This document provides instructions and observations for proposals and research papers. It outlines several key points:
1) Students should already be researching their topic and using credible sources, not putting it off until the last minute.
2) Students must carefully follow all directions for assignments, such as formatting and content requirements.
3) Work must be thoroughly proofread to avoid errors.
4) Arguments should be based on evidence, not opinions, and avoid uncritical language.
5) Plagiarism will not be tolerated and comes with severe penalties like failing the course.
6) Students are encouraged to get help from resources like the writing center and consult materials on writing and plagiarism.
Types of Questions asked in Reading Comprehension- With Sample Questions | MBAPMBAP Education
Good reading skills require much more than just basic comprehension. Analytical reading is an approach that
probes more deeply to understand the message and goal of the piece you read. CET verbal section contains 3-4
passage and to understand the core one needs to know what are the main types of questions in it?
MBAP analyzed past years CET papers and found out these main types
Plagiarism is not always a matter of deliberate theft; it can happen inadvertently through misunderstanding academic conventions of referencing and attribution, or through inappropriate collaboration with other students on your course. This session is designed to explain guidelines on plagiarism, to look at some real-life case studies, and to give you information and strategies to help you avoid it.
This workshop explored how students currently store, share and use information that they find for their studies. We'll discuss ideas our 'information behaviour' and look at some tools that can help, depending on our ways of working. The team will share their favourite tools and there will be a chance for the ambassadors to share ideas with each other using an online wall. We'll finally think about academic integrity - sharing is important but students must be mindful of plagiarism.
Activities:
- Review of the student ambassadors role and sharing activities
- Information behaviour activity and current techniques for managing, storing, citing information
- Review of tools that can help
- What is plagiarism - a quiz!
Types of Questions asked in Reading Comprehension- With Sample Questions | MBAPMBAP Education
Good reading skills require much more than just basic comprehension. Analytical reading is an approach that
probes more deeply to understand the message and goal of the piece you read. CET verbal section contains 3-4
passage and to understand the core one needs to know what are the main types of questions in it?
MBAP analyzed past years CET papers and found out these main types
Plagiarism is not always a matter of deliberate theft; it can happen inadvertently through misunderstanding academic conventions of referencing and attribution, or through inappropriate collaboration with other students on your course. This session is designed to explain guidelines on plagiarism, to look at some real-life case studies, and to give you information and strategies to help you avoid it.
This workshop explored how students currently store, share and use information that they find for their studies. We'll discuss ideas our 'information behaviour' and look at some tools that can help, depending on our ways of working. The team will share their favourite tools and there will be a chance for the ambassadors to share ideas with each other using an online wall. We'll finally think about academic integrity - sharing is important but students must be mindful of plagiarism.
Activities:
- Review of the student ambassadors role and sharing activities
- Information behaviour activity and current techniques for managing, storing, citing information
- Review of tools that can help
- What is plagiarism - a quiz!
Page 1 of 4 General (Turnitin) Written Assignment Instr.docxbunyansaturnina
Page 1 of 4
General (Turnitin) Written Assignment Instructions
Revised Summer 2016
1. Format
a. Use Microsoft Word, 12 point font, single spacing.
b. Use the format demonstrated in the sample paper called “Excerpts from A papers ..”
provided under Writing Resources in Blackboard for Assignments 2 through 4. This
format incorporates the use of headers that distinguish the different areas of thought
within the memo. Additionally, for Assignments 1 you may incorporate headers if
necessary to more effectively convey your ideas.
c. Where using headers in Assignments 2 through 4, you must include these:
1. Facts
2. Issue
3. Analysis (note- this is where you may want to use additional headers to further
organize your thoughts)
4. Recommendation
d. Suggested Paper Length – these are ranges, not absolutes
1. Assignment 1 should be between 500 and 600 words;
2. Assignments 2 and 3 should be between 750 and 1000 words;
3. Assignment 4 should be between 1400 and 2000 words.
e. The purpose of the guide is to help you understand whether you have thought deeply
enough about the topic. Your grade does not depend on the number of words written.
However, your grade will be affected by whether or not you have fully analyzed the
issue and fully supported your conclusion/decision. If you find that you are
significantly over this range of words, you should edit your paper so that your ideas and
words are conveyed in the most concise manner. This does not mean eliminating key
arguments. It just means editing your wording so that it is more concisely written.
f. Inside your document – DO NOT include any personal information inside your
document (such as name, CougarNet ID, etc). We will not remove this information
before submitting it for assessment.
2. Submitting your assignment into the link in BB
a. Upload your Word document into the Turnitin link provided in Blackboard.
b. You will be asked to provide a name for your document. You can use any name, but it
may be a good idea to use the same assignment title as your Word file name so you
don’t get confused. This is not critical and no points will be deducted for using some
other name here.
Page 2 of 4
All assignments must be submitted using the assigned link in Blackboard. We will not accept papers
sent via email or delivered by hand.
It is your responsibility to ensure that your paper has been submitted properly AND on time. When
you properly submit your paper, you will receive an email confirmation from Turnitin confirming your
submission. If you don’t get this you haven’t completed the submission process and you will not
receive credit for your work.
3. Feedback and grades
All grades are issued by Daniel Currie, your professor though the papers are graded with the help of
TA’s. You may access your feedback via Blackboard 10-12 days after the due date. Your grade will be
posted into the grade bo.
Page 1 of 4 Controversial Issues in American Culture Rese.docxaryan532920
Page 1 of 4
Controversial Issues in American Culture Research Paper
Assignment:
Living in a diverse society, we are often trying to balance our personal experience and opinions agai nst a
backdrop of the large communal experience. What we think, feel, and believe can be in sharp contrast
with the people and the society around us. Thus, students need to learn how to research, structure, and
advance their opinions by providing evidence to support them. This assignment will help students
formulate their opinions on a controversial topic in an argumentative essay using evidence from primary
and secondary sources. Though nearly any topic will suffice for the purpose of this paper, all topics must
be open to dispute. Students will need to formulate their opinions on the topic but also concede and
refute the oppositional opinions through counte rarguments. We will use class time to discuss research
methods but the rest of your research will be your responsibility.
Decide On a Topic:
Deciding on a topic that is not too broad, nor too narrow will take some effort . In order to present a
convincing argument, consider the following:
1. Draw on the student’s personal experience. It is important to spend time and energy on a topic
that means something to you. Think about topics they may come up in your chosen career field,
in everyday life, or things that you think should be changed in society , but that there is no easy
answer or resolution.
2. Be sure to “resist binary thinking” (Greene and Lidinsky 88). Make sure that the topic chosen can
support several, if not many, different viewpoints.
3. Synthesize others’ views and find new ways to look at the issues.
4. When researching, read to “discover a writer’s frame” to see how his/her ideas and theories can
benefit your own, or if they can be used in counterarguments.
5. Decide whether the issue an issue of fact, value, or policy? Is it a combination of two or more?
Topics should present a position that has varying perspectives.
General Topics include:
Addiction/Alcohol/ Drugs
Bilingual Education
Birth Control
Body Image
Censorship
Eating Disorders
Ethnic Stereotypes
Family Values
Gay Rights
Gender Discrimination
Gun Control
Health
Homosexuality/
Sexual Orientation
Immigration
Interracial
Relationships
Legalized Gambling
Politics
Music/Art
Education
Religion
Role Models
Sexual Assaults
Sexual Relationships
Single Parents
Sports Industry
Stereotypes
Terrorism
Tobacco
Video Games
Violence
War
**For more topics, check out the folder in the Research Project folder
Students should come up with an issue-based question about their topic:
Think and try on different perspectives about the issue
Page 2 of 4
Discuss why the issue is important to the student, and then why this issue may be important to
other people.
Determine what is up for ...
Final Exam Evaluation Rubric
0 1 2 3 4
Score
0-4
The Final Exam is evaluated on a 4-point scale where 1 = D and 4 = A.
An exam that does not achieve the benchmarks in Level 1 or is plagiarized will earn 0 points or an F.
Purpose and
Requirements
Demonstrates no
attention to the purpose
and requirements of
assignment.
Demonstrates minimal
attention to the purpose
and requirements of
assignment.
Demonstrates awareness
of purpose and
requirements of
assignment.
Demonstrates solid
understanding of the
purpose of the assignment
and a clear focus on the
assignment’s task(s).
Demonstrates a thorough
understanding of purpose of the
assignment that is responsive to
the assigned task(s) and focuses
all elements of the exam.
Content
Development
Does not use concepts
learned in course to
answer exam questions.
Employs information and
concepts from the course
but few are appropriate
and relevant and their
development or
application is limited.
Employs appropriate and
relevant information and
concepts from the course
but their development or
application is limited.
Employs appropriate and
relevant information and
concepts from the course
and their development or
application is consistent
throughout the exam.
Employs appropriate and
relevant information and
concepts from the course and
their development or
application is exemplary
throughout the exam and
indicates mastery of course
content.
College-Level
Writing
Conventions
Demonstrates no
attempt to use a
consistent system for
basic organization,
presentation, and
documentation.
Attempts to use a
consistent system for basic
organization, presentation,
and documentation.
Follows conventions
appropriate to college-
level writing for basic
organization,
presentation, and
documentation.
Demonstrates consistent
use of important
conventions of college-level
writing regarding
organization, presentation,
style, and documentation.
Demonstrates detailed attention
to and successful execution of
conventions of college-level
writing including organization,
presentation, formatting, style,
and documentation.
Control of
Syntax and
Mechanics
Uses language that
obstructs meaning
because of errors in
usage or imprecision.
Uses language that
sometimes impedes
meaning because of errors
in usage or imprecision.
Uses language that often
conveys meaning to
readers, although writing
may include some
grammatical or
mechanical errors.
Uses straightforward
language that conveys
meaning to readers clearly.
The writing has few
grammatical or mechanical
errors.
Uses graceful language that
skillfully communicates meaning
to readers with clarity and
fluency and is virtually error-
free.
Sources and
Evidence
Demonstrates no
attempt to use sources
to support ideas.
Demonstrates an attempt
to use sources in support
of some ideas.
Demonstrates
inconsistent use of
relevant sour ...
13
Research and Persuasive Essay
Unit Three
Front Range Community College
ENG 122 Spring 2014
Caroline Daniel, Instructor
Table of Contents
Essay assignment ………………………………………………………………………………. 3
Tips for The Beast ………………………………………………………………………………. 6
Topics ………………………………………………………………………………………………… 8
Calendars ……………………………………………………………………………………………. 11
Essay Assignment - Research and Persuasive Essay Paper “The Beast”
This assignment will consist of each step in the writing process.
Brainstorming Due: ________________________________________________________
Outlining Due: ______________________________________________________________
Working Thesis Statement Due: __________________________________________
Argument Proposal Due: __________________________________________________
Portfolio/Annotated Bibliography Due: _________________________________
Rough Draft #1 Due: _______________________________________________________
Rough Draft #2 Due: _______________________________________________________
Conference Date and Time: _______________________________________________
Final Draft Due: December 8, 2014
Assignment: write a 10-page persuasive research paper on the topic of your choice. Your task is to present your opinion on an issue or problem in such a way that your presentation reveals your understanding and attempt to convince others of its efficacy. Unlike argument, the persuasive essay requires an audience, which will consist of your classmates and instructor. The Research and Persuasive Essay (RPE) calls upon the skills of analysis and synthesis, i.e. “breaking” the larger issue into smaller components and incorporating opinions and evidence from sources into your own argument. You will also be using the skills of paraphrasing, summarizing and quoting sources to substantiate and support your position. The subject must be controversial: this assignment requires you to take a position and defend it, and you must be able to address the opposition, i.e., the refutation.
Organization: The essay must follow the classical arrangement of persuasive discourse. Use this guideline while preparing your outline:
1. Introduction
Remain neutral
Remain general, no specific points
Generate reader interest
Avoid overuse of sources in the introduction
2. Background
Give overview of differing opinions
Define terms (if relevant)
Provide history (if relevant)
Provide overview of interest groups
Establish credibility or authority
Introduce thesis
3. Confirmation
Your points (1 idea or point per paragraph)
Support opinion with evidence and facts from sources
Comment on how sources prove or illustrate your position
Avoid using source material, especially quotations, as topic or transitional sentences
Think about transitional words and devices that will move the argument forward seamlessly and fluidly
3. Refutation
Identify opposition by name or title (A.C.L.U., the Catholic Church)
Fairly and acc.
ENGL 102 Netiquette Statement In order to maintain a pTanaMaeskm
ENGL 102
Netiquette Statement
In order to maintain a positive online environment for our class, we all need to follow the
netiquette guidelines summarized below.
All students are expected to:
1. show respect for the instructor and for other students in the class
2. respect the privacy of other students
3. express differences of opinion in a polite and rational way
4. maintain an environment of constructive criticism when commenting on the work of other
students
5. complete all assignments on time
6. avoid bringing up irrelevant topics when involved in group discussions or other collaborative
activities
The following list summarizes the kind of behavior that will not be tolerated. Each item listed
below is grounds for removal from the class.
Students should not:
1. Show disrespect for the instructor or for other students in the class
2. Send messages or comments that are threatening, harassing, or offensive
3. Use inappropriate or offensive language
4. Convey a hostile or confrontational tone when communicating or working collaboratively with
other students
5.USE ALL UPPERCASE IN THEIR MESSAGES -- THIS IS THE EQUIVALENT OF
SHOUTING!!!
6. Place images in the body of their discussion questions messages. Other students and the
instructor may be using a dial-up connection. If you feel compelled to refer to an image please
either attach the image to the DQ message or upload the image to the Web and place a link to it
in your message.
If I feel that a student is violating any of the above guidelines, I will contact that student to
discuss the situation in person. If you feel that a student is behaving inappropriately, please
send me a private e-mail message explaining the situation as soon as possible.
Discussion Board Tips / Rubric
1. Contribute in a timely manner and frequently. Do not wait until the end of the discussion
window for each week. This will help you to stay on top of the discussion and to gain the
most from it. If you develop a habit of just jumping in at the beginning, in the middle or at
the end, you will not be able to read all the discussion comments, capture the key issues
discussed and to contribute in a meaningful manner.
2. Read posts from others thoroughly and reflect before responding.
3. Contribution to the discussion should not be based on cutting and pasting information
from different resources but rather on a summary of findings from key resources as they
pertain to the topic being discussed in your own words. Respond to others’ comments by
writing your comment first and then update your subject line.
4. Posts should be sound, with argument or analysis supported by research and literature,
with attention to grammar, typos, and punctuation
5. Be clear and concise. Short comments may be appropriate in some cases but effective
comments may need to be longer to be more comprehensive (Suggest 2 paragraphs
maximum).
6. But I don’t know what to say! ...
1. Proposals and Research Papers: Observations
1. You should already be researching your object.
A. Consult your notes from the librarian’s presentation.
B. Seek out help from the library if you are having trouble
finding information.
C. DO NOT put research off until the last minute. It will be
obvious if you do.
D. One of your guiding research questions should be:
“What do others say about my object?” You MUST work
with credible sources. NO WIKIPEDIA.
2. Proposals and Research Papers: Observations
2. Follow directions!
A. Read the directions carefully
B. Do as the directions say.
1. If the directions ask you to name your file a
specific way, name your file that way.
2. If the directions ask you to double space your
text, double space your text.
3. If the directions ask you to talk about formal
elements, talk about formal elements.
C. Ask questions if the directions are unclear to you.
D. Failure to follow directions will not be tolerated and
will be punished severely.
3. Proposals and Research Papers: Observations
3. Proofread your work very carefully
A. Spell check will not catch the misuse of actual
words (e.g. “premier”)
B. It is obvious when someone has not proofread
their work carefully; such work will see
significant point reductions.
4. Proposals and Research Papers: Observations
4. Avoid uncritical language
A. This is not a media appreciation class. I have
said this from day one. The assignment
directions are clear about this as well.
B. I am not interested in whether you think
something is “good” or “bad.”
C. Your job in the Research Paper is show your
grasp of critical concepts and your ability to
apply them to an object of your choosing.
5. Proposals and Research Papers: Observations
5. Make only those claims for which you have ample,
credible evidence.
A. When you characterize someone or
something, what evidence backs that up?
B. Is your claim too large for the scope of this
Paper?
C. Base your argument on credible evidence, not
guesses, feelings, or unsubstantiated ideas
6. Proposals and Research Papers: Observations
6. DO NOT PLAGIARIZE
A. Academic Dishonesty/Plagiarism includes:
1. Using someone else’s exact words
without citing them.
2. Paraphrasing someone else’s thoughts
without citing them.
3. Passing of someone else’s work
(including another student’s) as your own.
4. Using the same work for multiple
classes w/out instructor’s consent
7. Proposals and Research Papers: Observations
B. The penalties for plagiarism are severe:
1. An automatic zero on the assignment.
2. An “F” for the course.
3. Potential expulsion from IPFW.
4. Likely documentation of transgression
on your academic record/transcript.
8. Proposals and Research Papers:
7. Recommendations
A. Get started on research now.
B. Take notes.
C. Utilize IPFW’s resources!
D. Read the assignment directions multiple
times.
E. Be sure that you know what you need to do.
F. Consult with the IPFW Writing Center
(http://new.ipfw.edu/writing/), your notes, and
your assigned readings on how to write a paper
and how to avoid plagiarism.
G. Ask questions
9. Choose a partner.
Exchange one copy of your Proposal with each other.
Take 5-7 minutes to read through your colleague’s Proposal. Ask
yourself the following questions as you are reading:
1. What is your partner’s object of study (specifically)?
2. What specific scene within the film/tv show/online program is your
partner going to use for their formal analysis? Why?
3. Is your partner using course terms in their pitch? If so, which ones? If
not, ask them what course terms they are going to utilize. (Just saying
“formal analysis” is NOT enough. They must be specific).
4. What thoughts do they provide about the bigger picture, the
significance of the object within the broader world?
5. Where specifically is your partner making claims? What kind of
evidence are they using to back up their claims? Is it sufficient to
convince you?
6. What else could they consider as they start expanding this into a
Research Paper?
10. Now take 5-7 minutes to exchange responses to each other’s
Proposal.
1. Provide for them an oral synopsis of your written notes on their
Proposal.
2. Go through your individual responses to the questions posed
above.
3. Use the copy of your partner’s Proposal in front of you to take
notes. Mark the locations in the text where they are responding to
the above questions.
4. If they do not answer a question, make note of it on the
Proposal and bring it up with them. If they did not talk about a
specific scene, ask them to provide you with one.
5. You have the tools to do critical analysis, and so does your
partner. If they have not demonstrated so in their Proposal, you
need to ask them to be more specific, to demonstrate that
knowledge.
6. Be professional and collegial in your questions and your
discussion. You are asking questions because you want their
Proposal, and the work that grows out of the Proposal to be as
strong as it possibly can be.
11. The Peer Review assignment asks you to expand on the
workshop exercises you have been doing in class. Now, however,
you have to respond in writing, in full sentence paragraphs, to
your colleague’s work and think about their response to yours.
1. Exchange email addresses with your partner
2. Send your Proposal to your partner tonight (as
appropriately named email attachment)
3. Read through the questions before you read your
colleague’s Proposal.
4. Print your colleague’s Proposal and take notes
12. 5. In your meeting with your partner, follow up
with them regarding how their Proposal holds up
against the assignment questions.
6. Direct them to specific places in their Proposal
that you are referring to.
7. Write down their responses to your questions
and comments.
8. These notes are needed for your Peer Review!
9. Be sure to write down what your partner says
about your Proposal as well!
10. Bring a voice recorder to capture the
conversation if that is easier for you.
13. Upcoming schedule:
11/13: Exchange email addresses with Peer Review partner
11/13: Send your Proposal as email attachment to partner
11/13-11/20: Meet with Peer Review partner
11/20: Peer Review due via email attachment by 12PM
11/19-11/23: I will post readings for 11/27, 11/29
11/27: Class resumes. I will return exams, extra credit, appeals,
and Peer Reviews. We discuss Feminist Film Theory, Rear
Window, and begin our discussion of television.
Come to class ready to talk about Rear Window. Come ready to answer the
following questions:
1. In Feminist Film Theory, who looks and who is looked at?
2. Given that these “looking relations” (who looks and who is looked at) are
fundamental to Hollywood filmmaking, what conclusions can we reach about
Hollywood’s treatment of women and Hollywood’s gender politics?
I will send out additional reading prompts to accompany the television materials.