The document provides an overview of the key elements of writing an academic essay, including definitions, structure, research strategies, and writing techniques. It discusses that an essay presents a thesis supported by evidence, and is generally composed of an introduction with a thesis statement, body paragraphs to develop the argument, and a conclusion to summarize. Other topics covered include developing paragraphs, using topic sentences, incorporating sources through quotes and citations, revising for organization and style, and specific essay components like introductions and conclusions.
When you’re undertaking tertiary study there are often a lot of assignments and writing to do, which can be daunting at first. The most important thing to remember is to start - and start early. This presentation was made based on an article published on Open Polytechnic NZ.
When you’re undertaking tertiary study there are often a lot of assignments and writing to do, which can be daunting at first. The most important thing to remember is to start - and start early. This presentation was made based on an article published on Open Polytechnic NZ.
Every customer will be offered Free Draft before making any payment. The customers need to make payment only after being satisfied with the Draft. Fill in your Free Draft Order form and get it now. Your Free Draft tells you how competent we are in the field of academic writing
Every customer will be offered Free Draft before making any payment. The customers need to make payment only after being satisfied with the Draft. Fill in your Free Draft Order form and get it now. Your Free Draft tells you how competent we are in the field of academic writing
Interrogating the text , Critical thinkingNazish Jamali
Subject: Critical thinking
Interrogating the text,
By the end of this Presentation the student will be able to:
Define How to questioning from texts and paragraphs
How to set outline ?
How to summarize ?
How to analyze ?
How to make more questions from any paragraph ?
Six (6) Reading Habits to Develop You in Study
Preview The Text
Annotating
Outline, Summarize, Analyze
Repetitions & Patterns
Contextualize
Compare & Contrast
Annotating & SummarizingSo that your reader can, like, underst.docxjustine1simpson78276
Annotating & Summarizing
So that your reader can, like, understand what you are talking about
Structure of the Research Paper
Intro
Sets up and develops the major (overall) claim of the paper
Major claim: last few sentences of paragraph
Body Paragraphs
Topic sentences: sub-claims
Uses evidence to support the sub-claim
Conclusion
Articulates the implications (or stakes) of the research
Uses analysis to explain how the evidence supports the sub-claim
Connects paragraphs to show how the major claim develops
Connects the claim to a larger context
Can ask new questions or suggest ideas for further research
Body Paragraphs
Argument
Summarize relevant research
Analyze and interpret the research
Annotating Scholarly Articles
STEP 1: BEFORE YOU BEGIN
Establish your purpose
Imagine the writing situation
Skim and scan – headings, visuals, footnotes, references
Pre-reading gives you a lot of information right off the bat!
STEP 2: GET A TASTE OF THE ARGUMENT
Read the abstract
Read the first and last sentence of paragraphs
Read the conclusion
What have you learned about this article thus far?
STEP 3: READ THE TEXT
Annotate
Read ACTIVELY
Use your pen!
Circle, underline, star
Look up words
Leave marginal comments
Have a conversation with the text!
Step 4: After reading
Annotation Matrix
Write a summary
Reflect: How will you write about this source strategically for the paper?
Don’t assume you’ll remember later: leave yourself a trail of clues!
Summary Definition
A summary is an objective, condensed, accurate description of an original work (an article, essay, report, etc)
Think of your audience! They know nothing and you know everything: teach them!
Use your own words
Main arguments, main supporting ideas, and main analyses
The summary is specific and precise
NO personal opinion
Be strategic: the summary precedes your analysis in the research paper
USE YOUR OWN WORDS
Copying and pasting the same words without citing them = plagiarism
Using just a few of the same words without citing them = plagiarism
Changing a few words and keeping the sentence structure in tact = plagiarism
Changing every other word by replacing them with synonyms = plagiarism
Step 1
Read slowly and carefully, annotating as you read.
main arguments
main pieces of evidence
main analyses
how the writer develops their argument
stakes/implications
keywords
Step 2
Outline the text in a short, bullet-point list.
USE YOUR OWN WORDS in the outline to prevent plagiarism
Outline in chronological order: write out the main ideas in each paragraph, going in the order they were written
Only write out the main, major, or central ideas, arguments, analyses, and pieces of evidence
Make decisions about what’s most important to get across to your reader
Step 3
Turn your outline into a narrative summary
Write a first draft from your outline.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2. An essay is an extended piece of writing
that presents and supports a thesis or
proposition. The word ‘essay’ derives
from the Latin word ‘exagium’, meaning
the presentation of a case.
WHAT IS AN ESSAY?
3. Mainly by three parts:
An introduction, where the argument (thesis statement) is
exposed.
Body paragraphs, where the argument is developed
throughout.
Conclusion, where the argument is summarized and also the
place where the writer invites reader to think further.
HOW IS IT COMPOSED?
4. Answers to one or more related questions.
Tries to prove something (by the development of a thesis) by
reasoning and evidence such as quotations, citations or apt
examples.
WHAT DOES THE ARGUMENT DO?
5. Think of possible questions your essay may answer.
Develop a hypothesis ( a supposition provisionally accepted)
and also think what can be said against it.
Think of a possible title.
Some more tips:
Start writing early.
Write what you consider the readiest part (and not lineally
from beginning to end).
Keep an overall purpose and organization in mind.
Revise extensively and intensively (the whole and small units
like sentences and words).
Proofread your piece.
HOW CAN YOU START?
6. Generally placed in the first paragraph (introduction).
Show a clear position, making a definite and limited assertion
that needs to be explained and supported.
Show the emphasis and indicates the methodology of the
argument.
Show awareness of difficulties and disagreements.
May be more than one sentence long.
THESES STATEMENTS
7. Do not need topic sentences.
Identify the topic.
Provide essential context
Indicate a particular focus
Need to engage the reader’s interest
INTRODUCTIONS
8. When writing them:
If necessary, leave the production of it for a later stage.
Avoid generalizations, rather get to the point quickly.
Theses statements are placed within introductions.
How to capture readers’ attention and to flash out
intros:
Mention or cite: statistics, quotations, misperceptions,
background information, brief narrative or anecdote.
Explain: key scientific concepts (in science papers).
Refer to: relevant literature.
Define: a term (essential to the understanding of the
paper)
9. Do not need topic sentences.
Provide a sense of closure.
Place concepts again but in a wider context.
Add a stimulus for further thought.
Are usually one paragraph long.
When writing them:
Summarize using fresh language.
Remind the reader how much the evidence contributes to the
thesis.
Try to convey some closing thoughts.
Broaden the focus at the end so as to leave something to think
about.
CONCLUSIONS
10. How to write interesting effective conclusions:
Warn readers about consequences.
Recommend a course of action.
Use quotations or experts’ opinions.
Use startling statistic, facts or visual images.
Add a relevant narrative (if the essay is about personal
life).
Go back to what has been mentioned in the
introduction adding further insight from the body.
11. Provide thematic unity as they are composed by related
sentences developing a central idea.
Are made of a topic sentence whose function is to unify ideas
and supporting sentences as well.
Should be broken into two or more if they are too long.
PARAGRAPHS
12. Development of ideas by using different methods:
Illustration paragraphs.
Definition paragraphs.
Analysis/classification paragraphs.
Comparison/contrast paragraphs.
Qualification paragraphs.
Process paragraphs.
A single paragraph will develop by a combination of these
methods.
Making ideas flow (within and between paragraphs) by:
The deliberate repetition of key words, synonyms.
The use of pronouns (it, they, this, etc.).
The use of linking words to reinforce, change and conclude
ideas.
13. State the main point of a paragraph.
Usually appear at the very beginning of paragraphs.
Coming up with a good topic sentence:
By asking yourself:
what goes on in the paragraph.
why certain information is included.
why the paragraph is important to the context of the
argument.
By relating topic sentences to the thesis statement
By taking a key word from the thesis statement (explicit
echo).
TOPIC SENTENCES
14. CRITICAL READING TOWARDS CRITICAL WRITING
Reading critically is being able to make judgements about
HOW a text is argued. This means a writer should not only
look for information but rather look for ways of thinking about
the subject matter.
Steps to find ways of thinking:
Determine the central claims/ purpose of the text.
Make some judgements about context.
Distinguish the kind of reasoning in the text.
Examine the evidence.
Evaluate.
READING AND RESEARCHING
15. Follow these three principles:
KNOW what kind of ideas you need to record.
Make a preliminary list of topics you expect to find.
Choose a component you are interested in and formulate a new
question.
Look for facts, theories, people’s opinions.
Review commonly known facts about the topic.
DO NOT write down too much.
Compress your ideas or paraphrase.
Copy exactly when quoting only.
LABEL your notes intelligently.
Record bibliographical information in a master list.
Put notes on separate cards.
TAKING NOTES FROM RESEARCH
READING
16. Aspects to consider when visiting a website:
Authority
Affiliation
Audience level
Currency
Context reliability/accuracy
RESEARCHING USING THE INTERNET
17. What for? To orient yourself what is important in the reading.
Basic method:
Read the title.
Think about the subject matter.
Think of the author.
Think of the place of publication.
Think of the audience and its expectations.
Think of the date of publication and its significance.
Read chapter titles or headings.
PREVIEWING A TEXT
18. SKIMMING
To get a sense of a text overall logical progression.
To help focus on certain places.
Techniques:
Read carefully the introductory paragraph.
Read the first and concluding sentence of each paragraph.
Read carefully the concluding paragraph.
Read through the text.
Adjust your focus (look up for words you need to know or
those that are repeated several times).
READING STRATEGIES
19. SCANNING
It is skimming with a more tightly focused purpose.
To locate a particular fact or figure.
To see if the subject searched is mentioned.
READING STRATEGIES
20. SUMMARIZING
Two aims:
Reproduce overarching ideas, identifying general concepts.
Express these ideas using precise, specific language.
Methods:
Focus on the writer’s thesis.
Omit ideas that are not central.
Omit minor details.
Avoid writing opinions.
Divide into sections and write one or two sentences to cover
each section.
Quote the author’s words.
READING STRATEGIES
21. How not to plagiarize
Integrate
acknowledgments into
the writing.
Keep mentioning
authors, pages and
dates (though ideas are
in your own words).
Do not paste passages,
rather summarize.
What to document
exactly
Quotations, paraphrases,
summaries.
Specific facts used as
evidence
Distinctive or
authoritative ideas
(whether you agree with
them or not).
USING SOURCES
22. Establish details of punctuation, typeface, indentation.
Endnotes/footnotes with superscript numbers (In humanities and science
disciplines)
They are indented or single-spaced (but with a blank line between notes).
They are used to not interrupt the flow of the text.
When a source is referred to for the second time, notes can be shortened.
If the reference is of two books by the same author, the book title is
shortened.
Listing webpage as a source
Write down the date you read it and the URL
Parentheses
Between them, you give page or line numbers of text.
COMMON STANDARD DOCUMENTATION
FORMATS
23. CITATION FORMATS:MLA SYSTEM
Uses the parenthetical in-texts citations of author and page,
with all the sources cited in the “Works Cited”.
Basic constituents of any source:
Author, title of source. Title of container, Other contributors,
Version, Number, Publisher, Publication Date, Location.
24. Uses only initials for authors’ given names, no quotation
marks or angle brackets, minimal capitalization for titles of
books and articles, and italics for volume numbers as well as
journal titles.
Basic constituents of any source:
Author,(date). Title of source. Location.
CITATION FORMATS: APA SYSTEM
25. Consider:
If the language of the passage is elegant or powerful or
memorable.
If it is to confirm the credibility by enlisting support of an
authority.
If the passage is worthily further analysis.
If it is to argue with somebody else’s position in detail.
Quotations can be identified:
By introducing them with a full sentence before the reference to
demonstrate it is significant within your argument.
By writing common phrases and verbs such as insist, argue,
claim, etc.
If they are long, write a full sentence plus a colon and then add
the block quotation (i.e. a separate indented paragraph).
USING QUOTATIONS
26. Annotated bibliography
The abstract
The book review/ article critique
The literature review
The comparative essay
The admission letter
The application letter/résumés
The academic proposal
The lab report
SPECIFIC TYPES OF WRITING
27. Start large, end small:
Is the intention of the assignment fulfilled?
Is the kind of thinking performed the one asked?
Is the genre of the piece the one called?
Which concepts and methods did you deal with?
Is the evidence given adequate?
REVISING AND EDITING
28. Overall organization:
Does the introduction make clear where the rest of the paper
is headed?
Is each section in the right place fulfilling their purposes?
Are connections shown between the paragraphs?
When reading the conclusion, is it predictable the question
thought behind?
REVISING AND EDITING
29. Polish and edit your style by checking:
Word choice.
Sentence structure.
Grammar.
Punctuation.
Spelling.
Appearance:
Include a cover page
Write the number of pages
Double space the text
Leave margin (2.5cm)
Use standard font (12 size)
Cite the references in a list
Cite the bibliography consulted on a separate page at the end.
REVISING AND EDITING
30. BIBLIOGRAPHY
Silber, C. A. (n.d.). Some General Advice on Academic Essay -Writing. Retrieved from University
of Toronto website: https://advice.writing.utoronto.ca/general/general -advice/
Procter, M. (n.d.). Understanding Essay Topics: A Checklist. Retrieved from University of
Toronto website: https://advice.writing.utoronto.ca/general/essay -topics/
Plotnick, J. (n.d.). Organizing an Essay. Retrieved from University of Toronto website:
https://advice.writing.utoronto.ca/planning/organizing/
Procter, M. (n.d.). Using Thesis Statements. Retrieved from University of Toronto website:
https://advice.writing.utoronto.ca/planning/thesis -statements/
Freedman, L. & Plotnick, J. (n.d.). Introductions and Conclusions. Retrieved from University of
Toronto website: https://advice.writing.utoronto.ca/planning/intros -and-conclusions/
Procter, M. ,Writing Support & Visvis, V. (n.d.). Paragraphs. Retrieved from University of
Toronto website: https://advice.writing.utoronto.ca/planning/paragraphs/
Hall, J. & Plotnick, J. (n.d.). Using Topic Sentences. Retrieved from University of Toronto
website: https://advice.writing.utoronto.ca/planning/topic -sentences/
Knott, D. & New College Writing Centre ( n.d.). Critical Reading Towards Critical Writing.
Retrieved from University of Toronto website:
https://advice.writing.utoronto.ca/researching/critical -reading/
Procter, M. & Writing Support (n.d.). How to Get the Most Out of Reading. Retrieved from
University of Toronto website: https://advice.writing.utoronto.ca/researching/get -the-most-from-
reading/
Procter, M & Writing Support (n.d.). Taking Notes from Research Reading. Retrieved from
University of Toronto website: https://advice.writing.utoronto.ca/researching/notes -from-
research/
Brock MacDonald, W., Academic Skills Centre, Seel, J & UTM Library (n.d.). Research Using
the Internet. Retrieved from University of Toronto website:
https://advice.writing.utoronto.ca/researching/research -using-internet/
31. BIBLIOGRAPHY
Freedman, L., English Language Learning, Arts & Science ( n.d.). Previewing. Retrieved from
University of Toronto website: https://advice.writing.utoronto.ca/researching/preview/
Freedman, L., English Language Learning, Arts & Science ( n.d.). Skimming and Scanning.
Retrieved from University of Toronto website:
https://advice.writing.utoronto.ca/researching/skim -and-scan/
Freedman, L., English Language Learning, Arts & Science ( n.d.). Summarizing. Retrieved from
University of Toronto website: https://advice.writing.utoronto.ca/researching/summarize/
Procter, M & Writing Support (n.d.). How Not to Plagiarize. Retrieved from University of
Toronto website: https://advice.writing.utoronto.ca/using -sources/how-not-to-plagiarize/
Procter, M & Writing Support (n.d.). Standard Documentation Formats. Retrieved from
University of Toronto website: https://advice.writing.utoronto.ca/using -sources/documentation/
Plotnick, J & University College Writing Centre ( n.d.). Using Quotations. Retrieved from
University of Toronto website: https://advice.writing.utoronto.ca/using -sources/quotations/
Procter, M & Writing Support (n.d.). Revising And Editing. Retrieved from University of
Toronto website: https://advice.writing.utoronto.ca/revising/revising -and-editing/
Curtin University. (April 30, 2015). What is an essay?. Retrieved from
https://utica.libguides.com/c.php?g=291672&p=1943026