This document discusses guidelines for APA editorial style. It provides examples of concise versus wordy writing and biased versus neutral language. Key guidelines covered include avoiding wordiness by being clear, concise, avoiding jargon and noun clusters, using abbreviations sparingly, and choosing specific language to avoid generalizations and bias related to topics like age, gender, or race. The aim is to write efficiently using plain language for maximum understanding.
A presentation I gave to Mongolian high school teachers of English in Ulaan Baatar in March of 2014 on the topic of "Critical thinking and practice."
The foldable was used to create a small dictionary of the definition of critical thinking and the four aspects presented. The pictures show how it is made. On the outside flap, you write the term. Then, inside, you draw a picture of what that concept means to you. Then, on the uncut portion under the flap, you write the definition of the term.
You can download and edit out the bits on Mongolia to make it more suitable for your particular contexts.
IETLS Reading question type True/False/Not GivenJuliana Dourado
This document provides guidance on answering True/False/Not Given questions for the IELTS Reading exam. It advises test takers to carefully read each statement and underline key words, then scan the passage to find matching information. If a statement agrees with the passage, the answer is True. If opposite information is found, the answer is False. The answer is Not Given if only some information matches and not all details are provided.
This document provides guidance for a student writing a methods section for an experiment paper. It includes reminders about including key methodological details like the mean, standard deviation, and order of events. It also notes specific details that should be included about the materials used, like the dimensions of the SMART Board and font size used for word presentations. Finally, it provides the number of participants and how to properly report the participant demographics and average age in the paper.
Tips and advice on how to do well on the Matching Headings section of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
Dialogue journals are an effective writing technique where a less proficient writer has a written conversation with a more experienced writing partner free from correction, allowing the struggling writer to choose topics and practice writing skills. They benefit ESL students and those with learning disabilities by reducing writing anxiety and allowing freedom of expression. Teachers should identify student pairs, provide clear directions on implementation, and assess progress over time without formal grading.
IELTS reading: True, False, Not Given QuestionstheLecturette
Tips and advice on how to do well on the True, False, Not Given questions of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
This document provides tips for answering reading comprehension questions on the TOEFL exam. It discusses techniques for reading passages like skimming to get the main idea and scanning to find specific information. It also outlines different types of reading questions such as main idea questions, topic questions, detail questions, and vocabulary questions. For each question type, it offers strategies like focusing on topic sentences, keywords, and restatements of information in the passage. The overall document aims to help test takers understand reading question formats and develop strategies for answering different question types on the TOEFL reading section.
This document discusses guidelines for APA editorial style. It provides examples of concise versus wordy writing and biased versus neutral language. Key guidelines covered include avoiding wordiness by being clear, concise, avoiding jargon and noun clusters, using abbreviations sparingly, and choosing specific language to avoid generalizations and bias related to topics like age, gender, or race. The aim is to write efficiently using plain language for maximum understanding.
A presentation I gave to Mongolian high school teachers of English in Ulaan Baatar in March of 2014 on the topic of "Critical thinking and practice."
The foldable was used to create a small dictionary of the definition of critical thinking and the four aspects presented. The pictures show how it is made. On the outside flap, you write the term. Then, inside, you draw a picture of what that concept means to you. Then, on the uncut portion under the flap, you write the definition of the term.
You can download and edit out the bits on Mongolia to make it more suitable for your particular contexts.
IETLS Reading question type True/False/Not GivenJuliana Dourado
This document provides guidance on answering True/False/Not Given questions for the IELTS Reading exam. It advises test takers to carefully read each statement and underline key words, then scan the passage to find matching information. If a statement agrees with the passage, the answer is True. If opposite information is found, the answer is False. The answer is Not Given if only some information matches and not all details are provided.
This document provides guidance for a student writing a methods section for an experiment paper. It includes reminders about including key methodological details like the mean, standard deviation, and order of events. It also notes specific details that should be included about the materials used, like the dimensions of the SMART Board and font size used for word presentations. Finally, it provides the number of participants and how to properly report the participant demographics and average age in the paper.
Tips and advice on how to do well on the Matching Headings section of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
Dialogue journals are an effective writing technique where a less proficient writer has a written conversation with a more experienced writing partner free from correction, allowing the struggling writer to choose topics and practice writing skills. They benefit ESL students and those with learning disabilities by reducing writing anxiety and allowing freedom of expression. Teachers should identify student pairs, provide clear directions on implementation, and assess progress over time without formal grading.
IELTS reading: True, False, Not Given QuestionstheLecturette
Tips and advice on how to do well on the True, False, Not Given questions of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
This document provides tips for answering reading comprehension questions on the TOEFL exam. It discusses techniques for reading passages like skimming to get the main idea and scanning to find specific information. It also outlines different types of reading questions such as main idea questions, topic questions, detail questions, and vocabulary questions. For each question type, it offers strategies like focusing on topic sentences, keywords, and restatements of information in the passage. The overall document aims to help test takers understand reading question formats and develop strategies for answering different question types on the TOEFL reading section.
Tips and strategies to help you do well on the Sentence Completion section of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
Tips and strategies to help you do well at the Summary Completion section of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
The document provides information and guidance about a Year 13 coursework assignment that involves two tasks. Task 1 involves writing a 600-750 word article or talk presenting preliminary research for a larger investigation, and will be assessed on identifying a topic, methodology, and structure. Task 2 is a 2000-2250 word written work assessing understanding of language concepts, key constituents, and use of English in different contexts. Examples of potential research questions and approaches are provided. The document advises developing a question, collecting data, designing a methodology, and drafting the tasks in stages towards the final investigation submission.
Tips and advice on how to do well on the Matching Information question of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
This document provides guidance on writing a literature review, including comparing research questions to article findings and determining relevance, and formatting for reporting study findings. It emphasizes that the literature review should be relevant to the research topic and accurately represent source articles. Students are advised to review article findings and concepts, and start composing their literature review with topic sentences guiding the reader through studies. The writing should have a clear research idea, answerable questions, and general relevance between the literature review and research.
Tips and advice on how to effectively answer multiple-choice questions during the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
Strategies and tips to improve your chances of doing well on the Short Answers section of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
Tips and advice to do well on the Matching Features questions of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
This document provides information and tips for preparing for and taking the General Knowledge Test (GKT), including sample questions. It discusses eating a nutritious meal and getting adequate sleep before the test. It offers test-taking strategies like arriving early, eliminating obviously wrong answers, and making an educated guess if unsure. The document describes the four subtests of the GKT and provides details about the essay component, including how essays will be scored. Sample essay topics and things to avoid in writing are also listed.
Slides on english grade 10 to 12 requirementsNosfundo
This document provides instructions for an assignment on education. Students must write a 1200-word academic essay responding to whether Walker's communitarian principles in education violate liberal values expressed by Halstead. The essay should discuss and engage with the views of both authors on concepts like community, autonomy, and equity. The assignment is due on April 25th and must follow specific formatting guidelines. It will be assessed based on criteria such as responding to the question, developing an argument, understanding both authors' views, and critically engaging with them.
Tips and advice on how to do well on the Matching Sentence Endings section of the IELTS Reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
This ppt is about most important part of reading i.e. true, false, not given or yes, no, not given. These tips are very useful to get your answers right.
Understanding the test scores: How to assess SpeakingDiana Suarez
This document discusses factors that teachers should consider when assessing students' speaking skills. It explains that speaking involves complex cognitive processes, including generating ideas, converting them to language, and articulating sounds. Speaking assessment is difficult because students may lack confidence, get nervous, or struggle with pronunciation. The document recommends using a range of speaking tasks that involve different cognitive demands, such as monologues, question/answer, and role plays. It also stresses the importance of clear instructions, purposes, criteria, and appropriate timing for fair speaking assessments. Teachers should consider using both analytic and holistic scoring rubrics, as each has advantages and limitations.
This document provides instructions for an essay assignment for an English course. Students must write a 5-paragraph essay of 600-800 words answering one of three prompts. They must cite sources in APA style and include pre-writing, in-text citations, and a reference list. The essay will be assessed based on understanding the prompt, idea organization and development, use of evidence, coherence, and writing mechanics. A grading rubric is provided assessing these areas on a scale of 1-5. Suggested references and a sample cover page format are also included.
This review session was uploaded Nov. 3, 2015 and contains test taking hints as well as some content notes on the FTCE General Knowledge Test. All material was used from the http://www.fl.nesinc.com/testPage.asp?test=GK website. Note: Tests are edited and updated regularly. Please check with the State of Florida Department of Education website to verify that the contents of this slideshow is the most up-to-date information.
The introduction discusses altruism from multiple perspectives such as genetics and evolution. It defines altruism and provides background on studies of altruism. The essay aims to examine altruism from an evolutionary perspective and identify three motivating factors for altruism that will be evaluated.
This document provides strategies for using reading comprehension techniques before, during, and after reading nonfiction texts for 6th grade students. Some strategies outlined include using KWL charts and making predictions before reading, marking texts and asking questions during reading, and creating graphic organizers and summarizing after reading. The goal of these techniques is to help students better understand, recall, and engage with what they are reading.
This document provides instructions for an essay assignment for an English course. Students must write a 5-paragraph essay of 600-800 words answering one of three prompts. They must cite sources in APA style and include pre-writing, in-text citations, and a reference list. The essay will be assessed based on understanding the prompt, organization, use of evidence, coherence, sentence structure, and mechanics. It includes grading criteria, suggested references, and a suggested cover page format.
The document summarizes research on measuring gender bias in the translation of gender-neutral pronouns from Korean to English. It describes constructing an evaluation corpus with sentences varying formality, politeness, and sentiment/occupation terms. A measure is defined as the ratio of translations incorporating gendered pronouns. Experiments on three translation services found male dominance, especially in formal sentences, likely due to training data bias. Both volume bias and social prejudice may influence results, requiring further context-sensitive analysis.
How to write a nature vs nurture essayEssayAcademy
This document provides guidance on how to write an essay arguing the nature vs nurture debate. It discusses including an introduction outlining the topic, a three paragraph body using academic sources to support arguments for either side, and a conclusion summarizing the research. Common topics that can be argued include addiction, gender, criminality, and intelligence. Transitional phrases should link paragraphs, and the essay should follow APA style formatting. Professional writing assistance is available for any part of the writing process.
This document provides an agenda and instructions for an EWRT 1A writing workshop class. It includes sections on grading a writing workshop, revising and editing essays, completing a peer review process, and homework assignments. The peer review process involves students exchanging papers and providing feedback using a review form to help writers improve organization, content, integrating quotations, and MLA style. Students are instructed to revise their essays at home based on peer feedback and eliminate word choice errors. They are also assigned homework that includes reading assignments, journaling, submitting MLA citations, revising an essay, and discussing education challenges.
Tips and strategies to help you do well on the Sentence Completion section of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
Tips and strategies to help you do well at the Summary Completion section of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
The document provides information and guidance about a Year 13 coursework assignment that involves two tasks. Task 1 involves writing a 600-750 word article or talk presenting preliminary research for a larger investigation, and will be assessed on identifying a topic, methodology, and structure. Task 2 is a 2000-2250 word written work assessing understanding of language concepts, key constituents, and use of English in different contexts. Examples of potential research questions and approaches are provided. The document advises developing a question, collecting data, designing a methodology, and drafting the tasks in stages towards the final investigation submission.
Tips and advice on how to do well on the Matching Information question of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
This document provides guidance on writing a literature review, including comparing research questions to article findings and determining relevance, and formatting for reporting study findings. It emphasizes that the literature review should be relevant to the research topic and accurately represent source articles. Students are advised to review article findings and concepts, and start composing their literature review with topic sentences guiding the reader through studies. The writing should have a clear research idea, answerable questions, and general relevance between the literature review and research.
Tips and advice on how to effectively answer multiple-choice questions during the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
Strategies and tips to improve your chances of doing well on the Short Answers section of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
Tips and advice to do well on the Matching Features questions of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
This document provides information and tips for preparing for and taking the General Knowledge Test (GKT), including sample questions. It discusses eating a nutritious meal and getting adequate sleep before the test. It offers test-taking strategies like arriving early, eliminating obviously wrong answers, and making an educated guess if unsure. The document describes the four subtests of the GKT and provides details about the essay component, including how essays will be scored. Sample essay topics and things to avoid in writing are also listed.
Slides on english grade 10 to 12 requirementsNosfundo
This document provides instructions for an assignment on education. Students must write a 1200-word academic essay responding to whether Walker's communitarian principles in education violate liberal values expressed by Halstead. The essay should discuss and engage with the views of both authors on concepts like community, autonomy, and equity. The assignment is due on April 25th and must follow specific formatting guidelines. It will be assessed based on criteria such as responding to the question, developing an argument, understanding both authors' views, and critically engaging with them.
Tips and advice on how to do well on the Matching Sentence Endings section of the IELTS Reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
This ppt is about most important part of reading i.e. true, false, not given or yes, no, not given. These tips are very useful to get your answers right.
Understanding the test scores: How to assess SpeakingDiana Suarez
This document discusses factors that teachers should consider when assessing students' speaking skills. It explains that speaking involves complex cognitive processes, including generating ideas, converting them to language, and articulating sounds. Speaking assessment is difficult because students may lack confidence, get nervous, or struggle with pronunciation. The document recommends using a range of speaking tasks that involve different cognitive demands, such as monologues, question/answer, and role plays. It also stresses the importance of clear instructions, purposes, criteria, and appropriate timing for fair speaking assessments. Teachers should consider using both analytic and holistic scoring rubrics, as each has advantages and limitations.
This document provides instructions for an essay assignment for an English course. Students must write a 5-paragraph essay of 600-800 words answering one of three prompts. They must cite sources in APA style and include pre-writing, in-text citations, and a reference list. The essay will be assessed based on understanding the prompt, idea organization and development, use of evidence, coherence, and writing mechanics. A grading rubric is provided assessing these areas on a scale of 1-5. Suggested references and a sample cover page format are also included.
This review session was uploaded Nov. 3, 2015 and contains test taking hints as well as some content notes on the FTCE General Knowledge Test. All material was used from the http://www.fl.nesinc.com/testPage.asp?test=GK website. Note: Tests are edited and updated regularly. Please check with the State of Florida Department of Education website to verify that the contents of this slideshow is the most up-to-date information.
The introduction discusses altruism from multiple perspectives such as genetics and evolution. It defines altruism and provides background on studies of altruism. The essay aims to examine altruism from an evolutionary perspective and identify three motivating factors for altruism that will be evaluated.
This document provides strategies for using reading comprehension techniques before, during, and after reading nonfiction texts for 6th grade students. Some strategies outlined include using KWL charts and making predictions before reading, marking texts and asking questions during reading, and creating graphic organizers and summarizing after reading. The goal of these techniques is to help students better understand, recall, and engage with what they are reading.
This document provides instructions for an essay assignment for an English course. Students must write a 5-paragraph essay of 600-800 words answering one of three prompts. They must cite sources in APA style and include pre-writing, in-text citations, and a reference list. The essay will be assessed based on understanding the prompt, organization, use of evidence, coherence, sentence structure, and mechanics. It includes grading criteria, suggested references, and a suggested cover page format.
The document summarizes research on measuring gender bias in the translation of gender-neutral pronouns from Korean to English. It describes constructing an evaluation corpus with sentences varying formality, politeness, and sentiment/occupation terms. A measure is defined as the ratio of translations incorporating gendered pronouns. Experiments on three translation services found male dominance, especially in formal sentences, likely due to training data bias. Both volume bias and social prejudice may influence results, requiring further context-sensitive analysis.
How to write a nature vs nurture essayEssayAcademy
This document provides guidance on how to write an essay arguing the nature vs nurture debate. It discusses including an introduction outlining the topic, a three paragraph body using academic sources to support arguments for either side, and a conclusion summarizing the research. Common topics that can be argued include addiction, gender, criminality, and intelligence. Transitional phrases should link paragraphs, and the essay should follow APA style formatting. Professional writing assistance is available for any part of the writing process.
This document provides an agenda and instructions for an EWRT 1A writing workshop class. It includes sections on grading a writing workshop, revising and editing essays, completing a peer review process, and homework assignments. The peer review process involves students exchanging papers and providing feedback using a review form to help writers improve organization, content, integrating quotations, and MLA style. Students are instructed to revise their essays at home based on peer feedback and eliminate word choice errors. They are also assigned homework that includes reading assignments, journaling, submitting MLA citations, revising an essay, and discussing education challenges.
Writing skill is an advanced level secondary skill of a language. Strong writing skills in English come from practice and determination. No one is born an excellent writer. Learning to be an excellent writer in English takes a lot of time and practice. Anyone can be a good writer if they are determined enough.
Dr. M. Enamul Hoque is a prominent researcher and ELT specialist. He teaches English as a Foreign Language (EFL) at the undergraduate and postgraduate levels. He has long experience in curriculum and syllabus design. He is an M.A. in English from Dhaka University. He has also obtained his M.Phil. and PhD Degree in Applied Linguistics and ELT. He publishes a wide range of materials for Teacher Development in the recognized journals in home and abroad. He is the author of a number of books taught at the Higher Secondary and Undergraduate levels. He presents papers in national and international conferences. He leads two International Journals registered with the ISSN International Center as the Executive Editor of The EDRC Journal of Learning and Teaching, and The Journal of EFL Education and Research.
The document provides information on writing with critical analysis. It defines critical analysis as standing back to thoughtfully examine all aspects of a topic from different perspectives rather than accepting information at face value. It emphasizes the importance of critical thinking by asking questions of sources. Examples are given of how to demonstrate critical analysis in academic writing, such as comparing and contrasting literature, evaluating evidence, and synthesizing multiple viewpoints. The document aims to help readers learn how to explain, evaluate, and create writing that incorporates critical analysis.
Part 1 of a 2-day workshop to introduce style in technical communication. Presented to beginning students of technical communication on December 1, 2009 at Kyung Hee University in Suwon, South Korea.
This document provides strategies for international students to self-edit their writing. It defines the differences between proofreading, which involves finding errors, and editing, which fixes issues found during proofreading. Students participate in an activity finding errors in examples involving subject-verb agreement and verb tense. Additional tips for self-editing strategies include reading work aloud, avoiding repetition, maintaining consistent verb tense and voice, and keeping the intended audience in mind. Resources from the Purdue OWL on editing, proofreading, and grammar are also provided.
Academic writing involves identifying and applying certain conventions. It should be structured, evidenced, and use a formal tone. Some key aspects of academic writing style include using an objective tone without first-person pronouns, showing opinions through references rather than stating "I think," employing hedging and caution, and using the passive voice. Transitions help link ideas between sentences and paragraphs in a logical manner.
This document provides answers to frequently asked questions about citations. It addresses questions such as which citation style to use for different academic disciplines, why citations are important, how to incorporate sources into writing, and when a source requires a citation. Guidance is offered on quoting and paraphrasing sources, determining source credibility, writing a thesis statement, and where to find help with citations.
Write a 5–6-page examination of how conditioning changes some of you.docxsalmonpybus
The document provides instructions for a 5-6 page assessment examining how conditioning has changed the author's own behaviors. Students are asked to summarize a research study on treating phobias published within the last 8 years, describe examples of conditioning influencing their personal behaviors, and analyze how behaviorism remains relevant today and its limitations. The assessment should cite at least three sources and follow APA style.
This document provides an agenda for an in-class writing workshop and peer review session. It includes:
1. Instructions for bringing two copies of a draft essay for peer review and participation points.
2. A list of items students should mark in their essays, such as the introduction, thesis, examples, and sources.
3. Steps for the peer review process, which involves reading essays aloud and providing feedback based on a worksheet.
4. The peer review worksheet questions to guide feedback on essay organization, content, examples, and formatting.
5. A reminder that the session is for revision, not editing, and to focus feedback on organization and content rather than grammar.
This document provides an agenda for an in-class writing workshop and peer review session. It includes:
1. Instructions for bringing two copies of a draft essay for peer review and participation points.
2. A list of items students should mark in their essays, such as the introduction, thesis, examples, and sources.
3. Steps for the peer review process, which involves reading essays aloud and providing feedback based on a worksheet.
4. The peer review worksheet questions to guide feedback on essay organization, content, examples, and formatting.
5. A reminder that the session is for revision, not editing, and to focus feedback on organization and content rather than grammar.
Care Setting Environmental Analysis Scoring GuideCRITERIA .docxrobert345678
Care Setting Environmental Analysis Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Synthesize stories and
evidence about times when
a care setting performed at
its best with regard to
quality and safety goals.
Does not list stories and
evidence about times
when a care setting
performed at its best with
regard to quality and
safety goals.
Lists but does not synthesize
stories and evidence, or fails to
clearly relate stories and
evidence to quality and safety
goals.
Synthesizes stories and
evidence about times when
a care setting performed at
its best with regard to
quality and safety goals.
Synthesizes stories and evidence
about times when a care setting
performed at its best with regard to
quality and safety goals. Identifies
knowledge gaps, unknowns, missing
information, unanswered questions,
or areas of uncertainty (where
further information could improve the
synthesis).
Propose positive, attainable
quality and safety
improvement goals for a
care setting.
Does not propose positive
goals for a care setting.
Proposed goals are positive
but not attainable, or will not
lead to ethical and culturally
sensitive improvement of
organizational quality and
safety, or are not clearly
aligned with the care setting’s
mission, vision, and values.
Proposes positive,
attainable quality and
safety improvement goals
for a care setting.
Proposes positive, attainable quality
and safety improvement goals for a
care setting, and identifies
assumptions on which proposed
goals are based.
Conduct a SWOT analysis
of a care setting, with
respect to quality and safety
goals.
Does not present the
findings of a SWOT
analysis of a care setting.
Conducts a SWOT analysis of
a care setting that is not clearly
focused on quality and safety
goals.
Conducts a SWOT analysis
of a care setting, with
respect to quality and
safety goals.
Conducts a SWOT analysis of a care
setting, with respect to quality and
safety goals, and impartially
considers conflicting data and other
perspectives.
Describe an area of concern
identified in a SWOT
analysis—relevant to a care
setting's mission, vision,
and values—that should be
improved.
Does not describe an
area of concern identified
in a SWOT analysis that
should be improved.
Describes an area of concern
identified in a SWOT analysis,
but does not show its relevance
to a care setting's mission,
vision, and values.
Describes an area of
concern identified in a
SWOT analysis—relevant
to a care setting's mission,
vision, and values—that
should be improved.
Describes an area of concern
identified in a SWOT analysis—
relevant to a care setting's mission,
vision, and values—that should be
improved. Identifies criteria that
could be used to evaluate such an
improvement.
Compare the AI and SWOT
approaches to analysis with
regard to data gathering and
interactions with others.
Does not describe data
gathering and interactions
with others.
Describes data gathering and
interactions with others, but
does not .
This document discusses the form and uses of English nouns. It covers types of nouns like proper, common, concrete, abstract, collective and compound nouns. It also discusses number (singular and plural), common noun suffixes that change a noun's meaning, and articles that accompany nouns. Gender in English nouns and the jobs nouns can perform as subjects, subject complements, possessives, direct objects and objects of prepositions are also outlined. Diagrams and examples illustrate these key points about nouns.
Scholar Practitioners:
APA, Library Skills, Scholarly Writing
Topics
Scholarly and graduate-level writing
APA style
Paraphrasing
Plagiarism
What Is Scholarly and Graduate-Level Writing?
Process by which scholars communicate, share, and evaluate information
Tone of writing is serious, formal, neutral, professional, and informed
Claims are substantiated using information that is credible (e.g., from academic, peer-reviewed journals)
What Is a Scholarly Voice?
Scholarly Voice
Formality
Neutrality
Informed using evidence
Clear and direct statements
Formality: Word Choice
Formal and precise language
Avoid slang, colloquialisms, and clichés.
The kids said the test was a piece of cake.
The students said the test was easy.
Avoid metaphors and similes.
The patient was sick as a dog.
The patient was diagnosed with severe pneumonia.
Avoid contractions.
James hasn’t ever missed a day of school.
James has never missed a day of school.
Formality: Point of View
Avoid the second person (you/your).
You need to be aware of your treatment options. →
Patients need to be aware of their treatment options.
Avoid the general we (or us or our).
We are responsible for our children’s well-being. →
Parents are responsible for their children’s well-being.
Use the first person (I/me/my) only as appropriate.
This paper will discuss…→ In this paper, I will discuss…
The data will be collected.→ I will collect the data.
The scholar will argue… → I will argue…
Not appropriate: I found several studies that suggested…
Not appropriate: I think that all politicians are corrupt.
Neutrality
Avoid opinion statements.
I think/I feel/I believe
Avoid: I think childhood obesity is a major concern.
Better: Childhood obesity is a major concern.
Best: Childhood obesity is a major concern, as 17% of children in America are obese (CDC, 2012).
Neutrality
Avoid generalizations.
Avoid: Children do not get enough exercise.
Better: Many children do not get enough exercise.
Best: According to the CDC (2012), in 2011, only 29% of high school students received the recommended amount of exercise, defined as at least one hour per day.
Clear and Direct Statements
The simpler the better!
Avoid: There are 60 individuals who participated in the study and responded to the survey.
Better: Sixty participants responded to the survey.
Avoid: How to address the achievement gap in the most effective way has been argued and debated by scholars.
Better: Scholars have debated the most effective way to address the achievement gap.
Using Evidence
Supports your central argument throughout your paper
Demonstrates your scholarly credibility
Every sentence that uses information from a source must include a citation.
Cite credible sources
Quality of EvidenceStrongWeakArticles from peer-reviewed journals
Peer-reviewed or scholarly books
Scholarly websitesWikis or blogs
Newspapers
Magazines
Popular books
General websites
Encyclopedias
Walden Resources on Sch.
This document provides an agenda for an in-class writing workshop and peer review session. It includes:
1. Instructions for having two copies of a draft essay for peer review and participation points.
2. A list of parts of an essay for students to mark in their drafts for peer review, including the introduction, thesis, examples, citations, and conclusion.
3. Steps for the peer review process, which involves students reading their essays aloud and receiving feedback focused on revision from their partner based on a worksheet of questions.
This document provides an agenda for an in-class writing workshop and peer review session. It includes:
1. Instructions for the peer review process, requiring students to have two copies of their drafts, one for their partner and one for themselves.
2. A list of elements for students to mark in their essays, such as the introduction, thesis, examples, and sources.
3. Steps for the peer review process, including reading aloud and providing feedback focused on revision based on an evaluation worksheet.
4. The evaluation worksheet includes questions about organization, content, examples, formatting, and sources to guide feedback.
5. Instructions that this is a revision not editing session, and to focus
The draft addresses the question or issue in a way that ssuser774ad41
The document provides instructions and evaluation criteria for an argument essay assignment. Students must write a 3-4 page essay arguing one side of an issue related to climate change, universal healthcare, or employer access to social media. The essay must have an introduction with a thesis, 3 body paragraphs with evidence from sources, and a conclusion. It will be evaluated on the introduction and conclusion, organization, argument development, use of sources, length, writing quality, and following APA format.
Similar to APA Stylistics and Editorial Style (Part 1) (20)
This detailed guide provides instructors with resources for designing student writing assignments, including genre descriptions and rubrics aligned with the genres as well as other criteria to look for in a writing assignment.
from The Center for Teaching Excellence at Wilmington University
This is a short presentation that gives a overview of how to design writing assignments, including what criteria to asses and how to incorporate graduate competencies and course objectives.
This document provides an example of an APA-formatted paper, including an abstract, body, and references section. The abstract summarizes the paper in less than 250 words. The body discusses following APA guidelines and developing the references page as research is conducted. The references section lists three cited sources in alphabetical order using the proper APA citation style.
This document provides an example of an APA paper format. It includes a title page, body of the paper, and references page. The body of the paper should include all aspects of the research process required by the instructor. The references page is developed as citations are used in the body and includes citations formatted in APA style alphabetically by author in a hanging indent format. Proper formatting of in-text citations and reference list entries is emphasized.
This document provides an example of an APA formatted paper. It includes a title page with the title of the paper and author's name. The body of the paper should contain the aspects of the research process as requested by the instructor. The document emphasizes developing the references page concurrently by including an in-text citation every time another work is used, and then adding it to the references page. This approach is recommended to save time versus trying to compile the references later.
Wilmington University's dissertation guide for doctoral candidates talks about degree candidacy, planning for dissertation, student responsibility, dissertation outline, dissertation publishing, and additional steps toward achieving a Doctorate in Business Administration (DBA).
Figures are graphical elements like graphs, photos, maps, or drawings that cannot be effectively conveyed through words alone. Figures must not be distorted from their original meaning and any manipulations must be explained in the legend. Figures should have high information value, be the best way to communicate the information, and be easy to read with a clear purpose. Permission is needed to use copyrighted figures. Figures appear after references and tables with consecutive numbers and labels referenced in the text. Each figure is on its own page with a descriptive legend allowing it to stand alone.
This document provides guidelines for using headings in APA style. It explains that section headings use level one format, subsections use level two format, and subsections of subsections use level three format. The introduction section does not receive a heading. Level 1 and 2 headings are always on a separate line, while level 3, 4, and 5 headings may be on a separate line or at the beginning of a paragraph. Headings are not indicated by letters or numbers.
This document provides guidelines for formatting a research paper according to APA style. It outlines the general structure and formatting requirements, including using standard paper size with 1-inch margins, double spacing, and Times New Roman 12-point font. The paper should include a title page with the title, author name, and university affiliation centered at the top, and a running head on every page. The main body requires the title centered at the top of the abstract page and the first line of paragraphs indented. The minimum sections are an abstract, main body, and references, though tables, figures and appendices are optional.
The document discusses the rules for in-text citations, including when citations are needed, what information should be included in citations, and how to format citations of different sources. Some of the key points covered include placing citation information in parentheses or within the sentence, citing single or multiple authors, handling citations when no author is listed, and citing sources that don't appear in the references list, such as personal communications.
This document provides instructions for students to complete three milestone exercises for an English research paper assignment. The exercises guide students through framing a research question, finding relevant sources, evaluating sources, incorporating sources into their writing, and citing sources properly. For the first exercise, students are instructed to develop two potential research topics and search the library databases to find five articles for each topic. The second exercise has students assess the credibility of their sources by answering a series of questions. They then write an annotated bibliography. The third exercise focuses on selecting quotes, paraphrases and summaries from sources and incorporating them into paragraphs for their paper with proper APA citations.
Plagiarism involves copying the ideas or work of others and presenting it as your own. Most forms of expression are protected by copyright laws. Proper citation is needed when using others' thoughts, ideas, or materials that did not originate from you. Plagiarism includes turning in others' work as your own, copying words or ideas without credit, failing to use quotation marks, providing incorrect source information, or copying significant portions of a source whether credited or not. Plagiarism can generally be avoided by properly citing sources.
This document appears to be a sample APA formatted research paper. It includes an abstract, table of contents, introduction, multiple levels of headings, references section, table, figure, and appendix. The paper demonstrates proper APA formatting for headings, citations, references, and inclusion of typical sections. It provides an example of how to structure and format an APA style paper.
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3. Conventions…
…Where grammar examples are given
• Subjects are underlined once
• Verbs are underlined with a dotted line
• Correct sentences are in white
• Incorrect Sentences are in orange
4. Point ofView andVoice
▪ Use active voice rather than passive voice
– Active voice is the subject doing the action (verb)
– Passive voice is when the subject receives the action (verb)
Incorrect: The participants have been asked….
Correct:The participants responded…
(American Psychological Association [APA], 2009; Paiz, Angeli, Wagner, Lawrick, Moore, Anderson,
Soderlund, Brizee, & Keck, 2011; and Perrin, 2012)
5. Point of View and Voice
▪ Do not anthropomorphize.
– Do not give action to inanimate objects
Incorrect: The short-term study about machine
graded writing will show a statistically significant
correlation….
Correct:We studied machine graded writing and saw
a statistically significant correlation …
(APA, 2009; Paiz, et al., 2011; and Perrin, 2012)
6. Point of View and Voice
▪ If you have to use personal pronouns in order to avoid passive
voice, do so.
▪ If you are the only one who did the research and wrote the
report, use “I,” not “we.”
– “We” should only be used if you were a part of a team
(APA, 2009, p. 69).
Incorrect:The relationship between preferred learning style
and writing competency was researched.
Correct: I researched the relationship between preferred
learning style and writing competency.
(APA, 2009; Paiz, et al., 2011; and Perrin, 2012)
7. Point ofView andVoice
▪ However, make the research or work the central idea, not the
researchers (Paiz, et al., 2011).
– You can use first person judiciously, but not for every sentence
when describing your work.
Incorrect:We show the necessity of human interaction in addition
to machine-graded writing
Correct:There was a statistically significant positive correlation in
the group who got regular conferences in addition to written
feedback from peers and the instructor.
(APA, 2009; Paiz, et al., 2011; and Perrin, 2012)
8. WritingTips
▪ Your writing should be easy to read and
follow
▪ Your pronouns should have clear antecedents
– To which word does the pronoun refer?
▪ Use transitions
– These words move readers from one idea to the
next
▪ APA Manual, p. 65
▪ Perrin, pp. 52-53
9. References
American PsychologicalAssociation. (2009.) Publication manual of the
American Psychological Association (6th ed.).Washington, DC:
Author.
Paiz, J.M.,Angeli, E.,Wagner, J., Lawrick, E., Moore, K.,Anderson, M.,
Soderlund, L., Brizee, A., & Keck, R. (2011). APA stylistics: Basics.
Retrieved from http://owl.english.purdue.edu/owl/resource/560/15/
Perrin, R. (2012). Pocket guide to APA style (4th ed.). Boston, MA: Wadsworth.