Smith’s Hill High School

Assessment Task Notification

English
Reading to Write
Year 11 2022
Task Number 1

Task Week 10, Task Type: Composition and Reflection

Due Date: Friday, April 1st
Before 8.25 am
Submission via
Google Classroom
code: 324y6cw

Areas of Focus: Reading to Write

Syllabus Outcomes:
EA11-1 responds to, composes and evaluates complex texts for understanding, interpretation, critical analysis,
imaginative expression and pleasure
EA11-2 uses and evaluates processes, skills and knowledge required to effectively respond to and compose texts in
different modes, media and technologies
EA 11-3 analyses and uses language forms, features and structures of texts considering appropriateness for specific
purposes, audiences and contexts and evaluates their effects on meaning
EA 11-5 thinks imaginatively, creatively, interpretively and critically to respond to, evaluate and compose texts
that synthesise complex information, ideas and arguments
EA 11-9 reflects on, evaluates and monitors own learning and adjusts individual and collaborative processes to
develop as an independent learner

Task Structure:
Part A

Compose a piece of writing that is crafted in response to a text that you have studied during
your engagement with the ‘Reading to Write’ unit. This can be a text set by your teacher or
another that you have selected. This piece of writing can be developed from work completed
in class or it can be completely new. (500-700 words)
‘Piece of writing’: You have studied a range of texts in the ‘Reading to Write’ unit, your
writing can be like or unlike these examples. Note that a ‘piece of writing’ could include a
collection of related works such as a suite of poems.

‘Crafted in response to’: There are a variety of reasons to compose texts including but not
limited to:
- being inspired to use a form or feature that appears in another author’s work
- wanting to respond to a message, theme or idea present in another author’s work
- challenging, reflecting on or affirming aspects of the text including but not limited to
its theme, characters and/or plot
Please note that the reasons for your response are assessed in the reflection, but logically,
you would need to have reason(s) in order to compose Part A.

Part B

Compose a written reflection in response to the following prompt (700 words):

‘Evaluate the nature of your appreciation for a text and describe the thoughts, feelings and
actions that led to the production of your own writing as a result of reading’

‘Evaluate the nature of your appreciation for a text’: We all have reasons why we
appreciate texts that we read. The Reading to Write rubric suggests that a text may be
“engaging…thematically, aesthetically, stylistically and/or conceptually”. You can find a
working definition of each of these forms of ‘engagement’ below. To this list we could easily
add that a text can be engaging for personal reasons, perhaps because it leads us to grow
and discover (or rediscover) aspects of ourselves. Other personal reasons include the way
that texts challenge or affirm our ethical or political assumptions, values or ideas. In order
to ‘evaluate’ the nature of your appreciation you must be able to describe reasons why this
form of engagement is valuable (given some criterion).

‘Describe the thoughts, feelings and actions that led to the production of your own
writing’: The Reading to Write rubric glosses the unit’s purpose as teaching you to be able
to reflect ‘thoughtfully’ and ‘judiciously’. This part of the question is asking you to take your
reasons for appreciation as a starting point and relate how this appreciation was
transformed through the process of thinking, drafting and editing and ultimately how it can
be seen in your piece of writing.

‘Appreciation’: reasons for valuing a text (note that these reasons can be negative or critical
of the text)

‘Aesthetically’: aesthetics is defined as “relating to a sense of beauty or an appreciation of

artistic expression. The selection of texts that are recognised as having aesthetic or artistic
value is an important focus of the study of literature”.
‘Conceptually’: relates to the “ideas that a text aims to communicate, typically about some
state of affairs in the real world”.

‘Stylistically’: relates to a particular style which is defined as “the characteristic ways in

which composers choose to express ideas in a variety of modes. It is born of the confluence
of individual freedom and social direction. Style is one of the ways of distinguishing the
work of an individual composer, a genre or a context of composition”.

‘Thematically’: relates to a theme which is defined as “a statement about life, arising from
the interplay of key elements of the text such as plot, character, setting and language. These
work together in a coherent way to achieve the purpose of the text”.

Assessment Criteria:

In Part A, you will be assessed on:

- Your understanding and use of language features to convey meaning.

- Your understanding and use of conventions of the text type and or genre of your text

In Part B, you will be assessed on:

- Your ability to recount your thoughts, feelings and actions as part of a process of
composition.
- Your ability to articulate the nature of your appreciation for the text that inspired you
to compose your response.
Class: 11 Name: Diaab Asrar Khan

Reading to Write
Marking Criteria – Composition and Reflection

Part A Marking Rubric

Criteria Grade

- Demonstrates a deep understanding of language features and

how they convey meaning.
- Skilful control of conventions of genre and/or text type A
9-10

- Demonstrates a well-developed understanding of language

features and how they convey meaning.
- Well-developed control of conventions of genre and/or text type B
7-8

- Demonstrates a sound understanding of language features and

how they convey meaning.
- Sound control of conventions of genre and/or text type. C
5-6

- Demonstrates a developing understanding of language features

and how they convey meaning.
- Developing control of conventions of genre and/or text type. D
3-4

- Demonstrates a rudimentary understanding of language forms

and features and how they convey meaning. E
- Rudimentary control of convention. 2-1

Part B Marking Rubric

Criteria Grade

- Illustrates with skill, insights into your thoughts, feelings and

actions as part of a process of composition.
- Skilful articulation of the nature of your appreciation for a A
written text that led you to your own composition. 9-10

- Illustrates in a well-developed way, insights into your thoughts,

feelings and actions as part of a process of composition.
- Well-developed articulation of the nature of your appreciation for B
a written text that led you to your own composition. 7-8
 - Illustrates in a sound way, insights into your thoughts, feelings
and actions as part of a process of composition.
- Sound articulation of the nature of your appreciation for a C
written text that led you to your own composition. 5-6

- Illustrates developing understanding of your thoughts, feelings

and actions.
- Developing ability to explain the nature of your appreciation for a D
written text that led you to your own composition. 3-4

- Able to identify thoughts, feelings and or actions

- Able to identify and describe another text and explain its E
relationship in a rudimentary way to a written text. 2-1

Feedback
5/1/2022 English Task 1
Year 11
Reading to Write

Diaab Khan
SMITHS HILL HIGH SCHOOL
Part A: Double Standards
War. Men, women, children. Weeping, waning, writhing. Russia has invaded Ukraine. It is marred with Commented [DK1]: Asyndeton, alliteration.
shopping bags, bricks, bones. And stained with hues of red resplendent. And saturated with the sounds of Commented [DK2]: Successive coordinating conjunction
soldiers screaming, bombs blasting, tanks toiling. An estimated 900 civilian casualties, 3.3 million people
Commented [DK3]: Asyndeton and alliteration.
displaced. This is the situation of Ukraine.

The West looks on incapable of acting militarily but doing its level best in every other way. Sending aid to
Ukraine. Displaying the Ukrainian flag on government buildings and capitals. Imposing “the strongest”
sanctions ever on Russia causing a 26% decrease in the value of the Russian Rouble in the space of just two
weeks – for us cool people who do not understand economics, this is very bad. Even, soccer clubs or football
clubs- God damn the rest of the world- are supporting Ukraine; for example, Arsenal has set up the Arsenal
Ukraine Supporters’ Club. Refugees are being welcomed by neighbouring EU nations with leaders calling
them “brothers”- even though Ukraine is not part of the EU. The EU has activated the Temporary Protection
Directive allowing Ukrainians to settle in EU countries without being detained. The media has responded
emphatically. As a result, everyone is talking about Ukraine. When I was in English class, the day after Russia
invaded Ukraine, I saw a very peculiar thing. On the screens of everyone around me I saw Ukraine: articles,
pictures, videos. We all know this; I am 100% sure that you have seen Ukraine in your Insta feeds at least
once. When I see all of this, I smile, encouraged by humanity. But under this façade of humanity, there are
staggering, startling, and stunning double standards. Commented [DK4]: Repetition of the “st” sound
indicates that you are spitting, emphasizing the distaste of
the author. Changing the tone of the text.
A reporter from the BBC said it was “very emotional for me [him]” because he sees “European people with
blue eyes and blonde hair being killed”. Is that why the other crises around the world are neglected,
rejected, and deprecated?

Children are starving in Yemen, because of the US-backed, Saudi intervention. The US has stopped military
operations in Yemen, yet it still allows the Saudis to block a supply route for humanitarian aid in, which is
causing the World’s Worst Humanitarian Crisis. The UN says 20.7 million people need humanitarian
assistance. 20.7 MILLION! Stomachs rumbling, children withering, parents despairing; the world ignoring. Commented [DK5]: Good grammar? Can I do this?
America, Australia, and the UK continue to engage economically with Saudi Arabia. There is little to no
mention on the news, no protests of support, no sanctions, nothing! The Ukrainians are supported, the
Yemeni are neglected.

Using satellite images and witness accounts the UN has concluded that the Uighurs are being locked up in
concentration camps by China. Arsenal supports and donates to Ukraine, but when Mesut Ozil, an Arsenal
player, made a statement of support for the Uighurs, Arsenal distanced themselves as they have “always
adhered to the principle of not involving itself in politics”. Like really, seriously? How hypocritical can you Commented [DK6]: Am I maintaining a conversational
be? Arsenal can support Ukraine but cannot support the Uighurs. tone well? I do not want to get too conversational, nor do I
want to get too factual?

Conflict in Syria caused a wave of refugees in 2015. Besides Germany and Sweden, the European response Commented [DK7]: Increases ethos. Being more
was appalling. Hungarian Prime Minister Victor Orban called Syrian refugees a “poison” and across Europe transparent. Conceding.

the EU estimates Syrian refugees were detained for an average of 4-6 months. Imagine crossing the sea on
boats drenched with fear to be detained for 4 months and called a “poison”. Then, imagine watching how
Ukrainian refugees are treated. Imagine wondering: what makes them more human? Ukrainians are
accepted and praised, while Syrians are rejected and deprecated.
Afghanistan. Iraq. American invasions. American occupations. American violations. Brown University, an
American University, estimates 184,000 civilians dead in Iraq; 70,000 in Pakistan and Afghanistan; and
24,000 from US drone attacks alone. I ask, why America can get away with over 340,000 murders and Russia
can’t 900? Do not forget the innocents, the drone attacks, the crimes. Commented [DK8]: Is this bad? I do not know how to
prove this within the word limit. Do I have to?

Biden said in response to Russia’s invasion of Ukraine: “Who in the Lord's name does Putin think gives him
the right to declare new so-called countries on territory that belongs to his neighbours?”. Apparently, Israel
has the right to occupy Palestinian land for more than 70 years and run what the UN calls an “apartheid
regime”. Hypocrisy, hypocrisy, hypocrisy! Commented [DK9]: Sarcasm

This is not about “whatboutism”. I support the Ukrainians. But as a Muslim Pakistani, I cannot help but
notice these disturbing double standards. Keep in mind, there are many examples I haven’t mentioned, like
Kashmir, Sudan, Morocco, and Burma.

So, I ask, I plead, I request that when you support, accept and praise Ukrainians, do not neglect, reject, and
deprecate the rest of the world.

762 Words Commented [DK10]: Is this too much? I cannot condense

it further.
Part B: Reflection
“Double Standards” is about the invasion of Ukraine, which is current, personal, and relevant to my age
group. In “Double Standards”, I want to give a different perspective on a shared feeling. I want to show how
the world feels strongly about Ukraine but ignores other crises. This type of purpose is inspired by “The
Opposite of Loneliness” written by Marina Keagan. She writes about leaving Yale; an experience that is
current, personal, and shared. Additionally, like me, she wants to add another perspective, specifically, hope. Commented [DK11]: Do I have to prove this? If so, how?

During the drafting phase, my appeals to ethos, pathos, and logos were influenced by “The Opposite of Commented [DK12]: Should my drafting phase be this
Loneliness”. In “The Opposite of Loneliness", Keagan addresses her peers using a conversational register long?

established by using informal, contemporary vernacular, evident in “you suck”, and additionally, anecdotes: Commented [DK13]: I do not know what tense I should
use, if I ma describing my drafting phase, shouldn’t I use past
“when it’s four am and no one goes to bed”. This appeals to ethos because it makes the speaker more
tense. If so, what if the elements I am talking about have
transparent and more authentic: hence, more trustworthy. Since my audience are my peers, I felt that a stayed. Do I use present tense for Keagan and then past
conversational register was appropriate. This is observable when I recall an experience in English class, refer tense for mine?

to Arsenal (a soccer club, which is omnipresent in my age group) and use contemporary vernacular like “cool Commented [DK14]: Is this a good use of tense?
people” and “Insta”. However, I felt that I had to maintain academic integrity to make my argument more Commented [DK15]: Tense.
efficacious. Consequently, I used statistics from trusted sources like the UN or universities and quotes,
evident when I reference Joe Biden. I appeal to pathos in my composition by using anaphora throughout the
text. For example: “American invasions. American occupations. American violations.” The full stops slow the
pace, giving time to ponder, and the repetition of “American” emphasizes this term. The use of terms such
as “invasions” and “violations” adds negative emotion. As a result, this anaphoric repetition engenders
feelings of anger or blame. I was inspired to use anaphora by its continuous use in “The Opposite of
Loneliness”. An example of Keagan’s use of anaphora is: “More accomplished, more specialized. More on the
path to somehow saving the world…”. The repetition of the word “more” creates this sense of endlessness,
emphasizing how behind college students feel they are. The ability of anaphoric repetition to emphasize a Commented [DK16]: Should I analyse her use as well?
feeling or idea and create rhythm inspired me to use it. My composition emulates the balanced structure
observed in “The Opposite of Loneliness” to appeal to logos. Keagan begins her essay by reiterating what the
audience feels, establishing common ground. She then adds her perspective: “But let us get one thing
straight: the best years of our lives are not behind us.” This balances her argument, making it more logical
and hence appealing to logos. That is why I start by describing Ukraine and the feelings I have in common Commented [DK17]: Is this a good way of explaining?
with the audience, how I am sad for Ukraine and reassured by the world’s response. However, in the second
half, I add to this common ground, showing my side of the argument: “I request that when you support,
accept and praise Ukrainians, do not neglect, reject, and deprecate the rest of the world”. Consequently, the
appeals to ethos, pathos and logos that I made during the drafting phase were influenced by “The Opposite
of Loneliness”.

In the revising and editing phase, improvements to grammar, language features and cohesion were made. I
was given feedback to be more cohesive. Consequently, I removed a paragraph describing the reasons for
the Russian invasion. I also noticed that I had to use emotion more effectively. Accordingly, I added an extra
paragraph on Palestine. I also received feedback to use imagery instead of onomatopoeia. Therefore, I
replaced the onomatopoeia with: “It is marred with shopping bags, bricks, bones. And stained with hues of
red resplendent. And saturated with the sounds of soldiers screaming, bombs blasting, tanks toiling.” The
use of visual and auditory imagery in this excerpt creates a desolate, dystopian atmosphere, essentially
showing, not telling. Furthermore, the successive coordinating conjunctions slows the pace and still time,
allowing the audience to create a more holistic, vivid image. This was inspired by the “Opposite of
Loneliness” as Keagan used this technique in: “It was quiet… And I sat down. And I looked up.”

In conclusion, my appreciation of Keagan’s personal essay’s is extremely profound. This is because numerous Commented [DK18]: Is this a good way of answering this
stylistic and conceptual features that Keagan used like conversational register, balanced structure, anaphora question? Could I phrase these differently?

and successive coordinating conjunctions have been emulated in my text. Furthermore, “The Opposite of
Loneliness” has affected me across the phases of writing. Thus, the nature of my appreciation is strongly
profound. Commented [DK19]: Is the tense, right? I am extremely
confused.

Extra
Having an incomplete introduction allows the audience to first sympathise with the speaker, establishing a
connection with the audience and avoids confounding the audience

Keagan uses a change of tone to introduce her argument, appealing to pathos. This is apparent when she
says, “I'm scared of losing this web we're in… This feeling… But let us get one thing straight: the best years of
our lives are not behind us.” Initially her tone is wistful and reminiscent, the repetition of “w” which creates
a soothing effect demonstrates this. However, she starts the next sentence with a conjunction, adding
emphasis and indicating a change, additionally, she repeats the “b” sound changing the tone to something
exciting, as “b” is a plosive consonant. I emulate Keagan’s use of tone to introduce my argument when I say:
“When I see all of this, I smile, encouraged by humanity. But under this façade of humanity, there are
staggering, startling, and stunning double standards.” Initially, the repetition of the “s” sound and use of
commas ensures the tone is calm. However, the next sentence starts with a conjunction, adding emphasis,
and repeats the “st..” sound creating a spitting effect, increasing the pace of the text, heightening emotion
and hence, establishing a frustrated tone. Thus, using a change in tone to introduce my argument and
change the mood, appealing to pathos.
Journal
Date What did you do? Thoughts, Feelings?
20/03/2022 Read the text, decided my topic, and wrote I felt touched by “The Opposite of
the aim for my piece of writing. Loneliness” and noted its rhetoric
devices that helped it achieve its goals. I
feel strongly about the double
standards on Ukraine and decided to
use some of the stylistic and aesthetic
features from the text to convey my
idea.
22/03/22 Nearly finished writing my piece of writing. I imbued my passion into my piece of
writing remembering the conventions
used by Keagan. However, I felt that my
structure was too confusing, I did not
use as many conventions as I wanted to
and my speech was not as rhythmic as I
wanted it to be.
23/03/22 Check with the teacher and start my Some areas, P2 and P3 were
reflection. unnecessary, saw how onomatopoeia is
not as effective as auditory imagery. I
started my reflection writing down how
the concept of Keagan’s work affected
me.
24/03/2022 Included America and Afghanistan.
26/03/22 I edited my assessments including more
imagery and emotive language. I added
Palestine. Unfortunately, I might have
to take this out.
27/03/22 Made my personal essay more cohesive
and removed complex components
such as islamophobia. Asked for peer
feedback that was mostly positive.
Did I What did you appreciate? Describe the thoughts, Evaluate its
appreciate feelings and action that lead value? Why did
something to the production or inclusion you appreciate
aesthetically, in your writing? Also describe it? What effect
thematically, how the appreciation was did it have in
stylistically, or transformed through editing, your writing?
conceptually? drafting.
Aesthetically: ‘The Opposite of Loneliness’ Instead of going to the future I go Extremely valuable
Structure, Tone was recorded as a personal to the past. I used this structure as it is the exact
and Tense essay but created as a because I felt that it was what I same structure I
valedictorian speech. The wanted to do, I wanted to establish used. It provides a
structure of ‘The Opposite of a connection, a common ground, way for the
Loneliness” differs from the then attempt to change that, to audience to learn
traditional structure of a persuade them in a way that is and grow and is
speech or essay. Usually in the easy to follow. Changing the tense more interactive.
introduction the entire outline and tone will help doing that and
is presented, however she this will ultimately lead to a more
does not outline exactly what complete argument that I want to
she says, instead she indicates create because I feel strongly
initial thoughts and then about this topic, and it is personal.
relates them to what she feels
now, to provide a completer
message and bring the
audience with her on this
journey.
Tone is used, she starts with
being more reminiscent and
reflective, then she becomes
hopeful and then relates that
to why she should. Tense is
used as well, she starts of with
past/present, then she adds
future/present and then she
returns to past/present.
Showing this change of
opinion.
Conceptually: ‘The Opposite of Loneliness’ is
My Topic. a personal essay on current
issues, feelings and ideas. It is
relevant and personal. It is
relevant to her age group and
people who are like her. The
audience feels what she feels,
but still, she gives an alternate
opinion, something that she
feels that they should know.
Something she feels is
important. The passion she
feels is seen through the
parallelism and ideas.
Stylistically: Throughout the text and
Informal and informal and personal tone is
informal, personal and
Personal
inclusive. This helps achieve
the aim because it addresses
the intended audience. The
language and diction “post
bac” and “you suck”. The
feeling toward the reader is
one of identification, “we” and
“us”, she identifies with them.
The main ideas and topic is
relevant to the audience and
personal. The intention is to
reach that audience,
contributing to this tone.
Questions
What is the difference between style and tone? Are
they both in different categories, so stylistically and
aesthetically? Then, what is the difference between
style and aesthetics?
This made me feel of something I Extremely important
felt very strongly about and gave as it determined the
me an idea of what I wanted to do. viewpoints I have
I thought of something that and the type of
affected my age group- The argument I wanted
Ukraine Invasion- and thought of to give.
my alternative approach to it – this
has happened before, remember
that- and turned it into a similar
concept or argument into hers. Its
good to feel worried about Ukraine
and support them, however, we
must not forget Iraq, Syria,
Afghanistan, Palestine and
Pakistan. Just like how she sees its
good to feel afraid of losing what
they found at Yale, but they should
feel hopeful about the future.
This tone and style help me
because it shows how I am to
address my peers. I am to address
them as I do in regular
conversation. However, while it
may be personal and informal, I
need to be careful not to be carried
away because this is a sensitive
topic. Humour should be used but
restrained when needed. sssss
Relevant Parts of the Assessment
There is a change in tone that indicates structure,
reflective to hopeful, but the overall tone remains the
same: personal informal. How do I explain that?
https://www.britannica.com/event/Iraq-War
https://www.iraqbodycount.org/database/
https://www.hrw.org/reports/2003/usa1203/4.htm
https://www.ohchr.org/EN/NewsEvents/Pages/DisplayNews.aspx?NewsID=28241&LangID=E
https://www.youtube.com/watch?v=bGBamfWasNQ
https://www.masterclass.com/articles/writing-101-what-is-parallelism#what-is-parallelism-in-grammar
https://www.craftliterary.com/2018/02/19/switching-tenses/
https://www.aljazeera.com/opinions/2019/3/20/why-did-bush-go-to-war-in-iraq
https://www.vox.com/2016/2/16/11022104/iraq-war-neoconservatives
https://www.vox.com/22970918/russia-war-in-ukraine-explained
https://www.aljazeera.com/news/2022/2/27/western-media-coverage-ukraine-russia-invasion-criticism
https://theconversation.com/why-did-russia-invade-ukraine-178512
https://www.forbes.com/sites/margiewarrell/2022/03/03/dont-just-admire-courage-in-others-summon-
your-own/?sh=3e48dc20371b
https://www.nbcwashington.com/news/local/dc-flies-ukrainian-flags-between-white-house-and-us-
capitol/2986769/
https://fortune.com/2022/03/15/russian-ruble-expert-opinion-invasion-ukraine-continues/
https://theconversation.com/fifas-suspension-of-russia-is-a-rarity-but-one-that-strips-bare-the-idea-that-
sport-can-be-apolitical-178131
https://www.pm.gov.au/media/additional-support-ukraine
https://www.aljazeera.com/news/2022/2/27/western-media-coverage-ukraine-russia-invasion-criticism
https://www.theguardian.com/commentisfree/2022/mar/02/civilised-european-look-like-us-racist-
coverage-ukraine
https://www.youtube.com/watch?v=zIpyT0xS4Kw
https://www.aljazeera.com/features/2021/11/15/belarus-poland-border-people-are-dying-in-the-forest
https://www.youtube.com/watch?v=pU9twR61yHs
https://www.news.com.au/world/europe/ukrainian-soldier-blows-himself-up-on-bridge-in-heroic-final-
act/news-story/99aa547ecc738c2f53213116bc008d89
https://www.cfr.org/global-conflict-tracker/conflict/war-yemen
https://www.aa.com.tr/en/middle-east/yemen-remains-worst-humanitarian-crisis-un-office/2106553
https://airwars.org/news-and-investigations/tens-of-thousands-of-civilians-likely-killed-by-us-in-forever-
wars/
https://7news.com.au/news/conflict/ukrainian-soldier-being-hailed-as-a-hero-for-blows-himself-up-on-
bridge-in-final-bid-to-halt-russias-assault-c-5847191
https://www.theguardian.com/football/2019/dec/13/arsenal-distance-themselves-from-mesut-ozil-
comments-china-uighur-people
https://www.unhcr.org/news/press/2022/3/6234811a4/poland-welcomes-million-refugees-ukraine.html
https://www.thesaturdaypaper.com.au/post/max-opray/2022/01/31/future-fund-linked-yemen-airstrike
https://abcnews.go.com/International/europes-unified-ukrainian-refugees-exposes-double-standard-
nonwhite/story?id=83251970
https://balkaninsight.com/2022/03/03/selective-sympathy-polands-contrasting-treatment-of-those-seeking-
refuge/
https://reliefweb.int/report/ukraine/ukraine-crisis-double-standards-has-europe-s-response-refugees-
changed
https://www.oxfam.org/en/press-releases/detention-default-how-greece-and-eu-are-generalising-
administrative-detention
https://asylumineurope.org/reports/country/cyprus/detention-asylum-seekers/legal-framework-
detention/duration-detention/
https://archive.globalpolicy.org/security/issues/iraq/resistindex.htm
https://foreignpolicy.com/2019/04/26/loving-dictators-is-as-american-as-apple-pie/
https://www.theguardian.com/commentisfree/2014/aug/11/iraq-west-hypocrisy-middle-east-yazidi-people
https://www.unhcr.org/cy/2021/03/18/syria-refugee-crisis-globally-in-europe-and-in-cyprus-meet-some-
syrian-refugees-in-cyprus/
https://www.arsenal.com/news/join-us-we-stand-ukraine
https://watson.brown.edu/costsofwar/costs/human/civilians/afghan
https://www.britannica.com/event/Soviet-invasion-of-Afghanistan
https://theintercept.com/empire-politician/biden-soviet-invasion-afghanistan-mujahideen-pakistan/