Academic Writing

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Medway High School

Education

[object Object],[object Object],http://www.dartmouth.edu/~writing/materials/student/ac_paper/what.shtml

[object Object],http://www.dartmouth.edu/~writing/materials/student/ac_paper/what.shtml

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],http://www.dartmouth.edu/~writing/materials/student/ac_paper/what.shtml

[object Object],[object Object],[object Object],http://www.dartmouth.edu/~writing/materials/student/ac_paper/what.shtml

[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],http://www.dartmouth.edu/~writing/materials/student/ac_paper/what.shtml

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This powerpoint was used to help frame a roughly 45 minute conversation about how to read social science texts for my p544, Applied Cognition and Learning Strategies course. In this course we are examining both cognitive and sociocultural theories of learning and so this presentation was geared towards exploring our growing understanding of those theoretical frameworks as well as providing some concrete tips for those who are new to the discipline and / or graduate school as they struggle with how to effectively read primary source material.

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Synthesis #1 Assignment Sheet Overview Having the Critique under your belt as well as quite a few journal entries must feel pretty good! Use this confidence as we now move into our first long paper of the semester, Synthesis #1. At first, see this paper as an extended argument you make about a particular topic using secondary sources to persuade your reader. Topic Selection I really want you to explore a topic that interests you and motivates you to think critically and write persuasively. Do not simply summarize a reading and claim that it is “right” or “wrong.” Instead, you must see connections between readings and extend the thinking here in a way you see fit. Look around the world around you, think of topics you have thoughts about in this and other courses, and also speculate about what would happen if you took the thinking of certain authors further in your desired direction. I only require that your topic must deal in some way with media and pop culture—the theme of our readings in the course thus far. We will spend time in class brainstorming topics as well as looking at sample essays. What is a Synthesis? If anything confuses a student when writing an essay like this, it is the actual term “synthesis”. Don’t worry too much about this term; instead, see what you are doing as arguing a position with a variety of sources to help you. What you want to do in this essay is show that you can both sustain a logical and persuasive argument, and control sources and their use to your persuasive end. Try to have your secondary sources have a “dialogue” with each other in terms of what they do and do not agree with in relation to your argued positions. We will practice this in class. As a matter of fact, we have been practicing this since the first week of class in discussion (esp. the lively discussion we have had in class). Additional Help with Synthesis It is very important in this essay to “Establish connections among readings”. The more you can have a “dialogue” between your sources, the more credible you will be as an author and the more importance you may place on your assessment of the ideas being discussed. This is an essay that may really be helped out by using some of the templates from They Say/I Say. I am not going to assign that you use them in a certain order, but I do think that the templates are excellent ways to start “saying something” if you are stuck. Review pages 55-75 in They Say/I Say for some directions. Required Sources I am requiring you to use between 4-6 sources to help your write your essay here. I would like you to use at least 2 from the readings in our 102 textbook . You may certainly use more. You may also bring in other sources you find on your own as long as they are credible and work in the assignment. Overall, I think you would be best served using 3-4 sources from the textbook, but I leave it open to you. Please use MLA Style for this essay as well as a Works Cited page. The Assignment Compose a 5- ...

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Understanding a Constructivist Prior to beginning this assignment, please review all the required readings, videos, and any relevant Instructor Guidance. It is suggested that you review the recommended resources for this week as a number of them may assist you in creating this written assignment with links to applicable articles. Please note that for many of you, this might be the first time to write a paper about someone you have no current information about. Thus, it is very important that you know how to synthesize information so that it is your work, and not accidentally someone else’s. One suggestion as you begin to read about one of the researchers is to just jot down notes about them as you read. Be careful not to copy paste information into a document with intentions of re-writing it. Sometimes areas get forgotten and when your writing matches other sources, it can negatively affect not only your grade, but also your entire academic journey, so please heed this advice and ask for assistance from your instructor if you need it. Thus, we have included a link to a guide that could be very assistive in your success. Over the past weeks, you have been introduced to Behaviorism, Cognitivism, and Constructivism in relationship to learning psychology. To further expand your knowledge and understanding of Constructivism and its theoretical components/principles, in this paper you will research and write about one of the prominent constructivists listed below: John Dewey (1859–1952) To successfully accomplish this assignment: First, create the following headings and subheadings in your paper to indicate the organization of your information. (Note: The bullets will not be included in your paper and are included here only for organizational purposes.) Introduction- The introduction is based on the principle of introducing the topic of the paper. A good introduction explains what you will be addressing. In this paper it will specifically, in a broad way, clarify each area (below) that you will be discussing. Often, writer’s write this last to make sure nothing is forgotten. For more information please click here . Researcher’s Biography/Background (Vygotsky’s Biography) - Under this heading you will provide the important historical perspectives of your subject’s life and work and how these influenced his/her work in this field. Information on the subject’s personal and professional background should be logically presented. Researcher’s Theoretical Perspectives- Under this heading you will describe the theoretical perspectives and other major concepts pioneered or promoted by your subject. Experiments and Findings -Under this subheading you will provide a thorough summary of at least two empirical research projects your subject performed including the empirical findings of the research. Historical Trends - Under this subheading you will provide information on the trends which lead to your subject’s line of research. Notable Characteri.

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By writing an outline you really are writing in a way, because you’re creating the structure of what you’re going to do. Once I really know what I’m going to write, I don’t find the actual writing takes all that long. —Tom Wolfe Learning Objectives After reading this chapter, you should be able to: 1. Identify topics that have intellectual merit, as opposed to those that are flippant, frivolous, or alienating. 2. Demonstrate the ability to narrow a topic. 3. Select the best method for you for generating ideas, such as journaling, free writing, or brainstorming. 4. Experiment with different methods for organizing ideas, such as chrono- logically or logically. 5. Demonstrate your ability to create an outline and a reverse outline. 4Selecting a Topic and Prewriting ©Anna Gorin/Flickr/Getty Images con80878_04_c04.indd 67 8/26/13 2:13 PM CHAPTER 4Section 4.1 Selecting a Subject This chapter concentrates on selecting and focusing a topic for a college paper and beginning the prewriting process. If you have ever written an outline, you have already done some prewriting. The skills you will learn in this chapter can be applied to personal, expository, persuasive, and research papers, but they are also portable—that is to say, these strategies can help you outside of the classroom experience. Writing is itself a portable skill that will assist you in becoming a better critical thinker, organizer of ideas, and articulator of thoughts and arguments. Effectively selecting a topic and efficiently prewriting are organizational tools that will aid you in synthesizing any information on any subject. 4.1 Selecting a Subject The first task when beginning a college writing assignment is determining a subject, or the general area of interest from which you will select the topic of your paper. Your assignment may provide you with the subject you must write about, or you may be asked to select your own. If you are asked to choose your own subject, it is important to choose one that is appropriate for the assignment and to properly narrow the parameters of your topic, which the following sections will discuss. In either case, remember to use the active reading skills you learned in Chapter 2 to identify key words and phrases and action verbs, and to make certain you clearly understand the purpose and requirements of the assignment. Understand the Assignment The subject that you choose to write about should be appropriate for you, the writer. If you have a choice of subject, choose one that interests or excites you. If you are interested in the subject, it will be easier to make it interesting to your readers. It is also fine to choose something you know little about but have always wanted to explore. However, be aware that such a subject will require that you spend additional time researching and referencing sources. Once you have generated a list of possibilities for your paper, think about which wou ...

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The instructions and questions for this exam are visible once the exam is opened - there is no time limit on the exam and you have unlimited attempts to complete it. Please read the INSTRUCTIONS for this final exam, essay portion, carefully and remember to address every aspect of the question in your essay response. Remember, as well, to be specific - do not rely on generalizations to support your conclusions. Use specific historical examples, case studies, etc. as you formulate your essay response. You may want to work out your essay as a Microsoft Word document, first - save it as you compose it, and then "cut and paste" the finished product into the section provided for your response. That will allow you the opportunity to think carefully about the information you are providing in your response and to correct all spelling/typographical errors before the final submission. You may launch the exam, work on it, save it, and return to it later. Unlike the weekly quizzes, you are not forced to complete it once it is launched. Good Luck! The purpose of this final essay question is two-fold: first, it gives you the opportunity to reflect upon the course content, respond in an honest and straightforward manner, and "show your stuff" in terms of what you've learned throughout the semester; secondly, it allows me the chance to implement that CAP, approach - CONTENT, ANALYSIS, PERSPECTIVE. You understand the CONTENT, you have the ability to CRITICALLY ANALYZE the material, and formulate a PERSPECTIVE. In other words, I want to see that you've actually THOUGHT about the material we've covered throughout the semester, and that you have the ability to articulate your thoughts on paper. Keep in mind that you are free thinking, creative, intelligent students of history - therefore, I don't want to know what the author of your book has to say about a topic (I can read that for myself). While you can refer to the text when offering specific examples (i.e. statistical information, direct quotes), that material must be cited properly, including proper use of quotation marks and parenthetical citations. What I would really prefer to see is a creative use of the material from the textbook and supplemental material (websites found in the EXTERNAL LINKS folder, etc) incorporated into a well-organized, thoughtful, insightful essay that addresses each of the aforementioned questions in one way or another. I prefer that you utilize NO other sources than the textbook, external links, and your notes from the course. Approach this final exam as though we were engaging in a verbal exchange - I want to see that you've not only learned various aspects of United States History, but that you also enhanced your ability to THINK for yourself! It's QUALITY, not quantity! Therefore, I am looking for a comprehensive reflection on the course material. You may be able to do that in 500 words, or perhaps it may take you 1500 words to complete that task. Responses a.

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