry out a deconstruction. In that sense, we move from a place of darkness to a place of light. Yet conversely, in terms of the meaning of a text, we move from a place of light to a place of darkness. This is best summed as saying 'we come to know something of that which we don't know'. Thanks Helpful 6 Not Helpful 1
While I hope some of these points and comments in this 'how too..' are useful, they only give you one lens on deconstruction. Aim to discover yet more lenses. Thanks Helpful 4 Not Helpful 2
If you need to deconstruct a text, start by reading through the work carefully to find any assumptions the writer may have made. For instance, if the author of the text assumes that readers who are females all want to be mothers, you can then deconstruct the rest of their argument by showing how that false assumption affects the rest of the piece. To do this, look for words like “appear” or “seem” in place of stronger words such as “is” or “proves,” since these may show a weakness in the original argument. For tips on how reading a text from beginning to end can help you deconstruct it, read on! Did this summary help you? Yes No
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Understanding your assignment questions: A short guide
Introduction
Breaking down an assignment question
Ways to get started, how do you narrow down a broad or general essay question, parts of a question, specific vs general essay questions.
Further reading and references
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Before you attempt to answer an assignment question, you need to make sure you understand what it is asking.
This includes the subject matter, but also the way in which you are required to write.
Different questions may ask you to discuss, outline, evaluate...and many more. The task words are a key part of the question.
Once you have broken down and understood your assignment question, you can start to jot down your ideas, organise your research, and figure out exactly what point you want to argue in your essay.
Here is something to try if you are struggling to get going with responding to the assignment question:
Try to come up with a one word answer to the question ('yes,' 'no',' maybe'- or perhaps two words: 'not quite'; ''only sometimes');
Then expand the one-word answer into a sentence summarising your reason for saying that;
Then expand that sentence into three sentences. This could be the beginning of your essay plan.
Choose one or two key aspects of the topic to focus your argument around.
Focus on a few examples rather than trying to cover everything that falls under that topic.
Decide on a standpoint you want to argue (this applies to specific essay questions too).
Make sure your introduction explains your chosen focus aim and argument.
Directive or task words : Tell you exactly what to do e.g., discuss, argue etc.
Subject matter : Specifically what you should be writing about.
Limiting words : Parts of the question that may narrow or alter the focus of your answer.
Example : To what extent can the novel White Teeth by Zadie Smith be read differently in the light of the 9/11 Terrorist Attack?
To what extent: This indicates you will need to explore both sides of the topic in a critical way and reach a decision
Be read differently: This limiting phrase indicates that you will not be writing everything you know about White Teeth and 9/11. You will be focussing on whether or not the terrorist attack alters our reading of the novel. Every point you make should contribute to this.
White Teeth: You will need to focus on this novel
9/11 Terrorist Attack: You will also need to write about this event in relation to the novel
Some essay questions may have a narrow focus e.g., 'To what extent can it be argued that Byron and Keats are second generation Romantic poets?'.
While other may be quite broad e.g., ' Evaluate the effect of landscape on the expansion of the town'.
The first example indicates exactly which poets to focus on, and which aspect of their work to explore. The second example is much broader: it doesn't specify which features of landscape, or which towns should be analysed.
Even if the essay question is broad, your answer should have a clear and specific focus. Therefore, you need to choose an area of the topic to concentrate on. If answering the second of the two questions above, you would not need to write about the impact if every type of landscape on every town in the world. It is normally better to write a lot about a little, rather than a little about a lot.
It is also important to note that, although the specific essay question tells you which poets to focus on and which aspect of their work to discuss, it does not dictate which way you have to argue. You are still free to choose your own standpoint (based on evidence) as to whether or not Byron and Keats can be seen as second generation Romantic poets.
Home > Griffith Health > Learning and Teaching > TTP Program > Deconstructing Assignment Questions
Deconstructing Assignment Questions
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The video presentation for this session guides you through how to deconstruct an assignment question, taking you through an example to demonstrate the process. Some tips for how to organise your notes once you have mapped out the question are also provided. Documents outlining the exemplar shown in the video and the different methods to organise notes are included in the Resources section in addition to some useful weblinks.
Below are two documents you can download which show you an example of deconstructing an assignment question and some methods you can use to organise your notes.
Deconstructing Assignment Questions (Organising your Notes)
Griffith University – Study and Assignment skills – Preparing for your assignment - https://www.griffith.edu.au/library/study/preparing-for-your-assignment
Curtin University – Analysing the Brief - http://studyskills.curtin.edu.au/essays/step-1-analyse-the-brief/
University of New England – Analysing the Question - https://aso-resources.une.edu.au/assignment-types/essays/analysing-the-question/
University of New South Wales – Essay and Assignment Planning - https://student.unsw.edu.au/essay-and-assignment-planning
*Research and Writing: Integrated Skills & Strategies*
Information Literacy
Information Formats
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Primary, Secondary, and Tertiary Sources
Deconstructing an Assignment
Picking a Topic
Brainstorming and Prewriting
Research Question and Thesis
Choosing Keywords
Creating Search Statements
Evaluating Sources
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"Am I done?"
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Use the Assignment as a Tool
Decoding the Assignment Expectations
Example Prompt
Still struggling.
Conversing with someone else about your research and writing process can be incredibly helpful. Contact staff at McKillop Library or the Writing Center using the links below.
Ask-a-Librarian
Meet with a Writing Consultant
The assignment itself often outlines not only the requirements of the paper, but also the framework or organization that you may use. You should highlight important keywords or verbs in the prompt and also discuss the expectations with your professor or peers to ensure that you understand your objectives. Some points for you to consider:
Who is the intended audience of the assignment?
Will that audience affect your stance on the topic or the way in which you construct your argument?
What are the key words and phrases in the assignment?
Are there multiple parts to this assignment? How might I organize the paper to address all of these points?
Rewriting the prompt in your own words or creating an outline based on the necessary components will also help to break down the expectations and ensure that you address all of the requirements.
Decoding Assignment Expectations
The specific words used in a prompt tells the writer exactly how to shape the paper. Pay attention to the verbs which indicate how you will interact with the material. Below are some of the most commonly used verbs in writing prompts, along with the description of what they are asking you to do.
Analyze → Break something down into smaller pieces in order to bring out the essential elements or structure. Also, to identify parts and relationships and interpret this information to reach conclusions.
Apply → Use knowledge and understanding in response to a given situation or set of real circumstances.
Argue → Challenge or debate an issue or idea with the purpose of persuading or committing someone else to a particular stance or action.
Compare → Give an account of the similarities and differences between two or more items or situations, ultimately making an evaluation of the most fundamental connections or deviations.
Demonstrate → Prove or make clear by reasoning or evidence, illustrating with examples or practical application.
Describe → Give a detailed account or picture of a situation, event, pattern, or process.
Describe to What Extent → Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound judgment.
Discuss → Offer a balanced review that includes a range of arguments, factors, and/or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.
Evaluate → Assess the implications and limitations; to make judgments about the ideas, works, solutions, or methods in relation to selected criteria.
Examine → Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.
Identify → Provide an answer from a number of possibilities. Recognize and state briefly a distinguishing factor or feature.
Infer → Deduce reason from premises to a conclusion. Listen or read beyond what has been literally expressed.
Interpret → Use knowledge and understanding to recognize trends and draw conclusions from given information.
Investigate → Observe, study, or make a detailed and systematic examination in order to establish facts and reach new conclusions.
Justify → Give valid reasons or evidence to support an answer or conclusion.
Prove → Use a sequence of logical steps to obtain the required result in a formal way.
Reflect → Think about deeply or consider. Often calls for inclusion of personal experience.
Summarize → Abstract a general theme of major points.
Use → Apply knowledge or rules to put theory into practice.
Argumentative Research Paper
Assignment: Write a 5-6 paged paper, supporting an assigned topic.
Topic choices: ( Remember, you are arguing in support of the statement .)
Tattooing is a credible and enduring contemporary art form.
Body modification, in the form of tattooing or piercing, is self-destructive behavior.
Body art is a major element of youth culture today.
America’s rich culture is tarnished by the contemporary prevalence of piercing and tattooing.
Body art is a significant component of American identity and culture, from past to present.
Requirements:
Write a cohesive, scholarly paper based on research.
Develop a thesis that expands upon your chosen statement.
Demonstrate the ability to write well, with purposeful organization and logical flow.
Follow either MLA or APA formatting for paper , in-text citations , and a source page.
Demonstrate the ability to incorporate research into your writing, reflecting critical thought.
one magazine or newspaper source (print or web)
one primary source (interview or survey)
one database source
one book source
one website source
one additional source of your choosing
The above assignment first asks for topic selection. This step will come next. But before choosing that topic, it is helpful to outline and understand how the topic will be explored to fit the parameters of the assignment. First, highlight the key parts of the prompt:
ARGUE → the objective is to convince the reader of your chosen stance.
SUPPORT → this has two meanings: 1. you will validate the stance 2. you will use evidence from sources to backup the stance.
SCHOLARLY → this is not a reflection or personal opinion piece, it needs to be research-based.
THESIS DRIVEN → your critical argument will be presented through the thesis and then connected throughout the entire paper.
CITATIONS → MLA OR APA, you have a choice here, but there must be in-text citations and a bibliography.
SOURCES → you need six (magazine or newspaper, primary, database, book, web, one of your choosing).
6 to 8 PAGES → including an intro and conclusion and considering how many sources will be used, you will need to be very specific and concise. The scope must be limited because the page requirement is not extensive.
These key elements of the assignment can now serve as a checklist to refer to throughout the research and writing process, including the final draft.
Does the author provide a summary of the larger problem under study and the specific problem under investigation? Are the problems significant in terms of the theory referenced? Is the problem significant from a practical or applied perspective?
Does the literature review provide the necessary framework for the reader? Can you see how the problem under study relates to the broader discipline through the literature review? Is the literature review current and using contemporary materials? Are there any biases represented? Is the review complete?
In the references or bibliography, are the citations accurate, in an appropriate style, and complete?
Problem Statements
Research Question: Are the research questions explicitly stated and identified? List the research questions.
Variables: List the variables used in the study. Does the author(s) define the variables and do the definitions make sense to you?
Hypotheses: Are the hypotheses explicitly identified in the research? Are they stated as the null hypothesis? List hypotheses tested, if any.
Causality and Variables: Are casual relations among variables being tested in this study? If so, identify independent, dependent, and (if they exist) intervening variables.
Assumptions: Identify assumptions that are stated explicitly by the author. Do you agree? What implicit assumptions exist? These might be determined by examining the way the problem is framed by the author, the theoretical context used, etc…. Do you agree with the implicit assumptions?
Methodology
General: Summarize the methodology used by the author(s). Are the methods used consistent with other research cited in the article? Is enough information presented so that the research could be replicated (i.e., verifiability)?
Bias: Is there any bias in the design?
Sampling: How was the data collected? Was it obtained from a sample of a population? If so, identify the population and describe how the sample was selected.
Descriptive Statistics: Are the data reported clearly? Are the tables and figures clearly labeled and identified? Is it clear what, if any, manipulation was made to figures used in the article?
Inferential Statistics: Identify the inferential statistics used, if any. Were the appropriate tests conducted? If null hypotheses are tested, does the researcher indicate whether the hypotheses could be rejected and at what level of significance?
Results and Conclusions
Results: What are the findings of the research?
Conclusions: What are the conclusions of the study? To what populations are the findings generalized? Are the conclusions supported by the study reported? What are the implications of the findings of the study?
Limitations: Does the author(s) acknowledge limitations to their research? If so, what are they? Does the author(s) make suggestions for additional research?
Other Considerations
Is the title appropriate for the article?
Does the abstract accurately reflect the article’s content?
Overall, how well is the article written? Are there grammatical, spelling, or editing mistakes?
Dr. Deborah Lee, Professor/Coordinator, Library Instructional Services, Mississippi State University Libraries (662) 325-0810 [email protected]
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Literary Theory and Criticism
Home › Uncategorized › Deconstruction
Deconstruction
By NASRULLAH MAMBROL on March 22, 2016 • ( 10 )
Deconstruction involves the close reading of texts in order to demonstrate that any given text has irreconcilably contradictory meanings, rather than being a unified, logical whole. As J. Hillis Miller, the preeminent American deconstructionist, has explained in an essay entitled Stevens’ Rock and Criticism as Cure (1976), “Deconstruction is not a dismantling of the structure of a text, but a demonstration that it has already dismantled itself. Its apparently solid ground is no rock but thin air.”
Deconstruction was both created and has been profoundly influenced by the French philosopher Jacques Derrida. Derrida, who coined the term deconstruction, argues that in Western culture, people tend to think and express their thoughts in terms of binary oppositions (white / black, masculine / feminine, cause /effect, conscious /unconscious, presence / absence, speech writing). Derrida suggests these oppositions are hierarchies in miniature, containing one term that Western culture views as positive or superior and another considered negative or inferior, even if only slightly so. Through deconstruction, Derrida aims to erase the boundary between binary oppositions—and to do so in such a way that the hierarchy implied by the oppositions is thrown into question.
Although its ultimate aim may be to criticize Western logic, deconstruction arose as a response to structuralism and formalism. Structuralists believed that all elements of human culture, including literature, may be understood as parts of a system of signs. Derrida did not believe that structuralists could explain the laws governing human signification and thus provide the key to understanding the form and meaning of everything from an African village to Greek myth to a literary text. He also rejected the structuralist belief that texts have identifiable “centres” of meaning–a belief structuralists shared with formalists.
Formalist critics, such as the New Critics, assume that a work of literature is a freestanding, self-contained object whose meaning can be found in the complex network of relations between its parts (allusions, images, rhythms, sounds, etc.). Deconstructionists, by contrast, see works in terms of their undecidability. They reject the formalist view that a work of literature is demonstrably unified from beginning to end, in one certain way, or that it is organized around a single centre that ultimately can be identified. As a result, deconstructionists see texts as more radically heterogeneous than do formalists. Formalists ultimately make sense of the ambiguities they find in a given text, arguing that every ambiguity serves a definite, meaningful, and demonstrable literary function. Undecidability, by contrast, is never reduced, let alone mastered in deconsctruction. Though a deconstructive reading can reveal the incompatible possibilities generated by the text, it is impossible for the reader to settle on any permanent meanings.
Deconstruction is a poststructuralist theory, based largely but not exclusively on the writings of Derrida. It is in the first instance a philosophical theory and a theory directed towards the (re)reading of philosophical writings. Its impact on literature, mediated in North America largely through the influences of theorists at Yale University, is based 1) on the fact that deconstruction sees all writing as a complex historical, cultural process rooted in the relations of texts to each other and in the institutions and conventions of writing, and 2) on the sophistication and intensity of its sense that human knowledge is not as controllable or as convincing as Western thought would have it and that language operates in subtle and often contradictory ways, so that certainty will always elude us.
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Tags: Deconstruction , Jacques Derrida , Linguistics , Literary Criticism , Literary Theory , Roland Barthes , Stevens' Rock and Criticism as Cure
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Understanding Deconstruction: A Comprehensive Guide
What is deconstruction, history of deconstruction, key concepts in deconstruction, how to read a text deconstructively, deconstruction in practice, major deconstruction theorists, deconstruction in modern literary analysis, critiques of deconstruction, deconstruction and postmodernism, why study deconstruction.
Imagine you're building a model airplane. You're following the instructions, piece by piece, until you've got a miniature replica of a Boeing 747. Now, let's say you start to question those instructions. What if you assembled it differently? Could it still be a plane if you put the wings on backwards? This is the basic idea behind deconstruction — looking beyond the expected way of understanding things and exploring the hidden meanings and assumptions. This is your complete guide to understanding the definition of deconstruction in a clear, straightforward way.
At its core, the definition of deconstruction involves questioning and challenging the very ideas and assumptions that come so naturally, we almost don't notice them. It's like asking why the sky is blue, or why we say "hello" when we meet someone. These are things we take for granted, but deconstruction asks us to stop and really think about them.
Here are some key points to help you understand the definition of deconstruction:
It’s not about destruction: The term might sound like it's about breaking things down or tearing them apart, but it’s not. It's more about taking a closer look and asking tough questions.
It’s about questioning assumptions: Every word, every idea, every 'truth' we know — deconstruction asks us to question it all. Why do we believe what we believe? Is there another way to see it?
There’s no single 'right' answer: One of the key ideas in deconstruction is that there's no single, absolute truth. Every text, every concept, can have multiple interpretations.
So, when you hear the definition of deconstruction, think about that model airplane. It's about questioning the instructions, exploring other possibilities, and discovering new ways of understanding. And just like building the plane, understanding deconstruction can be a fun and fascinating journey. So, let's jump right in and start exploring!
If deconstruction were a movie, our main character would be a French philosopher named Jacques Derrida. The plot would be set in the 1960s, a time of great change and questioning. And the storyline would be about challenging traditional ways of thinking. Sounds exciting, doesn't it?
Derrida first introduced the concept of deconstruction in his book "Of Grammatology." He didn't set out to create a new method or theory. Instead, he wanted to question the very basis of our understanding. He asked: "What if our so-called 'truths' are just assumptions we've never questioned?"
Here's a quick timeline to help you understand how deconstruction has evolved:
1967: Derrida introduces the concept of deconstruction in "Of Grammatology."
1970s-1980s: Deconstruction gains popularity in the U.S., especially in literary criticism and cultural studies.
1990s-Present: Deconstruction continues to influence various areas, from architecture to law, challenging us to question and reinterpret the norms.
As you can see, deconstruction isn't some dusty old concept from a bygone era. It's a living, breathing idea that continues to evolve and shape our understanding of the world. Remember Derrida the next time you hear the definition of deconstruction because he's the guy who started it all!
Let's imagine that deconstruction is like a magic trick. It's all about revealing what's hidden, questioning what's presented as 'real,' and turning the familiar into something strange and new. Sounds fun, right? But to perform this magic trick, we need to understand its key concepts. So, let's jump in!
Binary Oppositions: In any text, there are pairs of opposite concepts. Think of light and dark, good and evil, or man and woman. Traditional thinking gives one side of the pair (usually the first one) a higher status. But deconstruction asks: "Why should one be more important than the other?"
Différance: This is a special word invented by Derrida. It's a combo of the French words for "differ" and "defer." In the magic trick of deconstruction, meanings don't stay still. They shift and change over time.
Trace: In any concept or idea, there's a trace of its opposite. It's like a shadow that follows it around. For example, can you think about light without thinking about darkness?
These are the secret ingredients of our magic trick. Using these concepts, deconstruction makes us see texts in a new light. It's like wearing a pair of magic glasses that reveal what's hidden. And once you've seen the world through the lens of deconstruction, you'll never see it the same way again!
Remembering these key concepts is central to grasping the definition of deconstruction. They are the heart and soul of this magic trick, enabling us to question, reinterpret, and see beyond the surface of texts.
Okay, so we've got our magic glasses on. We're familiar with the secret ingredients—binary oppositions, différance, and trace. But how do we perform this magic trick? How do we read a text deconstructively?
First thing's first: forget everything you know about reading. Deconstructive reading isn't about taking a text at face value. Instead, it's about digging deep, asking questions, and turning the text inside out.
Imagine you're an archaeologist. Your job is to dust off the text and uncover its hidden layers. Every word, every sentence, every paragraph is a clue. It's a treasure hunt, and you're in charge!
Here are some steps to guide you:
Identify the binary oppositions: What are the pairs of opposites in the text? Which one is given higher status? Why?
Look for traces: How does the text rely on its opposites? Can you spot the shadows that follow each concept around?
Consider différance: How do meanings shift and change over time? What happens when you read the text in a different context?
Remember, the goal isn't to find the "right" interpretation. Instead, the goal is to reveal the text's complexities, contradictions, and hidden layers. It's all about seeing the unseen!
So, are you ready to be a deconstructive reader? Don't worry if it feels a bit strange at first. Like any magic trick, it takes practice. But once you get the hang of it, you'll see that the definition of deconstruction isn't as scary as it sounds. It's just a new way of seeing the world—one that's full of surprises, questions, and discoveries.
Alright, let's move from theory to practice. Let's see how deconstruction works in real life. To do this, we don't have to look far. Deconstruction is everywhere— in movies, advertisements, music, art, and even in our daily conversations.
Take a popular fairy tale, for example, Cinderella. We've all heard it, right? But have you ever considered how the story sets up a binary opposition between good and evil, beautiful and ugly, rich and poor? And how it favors one over the other? That's deconstruction in practice!
Or take a look at an advertisement. It's not just about selling a product. It also creates a world of desires, dreams, and ideals. But what happens when we question these ideals, when we peel back the layers? What do we find then?
Here is a brief guide on how to apply deconstruction in your everyday life:
Question Everything: Don't accept anything at face value. Dig deeper. What is the text not saying? What is it hiding?
Spot the Binary Oppositions: Keep an eye out for pairs of opposites. Which one is favored? Why? What happens when we flip the hierarchy?
Look for the Traces: Pay attention to the shadows. How does a concept rely on its opposite? How does it change when we look at it from a different angle?
Remember, deconstruction is not about destruction. It's about construction. It's about building a new understanding, a new perspective. It's about seeing the world in a different light. And the definition of deconstruction? It's not just a theory. It's a tool, a lens, a way of life. So, go ahead, give it a try. You might be surprised at what you discover!
Now that we've dipped our toes into the waters of deconstruction, let's meet some of the big fish in this ocean of thought. These are the thinkers who have shaped the definition of deconstruction and pushed its boundaries in exciting ways.
First off, we have Jacques Derrida . You can't talk about deconstruction without mentioning him. He's the guy who started it all. His idea? Language is tricky. It doesn't always mean what we think it does. And sometimes, it means more than one thing at the same time. Pretty mind-blowing, right?
Next up is Paul de Man . He took Derrida's ideas and ran with them. He applied deconstruction to literature and showed us how to read texts in new and radical ways. His take on deconstruction? It's not just about tearing things apart. It's also about building new meanings.
Then we have J. Hillis Miller . He's another big name in the world of deconstruction. He focused on the relationship between words and reality. His contribution? He made us question our assumptions about truth and meaning.
And let's not forget Gayeatri Spivak . She's a post-colonial theorist who used deconstruction to challenge the power structures in society. Her insights? The definition of deconstruction isn't fixed. It's always evolving, always responding to the world around us.
These are just a few of the many thinkers who have shaped the world of deconstruction. Each one has added their own twist, their own flavor to the theory. So, next time you're exploring the world of deconstruction, why not check out some of their works? You might find some interesting ideas!
Picture this: you're reading your favorite book, completely engrossed in the story. But then, you start to think, "what's beneath the surface? Is there more to this story than I'm seeing?" Well, my friend, you're thinking like a deconstructionist.
In modern literary analysis, deconstruction is like a pair of 3D glasses. It helps you see beyond the obvious, into the hidden depths of a text. It's all about looking at a story from different angles and uncovering layers of meaning. Pretty cool, huh?
But how does it work? Let's break it down:
First, you start by identifying binaries in the text. These are pairs of opposites like good and evil, love and hate, or truth and illusion. Binaries are everywhere in literature, and they're a great place to start your deconstruction.
Next, you challenge these binaries . Deconstruction is all about questioning assumptions. So, you ask yourself: "Does good always triumph over evil? Is love always the opposite of hate? Is truth always separate from illusion?" By asking these questions, you're already starting to see the text in a new light.
Finally, you look for contradictions in the text. Contradictions are key in deconstruction. They're like little cracks in the surface of the story. And when you start to explore these cracks, that's when the real fun begins. You start to see layers of meaning that you never knew existed.
So, next time you're reading a book, why not give deconstruction a try? You'll be amazed at what you discover. And who knows? You might even find a new definition of deconstruction along the way!
Just like any good story, the tale of deconstruction has its fair share of critics. And, hey, that's a good thing! After all, isn't questioning and challenging what deconstruction is all about?
Some critics say deconstruction is too abstract. They argue that it's like trying to catch a cloud with your bare hands—you can see it and you can feel it, but you can't quite grasp it. They say it lacks concrete rules and guidelines, making it difficult to apply consistently.
Other critics worry that deconstruction could lead to anarchy in literature. If we're always questioning and challenging, they argue, how can we ever agree on anything? And if we can't agree, how can we have meaningful discussions about literature?
Then there are those who say deconstruction is just plain confusing. They argue that it's full of jargon and fancy words, but lacks clear explanations. They say the definition of deconstruction is elusive, like a shape-shifting creature that's always just out of reach.
But here's the thing: every approach has its critics. And that's not necessarily a bad thing. Critiques help us to refine and improve. They keep us on our toes, push us to be better. So, whether you're a fan of deconstruction or not, we can all agree on one thing: it sure does make for some interesting discussions!
Now, let's dig into the relationship between deconstruction and postmodernism. You might be thinking, "Wait, isn't deconstruction just another fancy word for postmodernism?" Well, not quite. They're related, sure, but they're not the same thing.
Postmodernism is like a big, colorful umbrella. It covers a lot of different ideas and theories, all of which have one thing in common—they challenge the 'grand narratives' or the 'one-size-fits-all' stories we tell ourselves about the world. Deconstruction is one of those theories. It's a tool that postmodernists use to dissect texts and uncover the hidden biases and assumptions within them.
However, while postmodernism is often playful and ironic, deconstruction is more serious. It's like a detective, meticulously examining every word and phrase for clues. While postmodernists might revel in the chaos of multiple meanings, deconstructionists are more interested in the tension between them.
In other words, if postmodernism is a party, deconstruction is the guest who turns up early, stays late, and spends the whole time analyzing the playlist. But that's exactly what makes it so valuable. By questioning everything, deconstruction helps us to see the world in a new light.
Okay, so now we know what deconstruction is and how it fits into the bigger picture of postmodernism. But you might be wondering, "Why should I bother studying deconstruction?"
Well, for one, deconstruction can help you become a more careful reader. By teaching you to pay attention to the nuances of language, it can deepen your appreciation of literature, art, and even everyday conversations. It's like having a magnifying glass for words—you start to see things you never noticed before.
More importantly, deconstruction can make you a more thoughtful person. It encourages you to question the assumptions you take for granted and to consider multiple perspectives. In a world where we're often fed simple, black-and-white narratives, this ability to embrace complexity is invaluable.
Finally, studying deconstruction can be fun. Yes, you heard that right—fun! It's like solving a puzzle, or playing a game of detective. You get to dig beneath the surface of texts and uncover hidden meanings. And who knows? You might even find a new way of looking at the world.
So, are you ready to dive into the world of deconstruction? Your journey into understanding this fascinating theory is just beginning. And remember, as the definition of deconstruction suggests, there's always more to uncover!
If you're looking to further explore the concept of deconstruction and how it can be applied in various creative disciplines, check out the workshop ' Conceptualising Your Interdisciplinary Creativity ' by Jarrett Lampley. This workshop will help you understand how to break down and analyze various creative works, inspiring you to think differently and approach your own projects from a fresh perspective.
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Mastering Answer Writing: Deconstructing Questions for Success
In the competitive world of UPSC examinations , mastering answer writing is crucial for aspirants. This article delves into effective strategies for deconstructing UPSC Mains questions, ensuring that candidates can articulate their knowledge clearly and concisely.
Key Takeaways
Understand the question structure.
Use historical significance and data effectively.
Incorporate current affairs and constitutional references.
Develop a systematic approach to answer writing.
Understanding the Question Structure
To tackle UPSC Mains questions effectively, it’s essential to break down the question into manageable parts. Here’s a structured approach:
Define the Topic : Start by clearly defining the key term or concept in the question.
Historical Significance : Discuss the historical context or significance of the topic to provide depth.
Data and Statistics : Include relevant data that supports your argument or explanation.
Index Rankings and Reports : Reference any pertinent reports or rankings that relate to the topic.
Current Affairs : Integrate recent developments or current affairs that are relevant to the question.
Constitutional Articles : Mention any constitutional provisions that apply to the topic.
Summary : Conclude with a brief summary or personal insight, especially if the question is challenging.
Applying the Structure to Questions
Let’s apply this structure to a sample question: “What is water stress, and how does it differ regionally in India?”
Define Water Stress : Start by defining what water stress means, emphasizing its implications.
Historical Context : Discuss how water stress has evolved over the years in India.
Data Illustration : Present data showing the decline in groundwater levels across different regions.
Current Affairs Example : Reference recent water shortages in major cities like Delhi and Bengaluru during peak summer.
Constitutional Reference : Mention relevant articles from the Constitution that pertain to water rights and management.
Summary Insight : Conclude with a personal observation on the importance of sustainable water management.
Differentiating Regional Variations
When discussing how water stress differs regionally, it’s effective to use a comparative table:
Region
Water Stress Factors
Key Issues
Rajasthan
Scanty rainfall, desert conditions
High evaporation rates
Bengaluru
Urbanization, over-extraction of groundwater
Seasonal shortages
This table allows for a clear comparison, making it easier to address both parts of the question without confusion.
By systematically deconstructing UPSC Mains questions, aspirants can enhance their answer writing skills significantly. This structured approach not only helps in organizing thoughts but also ensures that all relevant aspects of the question are addressed. Remember, practice is key, so apply these techniques regularly to improve your performance in the UPSC Mains examination.
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21 Student Essay Example: Deconstruction
The following student essay example of Deconstruction is taken from Beginnings and Endings: A Critical Edition . This is the publication created by students in English 211. This essay discusses Toni Morrison’s short story, “Recitatif.”
Beyond Black and White: Deconstructing Race in “Recitatif”
by Charlie Russell
The one, glaring question we all have when reading “Recitatif” is: which character is which race ? There are many context clues given by Morrison in the story, but in most circumstances, these clues cannot be used to determine the race of either girl in the story because of the ambiguousness of the specificities she gives us. This essay’s purpose is not to determine which character is which race; but to discuss the contradictions that arise in the context and descriptions of each character.
We are first introduced to Roberta and Twyla when they are eight years old and are “dumped” (Morrison 2) at St. Bonaventure shelter. Twyla often comments that they “weren’t real orphans with beautiful dead parents in the sky” (Morrison 2). Our first clues to which girl is which race appears in the first page of the story. Twyla’s mother preferred to dance to caring for her daughter, and Roberta’s mother was sick. When the two girls are introduced, Twyla thinks to herself that she is unhappy to be placed in a room with a girl of another race, and remembers her mother saying, “they never wash their hair and they smell funny” (Morrison 1). These context clues are not enough to place either character in either category. A neglectful mother or a sick one do not denote race. In both cultures, there is commentary akin to this about hair. Twyla’s first comment can be taken in many ways. Would her mother be upset that she was put in a room with a girl of another race, or would she be upset that Twyla was put in a dirty, dank room, and the race of Roberta was merely what she saw and thought about first?
In Elizabeth Abel’s piece, “Black Writing, White Reading: Race and The Politics of Feminist Interpretation”, she points out that in this first section of the book, “The racial ambiguity so deftly installed at the narrative’s origin through codes that function symmetrically for black women and for white women intensifies as the story tracks the encounter of its two female protagonists over approximately thirty years” (Abel 1-2). This racial ambiguity is also present in both character’s mothers. Where Twyla’s mother is beautiful but self-centered, Roberta’s mother is large, wears a large cross, and carries a bible. Mary also has a habit of drawing out the syllables and vowels of her daughter’s name, following it with “baby”, and forgets to bring her food for lunch. Roberta’s mother is attentive and feeds her daughter well while reading to her from the bible.
It is possible that we may think of Roberta’s mother as a black woman, someone who was ill and therefore simply unable to care for her daughter. She seems loving and nurturing and religious in a stern but soft way, feeding and caring for her daughter where she can. It is also possible to think of Twyla’s mother as a black woman, someone who dances all night without a care in the world, who has a drawl and is not terribly bright, leaning into the racism of the day in which the story was written. However, we tend to think of big, strong women who love Jesus as black women because of the media we consume and the way the black woman has been portrayed as a mother figure; and we also tend to think of wispy thin women that ride on the back of other’s kindness as white.
Abel comments that while she was certain that Twyla was white, the person who introduced her to the story was sure that she was black. Wanting an answer to her question, she contacted Morrison and asked. She reports that Morrison did not have a direct answer to her question but did make a few pointed comments on how her “project in this story was to substitute class for racial codes” (Abel 7). Abel finds that examining the class of both women throughout the flashes of their lives that we are made privy to seems to point in the direction of Twyla’s whiteness, but we can never know for sure.
What I think gets missed is Morrison’s desire for us to read this piece with the awareness that we all assume race based on class. Twyla ends up working class, and Roberta marries a man who is a part of the middle class. In the time in which the story is set, our gut instinct would be to assign Twyla as black and Roberta as white, solely based on the fact that Twyla must work harder than Roberta, and because Twyla remarks later, “Easy, I thought. Everything is so easy for them. They think they own the world” (Morrison 9). Roberta feels more carefree in her older years, even as a young adult, meeting Twyla again for the first time in years where Twyla was waitressing while she sits in a booth with two bearded men. Roberta is described as wearing large hoops and having big hair (which could be a sign of either race in the time of Hendrix), while Twyla makes a faux pas when she pretends to know who Hendrix is, probably due to the fact that her life was hard work and little play. It is hard to say here where each clue points. Jimi Hendrix, according to Abel, was not as popular with African American people at the time as he was with white people. Both races of men wore facial hair, but black men are better at growing it. Twyla works hard, while Roberta seems to be skimming along in life without a care. Each point of interest contradicts the other, and because of this, it is impossible to determine the race of either girl, even if we used base assumptions determined by stereotypes.
In their essay, “Decoding Racial Identity of the Character in ‘Recitatif’”, Wang Li-Li concludes that “she [Morrison] illustrates how the difference between the races in American culture at large is dependent on blacks and whites defining themselves in opposition to one another” (Li-Li 1). Li-Li goes on to attempt to “decode” Morrison’s created paradox by examining their names, eventually establishing that both names are simultaneously both black and white; even going so far as to try to resolve the question as to what Twyla’s mother does when she dances all night, wondering whether that could mean she was a stripper. Most people may assume that Twyla was black simply because of her unconventional name. However, Abel argues in her journal, “…if Twyla’s name is more characteristically black than white, it is perhaps best known as the name of a white dancer, Twyla Tharp, whereas Roberta shares her last name, Fisk, with a celebrated black (now integrated) university” (Abel 7). The push and pull of each name and the weight of race it carries is impossible to decode.
Later in the story, after the meeting in Howard Johnson’s and after meeting in the grocery store years after that, the women meet again by chance while Roberta is picketing with a crowd of mothers against having her stepchildren bussed to a school outside of the neighborhood. In this scene, racial tensions run high to mirror the “racial strife” (Morrison 14) that is occurring elsewhere in the country. Twyla originally has no opinion on the change because her son didn’t seem to mind it, but after seeing and speaking with Roberta, her mind changes. When Twyla tells Roberta that it is a silly thing to worry about, Roberta tells her that it is a free country, and Twyla retorts with, “Not yet, but it will be” (Morrison 15). Twyla could be realizing here that if she is indeed black, she is not treated with the same respect as a white woman. As the women argue, Twyla begs Roberta to see the women as she does, and Roberta sees them as simply mothers. Roberta says, “I used to curl your hair” (Morrison 15). This line switches up the race of both again, because if Twyla were black, her hair would most likely already be very curly.
The conversation comes to the subject of Maggie, the “kitchen woman with legs like parentheses” (Morrison 2). Maggie comes up in quite a few of their conversations and is as racially ambiguous as both the girls. Roberta tells Twyla that she was black, and when she fell in the orchard, it was because she was pushed. When the women argue in adulthood about the school situation, Roberta insists that when Maggie was pushed, they all kicked her while she was on the ground, saying, “…you kicked her. We both did. You kicked a black lady who couldn’t even scream” (Morrison 16). When they meet for the last time in the diner where Twyla goes in to have coffee after frantically looking for a Christmas tree, Maggie arises again with Roberta when she comes in wearing a shiny evening gown. Roberta seems to be feeling as guilty as Twyla does about her. Roberta cries when she makes excuses for both of them and how they grew up. She seems to know even less than Twyla does about Maggie, and although she has such a small part in the story, suddenly the story has always been about Maggie. Maggie has been the embodiment of the two characters all along.
I would be remiss if I did not turn the lens to myself, as well. As a white woman, am I doing the work I need to be doing to understand that I know only half of this story? Even then, that would still only be true if Twyla were in fact white. If Twyla was indeed a white working-class woman, then I could understand some of her life experiences as a white working-class woman. I do not and cannot understand the situation in either case of the black person. As I first read this story, at different points, I was convinced that either girl was either race. I flip-flopped back and forth, trying to decide based on what little, if anything, I know about any other person’s life experience. I concluded that therein lay the reason that Morrison wrote this story in this particular way: to simply turn your gaze within yourself and observe how you attempted to determine the race of the girls. Most of us use the context that Morrison gives us, and we cannot guess in the end because they interweave and contradict one another until they are both and neither. The point of the story is not to try to assign race; the point is to learn about yourself and how you view the world and make the necessary corrections.
Works Cited
Abel, Elizabeth. “Black Writing, White Reading: Race and the Politics of Feminist Interpretation.” Critical Inquiry , vol. 19, no. 3, Spring 1993, p. 470. EBSCOhost , https://doi-org.cwi.idm.oclc.org/10.1086/448683 .
Li-Li, Wang. “Decoding racial identity of the characters in Recitatif.” US-China Foreign Language 9.12 (2011): 812-816.
Halpin, Brian F., et al. “Literature: An Exercise in Futility or the Way to Save the World?” The English Journal , vol. 95, no. 6, 2006, pp. 28–32, https://doi.org/10.2307/30046623. Accessed 29 Apr. 2022.
Morrison, Toni. “Recitatif.” Random House USA, 2022.
High School Assignment Sparks Controversy for Asking Students to Answer ‘Is God Real?’
“This is some crazy s--- overall and also on a technical level,” said a Skiatook High School student’s mother
A homework assignment ignited uproar online after a concerned parent shared a photo of the questions a teacher wanted her child to answer, including "Is God real?"
Oklahoma mother Olivia Gray posted her sophomore daughter Nettie Gray’s world history assignment from a Skiatook High School teacher on Facebook on Aug. 15, describing it as “some crazy s---.”
The assignment — titled “How did the world start?” — ended with two questions that raised concerns: “Is God real?” and “Is Satan real?”
“It’s being called a research paper,” Olivia wrote of the assignment, which asked students to provide sources using APA Style to support their answers.
“This is some crazy s--- overall and also on a technical level. Literally the kid had been in school ONE WEEK,” she concluded.
Many reacted to the assignment in the comments section of Olivia's Facebook post.
“This assignment is wrong on more than ten levels,” one person commented, while another wrote, “I’m stunned and horrified they are even being allowed to push or preach their own personal religion/religious bias like that onto students in a public school in the United States.”
Never miss a story — sign up for PEOPLE's free daily newsletter to stay up-to-date on the best of what PEOPLE has to offer, from celebrity news to compelling human interest stories. In a statement to area news outlet 2 News Oklahoma on Aug. 19, the school district addressed the situation.
“Skiatook Public Schools became aware of the World History assignment in question through a social media post,” the statement read. “Once administration reviewed the assignment, it was determined that the presentation of the material was not conducive to our instructional plan.”
“Administration and staff will continue to collaborate on best practices to meet the Oklahoma Academic Standards,” the statement added.
PEOPLE reached out to Skiatook Public Schools’ Superintendent Rick Loggins and Director of Curriculum Tim Buck for comment about the controversial assignment, but did not immediately hear back.
Deconstructing any writing prompt should be part of a larger essay outlining protocol you teach. Here, you can read my complete essay outlining process, in which I break down 6 distinct steps. Deconstructing the prompt is the first step of outlining and, since it has its own 4 parts, I'm diving into them here in detail to properly do them ...
Deconstructing the question is the first step in answering an assignment or essay question. The method described below can be used for assignments, essays, short-answer questions and multi-choice questions (MCQs). Identify task, topic and limit words to focus on what you have to do to answer the question: Task words are instruction words e.g ...
The content words are the "meat" of the question - these are things you can research. Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays.Discuss the process of writing academic essays and critically examine the importance of structure and content.. You will often be asked to talk about "the role ...
D e c o n s t r u c t i n g a n e s s a y q u e s t i o n i s a n i m p o r t a n t s k i l l t h a t y o u w i l l n e e d t o m a s t e r a s. s e c o n d a r y s c ...
Deconstruct your assignment question Task analysis. When presented with an assignment or question, unpacking/deconstructing the question is important to identify the task as distinct from the topic. The first step is always to read the task sheet. What does the assignment ask you to do? Asking the right questions
8. Push back against the authority of the author. Resist the temptation to look to the author of a text as the singular expert on the meaning of a given text. Tell yourself that your own readings, ideas, translations, and even your misreadings are just as meaningful as the author's interpretation of her own work.
Even if the essay question is broad, your answer should have a clear and specific focus. Therefore, you need to choose an area of the topic to concentrate on. If answering the second of the two questions above, you would not need to write about the impact if every type of landscape on every town in the world. It is normally better to write a ...
keywords that are most often overlooked by students. The purpose of all test and exam questions is, of course, to assess your skills and understandings as described by the syllabus. But, to a point, such questions also need to differentiate between students, whether just within your class or across the whole state.
🔗 Watch the Argument Essay Video First for a Comprehensive Understanding:https://youtu.be/P29mtdbyPusIn this illuminating video, we dissect a sample argumen...
Deconstructing Assignment Questions. The video presentation for this session guides you through how to deconstruct an assignment question, taking you through an example to demonstrate the process. Some tips for how to organise your notes once you have mapped out the question are also provided. Documents outlining the exemplar shown in the video ...
Before you begin writing your essay, it helps to know exactly what you're being asked to do and think about the best way to do it. This video will help.
Argumentative Research Paper. Assignment: Write a 5-6 paged paper, supporting an assigned topic. Topic choices: (Remember, you are arguing in support of the statement.)Tattooing is a credible and enduring contemporary art form. Body modification, in the form of tattooing or piercing, is self-destructive behavior.
Research Question: Are the research questions explicitly stated and identified? List the research questions. Variables: List the variables used in the study. Does the author(s) define the variables and do the definitions make sense to you? Hypotheses: Are the hypotheses explicitly identified in the research? Are they stated as the null hypothesis?
Deconstruction involves the close reading of texts in order to demonstrate that any given text has irreconcilably contradictory meanings, rather than being a unified, logical whole. As J. Hillis Miller, the preeminent American deconstructionist, has explained in an essay entitled Stevens' Rock and Criticism as Cure (1976), "Deconstruction is not a dismantling of the structure of a…
Type of Essay: Task: Hints: Prompt 3: The following is a mock press release from The Onion, a publication devoted to humor and satire. Read the article carefully. Then write an essay in which you analyze the strategies used in the article to satirize how products are marketed to consumers. Subject: Speaker: Type of Essay: Task: Hints:
By asking these questions, you're already starting to see the text in a new light. Finally, you look for contradictions in the text. Contradictions are key in deconstruction. They're like little cracks in the surface of the story. And when you start to explore these cracks, that's when the real fun begins. You start to see layers of meaning ...
Start free trial Sign In Start an essay Ask a question Deconstruction. Start Free Trial ... "Deconstructing de Man." The Nation 246 (January 9, 1988): 22-24. Cite this page as follows:
This table allows for a clear comparison, making it easier to address both parts of the question without confusion. Conclusion . By systematically deconstructing UPSC Mains questions, aspirants can enhance their answer writing skills significantly. This structured approach not only helps in organizing thoughts but also ensures that all relevant aspects of the question are addressed.
21 Student Essay Example: Deconstruction The following student essay example of Deconstruction is taken from Beginnings and Endings: A Critical Edition. This is the publication created by students in English 211. This essay discusses Toni Morrison's short story, "Recitatif." Beyond Black and White: Deconstructing Race in "Recitatif"
Prompt- Practice 1. Contemporary life is marked by controversy. Choose a controversial local, national, or global issue with which you are familiar. Then, using appropriate evidence, write an essay that carefully considers opposing positions on this issue and proposes a solution or compromise.
Deconstructionism emerged from Paris and, notwithstanding its claim to universality, has an evident history. It is a manifestation of existential anxieties about presence and absence, reality and appearance. It developed via structuralism, with its emphasis on semantics and symbolism. From these sources it derived its fundamental premise: the ...
A Skiatook High School homework assignment ignited uproar after a concerned parent in Oklahoma shared a Facebook photo post of the questions a teacher wanted her sophomore daughter to answer ...
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Classic hull speed formula:
Hull Speed = 1.34 x √LWL
Max Speed/Length ratio = 8.26 ÷ Displacement/Length ratio .311 Hull Speed = Max Speed/Length ratio x √LWL
Sail Area / Displacement Ratio
A measure of the power of the sails relative to the weight of the boat. The higher the number, the higher the performance, but the harder the boat will be to handle. This ratio is a "non-dimensional" value that facilitates comparisons between boats of different types and sizes. Read more.
SA/D = SA ÷ (D ÷ 64) 2/3
SA : Sail area in square feet, derived by adding the mainsail area to 100% of the foretriangle area (the lateral area above the deck between the mast and the forestay).
D : Displacement in pounds.
Ballast / Displacement Ratio
A measure of the stability of a boat's hull that suggests how well a monohull will stand up to its sails. The ballast displacement ratio indicates how much of the weight of a boat is placed for maximum stability against capsizing and is an indicator of stiffness and resistance to capsize.
Ballast / Displacement * 100
Displacement / Length Ratio
A measure of the weight of the boat relative to it's length at the waterline. The higher a boat’s D/L ratio, the more easily it will carry a load and the more comfortable its motion will be. The lower a boat's ratio is, the less power it takes to drive the boat to its nominal hull speed or beyond. Read more.
D/L = (D ÷ 2240) ÷ (0.01 x LWL)³
D: Displacement of the boat in pounds.
LWL: Waterline length in feet
Comfort Ratio
This ratio assess how quickly and abruptly a boat’s hull reacts to waves in a significant seaway, these being the elements of a boat’s motion most likely to cause seasickness. Read more.
Comfort ratio = D ÷ (.65 x (.7 LWL + .3 LOA) x Beam 1.33 )
D: Displacement of the boat in pounds
LOA: Length overall in feet
Beam: Width of boat at the widest point in feet
Capsize Screening Formula
This formula attempts to indicate whether a given boat might be too wide and light to readily right itself after being overturned in extreme conditions. Read more.
CSV = Beam ÷ ³√(D / 64)
The first NIAGARA 35 was shown at the 1978 Toronto International Boat Show. About half of the 260 hulls built at the St. Catharines Ont. plant went to the U.S. The original interior has 2 quarterberths in a cabin just inside the companionway. The head and galley separate it from the main saloon which extends forward of the mast with the forepeak left as storage. In 1984, a second interior (The Encore) was in introduced. This featured a large double berth forward, separated from the main saloon by a head and shower. A u-shaped galley is located to port next to the companionway, with a quarterberth and nav station to starboard. A Volvo 21-hp diesel was the standard auxiliary. Later, this was changed to a three-cylinder Volvo, or four-cylinder Westerbeke. The bowsprit was extended in 1985.
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a good hook for an essay about smoking
Looking for smoking essay topics? 🚭 Here we've gathered 235 catchy titles for research papers about smoking together with smoking essay examples. 😝 Get inspired with us!
One of the most common problems we are facing in today's world which is killing people is smoking. A lot of people pick up this habit because of stress, personal issues, and more. It has many ill-effects on the human body which we will go through in the essay on smoking.
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J Boats J/35 for sale 3 Boats Available. Currency $ - USD - US Dollar Sort Sort Order List View Gallery View Submit. Advertisement. Save This Boat. J Boats J/35 . Lake City, Minnesota. 1989. $44,500 Seller Hooper's Yachts 27. Contact. 651-314-6042. ×. Save This Boat. J Boats J/35 . Portland, Oregon. 1991. $39,500 ...
J Boats J/35 Boats For Sale. Further optimised in the 90`s with a new all lead bulb keel -Draft at 2.13 M and additional structure of laminates and stringers added to the hull to take the extra righting moment. Purchased by her current owner in the early 1990`s, her latest survey from Assess Marine in late 2021 (available on request) shows she ...
85. 35'. 11.8'. 6.9'. Maryland. $14,000. Description: Competetive up to date race boat with full sail inventory and equipment-Downtown Annapolis slip - two existing partners - you would be the third. Share is one third of all race season expenses and boat ownership.
J Boats J 35 for sale in In verkoophaven, Belgium . LOCATION. In verkoophaven, Belgium. YEAR. 1992. LENGTH. 35.2 ft. DETAILS. Condition. Used. Year. 1992. Make & Model. J Boats J 35. Boat type. Sail. Length. 35.2 ft. Location. ... The J Boats J 35 is 35 feet long and has a 11 feet beam. The J Boats J 35. This vessel comes equipped with heating ...
1983 35' J Boat J. Stock Number: 713046. J 35 Sail boat ready to sail and race with a number of sails and racing jib furling systems. new teak and holly floor boards, 11.8' beam, 28hp Yanmar 3gm30 engine, sleeps 5, call Owen 570-336-0786.
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J Boats J/35 for sale 3 Boats Available. Currency £ - GBP - British Pound Sort Sort Order List View Gallery View Submit. Advertisement. Save This Boat. J Boats J/35 . Holyhead, Isle of Anglesey (Sir Ynys Mon) 1985. £17,500 Seller Indigo Yachting 35. 1. Contact +44 (0)1243 88 45 55. ×. Save This Boat. J Boats J/35 ...
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The higher a boat's D/L ratio, the more easily it will carry a load and the more comfortable its motion will be. The lower a boat's ratio is, the less power it takes to drive the boat to its nominal hull speed or beyond. Read more. Formula. D/L = (D ÷ 2240) ÷ (0.01 x LWL)³ D: Displacement of the boat in pounds. LWL: Waterline length in feet
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Your shopping cart is empty! Please visit our boat configuration page to fully configure your sailboat. Sailboat hulls below are only sold as part of a configured ...
For sale Development Property, Russian Federation, Novosibirsk Oblast, novosibirsk city, lenina prospect. 33,000.00USD. For sale. Development Property. 557.42 m². My name is Michael can just Mike! ars;)) Ask info about similar real estates.
The all-new 18 CRS from ALK2 Powerboats brings the excitement of a 2 door sports car to the water! The wide beam, gives this craft a big boat feel at a small price. ... The 18 CRS is ready to build on the ALK2 Powerboats legacy. CAPACITY: 5. LENGTH: 17' 8" BEAM: 8' 2" FREEBOARD: 24" DRAFT: 11" FUEL CAPACITY: 25 GAL. EXPLORE THE SPORTY FEATURES .....
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You want to enjoy the peace and quiet, breathing the fresh air and invigorating fragrance of pine needles? This secluded country estate in Rechkunovskoy recreation area is waiting...
Respectable luxury cottage for a quiet, full of wealth and comfort of suburban life Cottage is situated in the elite club Kudryashovsky settlement in a recreation area. In the...
We can say that the interior design of this house was born in the process of its creation. Architect Vadim Aksenov, together with the professionals of the Asnov creative workshop,...
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1983 Beneteau First 38 Sail New and Used Boats for Sale
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Beneteau Oceanis 38 boats for sale
Beneteau Oceanis 38 boats for sale 12 Boats Available. Currency $ - USD - US Dollar Sort Sort Order List View Gallery View Submit. Advertisement. New Arrival. Save This Boat. Beneteau Oceanis 38 . Oriental, North Carolina. 1990. $65,000 Seller St. Barts - Oriental, NC 28. Contact. 252-512-5432. ×. Save This Boat. Beneteau Oceanis 38 ...
Beneteau Oceanis 38 boats for sale
The oldest boat was built in 1990 and the newest model is 1990. The starting price is $65,000, the most expensive is $65,000, and the average price of $65,000. Find 28 Beneteau Oceanis 38 boats for sale near you, including boat prices, photos, and more. Locate Beneteau boat dealers and find your boat at Boat Trader!
Beneteau 38 boats for sale
The starting price is $65,000, the most expensive is $325,000, and the average price of $274,900. Related boats include the following models: Antares 9, Gran Turismo 41 and Antarès 11. Boat Trader works with thousands of boat dealers and brokers to bring you one of the largest collections of Beneteau 38 boats on the market.
2016 Beneteau Oceanis 38.1 sailboat for sale in Massachusetts
13'1'. 5'5'. Massachusetts. $225,000. Description: Second Wind is well equipped and lightly used with only 260 hours on the Yanmar diesel. And with her in-mast furling main, self-tacking jib, and bow-thruster she is easily managed short-handed. Her three-stateroom layout makes Second Wind is an outstanding family cruiser.
1993 Beneteau First 38.5 38 Boats for Sale
Overview 'OCEAN SUITE' a 1993 Beneteau First 38.5, known for exceptional performance and design, is a well-maintained Performance - Cruiser with a 5' draft The owner has loved sailing her 'OCEAN SUITE' but is now ready to move on to other adventures.. Her features include: Volvo Penta 43 hp Diesel, w/ < 1600 original hours; Garmin GPS Chartplotter / Radar and interfaced Autopilot
Sailboats Oceanis 38
Daysailer. Designed like a floating loft, this version of the Oceanis 38 does away with interior bulkheads in favour of a single room. The view is unobstructed and there is a stunning feeling of space. With equipment focussing on the essential, aft space for storage and an open cockpit, the Daysailer is open to everything.
Beneteau 38 sail boats for sale
Beneteau 38 sail boats for sale 14 Boats Available. Currency $ - USD - US Dollar Sort Sort Order List View Gallery View Submit. Advertisement. New Arrival. Save This Boat. Beneteau Oceanis 38 . Oriental, North Carolina. 1990. $65,000 Seller St. Barts - Oriental, NC 28. Contact. 252-512-5432. ×. Save This Boat. Beneteau Oceanis 38 ...
Beneteau Oceanis 38.1 boats for sale
Beneteau Oceanis 38.1 boats for sale 41 Boats Available. Currency $ - USD - US Dollar Sort Sort Order List View Gallery View Submit. Advertisement. New Arrival. Save This Boat. Beneteau Oceanis 38.1 . Annapolis, Maryland. 2022. $319,000 Seller Crusader Yacht Sales 41. 1. Contact. 410-883-7361. ×. New Arrival. Save This Boat. Beneteau Oceanis ...
1982 Beneteau First 38 For Sale
1982 Beneteau First 38 For Sale. Simply and sensibly equipped for cruising with 2 full size aft cabins and a double V berth. A spacious salon with folding table, L-shape galley and full size chart table. Deep fin keel and spade rudder give her good upwind performance and comfort at sea. Include the necessary cruising gear and with some minor ...
2006 Beneteau 473
🌊 Pure 47 - 2006 Beneteau 473 FOR SALE! 🌊 ... 410 ′² / 38.1 m² P 48 ... Similar Sailboats For Sale. 2003 Beneteau 473 Pensacola, FL, US $220,000. USD. 2005 Beneteau 473 Deltaville, VA, US $149,900. USD. Great choice! Your favorites are temporarily saved for this session. ...
Beneteau 38 boats for sale
Offering the best selection of Beneteau boats to choose from. ... Beneteau ⁄ / 38; Beneteau 38 boats for sale. Save Search. Clear Filter Make / Model: Beneteau - 38. Location. By Radius. By Country. country-all. All Countries. Country-US. United States. All. Kaikki 25 km 50 km 100 km 200 km 300 km 500 km 1000 km 2000 km 5000 km.
telstar 35 trimaran for sale
Hi there, the yacht was sailed from the Netherlands to New Zealand 1n 1978, by the previous owner. This was the first one built by Tony Smith. ad race the boat in 1974 in the "Rou
sunfish sailboat used for sale
Your shopping cart is empty! Please visit our boat configuration page to fully configure your sailboat. Sailboat hulls below are only sold as part of a configured ...
j 35 sailboat for sale
J Boats J/35. Used yachts for sale, sail monohulls 35ft > 40ft, j boats for sale, j boats j/35 boats for sale. Boats for Sale; Racing Boats; Boats similar to J Boats J 35. 1985 j
Luxury Real Estate in Novosibirsk Oblast
Presented by Консалтинговая компания "Назаров и партнеры". 39. Cottage in Novosibirsk, Novosibirskiy Rayon. € 398,600. 300 m² 3 3. Respectable luxury cottage for a quiet, full of wealth and comfort of suburban life Cottage is situated in the elite club Kudryashovsky settlement in a recreation area.
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Beneteau Oceanis 38 boats for sale 12 Boats Available. Currency $ - USD - US Dollar Sort Sort Order List View Gallery View Submit. Advertisement. New Arrival. Save This Boat. Beneteau Oceanis 38 . Oriental, North Carolina. 1990. $65,000 Seller St. Barts - Oriental, NC 28. Contact. 252-512-5432. ×. Save This Boat. Beneteau Oceanis 38 ...
The oldest boat was built in 1990 and the newest model is 1990. The starting price is $65,000, the most expensive is $65,000, and the average price of $65,000. Find 28 Beneteau Oceanis 38 boats for sale near you, including boat prices, photos, and more. Locate Beneteau boat dealers and find your boat at Boat Trader!
The starting price is $65,000, the most expensive is $325,000, and the average price of $274,900. Related boats include the following models: Antares 9, Gran Turismo 41 and Antarès 11. Boat Trader works with thousands of boat dealers and brokers to bring you one of the largest collections of Beneteau 38 boats on the market.
13'1'. 5'5'. Massachusetts. $225,000. Description: Second Wind is well equipped and lightly used with only 260 hours on the Yanmar diesel. And with her in-mast furling main, self-tacking jib, and bow-thruster she is easily managed short-handed. Her three-stateroom layout makes Second Wind is an outstanding family cruiser.
Overview 'OCEAN SUITE' a 1993 Beneteau First 38.5, known for exceptional performance and design, is a well-maintained Performance - Cruiser with a 5' draft The owner has loved sailing her 'OCEAN SUITE' but is now ready to move on to other adventures.. Her features include: Volvo Penta 43 hp Diesel, w/ < 1600 original hours; Garmin GPS Chartplotter / Radar and interfaced Autopilot
Daysailer. Designed like a floating loft, this version of the Oceanis 38 does away with interior bulkheads in favour of a single room. The view is unobstructed and there is a stunning feeling of space. With equipment focussing on the essential, aft space for storage and an open cockpit, the Daysailer is open to everything.
Beneteau 38 sail boats for sale 14 Boats Available. Currency $ - USD - US Dollar Sort Sort Order List View Gallery View Submit. Advertisement. New Arrival. Save This Boat. Beneteau Oceanis 38 . Oriental, North Carolina. 1990. $65,000 Seller St. Barts - Oriental, NC 28. Contact. 252-512-5432. ×. Save This Boat. Beneteau Oceanis 38 ...
Beneteau Oceanis 38.1 boats for sale 41 Boats Available. Currency $ - USD - US Dollar Sort Sort Order List View Gallery View Submit. Advertisement. New Arrival. Save This Boat. Beneteau Oceanis 38.1 . Annapolis, Maryland. 2022. $319,000 Seller Crusader Yacht Sales 41. 1. Contact. 410-883-7361. ×. New Arrival. Save This Boat. Beneteau Oceanis ...
1982 Beneteau First 38 For Sale. Simply and sensibly equipped for cruising with 2 full size aft cabins and a double V berth. A spacious salon with folding table, L-shape galley and full size chart table. Deep fin keel and spade rudder give her good upwind performance and comfort at sea. Include the necessary cruising gear and with some minor ...
🌊 Pure 47 - 2006 Beneteau 473 FOR SALE! 🌊 ... 410 ′² / 38.1 m² P 48 ... Similar Sailboats For Sale. 2003 Beneteau 473 Pensacola, FL, US $220,000. USD. 2005 Beneteau 473 Deltaville, VA, US $149,900. USD. Great choice! Your favorites are temporarily saved for this session. ...
Offering the best selection of Beneteau boats to choose from. ... Beneteau ⁄ / 38; Beneteau 38 boats for sale. Save Search. Clear Filter Make / Model: Beneteau - 38. Location. By Radius. By Country. country-all. All Countries. Country-US. United States. All. Kaikki 25 km 50 km 100 km 200 km 300 km 500 km 1000 km 2000 km 5000 km.
Hi there, the yacht was sailed from the Netherlands to New Zealand 1n 1978, by the previous owner. This was the first one built by Tony Smith. ad race the boat in 1974 in the "Rou
Your shopping cart is empty! Please visit our boat configuration page to fully configure your sailboat. Sailboat hulls below are only sold as part of a configured ...
J Boats J/35. Used yachts for sale, sail monohulls 35ft > 40ft, j boats for sale, j boats j/35 boats for sale. Boats for Sale; Racing Boats; Boats similar to J Boats J 35. 1985 j
Presented by Консалтинговая компания "Назаров и партнеры". 39. Cottage in Novosibirsk, Novosibirskiy Rayon. € 398,600. 300 m² 3 3. Respectable luxury cottage for a quiet, full of wealth and comfort of suburban life Cottage is situated in the elite club Kudryashovsky settlement in a recreation area.