The document provides guidance on writing university essays, including:
1) It outlines a 5-step planning process of understanding the question, initial reading, making a basic plan, further research, and expanding the plan.
2) Main body paragraphs should follow the PEEL structure of presenting a Point, Evidence, Explanation, and Link.
3) The introduction should set the scene and map out the argument, while the conclusion should summarize points and indicate wider importance.
4) Editing can check content, structure, flow, style, and citations across multiple drafts to refine the essay. Proofreading carefully catches errors before submission.
ENG 115 ASSIGNMENT 1 PERSONAL ESSAY DRAFT Due W.docxgidmanmary
ENG 115
ASSIGNMENT 1: PERSONAL ESSAY DRAFT
Due Week 3 and worth 80 points
You have a wealth of experiences, knowledge, and opinions that make you who you are. For your first assignment, you will shar e
your opinions, experiences, and stories to write a personal essay.
What is a personal essay? It’s one of many types of formal essays. All formal essays maintain the same basic structure: Introduction
with a thesis statement, supporting paragraphs, and conclusion. The personal essay is a narrative in which the author writes about
an experience that was highly meaningful (usually a lesson was learned). For this assignment, choose a topic and discuss three
reasons why the topic is important to you. The topic choices are presented in your WebText. To make this a personal essay, it’s
important to include one or more stories from your life that demonstrate why your selected topic is meaningful to you.
Important note: Personal Essays DO NOT incorporate any type of research from the WebText or outside sources. If you have written
a Personal Essay in a previous course, please reach out to your professor to see if you can re-use it. You are not permitted to use ANY
paper from an unrelated current or past course.
INSTRUCTIONS:
You are required to use your WebText to draft your essay in the templates!
Compose a two (2) page paper in which you do the following:
A. Structure Your Paper: Story, Introduction, Supporting/Body, Conclusion
1. Incorporate a story from your life into one or more of the following sections: introduction, supporting/body
paragraph(s), or conclusion.
a. Is your personal story relevant to your topic?
b. Is your personal story structured effectively, with a clear progression of events?
c. Is your language descriptive and precise?
d. Do you include an appropriate level of detail in your story – just enough to help the reader understand
your main points?
2. Write an introduction paragraph, which includes your thesis statement. It is suggested that this paragraph contain
5-7 sentences.
a. Does your introduction include an attention grabber or hook, and/or some background information on
the topic?
b. If you are using a personal story in your introduction, is it relevant to your topic?
c. Does your thesis statement include three distinct and personal reasons why the topic is meaningful to
you?
d. Is your thesis statement clear and concise?
e. Does your introduction provide a preview of the rest of your essay?
3. Write a supporting/body paragraph for each of the three (3) points/reasons from your thesis statement. It is
suggested that each paragraph contain 5-7 sentences.
a. Do your body paragraphs support each point of your thesis with relevant examples, observations, or
experiences?
b. If you are using a personal story in a body paragraph, is it relevant to your topic?
4. Write a conclusion paragraph. It is suggested that this paragraph contain 5-7 sentences?
a. Did ...
The document discusses various techniques for summarizing academic texts, including the Somebody Wanted But So method and the SAAC method. The Somebody Wanted But So method involves answering questions about the main character, their wants, problems encountered, and solutions to structure a summary. The SAAC method requires stating the title, author, what the author is doing, and completing the summary with keywords to concisely summarize different types of texts.
Senior High School Reading and Writing Skillsqueenpressman14
The document discusses the properties of well-written texts, including organization, coherence and cohesion, language use, and mechanics. It defines organization as the structural framework for writing, such as the logical arrangement of ideas. Coherence and cohesion refer to how well all the elements of a text, including grammar and word choice, work together to convey the author's message. The document provides examples of different types of text structures and organizational patterns commonly used in writing. It also discusses repetition, transitions, pronouns and other language devices that can be used to link ideas together and ensure the text flows smoothly.
The document summarizes key points from a workshop on writing across the curriculum and using the 6 Traits model to evaluate student writing. It discusses establishing a school-wide writing policy, including committing administrators and teachers, allocating time and resources for writing, providing training, and aligning practices with research on effective writing instruction. The 6 Traits model provides a framework to give students specific feedback through analytic scoring in ideas, organization, voice, word choice, sentence fluency, and conventions.
Good presentations start with an effective analysis of your audience and a clear organizational structure designed to connect your content to your audience.
Canons of Rhetoric Speech AnalysisSo what are the characteristi.docxhacksoni
Canons of Rhetoric: Speech Analysis
So what are the characteristics of an effective public speaker?
When beginning public speaking, students are asked the above question. It is often met with responses such as a strong voice, charisma, gestures, addressing the audience in a friendly tone, use of humor, and eye contact. These responses are very similar to one another; they are addressing a speaker's ability to perform for an audience. But this performance is complex, often including other important attributes, such as reasoning with solid information, explaining complex ideas clearly, and providing the audience a clear direction of where the presentation is heading.
Situations similar to this one are not uncommon. Many people think of public speaking as the ability to control nerves in front of a group but neglect considering the importance of having ideas well organized before presenting them or practicing a lot to reduce those nerves. Some people think that because they have apprehension about speaking in front a group, they are completely inept in a public speaking situation. They are often surprised to find out that they are only looking at one piece of the puzzle.
The Greek philosopher Aristotle and his contemporaries began writing about what has become the field of communication today. In writing about what was called the canons of rhetoric, they were laying the foundation for public speaking as we know it today.
Four canons, or categories of criticism, were established:
· invention,
· arrangement,
· style, and
· delivery.
Invention looks at the creation of ideas. When evaluating a speaker from this point of view, the critic may note whether or not the speaker was found to be an authority on the subject matter. This was known as ethos. The critic also may question the use of evidence presented by the speaker (known as logos) and whether the evidence seems to prove what the speaker leads the audience to think it proves. A speaker's credibility would be examined under this canon, and though opinion based, it plays an important role in a speaker's success.
Questions asked under the invention canon might include the following:
· How well informed is this speaker?
· Does the speaker support claims with reliable evidence that is current and from a credible source?
Arrangement allows a critic to analyze the components of a presentation to determine whether or not they accomplish what the speaker intends. For example, a strong introduction usually allows the speaker to capture the audience's attention, to address a central message concisely, and to provide the audience with a clear sense of what path the presentation will be taking. A critic looking at arrangement would be examining the arrangement of ideas and how they contribute to the overall message the speaker intends.
Questions for this canon might include the following:
· Were things presented in a way that was easy to understand and follow?
· Do the introduction, body, and conclusion .
The document discusses various aspects of writing and provides guidance on focusing writing instruction. It emphasizes that writing is a complex skill and recommends focusing on specific elements like paragraphs, outlines, and conceptual levels. Teaching writing effectively requires clearly focusing on certain aspects at a time based on students' needs while keeping content at the forefront.
Lesson 12: Introductions And Conclusionsbsimoneaux
This document provides guidance on writing introductions and conclusions for essays. It discusses common methods for developing introductions, including providing definitions, comparisons/contrasts, and briefly defining major issues. Developing introductions in these ways can help achieve the general goals of capturing the audience's attention, giving background on the topic, developing interest, and guiding the reader to the thesis statement.
ENG 115 ASSIGNMENT 1 PERSONAL ESSAY DRAFT Due W.docxgidmanmary
ENG 115
ASSIGNMENT 1: PERSONAL ESSAY DRAFT
Due Week 3 and worth 80 points
You have a wealth of experiences, knowledge, and opinions that make you who you are. For your first assignment, you will shar e
your opinions, experiences, and stories to write a personal essay.
What is a personal essay? It’s one of many types of formal essays. All formal essays maintain the same basic structure: Introduction
with a thesis statement, supporting paragraphs, and conclusion. The personal essay is a narrative in which the author writes about
an experience that was highly meaningful (usually a lesson was learned). For this assignment, choose a topic and discuss three
reasons why the topic is important to you. The topic choices are presented in your WebText. To make this a personal essay, it’s
important to include one or more stories from your life that demonstrate why your selected topic is meaningful to you.
Important note: Personal Essays DO NOT incorporate any type of research from the WebText or outside sources. If you have written
a Personal Essay in a previous course, please reach out to your professor to see if you can re-use it. You are not permitted to use ANY
paper from an unrelated current or past course.
INSTRUCTIONS:
You are required to use your WebText to draft your essay in the templates!
Compose a two (2) page paper in which you do the following:
A. Structure Your Paper: Story, Introduction, Supporting/Body, Conclusion
1. Incorporate a story from your life into one or more of the following sections: introduction, supporting/body
paragraph(s), or conclusion.
a. Is your personal story relevant to your topic?
b. Is your personal story structured effectively, with a clear progression of events?
c. Is your language descriptive and precise?
d. Do you include an appropriate level of detail in your story – just enough to help the reader understand
your main points?
2. Write an introduction paragraph, which includes your thesis statement. It is suggested that this paragraph contain
5-7 sentences.
a. Does your introduction include an attention grabber or hook, and/or some background information on
the topic?
b. If you are using a personal story in your introduction, is it relevant to your topic?
c. Does your thesis statement include three distinct and personal reasons why the topic is meaningful to
you?
d. Is your thesis statement clear and concise?
e. Does your introduction provide a preview of the rest of your essay?
3. Write a supporting/body paragraph for each of the three (3) points/reasons from your thesis statement. It is
suggested that each paragraph contain 5-7 sentences.
a. Do your body paragraphs support each point of your thesis with relevant examples, observations, or
experiences?
b. If you are using a personal story in a body paragraph, is it relevant to your topic?
4. Write a conclusion paragraph. It is suggested that this paragraph contain 5-7 sentences?
a. Did ...
The document discusses various techniques for summarizing academic texts, including the Somebody Wanted But So method and the SAAC method. The Somebody Wanted But So method involves answering questions about the main character, their wants, problems encountered, and solutions to structure a summary. The SAAC method requires stating the title, author, what the author is doing, and completing the summary with keywords to concisely summarize different types of texts.
Senior High School Reading and Writing Skillsqueenpressman14
The document discusses the properties of well-written texts, including organization, coherence and cohesion, language use, and mechanics. It defines organization as the structural framework for writing, such as the logical arrangement of ideas. Coherence and cohesion refer to how well all the elements of a text, including grammar and word choice, work together to convey the author's message. The document provides examples of different types of text structures and organizational patterns commonly used in writing. It also discusses repetition, transitions, pronouns and other language devices that can be used to link ideas together and ensure the text flows smoothly.
The document summarizes key points from a workshop on writing across the curriculum and using the 6 Traits model to evaluate student writing. It discusses establishing a school-wide writing policy, including committing administrators and teachers, allocating time and resources for writing, providing training, and aligning practices with research on effective writing instruction. The 6 Traits model provides a framework to give students specific feedback through analytic scoring in ideas, organization, voice, word choice, sentence fluency, and conventions.
Good presentations start with an effective analysis of your audience and a clear organizational structure designed to connect your content to your audience.
Canons of Rhetoric Speech AnalysisSo what are the characteristi.docxhacksoni
Canons of Rhetoric: Speech Analysis
So what are the characteristics of an effective public speaker?
When beginning public speaking, students are asked the above question. It is often met with responses such as a strong voice, charisma, gestures, addressing the audience in a friendly tone, use of humor, and eye contact. These responses are very similar to one another; they are addressing a speaker's ability to perform for an audience. But this performance is complex, often including other important attributes, such as reasoning with solid information, explaining complex ideas clearly, and providing the audience a clear direction of where the presentation is heading.
Situations similar to this one are not uncommon. Many people think of public speaking as the ability to control nerves in front of a group but neglect considering the importance of having ideas well organized before presenting them or practicing a lot to reduce those nerves. Some people think that because they have apprehension about speaking in front a group, they are completely inept in a public speaking situation. They are often surprised to find out that they are only looking at one piece of the puzzle.
The Greek philosopher Aristotle and his contemporaries began writing about what has become the field of communication today. In writing about what was called the canons of rhetoric, they were laying the foundation for public speaking as we know it today.
Four canons, or categories of criticism, were established:
· invention,
· arrangement,
· style, and
· delivery.
Invention looks at the creation of ideas. When evaluating a speaker from this point of view, the critic may note whether or not the speaker was found to be an authority on the subject matter. This was known as ethos. The critic also may question the use of evidence presented by the speaker (known as logos) and whether the evidence seems to prove what the speaker leads the audience to think it proves. A speaker's credibility would be examined under this canon, and though opinion based, it plays an important role in a speaker's success.
Questions asked under the invention canon might include the following:
· How well informed is this speaker?
· Does the speaker support claims with reliable evidence that is current and from a credible source?
Arrangement allows a critic to analyze the components of a presentation to determine whether or not they accomplish what the speaker intends. For example, a strong introduction usually allows the speaker to capture the audience's attention, to address a central message concisely, and to provide the audience with a clear sense of what path the presentation will be taking. A critic looking at arrangement would be examining the arrangement of ideas and how they contribute to the overall message the speaker intends.
Questions for this canon might include the following:
· Were things presented in a way that was easy to understand and follow?
· Do the introduction, body, and conclusion .
The document discusses various aspects of writing and provides guidance on focusing writing instruction. It emphasizes that writing is a complex skill and recommends focusing on specific elements like paragraphs, outlines, and conceptual levels. Teaching writing effectively requires clearly focusing on certain aspects at a time based on students' needs while keeping content at the forefront.
Lesson 12: Introductions And Conclusionsbsimoneaux
This document provides guidance on writing introductions and conclusions for essays. It discusses common methods for developing introductions, including providing definitions, comparisons/contrasts, and briefly defining major issues. Developing introductions in these ways can help achieve the general goals of capturing the audience's attention, giving background on the topic, developing interest, and guiding the reader to the thesis statement.
This document provides information about Jennifer Evans, an Assistant Director of ELA at St. Clair County RESA. It includes her contact information and links to her online profiles. The document then discusses three purposes for gaining background knowledge about reading strategies: to understand strategies used in reading instruction, to provide strategies to support classroom instruction, and to understand fundamental reading concepts. The rest of the document covers topics like key shifts in ELA assessments, the importance of rigor in college and career readiness, recommended reading comprehension strategies, and using graphic organizers to support reading.
The document discusses organizing and structuring essays effectively. It provides various techniques for different parts of an essay, including introductions that engage readers and conclusions that leave an impact. It also discusses sentence structure, editing documents, and a three-stage editing process of conceptual, linguistic, and proofreading stages.
The document discusses organizing and structuring essays effectively. It provides various techniques for different parts of an essay, including introductions that engage readers and get them "hooked", bodies that present clear and logical arguments, and conclusions that reinforce the main points. It also discusses organizing information within essays using techniques like examples, definitions, comparisons, and explaining causes and effects.
The document provides guidance on effective note-taking and note-making strategies for academic assignments. It distinguishes between note-taking, which records information from readings, and note-making, which consolidates notes into a synthesized form. Some key recommendations include labeling and dating all notes, using colors and diagrams, developing abbreviations, and keeping personal opinions separate. When note-making, the document advises reading notes thoroughly, underlining headings, filling gaps, highlighting important points, and connecting ideas through mind maps or other visual aids. Critical reading techniques are also outlined, such as evaluating source reliability and identifying an author's arguments and evidence.
Pg dissertations writing up your findings and discussion webinarRhianWynWilliams
This document provides guidance on writing the findings and discussion chapters of a dissertation. It describes what should be included in each chapter for an empirical dissertation with separate literature review, methods, findings, and discussion chapters. The findings chapter should present the results of the study through data summaries, tables, graphs, and extracts. The discussion chapter should interpret the results, compare them to previous literature, and explain their implications in relation to the research aims and hypotheses. The document also provides tips on organizing qualitative results thematically and using hedging language to qualify statements.
SHORT TITLE OF PAPER 2 Title of Paper (The name of.docxedgar6wallace88877
SHORT TITLE OF PAPER 2
Title of Paper (The name of your disability)
Begin your paper here. Double space the entire document. Be sure to indent the first line
of each paragraph between five and seven spaces by pressing the Tab key one time on the
keyboard. This section should include a detailed definition of the disorder and etiology.
Happy writing! EVERY PAPER SHOULD HAVE AN INTRODUCTION AND
CONCLUSION!!!
Symptoms and Characteristics
This section includes thorough information of the symptoms and characteristics
associated with the disorder. The heading must be in bold font.
Historical Aspects
This section includes a detailed description of the historical aspects of the disability. How
were people with this particular disability looked upon throughout history? How are they
perceived today? The heading must be in bold font.
Awareness Discussion
This section provides a detailed discussion on educational implications. Where are
children with this particular disability most likely to be educated? The discussion must include
children B-8 years of age. What are the laws protecting children and guaranteeing them an
education? The heading must be in bold font.
Instruction
This section provides a detailed discussion of the instructional practices that would be
used in the classroom. What changes to materials or classroom would need to occur? What
teaching strategies should the teacher use? The heading must be in bold font.
SHORT TITLE OF PAPER 3
Educational Neuroscience
This section provides a detailed discussion of the educational
neuroscience perspective on the disability. Educational neuroscience looks at
how our understanding of the human brain can affect the curricular,
instructional and assessment decisions that teachers make every day. What
research has given educators an opportunity to reflect on teaching strategies
that can have an impact on their educational practices?
**All papers have a conclusion. This section does not have a subheading.**
References
SHORT TITLE OF PAPER 4
This is a hanging indent. To keep the hanging indent format, simply delete this line of text using
the backspace key, and replace the information with your reference entry.
Cleckley, B. (1997). Strategies for promoting pluralism in education and the workplace. Westport,
CT: Praeger
Lunsford, A. A. (2009). The everyday writer (4th ed.). Boston, MA: Bedford/St. Martin‘s.
A book with one author could be formatted in any of the following ways:
In-Text Citation
Sample 1 According to Lunsford (2009), new writing spaces created by technology require the writer to focus on the
audience and on the writing purpose more than ever before.
Sample 2 Writers today have many writing spaces created from new technologies that influence how writers
approach a rhetorical situation (Lunsford, 2009).
Sample 3 Lunsford (2009) stated, ―Today, perhaps more.
2 Cause and Effect Essay Examples That Will Cause a Stir. Cause And Efect Essay - Examples & Topics {NEW} | Pro Essay Help. Writing A Cause and Effect Essay | PDF. Buy Cause And Effect Essay Outline - An Ultimate Guide to Writing a .... ⭐ What are the types of essays and examples. Types of Essays. 2022-11-09. How to write cause and effect essays. Cause And Effect Essay Examples, Structure, Tips and Writing Guide .... Cause/Effect Essay In this essay, you will analyze the cause(s) and. How To Write A Cause and Effect Essay - Outline & Examples. Cause and effect essay. Easy cause and effect essay topics and examples - Ask4Essay. Cause and Effect Essay Examples | YourDictionary. How To Write A Cause And Effect Essay - unugtp. Effect essay sample. Earthquake Cause and Effect Essay Sample. 2022-10-04. 015 Sample Cause And Effect Essay Outline Topics L ~ Thatsnotus. 017 Cause And Effect Expository Essay Example ~ Thatsnotus.
BUS 210 Project One Management Brief Text-Only VersionOrganizatiVannaSchrader3
BUS 210 Project One Management Brief Text-Only Version
Organizational chart of the SNHU Pet Supply Company’s organizational structure. The outline is as follows:
1. CEO
a. VP Manchester
i. Human Resources
ii. Information Technology
iii. Toys
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
iv. Food
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
v. Supplies
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
b. VP Denver
i. Human Resources
ii. Information Technology
iii. Toys
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
iv. Food
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
v. Supplies
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
Written Assignment RubricRubric for Final ProjectCriterionExceptionalProficientMarginalUnacceptableIntroductionYou effectively establish the context and purpose of the paper.You adequately establish the context and purpose of the paper.You miminally establish the context and purpose of the paper.You ineffectively establish the context and purpose of the paper.Thesis statementYour thesis statement is exceptionally lucid and concise; it effectively explains to the reader what he or she should expect from the paper.Your thesis statement is clearly stated and reasonably concise; it provides the reader a with a coherent preview of the paper.Your thesis statement lacks clarity or is overly complex or wordy; it only partially prepares the reader for the rest of the paper.Your assignment lacks a thesis statement, or the statement is inadequate or incomprehensible.Content developmentYou use carefully chosen, authoritative, and compelling content that demonstrates mastery of the subject; provide an advanced and thoughtful analysis of ideas; present an in-depth synthesis of ideas demonstrating insight and interpretation; and include meticulous references to readings wherever necessary.You use appropriate and relevant content that demonstrates sufficient command of the subject; provide a germane analysis of ideas; and include references to readings.You use somewhat appropriate content that demonstrates limited command of the subject; provide a cursory analysis of ideas that lacks insight and interpretation; and include minimal references to readings.You use inappropriate and irrelevant content, provide little, if any, analysis, and do not include references to readings.ConclusionsYou offer a clear answer to your research question and articulate related outcomes (consequences and implications) through careful reasoning and informed evaluation.You offer a sufficient answer to your research question and state outcomes (consequences and implications) satisfactorily.You offer a weak answer to your research question and state outcomes ( ...
Outline AssignmentPersuasive BeliefTopicChoose a topic that is.docxjohnbbruce72945
The document provides guidelines for creating an outline for a persuasive speech assignment. It specifies that the outline should be at least 3 pages long using 12-point font. It provides directions on formatting the outline with different levels of headings indented progressively. The outline must include an introduction that gains attention and previews main points, a body with 2-5 main points and subpoints to support each main point, and a conclusion that restates the main points and leaves a sense of finality. Sources must be cited in the bibliography. Sample outlines and templates are provided as examples to follow the guidelines.
The document discusses challenges people face on a daily basis, such as lack of sleep due to neighborhood noise, poor ventilation, water supply issues, and air pollution. It then provides instructions on designing a useful research project focused on everyday life experiences. Students are guided to choose a topic they encounter regularly and create a title for their research. The background of the chosen topic should be described in 100 words.
This document contains daily lesson logs for English classes at Hulo Integrated National High School for grades 7, 8, and 10. It outlines the objectives, content, learning resources, and procedures for lessons on informative writing techniques, basic factors of delivery in speeches, and showing gratitude. The lessons include reviewing concepts, discussing examples, practicing skills through activities, and evaluating learning. The logs were prepared by teacher Hellen Dea T. Eleria and checked by the PSDS/TIC.
The paragraph discusses strategies available to educational leaders for managing institutional change. It begins with the topic sentence that leaders must ensure their understanding of the change process is clear before implementing change. In particular, leaders must recognize that change causes resistance and identify issues that may cause resistance. They then need to design communication strategies and training to minimize resistance. The paragraph provides one supporting sentence that recommends leaders implement a series of dedicated training sessions to handle major institutional change. It concludes by relating the strategies discussed to the preparation needed when change is imminent.
Principles to practice in teaching readingJoe McVeigh
Jennifer Bixby and Joe McVeigh present principles for teaching reading to English language learners and supply practical applications. Download the handout at www.joemcveigh.org
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
Here are a few key points about this exercise:
- It focuses on the interpretive mode, as students are listening to comprehend meaning rather than producing language themselves.
- Listening comprehension is an important skill, but on its own this exercise does not facilitate communication between students.
- To make it more engaging, the exercise could include follow-up questions for students to answer, a task for them to complete based on what they heard, or opportunities for interpersonal exchange between students about the content.
- In general, adding context and an information gap can help turn interpretive exercises into more interactive learning experiences.
So in summary, while interpretive listening is important to practice, the exercise could be enhanced by incorporating
This document outlines a curriculum for teaching English language arts to juvenile delinquents in a residential treatment facility. It identifies the overarching goals for students as becoming literate individuals who can communicate effectively, identify themes and tones, evaluate messages, and clarify understanding. Key questions and standards addressed are listed, along with expected knowledge, skills, and content. Formative and summative assessments are recommended to track student progress toward goals.
This document discusses how to identify and apply purpose, audience, tone, and content when writing. It identifies the four main academic purposes as summarizing, analyzing, synthesizing, and evaluating. Audience is defined by its demographics, education, prior knowledge, and expectations. Tone is conveyed through writing style and creates a connection with the audience. Content should be appropriate and interesting for the intended audience and align with the purpose and tone. The document provides examples and tips for selecting content and establishing an effective tone.
This document provides strategies for taking standardized tests. It recommends considering whether questions are explicitly stated or require deeper thinking. Students should carefully read questions and answer choices to determine what type of question is being asked. Process of elimination can help narrow down options, and students should predict answers before looking at choices. Constructed response questions allow students to explain their thinking using evidence from the text. Rubrics are provided to self-evaluate responses. Visual elements like charts and maps provide information to answer questions. Students should try their best on all questions and review their work before submitting.
The document discusses the stages of the writing process, including prewriting, writing (drafting), revising, and editing. It provides details on each stage, such as choosing a topic and determining the audience, purpose, tone, and point of view in prewriting. When writing a draft, writers should create a title and compose body paragraphs with a topic sentence and support for each point. The revision stage involves finding and correcting issues with content, and making ideas clearer and stronger.
This document provides test-taking strategies for students in 3 sentences or less:
Consider whether questions are explicitly stated or require deeper thinking, think critically about question types and keywords, and predict answers before evaluating choices to eliminate incorrect options. Specific strategies are outlined like considering context, using evidence from texts, and reviewing work before submitting.
This document provides information about Jennifer Evans, an Assistant Director of ELA at St. Clair County RESA. It includes her contact information and links to her online profiles. The document then discusses three purposes for gaining background knowledge about reading strategies: to understand strategies used in reading instruction, to provide strategies to support classroom instruction, and to understand fundamental reading concepts. The rest of the document covers topics like key shifts in ELA assessments, the importance of rigor in college and career readiness, recommended reading comprehension strategies, and using graphic organizers to support reading.
The document discusses organizing and structuring essays effectively. It provides various techniques for different parts of an essay, including introductions that engage readers and conclusions that leave an impact. It also discusses sentence structure, editing documents, and a three-stage editing process of conceptual, linguistic, and proofreading stages.
The document discusses organizing and structuring essays effectively. It provides various techniques for different parts of an essay, including introductions that engage readers and get them "hooked", bodies that present clear and logical arguments, and conclusions that reinforce the main points. It also discusses organizing information within essays using techniques like examples, definitions, comparisons, and explaining causes and effects.
The document provides guidance on effective note-taking and note-making strategies for academic assignments. It distinguishes between note-taking, which records information from readings, and note-making, which consolidates notes into a synthesized form. Some key recommendations include labeling and dating all notes, using colors and diagrams, developing abbreviations, and keeping personal opinions separate. When note-making, the document advises reading notes thoroughly, underlining headings, filling gaps, highlighting important points, and connecting ideas through mind maps or other visual aids. Critical reading techniques are also outlined, such as evaluating source reliability and identifying an author's arguments and evidence.
Pg dissertations writing up your findings and discussion webinarRhianWynWilliams
This document provides guidance on writing the findings and discussion chapters of a dissertation. It describes what should be included in each chapter for an empirical dissertation with separate literature review, methods, findings, and discussion chapters. The findings chapter should present the results of the study through data summaries, tables, graphs, and extracts. The discussion chapter should interpret the results, compare them to previous literature, and explain their implications in relation to the research aims and hypotheses. The document also provides tips on organizing qualitative results thematically and using hedging language to qualify statements.
SHORT TITLE OF PAPER 2 Title of Paper (The name of.docxedgar6wallace88877
SHORT TITLE OF PAPER 2
Title of Paper (The name of your disability)
Begin your paper here. Double space the entire document. Be sure to indent the first line
of each paragraph between five and seven spaces by pressing the Tab key one time on the
keyboard. This section should include a detailed definition of the disorder and etiology.
Happy writing! EVERY PAPER SHOULD HAVE AN INTRODUCTION AND
CONCLUSION!!!
Symptoms and Characteristics
This section includes thorough information of the symptoms and characteristics
associated with the disorder. The heading must be in bold font.
Historical Aspects
This section includes a detailed description of the historical aspects of the disability. How
were people with this particular disability looked upon throughout history? How are they
perceived today? The heading must be in bold font.
Awareness Discussion
This section provides a detailed discussion on educational implications. Where are
children with this particular disability most likely to be educated? The discussion must include
children B-8 years of age. What are the laws protecting children and guaranteeing them an
education? The heading must be in bold font.
Instruction
This section provides a detailed discussion of the instructional practices that would be
used in the classroom. What changes to materials or classroom would need to occur? What
teaching strategies should the teacher use? The heading must be in bold font.
SHORT TITLE OF PAPER 3
Educational Neuroscience
This section provides a detailed discussion of the educational
neuroscience perspective on the disability. Educational neuroscience looks at
how our understanding of the human brain can affect the curricular,
instructional and assessment decisions that teachers make every day. What
research has given educators an opportunity to reflect on teaching strategies
that can have an impact on their educational practices?
**All papers have a conclusion. This section does not have a subheading.**
References
SHORT TITLE OF PAPER 4
This is a hanging indent. To keep the hanging indent format, simply delete this line of text using
the backspace key, and replace the information with your reference entry.
Cleckley, B. (1997). Strategies for promoting pluralism in education and the workplace. Westport,
CT: Praeger
Lunsford, A. A. (2009). The everyday writer (4th ed.). Boston, MA: Bedford/St. Martin‘s.
A book with one author could be formatted in any of the following ways:
In-Text Citation
Sample 1 According to Lunsford (2009), new writing spaces created by technology require the writer to focus on the
audience and on the writing purpose more than ever before.
Sample 2 Writers today have many writing spaces created from new technologies that influence how writers
approach a rhetorical situation (Lunsford, 2009).
Sample 3 Lunsford (2009) stated, ―Today, perhaps more.
2 Cause and Effect Essay Examples That Will Cause a Stir. Cause And Efect Essay - Examples & Topics {NEW} | Pro Essay Help. Writing A Cause and Effect Essay | PDF. Buy Cause And Effect Essay Outline - An Ultimate Guide to Writing a .... ⭐ What are the types of essays and examples. Types of Essays. 2022-11-09. How to write cause and effect essays. Cause And Effect Essay Examples, Structure, Tips and Writing Guide .... Cause/Effect Essay In this essay, you will analyze the cause(s) and. How To Write A Cause and Effect Essay - Outline & Examples. Cause and effect essay. Easy cause and effect essay topics and examples - Ask4Essay. Cause and Effect Essay Examples | YourDictionary. How To Write A Cause And Effect Essay - unugtp. Effect essay sample. Earthquake Cause and Effect Essay Sample. 2022-10-04. 015 Sample Cause And Effect Essay Outline Topics L ~ Thatsnotus. 017 Cause And Effect Expository Essay Example ~ Thatsnotus.
BUS 210 Project One Management Brief Text-Only VersionOrganizatiVannaSchrader3
BUS 210 Project One Management Brief Text-Only Version
Organizational chart of the SNHU Pet Supply Company’s organizational structure. The outline is as follows:
1. CEO
a. VP Manchester
i. Human Resources
ii. Information Technology
iii. Toys
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
iv. Food
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
v. Supplies
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
b. VP Denver
i. Human Resources
ii. Information Technology
iii. Toys
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
iv. Food
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
v. Supplies
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
Written Assignment RubricRubric for Final ProjectCriterionExceptionalProficientMarginalUnacceptableIntroductionYou effectively establish the context and purpose of the paper.You adequately establish the context and purpose of the paper.You miminally establish the context and purpose of the paper.You ineffectively establish the context and purpose of the paper.Thesis statementYour thesis statement is exceptionally lucid and concise; it effectively explains to the reader what he or she should expect from the paper.Your thesis statement is clearly stated and reasonably concise; it provides the reader a with a coherent preview of the paper.Your thesis statement lacks clarity or is overly complex or wordy; it only partially prepares the reader for the rest of the paper.Your assignment lacks a thesis statement, or the statement is inadequate or incomprehensible.Content developmentYou use carefully chosen, authoritative, and compelling content that demonstrates mastery of the subject; provide an advanced and thoughtful analysis of ideas; present an in-depth synthesis of ideas demonstrating insight and interpretation; and include meticulous references to readings wherever necessary.You use appropriate and relevant content that demonstrates sufficient command of the subject; provide a germane analysis of ideas; and include references to readings.You use somewhat appropriate content that demonstrates limited command of the subject; provide a cursory analysis of ideas that lacks insight and interpretation; and include minimal references to readings.You use inappropriate and irrelevant content, provide little, if any, analysis, and do not include references to readings.ConclusionsYou offer a clear answer to your research question and articulate related outcomes (consequences and implications) through careful reasoning and informed evaluation.You offer a sufficient answer to your research question and state outcomes (consequences and implications) satisfactorily.You offer a weak answer to your research question and state outcomes ( ...
Outline AssignmentPersuasive BeliefTopicChoose a topic that is.docxjohnbbruce72945
The document provides guidelines for creating an outline for a persuasive speech assignment. It specifies that the outline should be at least 3 pages long using 12-point font. It provides directions on formatting the outline with different levels of headings indented progressively. The outline must include an introduction that gains attention and previews main points, a body with 2-5 main points and subpoints to support each main point, and a conclusion that restates the main points and leaves a sense of finality. Sources must be cited in the bibliography. Sample outlines and templates are provided as examples to follow the guidelines.
The document discusses challenges people face on a daily basis, such as lack of sleep due to neighborhood noise, poor ventilation, water supply issues, and air pollution. It then provides instructions on designing a useful research project focused on everyday life experiences. Students are guided to choose a topic they encounter regularly and create a title for their research. The background of the chosen topic should be described in 100 words.
This document contains daily lesson logs for English classes at Hulo Integrated National High School for grades 7, 8, and 10. It outlines the objectives, content, learning resources, and procedures for lessons on informative writing techniques, basic factors of delivery in speeches, and showing gratitude. The lessons include reviewing concepts, discussing examples, practicing skills through activities, and evaluating learning. The logs were prepared by teacher Hellen Dea T. Eleria and checked by the PSDS/TIC.
The paragraph discusses strategies available to educational leaders for managing institutional change. It begins with the topic sentence that leaders must ensure their understanding of the change process is clear before implementing change. In particular, leaders must recognize that change causes resistance and identify issues that may cause resistance. They then need to design communication strategies and training to minimize resistance. The paragraph provides one supporting sentence that recommends leaders implement a series of dedicated training sessions to handle major institutional change. It concludes by relating the strategies discussed to the preparation needed when change is imminent.
Principles to practice in teaching readingJoe McVeigh
Jennifer Bixby and Joe McVeigh present principles for teaching reading to English language learners and supply practical applications. Download the handout at www.joemcveigh.org
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
Here are a few key points about this exercise:
- It focuses on the interpretive mode, as students are listening to comprehend meaning rather than producing language themselves.
- Listening comprehension is an important skill, but on its own this exercise does not facilitate communication between students.
- To make it more engaging, the exercise could include follow-up questions for students to answer, a task for them to complete based on what they heard, or opportunities for interpersonal exchange between students about the content.
- In general, adding context and an information gap can help turn interpretive exercises into more interactive learning experiences.
So in summary, while interpretive listening is important to practice, the exercise could be enhanced by incorporating
This document outlines a curriculum for teaching English language arts to juvenile delinquents in a residential treatment facility. It identifies the overarching goals for students as becoming literate individuals who can communicate effectively, identify themes and tones, evaluate messages, and clarify understanding. Key questions and standards addressed are listed, along with expected knowledge, skills, and content. Formative and summative assessments are recommended to track student progress toward goals.
This document discusses how to identify and apply purpose, audience, tone, and content when writing. It identifies the four main academic purposes as summarizing, analyzing, synthesizing, and evaluating. Audience is defined by its demographics, education, prior knowledge, and expectations. Tone is conveyed through writing style and creates a connection with the audience. Content should be appropriate and interesting for the intended audience and align with the purpose and tone. The document provides examples and tips for selecting content and establishing an effective tone.
This document provides strategies for taking standardized tests. It recommends considering whether questions are explicitly stated or require deeper thinking. Students should carefully read questions and answer choices to determine what type of question is being asked. Process of elimination can help narrow down options, and students should predict answers before looking at choices. Constructed response questions allow students to explain their thinking using evidence from the text. Rubrics are provided to self-evaluate responses. Visual elements like charts and maps provide information to answer questions. Students should try their best on all questions and review their work before submitting.
The document discusses the stages of the writing process, including prewriting, writing (drafting), revising, and editing. It provides details on each stage, such as choosing a topic and determining the audience, purpose, tone, and point of view in prewriting. When writing a draft, writers should create a title and compose body paragraphs with a topic sentence and support for each point. The revision stage involves finding and correcting issues with content, and making ideas clearer and stronger.
This document provides test-taking strategies for students in 3 sentences or less:
Consider whether questions are explicitly stated or require deeper thinking, think critically about question types and keywords, and predict answers before evaluating choices to eliminate incorrect options. Specific strategies are outlined like considering context, using evidence from texts, and reviewing work before submitting.
Similar to 2020 Essay Writing Business Improvement.pptx (20)
In the intricate tapestry of life, connections serve as the vibrant threads that weave together opportunities, experiences, and growth. Whether in personal or professional spheres, the ability to forge meaningful connections opens doors to a multitude of possibilities, propelling individuals toward success and fulfillment.
Eirini is an HR professional with strong passion for technology and semiconductors industry in particular. She started her career as a software recruiter in 2012, and developed an interest for business development, talent enablement and innovation which later got her setting up the concept of Software Community Management in ASML, and to Developer Relations today. She holds a bachelor degree in Lifelong Learning and an MBA specialised in Strategic Human Resources Management. She is a world citizen, having grown up in Greece, she studied and kickstarted her career in The Netherlands and can currently be found in Santa Clara, CA.
Joyce M Sullivan, Founder & CEO of SocMediaFin, Inc. shares her "Five Questions - The Story of You", "Reflections - What Matters to You?" and "The Three Circle Exercise" to guide those evaluating what their next move may be in their careers.
Success is often not achievable without facing and overcoming obstacles along the way. To reach our goals and achieve success, it is important to understand and resolve the obstacles that come in our way.
In this article, we will discuss the various obstacles that hinder success, strategies to overcome them, and examples of individuals who have successfully surmounted their obstacles.
We recently hosted the much-anticipated Community Skill Builders Workshop during our June online meeting. This event was a culmination of six months of listening to your feedback and crafting solutions to better support your PMI journey. Here’s a look back at what happened and the exciting developments that emerged from our collaborative efforts.
A Gathering of Minds
We were thrilled to see a diverse group of attendees, including local certified PMI trainers and both new and experienced members eager to contribute their perspectives. The workshop was structured into three dynamic discussion sessions, each led by our dedicated membership advocates.
Key Takeaways and Future Directions
The insights and feedback gathered from these discussions were invaluable. Here are some of the key takeaways and the steps we are taking to address them:
• Enhanced Resource Accessibility: We are working on a new, user-friendly resource page that will make it easier for members to access training materials and real-world application guides.
• Structured Mentorship Program: Plans are underway to launch a mentorship program that will connect members with experienced professionals for guidance and support.
• Increased Networking Opportunities: Expect to see more frequent and varied networking events, both virtual and in-person, to help you build connections and foster a sense of community.
Moving Forward
We are committed to turning your feedback into actionable solutions that enhance your PMI journey. This workshop was just the beginning. By actively participating and sharing your experiences, you have helped shape the future of our Chapter’s offerings.
Thank you to everyone who attended and contributed to the success of the Community Skill Builders Workshop. Your engagement and enthusiasm are what make our Chapter strong and vibrant. Stay tuned for updates on the new initiatives and opportunities to get involved. Together, we are building a community that supports and empowers each other on our PMI journeys.
Stay connected, stay engaged, and let’s continue to grow together!
About PMI Silver Spring Chapter
We are a branch of the Project Management Institute. We offer a platform for project management professionals in Silver Spring, MD, and the DC/Baltimore metro area. Monthly meetings facilitate networking, knowledge sharing, and professional development. For more, visit pmissc.org.
A Guide to a Winning Interview June 2024Bruce Bennett
This webinar is an in-depth review of the interview process. Preparation is a key element to acing an interview. Learn the best approaches from the initial phone screen to the face-to-face meeting with the hiring manager. You will hear great answers to several standard questions, including the dreaded “Tell Me About Yourself”.
Learnings from Successful Jobs SearchersBruce Bennett
Are you interested to know what actions help in a job search? This webinar is the summary of several individuals who discussed their job search journey for others to follow. You will learn there are common actions that helped them succeed in their quest for gainful employment.
7. A good essay takes a position,
supports that position with evidence,
anticipates and respects objections
or counterarguments and maintains
momentum throughout
anticipates and respects objections
or counterarguments
takes a position
supports that position with evidence
momentum throughout
maintains
8.
9. Introduction
Hooks the reader;
positions the topic within the wider
field; explains how YOU will be
answering the question (your
position and a road map); defines
any key terms.
11. Main body The main body is
where you build
your argument
using several
points
Point 1
Point 2
Point 3
Point 4
12. Conclusion
Q: Compare and contrast the
ability of hierarchical and flat
organisational structures to
reduce waste
Summarises the
essay and draws
conclusions to
address the
question
14. References
Complete
Everything you
have referred to
in the text
Correct
Formatted how
your subject
area needs it
Consistent
Even if it
consistently
wrong!
It is not included in the word count.
17. Break down the essay title
Download the key
instruction word glossary
Analyse the role of effective leadership in the
implementation of lean project management
“Instruction” word
18. Discuss the implications for organizational design
and management of shortening a product cycle.
Here is another example:
“Instruction” word
Download the key
instruction word glossary
21. Decide your position
You will mention this in your introduction and it will be a
crucial element of your conclusion
Spectrum of relevant debate
Author A Author C
YOU Another
Student
Author B
23. How many points will you need?
Example for a 2000 word essay
200 words = introduction
200 words = conclusion
1,600 words = main body paragraphs
1,600/200-300 = 6-8 main body paragraphs
= 6-8 substantial points in your essay
24. How many points should you have in a
3,500 word essay?
350 words = introduction
350 words = conclusion
2,800 words = main body paragraphs
2,800/200-300 = 9-14 main body paragraphs
= 9-14 substantial points in your essay
38. “You can always fix crap.
You can’t fix a
blank page.”
Christina Dodd
39. Your first draft
is about getting
your ideas on
paper – don’t
worry about the
English
Introduction
Point 1
Point 2
Point 3
Point 4
Conclusion
40. Main body
paragraphs
should use the
PEEL structure
(other similar acronyms exist)
Point one
Evidence
Explanation
Link
Point two
Evidence
Explanation
Link
Point three
Evidence
Explanation
Link
41. Paragraph should follow PEEL
structure
Point Introduce the point (make a claim)
Evidence Support the point with references
Explanation
How does the evidence support the point?
Why is the point itself relevant?
Link
Link back to the topic of the essay, forward
to your conclusion or onto the next
paragraph
42. Example (this is from Sociology)
Point One type of explanation for rising divorce has
focused on changes in laws relating to marriage.
Evidence
How laws relating to marriage have changed – give
information from Bilton et al. (1987); Conner &
Armitage (1998); Van der Pligt & De Vries (2007).
Explanation
Divorce is easier to obtain – less blame is now
attached.
Problem – doesn’t explain why laws change
Fundamental changes in society come first.
Link Examples of these changes will be considered next.
43. Using storytelling in educational settings can enable educators to connect with their
students because of inborn tendencies for humans to listen to stories. Written languages
have only existed for between 6,000 and 7,000 years before then, and continually ever
since in many cultures, important lessons for life were passed on using the oral tradition
of storytelling. These varied from simple informative tales, to help us learn how to find
food or avoid danger, to more magical and miraculous stories designed to help us see
how we can resolve conflict and find our place in society Oral storytelling traditions are
still fundamental to native American culture and Rebecca Bishop, a native American public
relations officer believes that the physical act of storytelling is a special thing because
children will automatically stop what they are doing and listen when a story is told.
Professional communicators report that this continues into adulthood. This means that
storytelling can be a powerful tool for connecting with students of all ages in a way that a
list of bullet points in a PowerPoint presentation cannot. The emotional connection and
innate, almost hardwired, need to listen when someone tells a story means that educators
can teach memorable lessons in a uniquely engaging manner that is common to all
cultures, as will be illustrated next.
44. Using storytelling in educational settings can enable educators to connect with their students
because of inborn tendencies for humans to listen to stories. Written languages have only
existed for between 6,000 and 7,000 years (Daniels & Bright, 1995) before then, and
continually ever since in many cultures, important lessons for life were passed on using the
oral tradition of storytelling. These varied from simple informative tales, to help us learn how
to find food or avoid danger, to more magical and miraculous stories designed to help us see
how we can resolve conflict and find our place in society (Zipes, 2012). Oral storytelling
traditions are still fundamental to native American culture and Rebecca Bishop, a native
American public relations officer (quoted in Sorensen, 2012) believes that the physical act of
storytelling is a special thing because children will automatically stop what they are doing and
listen when a story is told. Professional communicators report that this continues into
adulthood (Simmons, 2006; Stevenson, 2008). This means that storytelling can be a powerful
tool for connecting with students of all ages in a way that a list of bullet points in a PowerPoint
presentation cannot. The emotional connection and innate, almost hardwired, need to listen
when someone tells a story means that educators can teach memorable lessons in a uniquely
engaging manner that is common to all cultures, as will be illustrated next.
45. Remember that your introduction and
conclusion deserve a lot of attention too
Introduction
Point 1
Point 2
Point 3
Point 4
Conclusion
What
order you
write
them in is
a personal
choice
46. Recap: the introduction should…
Set the scene
(not too much)
Define terms
(if necessary)
Map your route
Destination
State your
destination
47. Recap: the conclusion should…
Restate your
position
Summarise your
points
Show how
your points
link
Destination
(we made it!)
Indicate the
wider
importance
48. Are there any questions about the initial
writing process?
49.
50. You can edit
your draft on
several levels:
Content
Overall structure
Paragraph structure
Flow
Style
Citations and references
Adapted from http://writingcenter.unc.edu/handouts/editing-and-proofreading/
51. Check your assignment
guidance – have you
covered everything?
Content
Overall structure
Paragraph structure
Flow
Style
Citations and references
52. Does the order of
your main
paragraphs make a
logical narrative?
Content
Overall structure
Paragraph structure
Flow
Style
Citations and references
53. Highlight the P-E-E-L
parts of each
paragraph to make
sure they are all
present
in a nutshell
Content
Overall structure
Paragraph structure
Flow
Style
Citations and references
54. Are you signposting
enough to help the
reader know where
your argument is
heading?
Moreover
Content
Overall structure
Paragraph structure
Flow
Style
Citations and references
55. Exercise is essential for maintaining health
Many exercise
activities involve
positive social
interaction
= Addition
Furthermore, many
exercise activities
involve positive
social interaction
56. Discount supermarkets offer better value for
consumers.
The big four
supermarkets offer a
greater selection of
products at a range
of price points.
Cause/effect? Comparison? Contrast? Addition? Examples?
Lidl has introduced
an in-store bakery
which undercuts both
high-street bakeries
and larger
supermarkets.
The big four are
taking steps to
further increase their
competitiveness.
However, the big four
supermarkets offer a
greater selection of
products at a range
of price points.
In the case of Lidl, the
new in-store bakeries
undercut both high-
street bakeries and
larger supermarkets.
Consequently, the big
four are taking steps
to further increase
their
competitiveness.
57. Linking words/Signposts
Cause/effect Comparison Contrast Addition Examples Conclusion Time
whenever likewise although/but also for example accordingly as soon as
as/as a result similarly alternatively and/and then for instance in brief at the same time
because equally besides/despite in addition in other words in short as long as
consequently as with however/yet moreover in effect in conclusion at length/at last
hence compared to nevertheless too in this case on the whole meanwhile
since equivalent to on the other
hand
further in particular to sum up secondly/once
so on the contrary furthermore specifically throughout first of all/first(ly)
thus whereas again such as in all finally/eventually
therefore while/whilst the following in the case of overall initially/next
accordingly in contrast what is more to show that in summary after(wards)
until otherwise as well as significantly to conclude subsequently
conversely henceforth
See also: http://www.qub.ac.uk/directorates/sgc/learning/FileStore/Filetoupload,628191,en.pdf
58. Is your writing in
academic style?
(Not colloquial or
flowery)
Content
Overall structure
Paragraph structure
Flow
Style
Citations and references
60. Be concise
Do not use lots of extra words that you
really do not need as they are not adding
anything to your argument and will only
be unnecessarily using up precious word
count.
61. Are all your sources
clearly referenced?
Are they all present
and formatted
correctly in the
reference list?
(Check them all!)
Content
Overall structure
Paragraph structure
Flow
Style
Citations and references
65. Proofreading is not reading
Normally we read for:
Content, to ascertain
the information the
text contains
When we proofread
we should:
Read for the medium
and not the message
66. Read Look through several times, checking
for different problems each time
Spelling
Sentence fragments
Sentence length
Apostrophes
Contractions
Comma splices
67. top proofreading tips:
Print your document
Read your text out loud
Don’t trust MS Word – but don’t ignore it
Separate text into different sentences
Don’t trust yourself – get another pair of eyes
Proof reading for common errors
5
68. If you struggle with things like grammar,
use our grammar resource
Link to all our
SkillsGuides
Link to Grammar
Resource
69. Finally…
When tutors set essays, they are not
interested in what you know…
…they are interested in how well you can
argue your point
Editor's Notes
First we must answer this basic question
At school, an essay may have been described as this first point – however at university it is more.
The second point shows the main difference – you need to defend a stance – i.e. tell the reader what your position is and why.
An essay never says “Write everything you know about x”. There will be a specific question to answer
Takes a position – already talked about that a little – there is no sitting on the fence in a good essay.
Supports with evidence – you MUST persuade the reader why your position is a valid one by providing reliable evidence to support it.
Anticipates and respects objections and counterarguments – you cannot ignore other possible positions. You must show that you have taken these into consideration when deciding on your own and explain why you have rejected them or revised your own in light of them.
Maintains momentum – the argument you are making throughout the essay should flow logically from point to point, you don’t want to be back-tracking too much or go off on side paths or you will lose the forward momentum that it needs. It needs a clear structure.
Most students are quite poor at writing introductions. They are often too short and don’t actually introduce the essay, just give background information.
So…
The important word here is BUILD. It is essential that the essay builds towards your conclusion – there should be a clear narrative (story) that leads you from paragraph to paragraph. It should not just be a random group of paragraphs about the topic in question. For longer essays, it may be subdivided into sections – we will look at this again in a moment.
Answer any question set in the title (if it is a pros and cons essay, you will need to say which argument is stronger).
Link back to introduction (show that you did what you said you would do)
Summarise the main points.
Give a sense of an ending and says why it is significant for the wider field that you started the introduction with.
In essence, it mirrors the introduction.
Every essay should end with a list of the references cited (as all academic writing should).
The key instruction words (‘do’ words) all have different meanings. Download a glossary to help you.
This is one that shows that it isn’t always easy to tell which is the key issue and which is the scope/constraint. The rule of thumb is that if you have had a lecture about it, or if your text book has a chapter on it, it’s probably the key issue. The other part is an aspect of it and so a constraint (maybe a few slides in a lecture or a sub-section in a book).
For any topic, there will be a spectrum of relevant debate with writers at various points along that spectrum. You need to decide where you stand – which author’s writing convinced you most? Does the work of another author pull you slightly in that direction? Another student could take a completely different position along the spectrum.
If we imagine the “essays” question, some authors may suggest essays are fantastic as they are the only way to show critical understanding of complex topics and the ability to argue eloquently and other authors may suggest that they are behind the times in our digital and visual world where employers are looking for more varied communication skills. You would have to way these up and come to your conclusion.
Sometimes you have do to a little maths…
Now you have decided on your position following your initial reading. You need to decide what points you need to make to convince your reader of that position.
There are various ways that you could go about this…
Come up with more than you need – then you can see if you can combine any or just choose the most convincing points (usually the ones you have most evidence to support).
This can help if you like to think more visually.
This is good if you want to be able to move things around easily – it’s very satisfying when you decide not to use one and you can crumple it up and throw it away too!
Now you have the points, you can find specific evidence to back them up. Remember your points CAME from your reading so you will already have some of it. If, in the course of your further reading you come across something that doesn’t fit – consider revising your plan or a counterargument that you can use to explain why you choose not to agree with it.
As you begin to write longer and longer essays, consider using something like RefWorks to help you manage and cite your sources.
This doesn’t need too much work – just write down the main point and then the evidence you have for that.
You don’t necessarily have to write it down, but as you are planning, think about how you are going to write the explanation to the reader. If you can’t think of a way – should you be making that point?
We don’t necessarily draft anymore in the same sense (we have wordprocessors that allow us to continuously edit) but the point is valid. Don’t expect the first version you write to be any good. It isn’t actually supposed to be. Writing is an iterative process that requires lots of editing.
This is self explanatory!
Just write
Exceptions may occur - for example when paragraphs are small and serve as transition paragraphs for emphasis
You may have done this at school – but it still holds true at university. The main difference is the amount of explanation (and evaluation within that). At school, this may be sentence but at university it could be half the paragraph.
First question is easy – where is the point of this paragraph? (tell me the first and last words of the sentence).
Next question, where is the evidence to support that point? I’ve made it harder by taking out the citations. (from where to where – again, tell me the first and last words
Where is the explanation? (Again, tell me the first and last words).
This doesn’t have a direct link as part of the paragraph – that actually came at the top of the next paragraph which went on to talk about the cross-cultural element of storytelling which links to the final sentence here.
Some people like to write a draft conclusion first – it is easier to plan a journey when you know where you are going
Some people like to write a full introduction with a road map before they start – like following written instructions.
Some people like to write their introduction at the end – so they can make it fit what they have already written.
It is all personal choice – try a few options and see what works for you.
Check these one at a time – note that it does not include spelling or punctuation
These are two consecutive points in a paragraph. A good writer will show how they are relate to each other using a signposting word. In this case, the second point is adding to the argument that exercise is a good thing (it is an addition). This can be made really clear by using a suitable signpost at the beginning of the next point; in this case, furthermore.
Now you have a go. How would does each of these points relate to the one at the top and what sort of word can we use to indicate the relationship?
(Hopefully) Some of these will be disputed – it goes to show the important of the signpost in helping your reader understand where you argument is going.
There are lots of words you can use!
Some students appear to think that academic writing must be complex with long words and long sentences. This is not true. Academic writing may cover some complex concepts and some of these may include uncommon terminology but that does not mean the sentences themselves need to be complex. Above all, the writing should be clear and the arguments easy to follow. Admittedly, a lot of the academic papers that you have to read at university do use long sentences but you do not have to emulate these. This is especially true if you are struggling with sentence structure – the longer the sentence, the easier it is to get the structure wrong.
It’s a good idea to sleep on an essay before your final proofreading.
Proofreading is a skill like any other you have to learn.
Content: we want to understand
Medium
We are not reading the essay for the content/understand we are looking at words to spot any errors.
.
Read our your text aloud, this might sound silly but it works. When you hear yourself reading any errors are automatically picked up.
Don’t trust MS Word – never, never trust the processor to spot the errors, it may pick out some but then it can blatantly miss others.
Don’t trust yourself
Our eyes often skim words, we only see part of the word, usually the beginnings and the endings, so we guess the rest by assumption from memory or context rather than by sight. This is one way we fail to spot any mistakes.
Work with a Friend
Try and work with another student/friend, get into the habit of checking each other’s work. Best if this is someone NOT on your course – they they will not be worried about understanding the content and will concentrate on the errors.
Grammar – be careful with grammar. There are lots of words that are commonly confused.