Definition Essay Checklist
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The document provides a checklist for writing a definition essay. It asks questions to ensure the essay properly introduces and defines the term, uses clear examples and supporting details, cites sources correctly, organizes paragraphs effectively, identifies strong parts of the essay as well as areas that could be improved, and follows the proper MLA format overall.
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This document discusses the three main parts of a paragraph: the topic sentence, supporting sentence, and concluding sentence. It provides details about each part:
- The topic sentence is the first sentence that states the main idea of the paragraph. It helps the writer and reader focus on the central idea.
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This document provides advice on various aspects of academic writing for college students. It discusses how to plan and organize an essay by formulating an argument, thesis, and topic. It also covers how to structure introductions, conclusions, and paragraphs. The document offers tips for reading critically and researching topics, as well as using and citing sources properly to avoid plagiarism. It provides guidance on writing different types of assignments such as book reviews, annotated bibliographies, literature reviews, abstracts, and comparative essays. Finally, it gives some specific advice for writing history and literature papers.
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This assignment requires students to:
1) Compare and contrast the philosophies presented in the books Deep & Wide and Prodigal Church.
2) Present a case arguing which approach is most biblical and preferred.
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The document provides guidance on academic writing at the university level. It discusses establishing clear topics and arguments for essays, as well as organizing essays in a logical manner through drafting and revision. University writing differs from high school writing in several ways, such as not having a predetermined number of paragraphs. Strong introductions present the topic clearly while conclusions should not simply summarize. Additional topics covered include selecting essay topics, using paragraphs and topic sentences, formulating thesis statements, conducting critical reading, and the role of summaries, quotations, abstracts, and bibliographies in academic writing.
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This document describes the differences between paraphrasing and summarizing and provides guidance on how to properly do each. Paraphrasing rewrites information in one's own words while maintaining the original meaning. Summarizing concisely outlines the key points and main idea, using far fewer words than the original. The document advises using synonyms and passive voice when paraphrasing, and focusing on clarity and capturing the author's certainty when summarizing. It warns against patchwriting, changing only a few words, or just rearranging sentences without truly putting the information in one's own words.
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This document provides advice on academic writing, including understanding essay topics, organizing essays, developing paragraphs, and revising writing. It recommends formulating a clear thesis statement, using an introduction to engage readers and provide context, and concluding by reinforcing the central argument. Well-organized paragraphs are key, with a topic sentence and logical progression of supporting ideas through techniques like definition, analysis, and illustration. Thorough revision is emphasized to transform a first draft into an excellent final paper.
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This document provides guidance on how to write a successful research paper. It outlines the key steps and components including choosing a topic, developing a thesis statement, conducting research, formatting citations, avoiding common mistakes, and ensuring proper organization, evidence, style, and grammar. The document emphasizes starting with an engaging introduction, supporting the thesis with evidence and sources, and following MLA formatting guidelines for citations and references.
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This document outlines the difference between paraphrasing and summarizing and provides guidance on how to do each effectively. Paraphrasing rewrites information in one's own words while maintaining the original meaning, often using synonyms and passive voice. Summarizing concisely captures the main idea and key points in fewer words than the original. Both require maintaining the original meaning and certainty while changing most of the words. Students should practice paraphrasing and rewriting summaries to avoid directly copying or "patchworking" from sources.
Academic Writing
This document provides guidance on dimensions of academic writing and revising papers. It discusses revision activities like writing an abstract without rereading the paper and having others critically review the work. The introduction, thesis, structure, arguments, and conclusion of papers are addressed. Questions are posed about properly setting up these elements and ensuring coherence, logic, and development. Publishing in journals is also briefly covered, with tips on finding relevant journals and understanding their requirements and review processes.
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This document provides advice on academic writing. It recommends that an essay should have an argument presented through a clear organization designed to present the argument persuasively. It suggests starting writing early and revising extensively, with attention to sentence structure, transitions, word choice, and proofreading. Planning helps produce a logical, thorough paper but overplanning risks not leaving enough time for writing and revising or covering too much without depth. Introductions should identify the topic and context while engaging readers, and conclusions should provide closure while placing concepts in a wider context through critical thinking rather than just summarizing.
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This document provides advice on academic writing. It recommends that an essay should have an argument presented through a clear organization designed to present the argument persuasively. It suggests starting writing early and revising extensively, with attention to sentence structure, transitions, word choice, and clarity. Planning helps produce a logical, thorough paper but overplanning risks not leaving enough time for writing and revising or trying to cover too much. The conclusion should provide closure while placing concepts in a wider context through critical thinking rather than merely summarizing points.
Definition
A definition essay aims to explain a term or concept in depth beyond a basic dictionary definition. It provides a personal, extended definition through comparison, examples, and explanation of distinguishing characteristics. When writing a definition essay, the author should carefully select a topic they understand well enough to illustrate their definition. The introduction states the thesis definition, while each body paragraph supports it with an argument or idea. The conclusion restates the definition and thesis. Sources may include a dictionary for general definitions but the essay relies on the author's own perspective and examples.
Definition
A definition essay aims to explain a term or concept in depth beyond a standard dictionary definition. It provides the writer's personal understanding and perspective on what a subject means and includes or excludes. A successful definition essay compares the topic to similar things, explains distinguishing features, and uses examples to illustrate the definition. When writing a definition essay, authors should carefully select a topic they understand well enough to define clearly, consider questions to guide their definition, and use techniques like description, comparison, and explaining causes and effects. The essay should introduce the definition in the thesis, support it with arguments in the body, and summarize the definition in the conclusion.
Advice on academic writing
This document provides advice on various aspects of academic writing such as planning and organizing an essay, conducting research and reading, writing paragraphs, and using topic sentences. Some key points include:
- When organizing an essay, consider the type and genre and structure the argument based on advancing your own thesis rather than reproducing source material.
- Index cards, computers, and mind maps are alternatives to linear notetaking that provide greater flexibility in organizing ideas.
- Topic sentences state the main point of each paragraph and help guide the reader through the argument.
- Critical reading involves analyzing how authors develop and support their arguments rather than just extracting facts.
- Taking clear and categorized notes aids writing by helping to efficiently process and review
Abstract writting
The document discusses the definition, types, and key components of an effective abstract. It notes that abstracts can be descriptive or informative, with descriptive abstracts written before a project and focusing on problems and methods, while informative abstracts are written after and focus on results and conclusions. An effective abstract is concise at 150-250 words, contains no vague statements, and can stand alone. It should include the paper's purpose and methodology, as well as its results and conclusions for informative abstracts. The abstract is written by the author and helps readers understand the full paper's relevance and content.
Writing skills precis writing, Report writing and _240124_111102.pdf
The document discusses writing skills and the writing process. It states that writing skills involve effectively communicating ideas to an audience without unnecessary information. The writing process includes steps like planning, researching, drafting, revising, editing, and proofreading. It also provides examples of workplace writing like documenting processes, summarizing meetings, and communicating with clients. Key aspects of writing like topic sentences, paragraph structure, and report writing are also overviewed.
Writing skills precis writing, Report writing and _240124_111102.pdf
The document discusses writing skills and the writing process. It provides examples of writing skills needed in the workplace and outlines the typical steps involved in writing, including prewriting, research, drafting, revising, editing, and proofreading. It also discusses key components of paragraphs such as topic sentences and paragraph structure with an introduction, body, and conclusion to ensure coherence. Rules for writing a precis are also provided along with important features of a good precis. Finally, the format and traits of a well-written report are outlined.
Descriptive rubric Exceeds StandardMeets Standa.docx
Descriptive rubric
Exceeds Standard
Meets Standard
Almost to Standard
Below
(A)
(B)
C
*
THESIS
Thesis/claim is precise, knowledgeable, significant; thesis has a topic, stand and why.
Thesis/Claim is complete with a topic, stand and why
Thesis/Claim may be unclear or incomplete
Thesis/Claim is missing or incomplete
PARAGRAPHS AND EVIDENCE WITH ACTION AND CONFLICT
DESCRIPTION AND DESCRIPTIVE WORDS ARE CHOSEN
Develops the topic thoroughly by selecting the most significant and relevant facts, details or other information and examples
Skillfully integrates information into the text selectively to maintain the flow of ideas and advance the thesis
Clearly includes action and conflict.
Essay is focused on thesis.
The essay includes at least three of the senses. All are incorporated and flow easily into the essay. Descriptive words are chosen over other, less descriptive choices.
Develops the topic by selecting significant and relevant facts, concrete details, or other information and examples
Integrates evidence into the text selectively to maintain the flow of ideas and advance the thesis.
Includes action and conflict.
Is mostly focused on thesis
The essay includes at least three of the senses. A clear attempt was made to incorporate these into the essay. Descriptive words are often chosen over other, less descriptive choices.
Attempts to develop the topic using evidence, but evidence is inaccurate, irrelevant, and/or insufficient
Attempts to integrate information into the text selectively to maintain the flow of ideas and advance the thesis, but information is insufficient or irrelevant
Action and/or conflict is weak or missing.
Essay may veer off of the thesis/topic at times.
Essay does not use three of the senses. An attempt was made to include senses, but the construction may be clumsy or obvious Descriptive words are rarely chosen over less descriptive choices.
Does not develop the topic by selecting evidence to support a thesis
Does not assess the strengths and limitations of evidence.
Action and/or conflict is missing.
Essay veers off of topic or topic is unclear throughout the essay
Essay does not use many if any of the senses. There are few, if any, descriptive passages.
.
CONCLUSION
Conclusion summarizes the main point and topics without repeating previous sentences; thesis is restated in a new way.
Conclusion summarizes main topics; thesis is restated.
Conclusion summarizes main points but is repetitive. Thesis is restated but not in a new way.
Conclusion does not adequately summarize the essay. Thesis is not restated.
Organization,
Writing Style and Conventions
Organization skillfully sequences the claim(s), reasons, and evidence
Provides a concluding statement or section that skillfully follows from or supports the argument presented
Skillfully produces clear, coherent, sophisticated writing in which the development, organization, and style are appropriate to task, purpose, ...
Collaborate Summary RubricCollaborate Summary RubricCriteria0 Poin.docx
Collaborate Summary RubricCollaborate Summary RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExemplaryContent of SummaryDid not provide summarySummary provided less than acceptable evidence that session recording was watched in its entirety. Summary provided satisfactory evidence that session recording was watched in its entirety. Summary proved the student watched and paid attention to the entire session recording. PresentationDid not provide summarySummary not presented in essay form (e.g. bullet lists)Summary provided in essay form, but did not meet 2 page, double spaced, in 11 or 12 point font requirement, or summary was not submitted through Blackboard or not composed in Microsoft Word.Summary met 2 page, double spaced, in 11 or 12 point font requirement. Submitted through the assignment link and composed in Microsoft Word.Clarity & MechanicsDid not provide summary
Summary presented in an unorganized or somewhat unorganized manner, with some clarity and/or grammatical or spelling errors.Summary presented in an organized manner with minor clarity and grammatical or spelling errors.Summary presented in a clear, concise manner and formatted in an easy to read style with no grammatical or spelling errors. Total # of Possible Points: 9
Discussion Board RubricDiscussion Board RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExcellentInitial Posting Timing & Relevance Zero posts or does not meet instructor timeline and requirements.Superficial thought. Adressed limited aspects relevant to the prompt and does not demonstrate understaning of key concepts.
Met partial elements of instructor timeline and requirementsThoughts were well developed and addressed basic aspects relevant to the prompt and demonstrated base knowledge of concepts.
Mostly met instructor timeline and requirements.Thoughts were well developed and fully addressed all aspects relevant to the prompt. Demonstrated excellent integration of key comcepts. Met or exceeded instructor timeline and requirements.Reply Postings Timeline & RelevanceZero replies, or replies not relevant to discussion topicsReplies were limited in relevance or did not enrich discussion (e.g. agrees or disagrees) or met partial elements of instructor timeline and requirements.Elaborated on posts with further comment or observation, relevant to topic. Mostly met instructor timeline and requirements.Demonstrated analysis of others' posts, included meaningful comments. Offered thoughtful insight. Met or exceeded instructor timeline and requirements.Clarity & Mechanics & ReferenceZero posts, or posted unorganized content that may contain multiple grammatical or spelling errors or may be inappropriate. Did not meet instructor requirements for references and citations.Communicated in a somewhat unorganized manner, with some errors in clarity and/or grammatical or spelling errors. Partically met instructor requ ...
1. Article Classification (this value is used for classification
1. Article Classification
(this value is used for classification rather than scoring purpose)
No
Somewhat
Yes
Yes, it is the most important contribution
Does the manuscript identify a research question or set of theories of potential interest to managers?
Does the manuscript specify the academic perspective on the question or theories?
Does the manuscript present one or more descriptions of real-world situations related to the questions/theories employing a narrative format?
Does the manuscript analyze how the situations conform or fail to conform to the existing perspectives?
Does this manuscript identify the management implications of the situation or situations described and their relationship to theory?
2. Manuscript Ratings
This section contains key review questions presented as a scale
Sufficiency of tag line ( is the tagline engaging and descriptive)
Needs substantial rewriting Needs tuning Satisfactory as is Will sell the article! Not Provided
Adequacy of keywords ( Will the keywords adequately aid in search )
Too few or too general Additional keywords would be useful Satisfactory as is Will make the article easy to find! Not Provided
Quality of executive summary Does the executive summary capture the essence of the article and make the potential reader want to dig deeper
Does not convey the sense of the article, or is too difficult to understand Should be tuned further to convey the message and engage the potential reader Satisfactory as is Will ensure that the potential reader becomes an actual reader! Not Provided
Missing
Weak
Adequate but could be improved
Solid
Outstanding
The significance of the issues being considered
( Dose the manuscript present a story that deals with an important issue )
The degree to which the outcomes of the story are likely to be either novel or confusing to practicing managers
(dose the manuscript present a story that readers are unlikely to be familiar with
The degree to which the author’s analysis or theory being presented offers a convincing explanation for the findings
Does the case provide a strong and logical explanation for what is observed in the case?
Sufficiency of the reviewer appendix does the manuscripts reviewer appendix present enough information on the background of the research the conduct of the literature review and the methodology to administrate the rigor behind the research
Summary: Is the writing itself of sufficient quality for publication? Pacifically we are interested in grammar spelling and follow
No Barely With some improvement Yes
No
Barely
With some improvement
Yes
Summary: Is the manuscript sufficiently well organized to warrant publication? (are you able to follow the sequence of the ideas presented?)
Summary: Are the ideas being conveyed by the manuscript interesting? (were you ...
1. Article Classification (this value is used for classification
1. Article Classification
(this value is used for classification rather than scoring purpose)
No
Somewhat
Yes
Yes, it is the most important contribution
Does the manuscript identify a research question or set of theories of potential interest to managers?
Does the manuscript specify the academic perspective on the question or theories?
Does the manuscript present one or more descriptions of real-world situations related to the questions/theories employing a narrative format?
Does the manuscript analyze how the situations conform or fail to conform to the existing perspectives?
Does this manuscript identify the management implications of the situation or situations described and their relationship to theory?
2. Manuscript Ratings
This section contains key review questions presented as a scale
Sufficiency of tag line ( is the tagline engaging and descriptive)
Needs substantial rewriting Needs tuning Satisfactory as is Will sell the article! Not Provided
Adequacy of keywords ( Will the keywords adequately aid in search )
Too few or too general Additional keywords would be useful Satisfactory as is Will make the article easy to find! Not Provided
Quality of executive summary Does the executive summary capture the essence of the article and make the potential reader want to dig deeper
Does not convey the sense of the article, or is too difficult to understand Should be tuned further to convey the message and engage the potential reader Satisfactory as is Will ensure that the potential reader becomes an actual reader! Not Provided
Missing
Weak
Adequate but could be improved
Solid
Outstanding
The significance of the issues being considered
( Dose the manuscript present a story that deals with an important issue )
The degree to which the outcomes of the story are likely to be either novel or confusing to practicing managers
(dose the manuscript present a story that readers are unlikely to be familiar with
The degree to which the author’s analysis or theory being presented offers a convincing explanation for the findings
Does the case provide a strong and logical explanation for what is observed in the case?
Sufficiency of the reviewer appendix does the manuscripts reviewer appendix present enough information on the background of the research the conduct of the literature review and the methodology to administrate the rigor behind the research
Summary: Is the writing itself of sufficient quality for publication? Pacifically we are interested in grammar spelling and follow
No Barely With some improvement Yes
No
Barely
With some improvement
Yes
Summary: Is the manuscript sufficiently well organized to warrant publication? (are you able to follow the sequence of the ideas presented?)
Summary: Are the ideas being conveyed by the manuscript interesting? (were you ...
Contents Of A Research Repor Tppt
The document outlines the key sections and content that should be included in a research report. It discusses the importance of an abstract, introduction, literature review, methodology, results, discussion, and conclusion sections. For each section, it provides guidance on the type of information that section should contain and questions that should be considered to ensure the content and analysis are thorough, well-organized, and supported by evidence. The document emphasizes developing a clear problem statement, reviewing relevant literature, using appropriate research methods, objectively analyzing and justifying findings, and connecting results back to the original research problem.
NSG4029 W3A2 RubricUnsatisfactory1Emerging2Proficien.docx
NSG4029 W3A2 Rubric
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Score
Assignment Components
Included a description of change theories, conflict theories, and leader as a change agent.
Assignment did not describe change theories, conflict theories, and leader as a change agent.
Identified but not described change theories, conflict theories, and leader as a change agent.
Change theories, conflict theories, and leader as a change agent were identified and briefly described with missing elements
Change theories, conflict theories, and leader as a change agent were identified correctly and thoroughly described.
[Score x 15 = 60 pts]
Integrated how your ability to handle conflict can either enhance or hinder effective leadership in the health care environment.
Lacked an explanation of how your ability to handle conflict can either enhance or hinder effective leadership in the health care environment.
Identified of how your ability to handle conflict can enhance or hinder effective leadership but was not explained.
Identified and explained how your ability to handle conflict can enhance or hinder effective leadership but was missing some elements.
Identified and explained thoroughly how your ability to handle conflict can enhance or hinder effective leadership in the health care environment.
[Score x 5 = 20 pts]
Written Components
Organization Introduction Thesis Transitions Conclusion
Introduction is limited or missing entirely.
The paper lacks a thesis statement.
Transitions are infrequent, illogical, or missing entirely.
Conclusion is limited or missing entirely.
Introduction is present but incomplete or underdeveloped.
The paper is loosely organized around a thesis that may have to be inferred.
Transitions are sporadic.
Introduction has a clear opening, provides background information, and states the topic.
The paper is organized around an arguable, clearly stated thesis statement.
Transitions are
Introduction catches the reader’s attention, provides compelling and appropriate background info, and clearly states the topic.
The paper is well organized around an arguable, focused thesis.
[Score x 2 = 8 pts]
Conclusion is present,
but incomplete or underdeveloped.
appropriate and help the flow of ideas.
Conclusion summarizes main argument and has a clear ending.
Thoughtful transitions clearly show how ideas relate.
Conclusion leaves the reader with a sense of closure and provides concluding insights.
Usage and Mechanics Grammar Spelling
Sentence structure
Writing contains numerous errors in spelling, grammar, and/or sentence structure that severely interferes with readability and comprehension.
Errors in spelling and grammar exist that somewhat interfere with readability and/or comprehension.
Writing follows conventions of spelling and grammar throughout. Errors are infrequent and do not interfere with readability or comprehension.
The paper is basically error free in terms of mechanics. Grammar and mechanics h.
PHI208AssignmentsWeek 5 - Final PaperFinal PaperPlease r.docx
PHI208
Assignments
Week 5 - Final Paper
Final Paper
Please read these assignment instructions before writing your paper, and re-read them often during and after the writing process to make sure that you are fulfilling all of the instructions. Please also utilize the
assignment guidance
and the
outlined model
provided.
PHI208: WEEK FIVE ASSIGNMENT GUIDANCE
WEEK FIVE ASSIGNMENT GUIDANCE
Notes and Advice
This paper is a demonstration of what you have learned about moral reasoning based on our examining of ethical theories and specific ethical issues. As such, you should focus your attention on carefully spelling out the reasoning that supports your conclusion, and
relating
that to the theories we have discussed in class.
You are free to write on the same topic and question you wrote on in previous papers or choose a different topic and question.
If you choose a different topic, you
would
benefit from going through the Week One Assignment exercises.
For a list of acceptable topics to start with, see the options from the list of topics available in the online course. If you are still unsure of your topic or of how properly to focus it
into
a relevant ethical question, you are strongly encouraged to consult with your instructor.
You are free to draw upon the work you did in previous papers, and reuse parts that you feel were strong, but you are not to simply recycle the previous papers. This paper should reflect the culmination of the development of your thoughts on this issue, and
many of the requirements for the final paper cannot be satisfied by a heavily recycled paper
.
The consideration of an objection
against
your own view is a way of showing that your view has the support of good reasons and can answer its strongest objections. Therefore, aim at identifying and addressing the strongest opposing argument you can, bearing in mind that a good thesis should be able to respond to the best arguments for the other side.
Thesis Statement
The thesis statement is more than just a position statement of the sort you provided in the first assignment; rather, it states the position and the primary reasons in such a way that the reader should have a clear sense of how the reasons support the position, which is what will be spelled out and explained in the body of the paper. Please see the handout on thesis statements available in the online course.
Checklist
This checklist can help you ensure that you have completed all of the assignment instructions.
PHI208: WEEK FIVE ASSIGNMENT GUIDANCE
Make sure that you
ü
Provide an introduction that starts with the question, describes the ethical problem (including the most relevant issues), summarizes your procedure in the paper, and concludes with your thesis statement.
ü
Explain what you think is the best way to reason about this issue, and show as clearly and persuasively as you can how that reasoning supports your position.
ü
Make reference to at least two.
Required ResourcesReadreview the following resources for this a.docx
Required Resources
Read/review the following resources for this activity:
· Minimum of 5 scholarly sources (This includes the sources from the annotated bibliography. Additional sources may be included as appropriate.)
Instructions
This week you will submit your final paper.
The paper should include the following:
· Create your own 4-6 paragraph "dilemma” based on the controversial topic you chose in Week 3.
· Summarize the dilemma.
· Identify the key points of the dilemma.
· Define the key terms associated with the dilemma.
· Analyze the conflicts or controversies involved in the dilemma.
· Provide an original point of view relative to the dilemma and the issue it signals.
· Apply Kant’s Categorical Imperative to the dilemma.
· Apply one other method you have encountered in lecture material and the readings.
· State which of the two methods you selected you prefer and why.
· Use the 5 articles from your annotated bibliography. (Additional academic scholarly research from the past 5 years can be included as well.)
Include a reference page at the end of your paper in APA format that includes your bibliography with the annotations removed and any other sources used in your final paper.
Paragraphs
· Paragraphs are composed around topics, which naturally and organically emerge from a complex, focused, and sophisticated thesis.
· Each paragraph explores one topic and one topic only.
· Topics directly relate to the thesis and are not theses in and of themselves.
· The paragraph completely and fully develops and explains the topic and provides details, examples, illustrations, and quotations from research as well as from the primary texts.
· Topics and paragraphs rise above commonplace thinking and summary.
· Quoted material is used powerfully to support analytical points (and not as padding).
· There is a graceful transition to the next paragraph.
· The ideas explored are significant, substantive, and instructive.
· Ideas/topics support the overarching thesis so that the paper is a unified whole, and not a concatenation of appended mini-essays.
Grammar/Mechanics/Style
· Grammar refers to the correct usage of Standard American English.
· Mechanics refers to idiomatic conventions (capitalization of proper nouns, spelling, and punctuation).
· Style refers to persuasiveness, sophistication, wit, and transcendent quality.
· Sentences should be varied in length and complexity without loss of clarity or precision of meaning.
· Style makes a paper a pleasure to read.
Writing Requirements (APA format)
· Length: 8-10 pages (not including title page or references page)
· 1-inch margins
· Double spaced
· 12-point Times New Roman font
· Title page
· References page (minimum of 5 scholarly resources – remove annotations; format hanging indents)
· Pagination (upper right of the page)
· In-text citations correspond to full reference on a reference page
Grading
This activity will be graded based on Course Project Grading Rubric
Weekly Objectives (WO)
WO2.1-2.3.
ENT3103 - Article review (10) of Assessment 1An article revie.docx
ENT3103 - Article review (10%) of Assessment 1
An article review format allows scholars or students to analyze and evaluate the work of other experts in a given field. Outside of the education system, experts often review the work of their peers for clarity, originality, and contribution to the discipline of study.
That is a professional paper writing which demands a high level of in-depth analysis and a well-structured presentation of arguments. It is a critical, constructive evaluation of literature in a particular field through summary, classification, analysis, and comparison.
Students should present a clear understanding of the topic you’ve been working on.
The purpose of this writing exercise is for you to learn to seek out information and to write an evaluative review of a journal article.
Writing Involves:
· Summarization, classification, analysis, critiques, and comparison.
· The analysis, evaluation, and comparison require use theories, ideas, and research, relevant to the subject area of the article.
· As you progress with reading your article, organize your thoughts into coherent sections in an outline. As you read, jot down important facts, contributions, or contradictions. Identify the shortcomings and strengths of your publication. Begin to map your outline accordingly.
· Outline your review: Look at your summary to see if the author was clear about each of them. Mark the points that could use some improvement, as well as the ones where the author was clear and accurate and where s/he pointed out something innovative. Then put together the lists of strong points and drawbacks and summarize them. For example, a strong point may be the introduction of new information, and a drawback may be the lack of accuracy in representing the existing knowledge on the topic. Add these outcomes to your study and back them up with evidence from the text of the article.
Answering these questions should facilitate your outline writing:
· What was the goal of the article?
· What theories does the author dwell upon?
· Is the author clear with definitions?
· Is the supportive evidence relevant?
· What is the place of the article in its field of knowledge?
· Does it contribute to the progress in this field?
· Does the author convey his or her thoughts clearly
Using the APA Format
· Web: Author [last name], A.A [first and middle initial]. (Year, Month Date of Publication). Title. Retrieved from {link}
· Journal: Author [last name], A.A [first and middle initial]. (Publication Year). Publication Title. Periodical Title, Volume (Issue), pp.-pp.
· Newspaper: Author [last name], A.A [first and middle initial]. (Year, Month Date of Publication). Publication Title. Magazine Title, pp. xx-xx.
Structure of Article review:
· Make sure your Article Review has a title
· Start with an introduction that mentions the article for the review.
· Follows with a summary of the main points of the article.
· Highlights the positive aspects and facts presented in the pu ...
EAPP-ACADEMIC TEXT - Copy.pptx
Here are the key differences between academic and non-academic text:
- Academic text aims to inform readers by teaching facts with evidence, while non-academic text aims to entertain readers or express personal opinions.
- Academic text uses a formal, objective style while non-academic text uses a more informal, subjective style.
- Language in academic text is precise with field-specific terminology, while non-academic text uses more casual, conversational language.
- The audience of academic text is other experts/professionals, while the audience of non-academic text is the general public.
- Both can cover the same topics, but academic text provides in-depth analysis using research/sources,
Argument Position Essay RubricContent 151051 90 total.docx
Argument Position Essay Rubric
Content
15
10
5
1
90 total
Introduction
Well-developed introduction that engages readers and creates interest. Identifies a compelling, controversial issue/topic
Contains detailed background information on said topic.
Introduction creates interest.
Identifies a controversial issue/topic
Provides some background information.
Needs minor work.
Introduction is adequate, but does not catch the reader’s attention and/or does not clearly set up the purpose of the paper. Needs moderate work.
.
Introduction is inadequate and/or needs major work. Writer does not attempt to create interest. Background details are a random collection of information, unclear, or not related. Introduction is missing.
Thesis Statement
Clear thesis statement that identifies the main reasons that will support the position and direct the reader toward the point of the paper.
Thesis statement is arguable and the writer takes a clear stance.
Clear thesis statement is present, but may be lacking one reason or could be more engaging and/or direct.
Thesis statement is arguable
Thesis is vague and unclear. It requires effort on the part of the reader to discern the point of the paper and the reasons supporting your position.
Thesis is not arguable
Stance is unclear and vague
No thesis present, or thesis is so inadequate that the point of the paper is completely unclear.
Body Paragraphs
Body paragraphs include a topic sentence that connects to thesis and states the main focus of paragraph
Well-developed/relevant examples, details, and evidence.
The writer’s insight, analysis, and/or interpretations are relevant and enhance the explanation of the content.
It is clear and focused, demonstrates original thought/reflection/insight. It holds the reader’s attention.
The paper effectively covers the topic.
Body paragraphs support thesis with examples, details, and evidence
The writer’s insight, analysis, and/or interpretations are relevant and adequately explain the content.
It is reasonably clear and focused, and the writer goes beyond the superficial or obvious. It holds the reader’s attention. On the whole, accurate details or clear thoughts are present to support the main idea (reasons).
. It effectively covers the topic.
Topic Sentences are vague and unclear
Body paragraphs offer adequate support to thesis, but examples, details, and support do not go far enough.
The writer’s insight, analysis, and/or interpretations are present, but does not enhance and/or explain the content or demonstrate thought/reflection/analysis or specifics.
Lacks full development of ideas.
No topic sentences present
Inadequate number of major points/reasons. Body paragraphs inadequately support the thesis, and examples, details, and quotes are significantly underdeveloped.
The writer’s insight, analysis, and/or interpretations are weak, inadequate, or missing.
. It shows no clear sense of purpose and does not reveal reflection. The text reads like a collection of ...
Advice on Academic Writing
This document provides advice on various aspects of academic writing, including essay structure, thesis statements, introductions and conclusions, paragraphs, and research. Some key points include:
- Academic essays should develop a central thesis through reasoning and evidence. They should have an argument and answer a question.
- Paragraphs should each focus on one main idea or point, expressed in a topic sentence. They should be adequately supported with details.
- Outlines are an important part of writing and planning an essay. They help ensure a logical flow of ideas and thorough coverage of the topic.
- Introductions should provide context and indicate the essay's focus. Conclusions should provide a sense of closure while connecting back to
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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www.StokeNewingtonHistory.com
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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PCOS corelations and management through Ayurveda.
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A Survey of Techniques for Maximizing LLM Performance.pptx
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BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Definition Essay Checklist
- 1. Definition Essay Checklist Does the introduction introduce the term or principle being applied? Does the essay begin with a working definition and then develop an extended definition? Does the extended definition reflect both the denotations and connotations of the term defined? Are the supporting details and examples clear and specific? If you find any that are too general or too abstract, suggest a way to clarify or sharpen them. Are sources academic and cited correctly? Are the supporting paragraphs effectively arranged in an appropriate order? Explain. In your judgment, what is the best part of the essay? Explain. Which detail or example would be even better if it were expanded? Why? Do the topic sentences support the thesis? Again, are citations correct? Is the paper in correct MLA format?