Reference no: EM13120492 , Length: 513 words

write an essay using any the three article databases from Proquest, Ebsco, and the LexisNexis. Research an area about "Situation on Korean peninsula"). Essay does not include the writer's feelings or opinions, but simply informs the reader about article and the topic. Roen text pages 125-127 for helpful tips on writing to inform. All essays should be in MLA format, and be between 500-750 words.

Writing to Inform
Using any or all of the three article databases in the APUS Online Library (Proquest, Ebsco, and/or the LexisNexis) research an area of study or a career you are interested in. Write an essay in which you inform the reader about the topic. Integrate a minimum of two sources from any or all of the three article databases. Remember that an informative essay does not include the writer's feelings or opinions, but simply informs the reader about the topic. Review pages 125-127 in your Roen text for helpful tips on writing to inform.  All essays should be in MLA format, contain the student/teacher memo, and Turnitin.com report, and be between 500-750 words. See Course Materials for a sample essay that may be used as a template. 
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Proquest
Situation on Korean peninsula is on the brink of war: KCNA
Anonymous. The Statesman. New Delhi: Aug 2, 2010.
Abstract (Summary)
PTI & AFPPYONGYANG/SEOUL, 2 AUG: The USA' provocative policy has brought the situation on the Korean peninsula to the brink of war, North Korea's state news agency has commented. Large-scale exercises of the USA and South Korean navy and air force held in the Sea of Japan on 25-28 July are an example of this provocative policy that has broken peace and stability in North East Asia, Korean Central News Agency said on yesterday. A total of 8,000 troops and the George Washington nuclear aircraft carrier took part in this demonstration of force, the KCNA claimed. Moreover, Washington and Seoul intend to hold a series of military exercises targeted against the DPRK next year with an aim to gain military supremacy in North East Asia. The agency wrote that the USA was actively trying to involve Japan in its provocative strategy.

  

PTI & AFPPYONGYANG/SEOUL, 2 AUG: The USA' provocative policy has brought the situation on the Korean peninsula to the brink of war, North Korea's state news agency has commented. Large-scale exercises of the USA and South Korean navy and air force held in the Sea of Japan on 25-28 July are an example of this provocative policy that has broken peace and stability in North East Asia, Korean Central News Agency said on yesterday. A total of 8,000 troops and the George Washington nuclear aircraft carrier took part in this demonstration of force, the KCNA claimed. Moreover, Washington and Seoul intend to hold a series of military exercises targeted against the DPRK next year with an aim to gain military supremacy in North East Asia. The agency wrote that the USA was actively trying to involve Japan in its provocative strategy. In case of aggressive actions on the part of the USA and South Korea, the people and army of the DPRK will use their powerful potential of self-defence and will defeat the enemy, the KCNA warned. The KCNA is calling on the USA to respond to the North Korean proposal to sign a peace treaty to replace the 1953 Peace Agreement for the Korean Peninsula if Washington is really interested in achieving durable peace in the Korean peninsula and elsewhere in the region. Meanwhile, the USA hopes new sanctions on North Korea will be strong enough to discourage provocative activities and encourage it to scrap its nuclear weapons programme, a senior US envoy said today. Mr Robert Einhorn said Washington wants measures that provide strong incentives for North Korea's leaders to abide by their international obligations not to pursue any provocative activities, and fulfil completely their commitments for denuclearisation. Mr Einhorn, the State Department's special adviser for non-proliferation and arms control, was speaking at the start of a visit to South Korea and Japan aimed at tightening sanctions on both the North and Iran. Seoul and Washington accuse Pyongyang of torpedoing a South Korean warship earlier this year with the loss of 46 lives, a charge it vehemently denies. During a visit to Seoul last month, US Secretary of State Mrs Hillary Clinton announced new US sanctions on the North along with efforts to tighten existing United Nations measures. The two allies last week held a major naval and air exercise designed to deter against cross-border aggression. The North has threatened unspecified strong physical measures against the new US measures. Mr Einhorn was accompanied by Mr Daniel Glaser, a senior Treasury official overseeing efforts to combat terrorist financing and financial crimes.

Indexing (document details)
People:    Einhorn, Robert
Author(s):    Anonymous
Document types:    News
Publication title:    The Statesman. New Delhi: Aug 2, 2010.
Source type:    Newspaper
ISSN:    00390321
ProQuest document ID:    2098284481
Text Word Count    432
Document URL:    https://proquest .umi .com .ezproxy2 .apus .edu/pqdweb ?did=2098284481 &sid=1 &Fmt=3 &clientId=62546 &RQT=309 &VName=PQD

Ebsco
Sound and fury.
Source:
Economist; 3/14/2009, Vol. 390 Issue 8622, p46-48, 2p
Document Type:
Article
Subject Terms:
KOREA (North) -- Foreign relations -- Korea (South)
KOREA (North) -- Foreign relations -- United States
UNITED States -- Foreign relations -- Korea (North)
KOREA (South) -- Foreign relations -- Korea (North)
Geographic Terms:
KOREA (North)
KOREA (South)
UNITED States
People:
KIM, Jong-Il
Abstract:
The article focuses on North Korea. The government of dictator Kim Jong-Il issued harsh condemnation of joint military exercises by the U.S. and South Korea, an annual event. It has also threatened a test launch of a long-range missile. It is speculated the government is unclear on how to negotiate with U.S. President Barack Obama and South Korean President Lee Myung-Bak.
Full Text Word Count:
500
ISSN:
00130613
Accession Number:
36905702
Database:
Academic Search Premier
HTML Full Text
Sound and fury

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Section: Asia
North Korea
But signifying something?
Dateline: Tokyo
It cannot be said that it failed to warn them, for this week its propaganda organs reached a note of shrillness unusual even by North Korean standards. Charging that traitorous South Korea and the United States were bent on a "second Korean war", North Korea declared that it would take "every necessary measure" to defend itself. It was a "touch-and-go situation in which nuclear war may break out at any moment". Kim Jong Il has put his 1m-strong armed forces on a state of high alert, cut the military hot line to the South and, for a day at least, stopped South Korean managers from crossing the border to the Kaesong industrial enclave where North Korea experiments with capitalism.
Yet South Korea and America are far from preparing for war. They are merely conducting annual joint military exercises. These are a little larger than usual, admittedly. But as if to emphasise their defensive nature, the public face of the American armed forces has been a naval officer of unthreatening portliness.
They are, however, watching North Korea closely. It appears to be preparing a long-range Taepodong-2 missile for launch in early April. This would be the first launch since an unsuccessful test in 2006. The regime claims to be sending a satellite into orbit and has notified the International Maritime Organisation of its plan. But the same missile, if carrying a warhead, is capable in theory of reaching Hawaii or Alaska. A launch would breach United Nations sanctions on North Korea. President Barack Obama's new special envoy for Korea, Stephen Bosworth, has said merely that it would be "ill-advised".
Not for the first time, Mr Kim appears to be trying to get a new administration's attention and put his stamp on proceedings early in Mr Obama's term in office. American policy towards North Korea is not yet set. Mr Bosworth himself is critical of the early hostility of Mr Obama's predecessor, George Bush, arguing that it quickened the development of Mr Kim's nuclear programme. Engagement, he believes, offers the only hope of getting the country not only to dismantle its nuclear capability but also to develop the economy. Yet in Washington experts are suggesting everything from accepting North Korea as a nuclear state to bombing its facilities.
Mr Kim's regime is also livid that South Korea's President Lee Myung-bak has made aid conditional on progress over nuclear issues. A possibly greater flashpoint than the missile launch is a disputed maritime boundary to the west of the Korean peninsula. North Korea has provoked deadly naval skirmishes there before.
The shrillness may disguise disagreement in Pyongyang about how to deal with Mr Lee and Mr Obama. On March 9th the state media announced the results of parliamentary elections. In Constituency 333, every eligible adult cast a vote for the same candidate, one Kim Jong Il. Elsewhere, say Pyongyang-watchers in Seoul, notable hardliners were promoted. 

LexisNexi
UNITED STATES/SOUTH KOREA/NORTH KOREA OBAMA, ADVISERS DISCUSS KOREA SITUATION

LENGTH: 373 words

Section: General News - President Barack Obama Enhanced Coverage LinkingBarack Obama  -Search using:
Biographies Plus News
News, Most Recent 60 Days
discussed the situation on the Korean peninsula with key advisers on Monday, after the United States issued a strong statement of support for South Korea's decision to freeze trade with North Korea over the sinking of a South Korean warship.
After the United States issued an unusually early morning statement Monday voicing strong support for South Korea's response, and unequivocal support for South Korea's defense, White House spokesman Robert Gibbs said the president discussed the situation with his national security team.
The White House statement described the sinking of a South Korean naval ship, which a multilateral investigative report blamed on a North Korean torpedo, as "part of a pattern of North Korean provocation and defiance of international law".
While most of Monday's daily White House briefing was taken up with discussion of the deep sea oil leak in the Gulf of Mexico, Gibbs referred to the earlier statement and Secretary of State Hillary Clinton's travels in China and scheduled talks in Seoul with President Lee Myung-bak.
"We believe that North Korea should stop its belligerent and threatening behavior," said Robert Gibbs. "We support President Lee's actions. Secretary Clinton will be traveling to the region and [will] see President Lee very shortly." When she returns from her Asia trip, Secretary Clinton will brief the president on her consultations.
The Pentagon announced Monday that the U.S. and South Korea will hold joint anti-submarine and other military exercises.
In retaliatory steps announced Monday, South Korea said it will end all trade and exchanges and bar North Korean ships from South Korean waters. South Korea said it would also refer the matter to the U.N. Security Council.
North Korea, which has denied destroying the South Korean vessel, has threatened to retaliate for any action against it in response to the sinking of the ship, which killed 46 South Korean sailors.
The Korean situation was also likely a subject of the meeting President Obama Enhanced Coverage LinkingPresident Obama  -Search using:
Biographies Plus News
News, Most Recent 60 Days
had at the White House with Defense Secretary Robert Gates, and the White House statement looked ahead to talks the president will have at the end of June in Toronto at the G-20 summit. - VOA

Roen-Glau-Maid: The Concise McGraw-Hill Guide: Writing for College, Writing for Life
II. Using What You Have Learned to Share Information
6. Writing to Inform
Qualities of Informative Writing
© The McGraw-Hill Companies, 2009
¦    Critical Thinking, Reading, and Writing

page 125
Rhetorical Considerations in Informative Writing
Audience: Who is your primary audience? Who else might be interested in your subject? Why?
Purpose: As noted in Chapter 3, writing can be a powerful tool for learn- ing, so use the information you collect and write about as a way to increase your knowledge of your subject, as well as the knowledge of your readers. Bear in mind as you write that your purpose is not to con- vince readers to agree with an opinion you hold about your subject, but rather to inform them about it in neutral terms.
Voice, Tone, and Point of View: If you have a limited knowledge of your topic, your stance, or attitude, will be that of an interested investi- gator and your tone will usually be neutral. If you are writing about a topic that you know well, take care to keep any biases out of your writ- ing. If you are writing about a problem, you should present all opinions about the problem, including those you disagree with, fairly. Your point of view will usually be third person.
Context, Medium, and Genre: Keeping the context of the assignment in mind, decide on a medium and a genre for your writing. How will your writing be used? If you are writing for an audience beyond the classroom, consider what will be the most effective way to present your information to this audience.
Critical Thinking, Reading, and Writing
Before you begin to write your informative paper, read examples of informa- tive writing. You might also consider how visuals can inform readers, as well as the kinds of sources you will need to consult.
Writing to provide information has several qualities-a strong focus, rel- evant, useful information that is provided in an efficient manner, and clear, accurate explanations that enable readers to understand the information eas- ily. The reading selections and the visual text that appear in the next sections can serve to stimulate your inquiry and writing. Finally, informative writing almost always requires that you go beyond your current knowledge of a topic and conduct careful research.
As you think about how you might compose an informative paper, consider what readers expect and need from an informative text. As a reader, you probably look for the following qualities in informative writing:
For more on choosing a medium and genre, see Chapter 17 and Appendix C.
Learning the Qualities of Effective Informative Writing

page 126
Sharing Information    ¦
6 / Writing to Inform
Roen-Glau-Maid: The Concise McGraw-Hill Guide: Writing for College, Writing for Life
II. Using What You Have    6. Writing to Inform Learned to Share Information
© The McGraw-Hill Companies, 2009
For more on thesis statements, see Chapter 13.
For more on using examples and comparison and contrast, see Chapter 13. For more on conducting research and taking notes, see Chapters 19 and 20.
For more on the use of visuals to enhance your explanations, see Chapter 18.
• A focused subject. In The Elements of Style, his classic book of advice to writers, author and humorist E. B. White suggests, "When you say some- thing, make sure you have said it. The chances of your having said it are only fair." White's comment is especially applicable to informative writ- ing. The best way to "make sure you have said" what you want to say is to have a clear focus. What information about your subject is the most important? If you could boil down your information into one sentence, what would it be? Condensing the important aspects of your information into a single sentence forces you to craft a thesis statement, which in turn helps you connect all your details and examples back to that main point.
• Useful and relevant information. People often read to gain informa- tion: they want to learn how their favorite sports team is doing, to find the best way to travel from one place to another, to learn why high blood pressure is a health concern. So how can you present your infor- mation so that readers understand what they might do with it, and how it relates to their lives? Perhaps there is an unusual or a humorous angle on your subject that you can write about. And if you synthesize the infor- mation you have-explain the most important points made in each source you have consulted and how the information in one source agrees or disagrees with that in the other sources you have read-you will pro- vide readers with a more thorough understanding of your subject.
• Clear explanations and accurate information. Information needs to be presented clearly and accurately so it is understandable to readers who do not have background knowledge about your subject. Consider your information as if you knew nothing about the subject. Examples are almost always a useful way to help explain ideas and define terms. Comparison and contrast can be useful when you need to explain an unfamiliar subject-tell the reader what a subject is like and what it is not like. One strategy that will help you write clear, accurate papers is to take careful notes when you conduct research.
• Efficiency. Information should usually be presented concisely. To help readers grasp the information, you might want to provide them with a road map, an outline of what you have in mind, at the begin- ning of the paper so they will know what to expect. Another way to present data efficiently is to "chunk" your writing-put it into sec- tions, each dealing with a different aspect of the subject, making it easier for readers to understand. As you plan your paper, you should also consider whether it would be helpful to present your information in a table, graph, chart, or map. Consider how the title of your infor- mative text not only will help your reader understand your focus, but also will help to draw readers in, motivating them to read your paper.
In an electronic form that you can copy and paste, you might jot down the main ideas from the qualities of effective informative writing above. Later, you can paste them into your working draft to remind you of the qualities that make an effective informative text.
Roen-Glau-Maid: The Concise McGraw-Hill Guide: Writing for College, Writing for Life
II. Using What You Have    6. Writing to Inform Learned to Share Information
© The McGraw-Hill Companies, 2009
¦    Critical Thinking, Reading, and Writing
Reading, Inquiry, and Research: Learning from Texts That Inform
A WRITER'S RESPONSIBILITIES

page 127
Presenting Informative Writing Conscientiously
People often use information from their reading to help them make a decision, to support an idea in their writing, or to teach someone else. It is important, therefore, that you present accurate information and that you are aware of any biases, or pre- conceived ideas, you may bring to your writing about a topic-biases that might cause you to present that information in a way that is other than neutral. Ethical writers also take care to present reliable data. For example, you cannot say, "the majority of students who attend this college think that the school does a good job of recycling on campus," unless you have asked a sufficiently large and representative group of your classmates and are reasonably certain that you are presenting a true majority opinion.
The following reading selections are examples of informative writing. As you read, consider the following questions:
• What makes this reading selection useful and interesting? What strategies does its author use to make the information understandable for readers?
• What parts of the reading could be improved by the use of charts, pho- tographs, or tables? Why? How?
• How can you use the techniques of informative writing exemplified here in your writing?
Thinking Rhetorically
Keep in mind the following questions as you read the essays that follow. Make it a practice to ask yourself these questions in all your reading- personal, academic, and professional-and you will strengthen and sharpen your abilities as a reader and as a writer.
Rhetorical Knowledge: The Writer's Situation and Rhetoric
• Audience: Who is the primary audience for this piece of writing? How effective is the author at addressing this audience? What can you point to in the article or essay to support your position?
• Purpose: What is the author's primary purpose in informing her audi- ence? What realm (personal, professional, civic, or academic) does the article or essay fit into? Why?
• Voice and Tone: What is the author's attitude towards his or her topic? How do you know that?

#question..