This 3-sentence summary provides the essential information from the course syllabus:
This syllabus outlines a basic writing course that focuses on developing critical reading, thinking, and writing skills through assignments such as essays, journals, and exams. Students will learn techniques for writing thesis statements, paragraphs, and essays in different genres like process, argument, comparison/contrast, and definition. The course grades are based on formal essays, journals, assignments, and exams, with the goal of improving students' writing to a level suitable for English 101.
This document provides the syllabus for an intermediate reading skills course held over the summer. The class focuses on developing vocabulary, comprehension of main ideas and details, study skills like outlining and summarizing, and critical reading strategies. Students will complete reading assignments, quizzes, a midterm, research project, and final exam. The course goals include expanding vocabulary, identifying elements of paragraphs, recognizing organizational patterns, developing study skills, and evaluating sources. The syllabus outlines the topics, assignments, schedule, policies and grading criteria for the course.
1. The document provides information about the AQA GCSE English Literature assessment for Unit 3 Controlled Assessment Task. It involves writing a 2,000 word response to a chosen task linking analysis of Shakespeare play and another text. 2. Students have 4 hours to complete the task, which can be done over multiple sessions. Research is allowed but the final response must be the student's own work. 3. Teachers mark the task and a sample is sent to AQA for moderation. The Controlled Assessment Task contributes 25% to the final English Literature grade.
The document outlines the writing process, which includes analyzing the writing situation, inventing ideas through brainstorming, organizing ideas into an outline with a thesis statement, drafting the paper, and revising through feedback and self-editing. It provides examples of how to develop a thesis and outline, emphasizes that writing is a process of multiple drafts, and notes that revision is key to strengthening writing.
The document provides guidance on exam preparation and revision strategies. It discusses:
1) Understanding command words and how answers are marked using point and level marking.
2) Common mistakes to avoid such as misreading scales or not including required details.
3) Characteristics of good answers such as answering all parts of the question and using case studies.
4) Different learning styles and revision strategies like mind maps, flashcards, and practice exams.
This document outlines the syllabus for an English 1311 Expository English Composition course taught in the fall of 2006. It provides information on the course objectives, assignments including 4 papers, exams, and a final. It describes the required textbooks and lists the major assignments and their percentages towards the overall grade. Attendance policies and expectations for writing quality are also outlined. A course schedule provides details on topics and due dates to be covered during each of the 15 weeks.
This document provides teaching notes on writing skills and techniques for developing writing abilities in EFL students. It discusses 6 tips: [1] including regular writing practice in lessons rather than just as homework; [2] giving writing assignments a clear purpose or context; [3] breaking up writing into steps like planning, outlining, and discussion; [4] making writing part of regular lessons; [5] using collaborative writing; and [6] recycling student writing for future lessons. It then outlines specific activities like brainstorming, speed writing, and "loop writing" to link paragraphs into a coherent whole. The overall aim is to make writing more engaging for students by incorporating various thinking and discussion stages.
Note taking involves briefly writing down key points from lectures or readings. It is important for retaining information. There are two main techniques - outlining and mind mapping. Note making involves systematically organizing notes from written materials. Key aspects are identifying important points, rephrasing them, using abbreviations and symbols, and structuring notes with headings and subheadings. Sample notes are provided on robots to illustrate the process.
This document provides the syllabus for an intermediate reading skills course held over the summer. The class focuses on developing vocabulary, comprehension of main ideas and details, study skills like outlining and summarizing, and critical reading strategies. Students will complete reading assignments, quizzes, a midterm, research project, and final exam. The course goals include expanding vocabulary, identifying elements of paragraphs, recognizing organizational patterns, developing study skills, and evaluating sources. The syllabus outlines the topics, assignments, schedule, policies and grading criteria for the course.
1. The document provides information about the AQA GCSE English Literature assessment for Unit 3 Controlled Assessment Task. It involves writing a 2,000 word response to a chosen task linking analysis of Shakespeare play and another text. 2. Students have 4 hours to complete the task, which can be done over multiple sessions. Research is allowed but the final response must be the student's own work. 3. Teachers mark the task and a sample is sent to AQA for moderation. The Controlled Assessment Task contributes 25% to the final English Literature grade.
The document outlines the writing process, which includes analyzing the writing situation, inventing ideas through brainstorming, organizing ideas into an outline with a thesis statement, drafting the paper, and revising through feedback and self-editing. It provides examples of how to develop a thesis and outline, emphasizes that writing is a process of multiple drafts, and notes that revision is key to strengthening writing.
The document provides guidance on exam preparation and revision strategies. It discusses:
1) Understanding command words and how answers are marked using point and level marking.
2) Common mistakes to avoid such as misreading scales or not including required details.
3) Characteristics of good answers such as answering all parts of the question and using case studies.
4) Different learning styles and revision strategies like mind maps, flashcards, and practice exams.
This document outlines the syllabus for an English 1311 Expository English Composition course taught in the fall of 2006. It provides information on the course objectives, assignments including 4 papers, exams, and a final. It describes the required textbooks and lists the major assignments and their percentages towards the overall grade. Attendance policies and expectations for writing quality are also outlined. A course schedule provides details on topics and due dates to be covered during each of the 15 weeks.
This document provides teaching notes on writing skills and techniques for developing writing abilities in EFL students. It discusses 6 tips: [1] including regular writing practice in lessons rather than just as homework; [2] giving writing assignments a clear purpose or context; [3] breaking up writing into steps like planning, outlining, and discussion; [4] making writing part of regular lessons; [5] using collaborative writing; and [6] recycling student writing for future lessons. It then outlines specific activities like brainstorming, speed writing, and "loop writing" to link paragraphs into a coherent whole. The overall aim is to make writing more engaging for students by incorporating various thinking and discussion stages.
Note taking involves briefly writing down key points from lectures or readings. It is important for retaining information. There are two main techniques - outlining and mind mapping. Note making involves systematically organizing notes from written materials. Key aspects are identifying important points, rephrasing them, using abbreviations and symbols, and structuring notes with headings and subheadings. Sample notes are provided on robots to illustrate the process.
The slide show presentation summarized plans for a new building project at First (Scots) Presbyterian Church including renovating and expanding existing space. It outlined costs of $7.2 million, described how the funds would be obtained with 1/3 in hand, 1/3 pledged over 3 years, and 1/3 financed. It also included a motion for the congregation to approve proceeding with demolition, construction, and renovation according to the funding plan with a goal of raising additional funds to pay off financing.
A questionnaire was designed to assess the lifestyle of an individual, focusing on exercise habits, health, and other lifestyle factors. The questionnaire aimed to identify strengths and areas for improvement in the person's lifestyle. It collected information that could be used to provide an overview and analysis of how physically active and healthy the individual's lifestyle is.
This special report discusses the results of a survey on the time savings provided by SMART Sync classroom management software. The survey found the software saves teachers an average of 14 minutes per typical 50-minute class, representing a 28% reduction in administrative tasks. Extrapolating to a full term, this equals savings of 7 hours of teaching time per classroom. The report explains how the proliferation of classroom computers has increased teachers' administrative burdens, and how classroom management software streamlines tasks like launching apps, sending files, and monitoring students. Overall it finds this type of software effectively addresses the challenge of "computer-lab chaos" by returning control of the classroom to teachers.
El documento proporciona instrucciones para ingresar a un sitio web de envío de SMS, incluyendo el nombre de cuenta, emails habilitados, dirección de correo electrónico para recibir pedidos y modalidades de pago disponibles.
A document describes a dark setting moving from a night to a wood to a house to a room and ending with a box inside a cupboard on a shelf. The document uses short phrases to convey an increasingly confined and obscure location in a ominous tone through the repetition of the word "dark".
IMPALA Suite is a consulting firm focused on developing and implementing open source strategies for medium and large businesses. They provide open source consultancy, mail and messaging solutions, software and web development, and Linux implementation and migration services. Total IT spending by the government and education sectors in India is forecast to reach $3.77 billion by 2011, with software and services segments growing at annual rates of 21.2% and 16.3% respectively. IMPALA Suite includes integrated mail and messaging as well as collaborative tools like forums, blogs and wikis, designed for security, ease of use and scalability.
The document appears to be notes from a trip to Dublin, Ireland, mentioning arrival at the airport, staying in a hostel, having breakfast in the dining room, visiting popular landmarks like Trinity College, the National Gallery, and a cathedral, making new friends, enjoying ice skating and St. Stephen Green Park, learning about Dublin sights like Molly Malone, and listing the names of people on the trip.
This document provides an overview of the scientific method and importance of research skills. It discusses how human knowledge is often flawed and unscientific, developing through guesses and speculation rather than scientific evidence. It then covers the scientific method, which involves generating hypotheses based on initial observations and theories, then collecting data to test the theories. The document outlines the key stages of the scientific method and importance of validity, reliability and analyzing data to make inferences beyond the sample. Finally, it discusses discussing the implications of findings and how they can inform future research directions.
The document discusses the role of a business analyst in an agile project. It begins with an overview of agile software development and the agile manifesto. It then discusses the agile project management framework Scrum and key roles in Scrum including the product owner and scrum master. The document argues that the business analyst can play a valuable role in agile projects by partnering with the product owner to help define requirements, refine user stories, and ensure solutions deliver business value.
The candidate discusses their career goals and strengths in response to interview questions. Their short-term goal is to find a job where they can add value, and their long-term goal is to take on more responsibilities and management roles. They emphasize strengths like flexibility, communication skills, and ability to work well with diverse groups. They provide examples of using creativity and problem-solving skills in previous roles.
Este documento describe las técnicas, herramientas y estrategias para la tutoría virtual. Explica los roles, funciones y competencias de un tutor virtual, incluyendo la orientación a estudiantes, resolución de dudas, y creación de un ambiente colaborativo. También cubre las herramientas de comunicación y estrategias como establecer relaciones entre estudiantes y motivarlos.
The document discusses key UK government departments and their roles. It aims to help students understand the main roles of the UK government by studying the main roles and responsibilities of government departments. These include HM Treasury, the Home Office, the Ministry of Defence, the Department for Transport, the Department of Health, the Ministry of Justice, and the Department for Communities and Local Government. Students are instructed to research one of these departments to learn its title, who is in charge, what it does, and which public service it oversees.
The document discusses best practices for managing requirements in software projects. It recommends managing requirements as deliverables rather than documents. Requirements deliverables have versioning and life cycles managed through a repository tool. This allows for automatic versioning, baselining, and communication across stakeholders. Change control begins with the first baseline to ensure building the right product. Managing requirements this way can help deliver projects on time, on budget and meeting objectives, even with changing requirements.
This document provides information about the House of Lords in the UK government. It discusses that the House of Lords dates back to the 14th century, currently has around 730 members, and is located in the Palace of Westminster along with the House of Commons. It then defines the four types of Lords: Life Peers who are appointed for life; Law Lords who are senior judges; Bishops and Archbishops from the Church of England; and a small number of Elected Hereditary Peers who inherited their titles. The document assigns a research task for outlining the duties of the House of Lords and looks ahead to the next session focusing on the role of the Monarch in Parliament.
The document discusses the roles and responsibilities of different branches of government in the UK. It explains that the government is made up of the Prime Minister, government ministers, Members of Parliament, mayors, and local council members. The Prime Minister leads the ruling political party and makes important decisions. Ministers oversee government departments, while MPs represent local constituencies and vote on new laws. Mayors chair local councils and promote their communities. Council members work to improve local services and infrastructure.
The document provides information about connecting to an IIBA webinar, an overview of the Certified Business Analysis Professional (CBAP) certification program, and requirements to obtain the CBAP designation. Key points include:
- To connect to the webinar, call a listed country number or use your computer's microphone and speakers.
- The CBAP certification recognizes experienced business analysis professionals and requires 5 years of experience, knowledge in BABOK areas, professional development, and passing an exam.
- Benefits of the CBAP include demonstrated competence, professional recognition, and career advancement for individuals and organizations.
ATP is a substance that cells use as an energy source for many processes. It is produced through aerobic respiration, which uses oxygen to break down glucose or glycogen and produces much more energy than anaerobic respiration. Anaerobic respiration occurs without oxygen and produces lactic acid as a waste product. Lactic acid builds up in muscles during high intensity exercise but does not directly cause fatigue. Energy is a property of objects that allows them to do work or cause change and is required for nearly all daily activities besides eating and sleeping.
Writing Assignments in Large Lecture ClassesOscarfuzz
The document provides guidance on creating effective writing assignments for large enrollment classes. It discusses strategies for developing low, middle, and high stakes assignments aligned with specific learning goals. Low stakes assignments include brief, ungraded writing to assess comprehension, while high stakes assignments are formal graded papers. The document offers examples of different assignment types and considerations for constructing clear prompts, assessing student writing, and providing feedback. Overall, the document aims to help instructors design writing assignments that effectively engage students and further learning objectives for large courses.
The document provides an outline for a manual on writing a Ph.D. dissertation. It discusses introducing the dissertation, how to write and organize it, dissertation style, and good habits for writing a dissertation. Key sections include outlining the dissertation process and milestones, differences between papers/theses, common dissertation skeleton structures, principles for organizing sections, and tips for writing early and getting feedback.
The document provides guidelines for effectively evaluating writing assignments, including clearly outlining the purpose and requirements of assignments, providing models and grading rubrics, and focusing feedback on key areas for improvement. Teachers should explain assignment goals, give detailed instructions and grading criteria, discuss sample papers, and limit comments to one or two most important issues to address per paper. Grading should balance evaluation of content and writing mechanics.
Lecture 2: Introduction to the Essay AssignmentMarina Santini
This document provides an introduction and guidelines for an essay assignment in a course on Semantic Analysis in Language Technology. It outlines the requirements, including length, deadlines for submissions and presentations, peer review process, and topics. Acceptable topics include testing and describing a system, proposing a future application, or literature review. The document emphasizes writing a critical evaluation, using topic sentences and coherent paragraphs, considering the audience, and properly citing references. It also recommends reading materials on academic writing, writing essays, and peer review.
The slide show presentation summarized plans for a new building project at First (Scots) Presbyterian Church including renovating and expanding existing space. It outlined costs of $7.2 million, described how the funds would be obtained with 1/3 in hand, 1/3 pledged over 3 years, and 1/3 financed. It also included a motion for the congregation to approve proceeding with demolition, construction, and renovation according to the funding plan with a goal of raising additional funds to pay off financing.
A questionnaire was designed to assess the lifestyle of an individual, focusing on exercise habits, health, and other lifestyle factors. The questionnaire aimed to identify strengths and areas for improvement in the person's lifestyle. It collected information that could be used to provide an overview and analysis of how physically active and healthy the individual's lifestyle is.
This special report discusses the results of a survey on the time savings provided by SMART Sync classroom management software. The survey found the software saves teachers an average of 14 minutes per typical 50-minute class, representing a 28% reduction in administrative tasks. Extrapolating to a full term, this equals savings of 7 hours of teaching time per classroom. The report explains how the proliferation of classroom computers has increased teachers' administrative burdens, and how classroom management software streamlines tasks like launching apps, sending files, and monitoring students. Overall it finds this type of software effectively addresses the challenge of "computer-lab chaos" by returning control of the classroom to teachers.
El documento proporciona instrucciones para ingresar a un sitio web de envío de SMS, incluyendo el nombre de cuenta, emails habilitados, dirección de correo electrónico para recibir pedidos y modalidades de pago disponibles.
A document describes a dark setting moving from a night to a wood to a house to a room and ending with a box inside a cupboard on a shelf. The document uses short phrases to convey an increasingly confined and obscure location in a ominous tone through the repetition of the word "dark".
IMPALA Suite is a consulting firm focused on developing and implementing open source strategies for medium and large businesses. They provide open source consultancy, mail and messaging solutions, software and web development, and Linux implementation and migration services. Total IT spending by the government and education sectors in India is forecast to reach $3.77 billion by 2011, with software and services segments growing at annual rates of 21.2% and 16.3% respectively. IMPALA Suite includes integrated mail and messaging as well as collaborative tools like forums, blogs and wikis, designed for security, ease of use and scalability.
The document appears to be notes from a trip to Dublin, Ireland, mentioning arrival at the airport, staying in a hostel, having breakfast in the dining room, visiting popular landmarks like Trinity College, the National Gallery, and a cathedral, making new friends, enjoying ice skating and St. Stephen Green Park, learning about Dublin sights like Molly Malone, and listing the names of people on the trip.
This document provides an overview of the scientific method and importance of research skills. It discusses how human knowledge is often flawed and unscientific, developing through guesses and speculation rather than scientific evidence. It then covers the scientific method, which involves generating hypotheses based on initial observations and theories, then collecting data to test the theories. The document outlines the key stages of the scientific method and importance of validity, reliability and analyzing data to make inferences beyond the sample. Finally, it discusses discussing the implications of findings and how they can inform future research directions.
The document discusses the role of a business analyst in an agile project. It begins with an overview of agile software development and the agile manifesto. It then discusses the agile project management framework Scrum and key roles in Scrum including the product owner and scrum master. The document argues that the business analyst can play a valuable role in agile projects by partnering with the product owner to help define requirements, refine user stories, and ensure solutions deliver business value.
The candidate discusses their career goals and strengths in response to interview questions. Their short-term goal is to find a job where they can add value, and their long-term goal is to take on more responsibilities and management roles. They emphasize strengths like flexibility, communication skills, and ability to work well with diverse groups. They provide examples of using creativity and problem-solving skills in previous roles.
Este documento describe las técnicas, herramientas y estrategias para la tutoría virtual. Explica los roles, funciones y competencias de un tutor virtual, incluyendo la orientación a estudiantes, resolución de dudas, y creación de un ambiente colaborativo. También cubre las herramientas de comunicación y estrategias como establecer relaciones entre estudiantes y motivarlos.
The document discusses key UK government departments and their roles. It aims to help students understand the main roles of the UK government by studying the main roles and responsibilities of government departments. These include HM Treasury, the Home Office, the Ministry of Defence, the Department for Transport, the Department of Health, the Ministry of Justice, and the Department for Communities and Local Government. Students are instructed to research one of these departments to learn its title, who is in charge, what it does, and which public service it oversees.
The document discusses best practices for managing requirements in software projects. It recommends managing requirements as deliverables rather than documents. Requirements deliverables have versioning and life cycles managed through a repository tool. This allows for automatic versioning, baselining, and communication across stakeholders. Change control begins with the first baseline to ensure building the right product. Managing requirements this way can help deliver projects on time, on budget and meeting objectives, even with changing requirements.
This document provides information about the House of Lords in the UK government. It discusses that the House of Lords dates back to the 14th century, currently has around 730 members, and is located in the Palace of Westminster along with the House of Commons. It then defines the four types of Lords: Life Peers who are appointed for life; Law Lords who are senior judges; Bishops and Archbishops from the Church of England; and a small number of Elected Hereditary Peers who inherited their titles. The document assigns a research task for outlining the duties of the House of Lords and looks ahead to the next session focusing on the role of the Monarch in Parliament.
The document discusses the roles and responsibilities of different branches of government in the UK. It explains that the government is made up of the Prime Minister, government ministers, Members of Parliament, mayors, and local council members. The Prime Minister leads the ruling political party and makes important decisions. Ministers oversee government departments, while MPs represent local constituencies and vote on new laws. Mayors chair local councils and promote their communities. Council members work to improve local services and infrastructure.
The document provides information about connecting to an IIBA webinar, an overview of the Certified Business Analysis Professional (CBAP) certification program, and requirements to obtain the CBAP designation. Key points include:
- To connect to the webinar, call a listed country number or use your computer's microphone and speakers.
- The CBAP certification recognizes experienced business analysis professionals and requires 5 years of experience, knowledge in BABOK areas, professional development, and passing an exam.
- Benefits of the CBAP include demonstrated competence, professional recognition, and career advancement for individuals and organizations.
ATP is a substance that cells use as an energy source for many processes. It is produced through aerobic respiration, which uses oxygen to break down glucose or glycogen and produces much more energy than anaerobic respiration. Anaerobic respiration occurs without oxygen and produces lactic acid as a waste product. Lactic acid builds up in muscles during high intensity exercise but does not directly cause fatigue. Energy is a property of objects that allows them to do work or cause change and is required for nearly all daily activities besides eating and sleeping.
Writing Assignments in Large Lecture ClassesOscarfuzz
The document provides guidance on creating effective writing assignments for large enrollment classes. It discusses strategies for developing low, middle, and high stakes assignments aligned with specific learning goals. Low stakes assignments include brief, ungraded writing to assess comprehension, while high stakes assignments are formal graded papers. The document offers examples of different assignment types and considerations for constructing clear prompts, assessing student writing, and providing feedback. Overall, the document aims to help instructors design writing assignments that effectively engage students and further learning objectives for large courses.
The document provides an outline for a manual on writing a Ph.D. dissertation. It discusses introducing the dissertation, how to write and organize it, dissertation style, and good habits for writing a dissertation. Key sections include outlining the dissertation process and milestones, differences between papers/theses, common dissertation skeleton structures, principles for organizing sections, and tips for writing early and getting feedback.
The document provides guidelines for effectively evaluating writing assignments, including clearly outlining the purpose and requirements of assignments, providing models and grading rubrics, and focusing feedback on key areas for improvement. Teachers should explain assignment goals, give detailed instructions and grading criteria, discuss sample papers, and limit comments to one or two most important issues to address per paper. Grading should balance evaluation of content and writing mechanics.
Lecture 2: Introduction to the Essay AssignmentMarina Santini
This document provides an introduction and guidelines for an essay assignment in a course on Semantic Analysis in Language Technology. It outlines the requirements, including length, deadlines for submissions and presentations, peer review process, and topics. Acceptable topics include testing and describing a system, proposing a future application, or literature review. The document emphasizes writing a critical evaluation, using topic sentences and coherent paragraphs, considering the audience, and properly citing references. It also recommends reading materials on academic writing, writing essays, and peer review.
http://finishedexams.com/homework_text.php?cat=4554
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
UNSW Masters of Business and Technology Study Skills presentation given as a webinar. NOTE: An earlier version is also available as an open course on Blackboard CourseSites. Please note this PowerPoint version is not CCSA licensed. ZTo ask for permission to use or to issue a takedown notice please contact a.chambers@unsw.edu.au
Writing conclusion chapter and language of a researchIrshad Husein
This document discusses the language of research reports and how to write an effective conclusion chapter. It notes that reports are generally written in a formal style using neutral verbs, few personal pronouns, and passive voice. The conclusion is important as it is often the last part read, and should summarize the study, discuss significance, and recommend further research. When writing the conclusion, one should avoid claims not proven, further discussion, and hiding limitations. The conclusion chapter generally restates aims and questions, consolidates research findings and limitations, discusses practical implications, and recommends future work.
This document contains information about an introductory writing course taught by Michelle Barry at Clark State College in Fall 2014. The course will focus on developing students' sentence, paragraph, and essay writing skills through assignments including a introductory essay, peer reviews, paragraphs using different formats, a 5-paragraph essay, and a group project. Students will learn revision skills and work on grammar, research, and critical reading. The course meets twice a week for 1.5 hours and uses the textbook Write Time, Write Place.
This document is the syllabus for an English 102 college writing course taught in the spring of 2017. The instructor is Jacob D. Wilson and the course will meet on Tuesdays and Thursdays at two different times. The goals of the course are to improve students' skills in persuasive and expository writing. By the end of the course, students should be able to analyze texts, present and support their own ideas, conduct research, give and receive feedback, and use proper formatting and citation. There are four major writing assignments, reflective journal entries, and requirements to pass including regular attendance, participation, submitting drafts on time, revising work based on feedback, and avoiding plagiarism. Meeting all the requirements listed in
The document provides guidance on how to take effective Cornell notes, including pre-reading to understand the structure and key points, taking notes in the structured Cornell format with questions on the left and notes on the right, and finishing each set of notes with a 3-4 sentence summary. Following these Cornell note taking steps can help students organize lecture information, review and study materials effectively, and improve retention of the content.
A fim de ajudar as pessoas a não perder tempo lendo manuscritos - algo inevitável para todos que fazem pesquisas[acadêmicas ou não] -, o professor S. Keshav da Universidade de Waterloo, Canadá, publicou este manuscrito/paper. Seguindo o método proposto que engloba três passos, o leitor poderá identificar se o manuscrito que está lendo agregará valor ao seu trabalho ou não. Cada passo aborda metas específicas até que se chegue a esta conclusão.
This document provides guidance on teaching the Cambridge IGCSE Literature (English) Unseen paper. It recommends that students have experience reading poems and prose prior to studying for the exam. The Unseen paper tests skills developed throughout the course by requiring analysis of previously unseen extracts. Teachers should integrate work on set texts with unseen exercises to prepare students. Specific learning objectives for the Unseen include developing informed personal responses to different genres of poems and prose extracts. Suggested activities include using past papers and examples to familiarize students with the format, and providing opportunities to practice planning, annotating, and writing responses to unseen questions.
ENG2150 - Assignment 2 1
Assignment 2: Research-Based Argument Essay (Part 2)
• Word count: 2,800-3,100 words / ~ 8-9 double-spaced pages
• Font 11-12, Arial, Times New Roman, Calibri, or similar
• At least one primary source and four secondary sources
• Contains formal references, a bibliography and your Writer’s Letter
• Submitted by direct message to me on Slack, by Word Document
• Time needed to complete: about 5-6 hours, highly recommended to spread
over a few days
• Peer-review of first drafts in pairs occurs in Week 13 (May 3rd to 10th)
• Due in Week 15, by May 20th at the latest
(this is a strict deadline, due to the deadline I’m given for submitting final
course grades)
Description
So, here we are: your final project! This is the completed research-based argument
essay that you have already worked on substantially by completing Assignment 1, your
rhetorical analysis. This exercise is fundamental: you’ll be asked to write argumentative essays
very frequently in college. It’s also an amazing skill to have for your future life: you’ll know
how to efficiently analyze any material, critically question things that are presented as truths to
you, and you’ll know how to make a powerful, professionally back-up argument. It doesn’t have
to be tedious: by following the step-by-step method you started for Assignment 1, you have
already spread out the work.
Hopefully you’ve chosen a topic and a medium that you’re deeply interested in, so that
you find enjoyment in your project. Topping up the research you’ve done for Assignment 1 with
the two additional Reflective Annotated Bibliography sheets from Week 12, you may note
that your thesis changes slightly, or your topic framing or approach shifts. That’s complete fine
and normal: it shows you’ve deepened your reflection since first working on your topic,
receiving feedback from me and your peers, and it also allows you to update the research angle
you’re interested in exploring with this final project. An academic will frequently take weeks or
even months to complete a peer-reviewed article like the ones you used for your RefAnnBibs,
adding ideas, rearranging the structure of their argument, and refining their thesis as they go.
Directions
As a reminder, to write a complete, well-presented essay, you need four things: a specific
topic, selected sources, selected evidence from your sources, and most of all, your own ideas
(and a willingness to proofread!). Following is the detailed step-by-step method you’ve already
ENG2150 - Assignment 2 2
used for assignment 1. Now, you’re stepping back briefly into step 2 to add your two new
RefAnnBibs, a ...
Academic Essay Writing For Postgraduates Academic Essay Writing For Postgradu...Sabrina Baloi
The document provides an introduction to a 7-unit course on academic essay writing for postgraduate students. It outlines the contents of each unit, which cover important elements of postgraduate academic assignments such as writing introductions, using sources, critical analysis, expressing caution, and conclusions. It emphasizes that good academic writing meets the expectations of the intended audience and discusses the typical criteria used to evaluate postgraduate written work, including evidence of research, organization, argumentation, expression, presentation, and following academic conventions.
Academic Essay Writing For PostgraduatesAllison Koehn
This document provides an overview and contents for a guide on academic essay writing for postgraduates. It covers 7 units on important elements of academic writing at the postgraduate level, including writing the introduction, acknowledging sources, critical use of sources, expressing caution, and writing the conclusion. The introduction defines what constitutes "good" academic writing and outlines the typical components and organization of academic texts. It emphasizes that language proficiency is only one factor in evaluation and that content, presentation, and following academic conventions are also important.
Personal Essay RevisionDue Week 5 and worth 150 pointsIt tak.docxkarlhennesey
Personal Essay Revision
Due Week 5 and worth 150 points
It takes practice to become an effective written communicator. In this course, you will practice writing effectively for different purposes.
Identify a topic from the list below. Each topic identifies an issue that you will investigate over the 11-week term. Throughout this course, you will discuss why you chose the topic research and then propose a way to address the issue. You will write a draft and revision for two types of essays.
Point of View: Use First Person POV, i.e. “I,” for the personal essay. Use Third Person POV, i.e. “he/she/they,” for the stance essay. Do not use the Second Person POV, “you.”
Topic list: Choose ONE topic to write about throughout the course.
1. Treating Animals Humanely
2. Finding Child Care
3. Working Remotely
4. Monitoring Toddlers and Technology
5. Examining Reality TV
ENG 115
ASSIGNMENT 1: PERSONAL ESSAY REVISION
Due Week 5 and worth 150 points
Now that you have completed a first draft of this essay, it is time to carefully review the feedback your instructor has provided.
Then, make revisions and submit a final draft of your 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 incl ...
This document provides guidance on writing the conclusions section of a dissertation. It discusses the importance of conclusions, characteristics of strong conclusions, and common problems to avoid. The conclusion should summarize key findings, demonstrate their significance, and suggest opportunities for further research. Recommendations and suggestions are optional sections that may follow the conclusion.
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New skills should be introduced gradually to ensure mastery of each skill before introducing new ones. Study guides emphasize important information from texts by providing outlines or questions. Effective study guides leave some words missing for advanced students, provide page numbers to find missing words, and include only key information.
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
1. Course Syllabus p. 1
Basic Writing 092- Spring ‘11
Science Building- Room 1225
Instructor: Jamie Hemken Office: Student Success Center
Email: jhemken@siue.edu Hours: Monday/ Wednesday 9-10am
Course Description
This course is designed to help you read, think, and write critically and effectively. Along
the way we will expose the invalidity of some writing myths: the myth that some are
simply born writers and others aren’t; the myth that you will receive eleventh-hour
inspiration the night before an essay is due; and the myth that criteria for good writing are
“all subjective anyway.” While composition instructors differ on a few relatively minor
concerns, the essentials for good writing are nearly universally agreed upon, such as an
engaging thesis, well-developed paragraphs, and sophisticated prose. We will work
towards developing these essentials through textbook and out-of-class exercises, writing
assignments, lectures, discussion, and peer critiques.
Course Objectives
By the end of this course, you should be able to:
1. Write multiple drafts
2. Read and write critically
3. Research and gather information on topics to use in a paper
4. Develop persuasive and argumentative essays
5. Elimination structural and grammatical errors
Grades
• Journal Notebook – 10 points (5 pt. per assignment check)
• Assignments Notebook – 20 points (10 pt. per assignment check)
• Essays – 80 points (20 pts. per essay)
• Midterm – 10 points
• Final – 10 points
Grading Scale:A = 108 – 120 points
B = 107 – 96 points
C = 95 – 84 points
D = 83 – 72 points
F = 71 – 0 points
Students will receive a grade and a recommendation for course placement (Eng. 101 or
AD 092). Students who show satisfactory writing progress and evidence an ability to
write consistently a clearly developed, multi-paragraph essay that meets the course’s
goals and objectives will receive a grade of A,B, or C and a recommendation for ENG
2. Course Syllabus p. 2
101. Students who have not made satisfactory writing progress and/or met course goals
and objectives will be advised to retake 092.
Student writing is evaluated according to the following four categories:
• Purpose—topic, focus or thesis, audience
• Development--support of purpose/thesis
• Order--essay, paragraph, and sentence organization; logic and clarity
• Language—conciseness, usage, sentence construction
Class Material
Required Texts:
Steps to Writing Well, Thomson & Wadsworth 2008
Readings for Writers, Metherall & Winkler, Wadsworth 2010
The DK Handbook, Wysocki & Lynch, Pearson/Longman 2009
Additional required materials:
1. 2 One-Subject Notebooks; 1 for Journals and 1 for assignments. Each student
MUST HAVE these two notebooks, no exceptions! No multi-subject
notebooks and no large binders. Failure to submit work in the proper notebook
will result in a zero.
2. A folder or binder for handouts
3. College Dictionary and Thesaurus
4. A flash drive or storage device
5. An active email and e-id login
6. Small stapler for submitting work
Course Outline
Date Class-Time Assignment Notebook Work Journal Work Formal Written work
Week 1 Intro to course; Read chapter 1 (3-29) on prewriting No Journal Diagnostic Paragraph #1
1/10 – Diagnostic in SWW and do any 2 of the 10 Work (Choose from the list of paragraph
1/13 Testing; questions in both Practice A and B topics listed at the end of the
The Thesis on page 18. syllabus)
Read chap.2 in SWW; “Practicing Due on Thursday
What You’ve Learned,” p.39; part A
only. “Assignment,” p. 40.
On pages 42-43 of SWW, do any 2
of the 10 items on mapping a thesis
statement.
Week 2 No class Read chapter 3 in SWW; “Practice” #1: record a Paragraph #2: Using what you
1/17- 1/20 Monday p. 55, 62, 66, and 74, do any 2 of journal entry have learned thus far about
Paragraph peer the items in each lettered section. about your prewriting, topic sentences/thesis
Friday evaluation; perceived statements, and paragraph
1/21 – Paragraph lecture SWW read pp. 521-27,“ Practicing “starting point” development, write 3 (three) well-
Last day to and outline What You’ve Learned,” p. 523. as a writer. developed paragraphs, choosing
drop or development; Rewrite complete sentences What attributes your topics from those paragraph
withdraw Sample Essay do you bring to topics listed at the end of the
without “Diet” and the table as a syllabus. Due online Monday
3. Course Syllabus p. 3
receiving a summary practice writer? What
grade might be a
barrier to your
writing?
Week 3 No class on Read Chapter 9: Exposition & Explain why you Essay #1: Choose a topic to write
1/24 -1/27 Monday Examples, pp. 183-93. chose your a process essay from one of the
In class essay For Thursday: Chapter 9: Exposition topic for the topics listed for process found in
analysis; Lecture & Process Analysis, pp. process essay. SWW on pages 196-197.
on the Example 197-206. While the essay Write a sentence outline for your
Essay and itself focuses essay
process analysis; mostly on
Sample essay explaining what
workshops must be done
to complete the
process, give
more details in
your journal
about why your
process topic
has
significance.
Week 4 Outlines; Chapter 4: Beginnings and Endings, Continue working on essays in
1/31- 2/3 Introductions and pp. 79-90. class. Polished Drafts are due on
conclusions; Monday
transitions; Transitions, pp. 70-78.
revisions
Week 5 Monday and Chapter 10: Argumentation, pp. Consult the essay topics on pp.
2/7- 2/10 Tuesday: 277-86. 291-92. Using either Pattern A, B,
Individual Professional Essays: Ron Kline, “A or C on p. 281, or the Rogerian
conferences in Scientist: I Am the Enemy,” pp. method on p. 285, write a
my office; 627-29. sentence outline for an
regular class argumentative paper on one of the
meeting is topics. (If you do not know
cancelled in what a sentence outline is, consult
lieu of DK Handbook) Be prepared to
conferences explain/defend your choice of
organization. Note: Your real
Wed. and Thurs: essay does not have to be on this
Writing Argument topic, though it can be with my
approval.
Week 6 Logical Fallacies Grammar review: Errors with nouns Essay # 2, Argument Essay:
2/14- 2/17 and emotional and pronouns, pp. 527-32. How well do you think your high
appeals “Practicing What You’ve Learned,” p. school or home school experience
531-2, part A only. No need to prepared you for college?
rewrite complete sentences.
Write a Sentence outline for your
Logical Fallacies, pp. 286-89; topic.
Practice B p.290
Sample Student Essay: “Students,
Take Note!”pp. 293-95.
Week 7 In-Class Drafting/ In-Text Citations; Works Cited Final Draft of Argument Essay Due
2/21- 2/24 Individual (SWW p. 386- 403; Practice p.391 Monday 2/28
Conferences in #2,3,4,5)
the classroom Grammar Review: Errors with
Pronouns; Practice p 531- Do all A
and B exercises
4. Course Syllabus p. 4
Week 8 Compare and Chapter 9: Exposition; “Comparison Essay #3: Review the following
2/28- 3/3 Contrast and Contrast,” pp. 215-30, including essay topics on pp. 219-20: 3, 4,
Catton essay. 6, 7, 9, 10, 11, 13, 14, 15, 18, 19,
20. Choose one of these topics,
Thursday: narrow the subject matter,
In-Class Timed Essay using your compose a thesis, and write a
outline sentence outline for a
comparison/contrast paper
according to one of the two
methods of organization discussed
on p. 216. Be prepared to
explain/defend your choice of
organization. Complete by
Thursday of this week
Week 9 Spring Break
3/7- 3/10
Week 10 Midterm Grammar Diagnostic Midterm
3/14- 3/17 Journal and
Assignment
Notebook Check
Week 11 The Definition Grammar review, Errors with What are your Essay #4: Review the essay
3/21- 3/24 Essay adverbs and adjectives; thoughts on topics listed on page 236-237.
Friday 3/25 punctuation: pp. 533-40. Grammar your progress Choose one of these topics, narrow
Last day to
withdraw from glossary.“Practicing What You’ve thus far. What the subject matter, compose a
a class without Learned,” p. 534; p.536, Rewrite have you thesis, and write a sentence
permission of complete sentences; p.537; p.539 learned about outline for a definition paper using
adviser and
instructor. and 540. yourself as a the strategies listed on page
writer? 238-39.
Read SWW p 236-247 on the
definition essay
Week 12 In-class writing Continue working on grammar Definition Essay Due Monday 2/28
3/28 – time/ individual activities
3/31 conferences.
Week 13 Writing about film Read Chap 18 SWW, p 487-499
4/4 – 4/7
Archetypes in Film- Lecture
Symbolism Research and cited note-
taking
Week 14 The Truman Symbolism Quiz Use your
4/11- 4/14 Show film viewing Film Viewing and discussion journal to
answer the film
viewing
questions
Week 15 Truman Show Essay #5: In class essay on The
4/18 -4/21 Timed Writing Truman Show
Easter
Weekend Journal and
assignment
notebook check
Week 16 Final Exam Work on Writing Lab Modules for Record a final,
4/25- 4/28 Review problem areas reflective
Finals journal entry on
your efforts and
achievements in
the class. What
have you
learned about
5. Course Syllabus p. 5
yourself as a
writer? What
changes do you
see in your
writing since
back when you
started
Week 17 Final Exam Final Individual Conference
5/2 – 5/5
Conference
PARAGRAPH ASSIGNMENT TOPICS
1. Which best describes you in your thinking or your approach to life: Country mouse or City
mouse? Why? In which ways?
2. What are some simple things people can do right now to make this world (or their city,
neighborhood, home) a better place? Why? What will or does each thing accomplish or
solve?
3. What are the major problems of going to school and working simultaneously? In a
paragraph, discuss two or three of the problems you have found in trying to do both.
4. More and more people are shopping by mail order catalogue, whether it is for clothes,
jewelry, household items, or electronics. In a paragraph, tell what the advantages or
disadvantages are of shopping by mail order.
5. Describe a special place that you go when you are seeking inner peace.
6. Everyone is on a health kick these days. Go against the norm, and write a paragraph
promoting your favorite junk food.
7. Describe a family member or relative you deeply admire or dislike.
8. Discuss why one actress's or actor's performance is impressive in one specific movie.
9. Explain in detail your pet peeve.
10. Describe yourself as a writer.
Attendance Policies
Attending class is essential in a writing course because the classroom experience provides
information and instruction that cannot be made up. The semester’s assignments are
given well in advance, therefore, if an absence occurs, the student is responsible for
emailing the assignment to me on that day. Failure to contact me prior to an absence will
result in a zero for any work missed on that particular day.
It is important to understand that at the university level, there is no distinction between an
excused or unexcused absence. You are allowed four absences each semester in order to
6. Course Syllabus p. 6
accommodate any emergency, personal, or medical issue. All absences, either because of
a funeral or because you overslept, will be treated the same.
Tardy Policy
Any student who is late by five or more minutes will be counted absent for the day. We
only have fifty minutes of class time; any time missed is valuable and late entry can and
usually does cause a disruption to the class.
Late Work Policy
I do not accept late work. Failure to submit an essay or a notebook on the assigned day
will result in a zero.
Plagiarism Policy
SIUE will not tolerate inappropriate behavior, cheating, or plagiarism. Failure to follow
these rules may result in a zero on a paper or test, a failing grade for a course, or even
expulsion from the university. Students may refer to the SIUE handbook, "Student
Conduct and Student Grievances: Rights and Responsibilities" if they have questions
about the policy.
Academic Support
Part of Instructional Services' mission is providing student support; AD 092 provides
students with additional help outside of class:
• Instructors provide scheduled and walk-in office hours and include individual
conferences with students as part of the course curriculum
• Tutors are available by appointment in the Writing Center (Student Success
Center)
• The Writing Center provides self-tutorial computer modules on grammar and
rhetoric
Students needing special academic accommodations must have a documented disability
and an ID CARD from Disability Support Services and must discuss with the instructors
those accommodations that are needed by the end of the first week.
Cell Phone Etiquette:
This class is a “No Cell Phone Zone.” Please turn off all cell phones. If you must have
your phone on, please set it to buzz/vibrate. Neither cell phones nor digital media players
should be used in any way during class. See me about the use of laptops.