SHORT

CUTS
FROM ASSUMPTION TO
TOPIC SENTENCE TO
THESIS STATEMENT
Before You Begin

• The topic sentence can be called
assumption because it expresses
an idea that is assumed (not
100% est...
Before You Begin

• The topic sentence uses the
conditional “can” at the start of
the beneficiary’s action, which is
a con...
Before You Begin

• The topic sentence uses the word
“to” at the start of the urgent
need and proposed solution.
Before You Begin

• The topic sentence begins with a
description of the target
beneficiaries.
One More Time...
• The topic sentence can be called assumption
because it expresses an idea that is assumed
(not 100% esta...
Sample Student Proposal
In three weeks, I will create an English-Uzbek
poster with 6 pictures that shows 6 steps for
child...
Sample Student Assumption
Children 4 to 6 years old can use an EnglishUzbek poster that shows pictures of 6 steps to
spell...
PART 1 OF THE ASSUMPTION

TARGET BENEFICIARY

Image courtesy of FreeGreatPicture.com
Target Beneficiary: SUMMARY
1. The target beneficiary is a noun.
2. The description of the target beneficiary
begins the s...
Target Beneficiary (1)

The target beneficiary is a noun.

Children 4 to 6 years old can use an
English-Uzbek poster that ...
Target Beneficiary (2)

The description of the target
beneficiary begins the
sentence, before the word “can”.
Children 4 t...
Target Beneficiary (3a)

The description indicates the
urgent need or critical problem.
THIS IS NOT A PROBLEM

Children 4 ...
Target Beneficiary (3b)

The description indicates the
urgent need or critical problem.
THIS IS NOT A PROBLEM

Children 4 ...
Target Beneficiary (3c)

The description indicates the
urgent need or critical problem.
THIS IS A PROBLEM

Children who ca...
Target Beneficiary (3d)

The description indicates the
urgent need or critical problem.
Children who cannot spell simple
E...
Target Beneficiary (4a)

The description is not an adjective;
verbs/nouns are used.
Children who cannot spell simple
Engli...
Target Beneficiary (4b)

The description is not an adjective;
verbs/nouns are used.
THIS IS AN ADJECTIVE

Children who can...
Target Beneficiary (4c)

The description is not an adjective;
verbs/nouns are used.
THIS IS A VERB/NOUN

Children who cann...
Target Beneficiary (5)

Quantify the need or problem by
using numbers.
Children who cannot spell any threeletter English w...
One More Time....
1. The target beneficiary is a noun.
2. The description of the target beneficiary
begins the sentence, b...
PART 2 OF THE ASSUMPTION

REQUIRED ACTION

Image courtesy of FreeGreatPicture.com
Required Action: SUMMARY
1. The beneficiary must do this action to answer
the need or solve the problem.
2. This part begi...
Target Beneficiary (1)

The beneficiary must do this
action to answer the need or
solve the problem.
Children who cannot s...
Target Beneficiary (2)

This part begins after the word
can.
Children who cannot spell any threeletter English word can us...
Target Beneficiary (3)

The actions are verbs about using
your poster.
Children who cannot spell any threeletter English w...
Target Beneficiary (3a)

Quantify the action and time
required
THIS IS ACTION ONLY
THERE IS NO QUANTITY

Children who cann...
Target Beneficiary (3b)

Quantify the action and time
required
USE FOR TEN MINUTES A DAY

Children who cannot spell any th...
Target Beneficiary (3c)

Quantify the action and time
required

THIS IS ACTION & TIME
THERE IS A QUANTITY (NUMBER)

Childr...
Target Beneficiary (4)
Quantify the parts of the poster to be used by
the beneficiary: number of
images, languages, conten...
Target Beneficiary (5)
The poster description should
correspond to the beneficiary
description or need.
CORRESPONDENCE

C...
Target Beneficiary (5)
The poster description should
correspond to the beneficiary
description or need.
NO CORRESPONDENCE
...
Target Beneficiary (5)
The poster description should
correspond to the beneficiary
description or need.
NO CORRESPONDENCE
...
Target Beneficiary (5)
The poster description should
correspond to the beneficiary
description or need.
 CORRESPONDENCE

...
Target Beneficiary (5)
The poster description should
correspond to the beneficiary
description or need.
NO CORRESPONDENCE
...
Target Beneficiary (5)
The poster description should
correspond to the beneficiary
description or need.
 CORRESPONDENCE

...
One More Time....
1. The beneficiary must do this action to answer
the need or solve the problem.
2. This part begins afte...
PART 3 OF THE ASSUMPTION

PROPOSED SOLUTION

Image courtesy of FreeGreatPicture.com
Proposed Solution: SUMMARY
1. This part begins after the word “to”.
2. This is a situation that meets the need or
solves t...
Proposed Solution (1)

This part begins after the word to.

Uzbek children who cannot spell any
three-letter English word ...
Proposed Solution (2)

This is a situation that meets the
need or solves the problem.
Uzbek children who cannot spell any
...
Proposed Solution (3)

The solution is the opposite of the
problem.
Uzbek children who cannot spell any
three-letter Engli...
Proposed Solution (4)

Quantify the solution with
numbers or measures.
Uzbek children who cannot spell any
three-letter En...
Proposed Solution (5)

Quantify the required time with
numbers or measures.
Uzbek children who cannot spell any
three-lett...
Proposed Solution (6a)

Don’t use adjectives; use
verbs/nouns.
Uzbek children who cannot spell any
three-letter English wo...
Proposed Solution (6b)

Don’t use adjectives; use
verbs/nouns.
Uzbek children who cannot spell any
three-letter English wo...
One More Time....
1. This part begins after the word “to”.
2. This is a situation that meets the need or
solves the proble...
RESULTS

FROM PROPOSAL
TO ASSUMPTION
Image courtesy of FreeGreatPicture.com
1. Sample Student Proposal
In three weeks, I will create an
English-Uzbek poster with 6 pictures
that shows 6 steps for ch...
2. Sample Student Assumption (Original)

Children 4 to 6 years old can use
an English-Uzbek poster that
shows pictures of ...
3. Assumption (Improved)

Uzbek children who cannot spell
any three-letter English word can
use for 10 minutes a day an Uz...
FROM ASSUMPTION TO THESIS STATEMENT

1X1X3

Image courtesy of FreeGreatPicture.com
1 x 1 x 3 Thesis Statement (1)

Uzbek children who cannot spell
any three-letter English word can
use for 10 minutes a day...
1 x 1 x 3 Thesis Statement (b)

Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day...
FROM ASSUMPTION TO THESIS STATEMENT

1X3X1

Image courtesy of FreeGreatPicture.com
1 x 3 x 1 Thesis Statement (a)

Uzbek children who cannot spell
any three-letter English word can
color, cut and paste for...
1 x 3 x 1 Thesis Statement (b)

Uzbek children who cannot spell
any three-letter English word can
use for 10 minutes a day...
1 x 3 x 1 Thesis Statement (c)

Uzbek children who cannot spell
any three-letter English word can
use for 10 minutes a day...
FROM ASSUMPTION TO THESIS STATEMENT

3X1X1

Image courtesy of FreeGreatPicture.com
3 x 1 x 1 Thesis Statement (a)

Uzbek children who cannot
read, spell or write any threeletter English word can use for 10...
3 x 1 x 1 Thesis Statement (b)

Uzbek children who cannot spell
any three-letter English noun, verb
or adjective can use f...
3 x 1 x 1 Thesis Statement (c)

Uzbek children who cannot spell
any one-, two- or three-letter
English word can use for 10...
URGENCY, THEORY & DETAILS

4-STEP RESEARCH PLAN

Image courtesy of FreeGreatPicture.com
Research Plan: SUMMARY
1. Choose the best of the three-part
theories (the most sensible or logical).
2. Add (URGENCY) wher...
1. Choose the best of the 3-part theories

Uzbek children who cannot spell
any three-letter English word can
color, cut an...
2. Add (URGENCY) where the idea
can be about urgency.

Uzbek children who cannot spell
(Urgency) any three-letter English
...
3. Add (THEORY) where the idea
can be connected to a theory.

Uzbek children who cannot spell
(Urgency) any three-letter E...
3. Add (THEORY) where the idea
can be connected to a theory.

Uzbek children who cannot spell
(Urgency) any three-letter E...
4. Add (DETAILS) where the idea
can be connected to details.

Uzbek children who cannot spell
(Urgency) any three-letter E...
One More Time...
1. Choose the best of the three-part
theories (the most sensible or logical)
2. Add (URGENCY) where the i...
URGENCY, THEORY & DETAILS

USING SOURCES

Image courtesy of FreeGreatPicture.com
7 Tips When Using Sources: 1

Choose events, facts, and scientific
reports. Avoid
opinions, fiction, and biased
statements...
7 Tips When Using Sources: 2

If the article is long, add a
paragraph number to the in-text
citation, not to the reference...
7 Tips When Using Sources: 3

If there is a DOI, add this to the
reference list, not to the citation.
7 Tips When Using Sources: 4

Hyperlink the citation to the
corresponding entry in the
reference list.
7 Tips When Using Sources: 5

In the reference, use the short
website address but hyperlink it
so that the actual referenc...
7 Tips When Using Sources: 6

Always cite any borrowed idea. Use
APA-format for citations and
references.
7 Tips When Using Sources: 7

Paraphrasing is better to shorten
an idea.
Quoting is better when the idea is
expressed so w...
One More Time...
1. Choose events, facts, and scientific reports. Avoid
opinions, fiction, and biased statements.
2. If th...
SHORT

CUTS
FROM ASSUMPTION TO
TOPIC SENTENCE TO
THESIS STATEMENT

END OF PRESENTATION
Send comments or suggestions to mr....
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Short-cut Writing - The Assumption, Topic Sentence, and Thesis Statement

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Short-cut Writing - The Assumption, Topic Sentence, and Thesis Statement

  1. 1. SHORT CUTS FROM ASSUMPTION TO TOPIC SENTENCE TO THESIS STATEMENT
  2. 2. Before You Begin • The topic sentence can be called assumption because it expresses an idea that is assumed (not 100% established or certain).
  3. 3. Before You Begin • The topic sentence uses the conditional “can” at the start of the beneficiary’s action, which is a condition for the solution.
  4. 4. Before You Begin • The topic sentence uses the word “to” at the start of the urgent need and proposed solution.
  5. 5. Before You Begin • The topic sentence begins with a description of the target beneficiaries.
  6. 6. One More Time... • The topic sentence can be called assumption because it expresses an idea that is assumed (not 100% established or certain). • The topic sentence uses the conditional “can” at the start of the beneficiary’s action, which is a condition for the solution. • The topic sentence uses the word “to” at the start of the urgent need and proposed solution. • The topic sentence begins with a description of the target beneficiaries.
  7. 7. Sample Student Proposal In three weeks, I will create an English-Uzbek poster with 6 pictures that shows 6 steps for children 4 to 6 years old to follow and learn how to spell 25 simple English words in 3 months.
  8. 8. Sample Student Assumption Children 4 to 6 years old can use an EnglishUzbek poster that shows pictures of 6 steps to spell 25 simple English words in 3 months.
  9. 9. PART 1 OF THE ASSUMPTION TARGET BENEFICIARY Image courtesy of FreeGreatPicture.com
  10. 10. Target Beneficiary: SUMMARY 1. The target beneficiary is a noun. 2. The description of the target beneficiary begins the sentence, before the word “can”. 3. The description indicates the urgent need or critical problem. 4. DESCRIPTION: The description is not an adjective; verbs/nouns are used. 5. Quantify the need or problem by using numbers.
  11. 11. Target Beneficiary (1) The target beneficiary is a noun. Children 4 to 6 years old can use an English-Uzbek poster that shows pictures of 6 steps to spell 25 simple English words in 3 months.
  12. 12. Target Beneficiary (2) The description of the target beneficiary begins the sentence, before the word “can”. Children 4 to 6 years old can use an English-Uzbek poster that shows pictures of 6 steps to spell 25 simple English words in 3 months.
  13. 13. Target Beneficiary (3a) The description indicates the urgent need or critical problem. THIS IS NOT A PROBLEM Children 4 to 6 years old can use an English-Uzbek poster that shows pictures of 6 steps to spell 25 simple English words in 3 months.
  14. 14. Target Beneficiary (3b) The description indicates the urgent need or critical problem. THIS IS NOT A PROBLEM Children 4 to 6 years old can use an English-Uzbek poster that shows pictures of 6 steps to spell 25 simple English words in 3 months.
  15. 15. Target Beneficiary (3c) The description indicates the urgent need or critical problem. THIS IS A PROBLEM Children who cannot spell simple English words can use an EnglishUzbek poster that shows pictures of 6 steps to spell 25 simple English words in 3 months.
  16. 16. Target Beneficiary (3d) The description indicates the urgent need or critical problem. Children who cannot spell simple English words can use an EnglishUzbek poster that shows pictures of 6 steps to spell 25 simple English words in 3 months.
  17. 17. Target Beneficiary (4a) The description is not an adjective; verbs/nouns are used. Children who cannot spell simple English words can use an EnglishUzbek poster that shows pictures of 6 steps to spell 25 simple English words in 3 months.
  18. 18. Target Beneficiary (4b) The description is not an adjective; verbs/nouns are used. THIS IS AN ADJECTIVE Children who cannot spell simple English words can use an EnglishUzbek poster that shows pictures of 6 steps to spell 25 simple English words in 3 months.
  19. 19. Target Beneficiary (4c) The description is not an adjective; verbs/nouns are used. THIS IS A VERB/NOUN Children who cannot spell threeletter English words can use an English-Uzbek poster that shows pictures of 6 steps to spell 25 simple English words in 3 months.
  20. 20. Target Beneficiary (5) Quantify the need or problem by using numbers. Children who cannot spell any threeletter English word can use an EnglishUzbek poster that shows pictures of 6 steps to spell 25 simple English words in 3 months.
  21. 21. One More Time.... 1. The target beneficiary is a noun. 2. The description of the target beneficiary begins the sentence, before the word “can”. 3. The description indicates the urgent need or critical problem. 4. The description is not an adjective; verbs/nouns are used. 5. Quantify the need or problem by using numbers.
  22. 22. PART 2 OF THE ASSUMPTION REQUIRED ACTION Image courtesy of FreeGreatPicture.com
  23. 23. Required Action: SUMMARY 1. The beneficiary must do this action to answer the need or solve the problem. 2. This part begins after the word “can”. 3. The actions are verbs about using your poster. Quantify the action and time required. 4. Quantify the parts of the poster to be used by the beneficiary: number of images, languages, contents (e. g. steps, techniques, methods, recipe, instructions) 5. The poster description should correspond to the beneficiary description or need.
  24. 24. Target Beneficiary (1) The beneficiary must do this action to answer the need or solve the problem. Children who cannot spell any threeletter English word can use an EnglishUzbek poster that shows pictures of 6 steps to spell 25 simple English words in 3 months.
  25. 25. Target Beneficiary (2) This part begins after the word can. Children who cannot spell any threeletter English word can use an EnglishUzbek poster that shows pictures of 6 steps to spell 25 simple English words in 3 months.
  26. 26. Target Beneficiary (3) The actions are verbs about using your poster. Children who cannot spell any threeletter English word can use an English-Uzbek poster that shows pictures of 6 steps to spell 25 simple English words in 3 months.
  27. 27. Target Beneficiary (3a) Quantify the action and time required THIS IS ACTION ONLY THERE IS NO QUANTITY Children who cannot spell any threeletter English word can use an EnglishUzbek poster that shows pictures of 6 steps to spell 25 simple English words in 3 months.
  28. 28. Target Beneficiary (3b) Quantify the action and time required USE FOR TEN MINUTES A DAY Children who cannot spell any threeletter English word can use an EnglishUzbek poster that shows pictures of 6 steps to spell 25 simple English words in 3 months.
  29. 29. Target Beneficiary (3c) Quantify the action and time required THIS IS ACTION & TIME THERE IS A QUANTITY (NUMBER) Children who cannot spell any threeletter English word can use for 10 minutes a day an English-Uzbek poster that shows pictures of 6 steps to spell 25 simple English words in 3 months.
  30. 30. Target Beneficiary (4) Quantify the parts of the poster to be used by the beneficiary: number of images, languages, contents (e. g. steps, techniques, methods, recipe, instructio ns) Children who cannot spell any threeletter English word can use for 10 minutes a day an English-Uzbek poster that shows pictures of 6 steps to spell 25 simple English words in 3 months.
  31. 31. Target Beneficiary (5) The poster description should correspond to the beneficiary description or need. CORRESPONDENCE Children who cannot spell any threeletter English word can use for 10 minutes a day an English-Uzbek poster that shows pictures of 6 steps to spell 25 simple English words in 3 months.
  32. 32. Target Beneficiary (5) The poster description should correspond to the beneficiary description or need. NO CORRESPONDENCE Children who cannot spell any threeletter English word can use for 10 minutes a day an English-Uzbek poster that shows pictures of 6 steps to spell 25 simple English words in 3 months.
  33. 33. Target Beneficiary (5) The poster description should correspond to the beneficiary description or need. NO CORRESPONDENCE Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an English-Uzbek poster that shows pictures of 6 steps to spell 25 simple English words in 3 months.
  34. 34. Target Beneficiary (5) The poster description should correspond to the beneficiary description or need.  CORRESPONDENCE Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an Uzbek-English poster that shows pictures of 6 steps to spell 25 simple English words in 3 months.
  35. 35. Target Beneficiary (5) The poster description should correspond to the beneficiary description or need. NO CORRESPONDENCE Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an English-Uzbek poster that shows pictures of 6 steps to spell 25 simple English words in 3 months.
  36. 36. Target Beneficiary (5) The poster description should correspond to the beneficiary description or need.  CORRESPONDENCE Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an Uzbek-English poster that shows pictures with threeletter words to spell 25 simple English words in 3 months.
  37. 37. One More Time.... 1. The beneficiary must do this action to answer the need or solve the problem. 2. This part begins after the word “can”. 3. The actions are verbs about using your poster. Quantify the action and time required. 4. Quantify the parts of the poster to be used by the beneficiary: number of images, languages, contents (e. g. steps, techniques, methods, recipe, instructions) 5. The poster description should correspond to the beneficiary description or need.
  38. 38. PART 3 OF THE ASSUMPTION PROPOSED SOLUTION Image courtesy of FreeGreatPicture.com
  39. 39. Proposed Solution: SUMMARY 1. This part begins after the word “to”. 2. This is a situation that meets the need or solves the problem. 3. The solution is the opposite of the problem. 4. Quantify the solution with numbers or measures. 5. Quantify the required time with numbers or measures. 6. Don’t use adjectives; use verbs/nouns
  40. 40. Proposed Solution (1) This part begins after the word to. Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an Uzbek-English poster that shows pictures with threeletter words to spell 25 simple English words in 3 months.
  41. 41. Proposed Solution (2) This is a situation that meets the need or solves the problem. Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an Uzbek-English poster that shows pictures with threeletter words to spell 25 simple English words in 3 months.
  42. 42. Proposed Solution (3) The solution is the opposite of the problem. Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an Uzbek-English poster that shows pictures with threeletter words to spell 25 simple English words in 3 months.
  43. 43. Proposed Solution (4) Quantify the solution with numbers or measures. Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an Uzbek-English poster that shows pictures with threeletter words to spell 25 simple English words within three months.
  44. 44. Proposed Solution (5) Quantify the required time with numbers or measures. Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an Uzbek-English poster that shows pictures with threeletter words to spell 25 simple English words within three months.
  45. 45. Proposed Solution (6a) Don’t use adjectives; use verbs/nouns. Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an Uzbek-English THIS IS AN ADJECTIVE poster that shows pictures with threeletter words to spell 25 simple English words within three months.
  46. 46. Proposed Solution (6b) Don’t use adjectives; use verbs/nouns. Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an Uzbek-English poster that shows pictures with threeVERB/NOUN letter words to spell 25 three-letter VERB/NOUN English words within three months.
  47. 47. One More Time.... 1. This part begins after the word “to”. 2. This is a situation that meets the need or solves the problem. 3. The solution is the opposite of the problem. 4. Quantify the solution with numbers or measures. 5. Quantify the required time with numbers or measures. 6. Don’t use adjectives; use verbs/nouns
  48. 48. RESULTS FROM PROPOSAL TO ASSUMPTION Image courtesy of FreeGreatPicture.com
  49. 49. 1. Sample Student Proposal In three weeks, I will create an English-Uzbek poster with 6 pictures that shows 6 steps for children 4 to 6 years old to follow and learn how to spell 25 simple English words in 3 months.
  50. 50. 2. Sample Student Assumption (Original) Children 4 to 6 years old can use an English-Uzbek poster that shows pictures of 6 steps to spell 25 simple English words in 3 months.
  51. 51. 3. Assumption (Improved) Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an UzbekEnglish poster that shows pictures with three-letter words to spell 25 three-letter English words within three months.
  52. 52. FROM ASSUMPTION TO THESIS STATEMENT 1X1X3 Image courtesy of FreeGreatPicture.com
  53. 53. 1 x 1 x 3 Thesis Statement (1) Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an UzbekEnglish poster that shows pictures with three-letter words to spell 25 one-, two-, and three-letter English words within three months.
  54. 54. 1 x 1 x 3 Thesis Statement (b) Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an Uzbek-English poster that shows pictures with threeletter words to spell 25 English words of one letter in month 1, of two letters in month 2, and of three letters in month 3.
  55. 55. FROM ASSUMPTION TO THESIS STATEMENT 1X3X1 Image courtesy of FreeGreatPicture.com
  56. 56. 1 x 3 x 1 Thesis Statement (a) Uzbek children who cannot spell any three-letter English word can color, cut and paste for 10 minutes a day an Uzbek-English poster that shows pictures with three-letter words to spell 25 three-letter English words within three months.
  57. 57. 1 x 3 x 1 Thesis Statement (b) Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an UzbekEnglish poster that shows shapes, colors and words with three letters or less to spell 25 three-letter English words within three months.
  58. 58. 1 x 3 x 1 Thesis Statement (c) Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an UzbekEnglish poster that shows pictures with one-, two-, and three-letter words to spell 25 three-letter English words within three months.
  59. 59. FROM ASSUMPTION TO THESIS STATEMENT 3X1X1 Image courtesy of FreeGreatPicture.com
  60. 60. 3 x 1 x 1 Thesis Statement (a) Uzbek children who cannot read, spell or write any threeletter English word can use for 10 minutes a day an Uzbek-English poster that shows pictures with three-letter words to spell 25 three-letter English words within three months.
  61. 61. 3 x 1 x 1 Thesis Statement (b) Uzbek children who cannot spell any three-letter English noun, verb or adjective can use for 10 minutes a day an Uzbek-English poster that shows pictures with three-letter words to spell 25 three-letter English words within three months.
  62. 62. 3 x 1 x 1 Thesis Statement (c) Uzbek children who cannot spell any one-, two- or three-letter English word can use for 10 minutes a day an Uzbek-English poster that shows pictures with three-letter words to spell 25 three-letter English words within three months.
  63. 63. URGENCY, THEORY & DETAILS 4-STEP RESEARCH PLAN Image courtesy of FreeGreatPicture.com
  64. 64. Research Plan: SUMMARY 1. Choose the best of the three-part theories (the most sensible or logical). 2. Add (URGENCY) where the idea can be about urgency. 3. Add (THEORY) where the idea can be connected to a theory. 4. Add (DETAILS) where the idea can be connected to details.
  65. 65. 1. Choose the best of the 3-part theories Uzbek children who cannot spell any three-letter English word can color, cut and paste, for 10 minutes a day, an Uzbek-English poster that shows pictures with three-letter words, and learn to spell 25 threeletter English words within three months.
  66. 66. 2. Add (URGENCY) where the idea can be about urgency. Uzbek children who cannot spell (Urgency) any three-letter English word can color, cut and paste, for 10 minutes a day, an Uzbek-English poster that shows pictures with three-letter words, and learn to spell 25 three-letter English words within three months.
  67. 67. 3. Add (THEORY) where the idea can be connected to a theory. Uzbek children who cannot spell (Urgency) any three-letter English word can color, cut and paste (Theory), for 10 minutes a day, an Uzbek-English poster that shows pictures with three-letter words, and learn to spell 25 threeletter English words within three
  68. 68. 3. Add (THEORY) where the idea can be connected to a theory. Uzbek children who cannot spell (Urgency) any three-letter English word can color, cut and paste (Theory), for 10 minutes a day, an Uzbek-English poster (Theory) that shows pictures with three-letter words, and learn to spell 25 threeletter English words within three months.
  69. 69. 4. Add (DETAILS) where the idea can be connected to details. Uzbek children who cannot spell (Urgency) any three-letter English word can color, cut and paste (Theory), for 10 minutes a day, an Uzbek-English poster (Theory) that shows pictures with three-letter words (Details), and learn to spell 25 three-letter English words within three months.
  70. 70. One More Time... 1. Choose the best of the three-part theories (the most sensible or logical) 2. Add (URGENCY) where the idea can be about urgency. 3. Add (THEORY) where the idea can be connected to a theory. 4. Add (DETAILS) where the idea can be connected to details.
  71. 71. URGENCY, THEORY & DETAILS USING SOURCES Image courtesy of FreeGreatPicture.com
  72. 72. 7 Tips When Using Sources: 1 Choose events, facts, and scientific reports. Avoid opinions, fiction, and biased statements.
  73. 73. 7 Tips When Using Sources: 2 If the article is long, add a paragraph number to the in-text citation, not to the reference.
  74. 74. 7 Tips When Using Sources: 3 If there is a DOI, add this to the reference list, not to the citation.
  75. 75. 7 Tips When Using Sources: 4 Hyperlink the citation to the corresponding entry in the reference list.
  76. 76. 7 Tips When Using Sources: 5 In the reference, use the short website address but hyperlink it so that the actual reference opens, not the website home page.
  77. 77. 7 Tips When Using Sources: 6 Always cite any borrowed idea. Use APA-format for citations and references.
  78. 78. 7 Tips When Using Sources: 7 Paraphrasing is better to shorten an idea. Quoting is better when the idea is expressed so well that you can’t improve it by rephrasing.
  79. 79. One More Time... 1. Choose events, facts, and scientific reports. Avoid opinions, fiction, and biased statements. 2. If the article is long, add a paragraph number to the in-text citation, not to the reference. 3. If there is a DOI, add this to the reference list, not to the citation. 4. Hyperlink the citation to the corresponding entry in the reference list. 5. In the reference, use the short website address but hyperlink it so that the actual reference opens, not the website home page. 6. Always cite any borrowed idea. Use APA-format for citations and references. 7. Paraphrasing is better to shorten an idea. Quoting is better when the idea is expressed exceedingly well.
  80. 80. SHORT CUTS FROM ASSUMPTION TO TOPIC SENTENCE TO THESIS STATEMENT END OF PRESENTATION Send comments or suggestions to mr.jaime.aiu@gmail.com THANK YOU

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