The document provides guidance on drafting a research paper, including organizing data, drafting different sections such as results and discussion, and choosing and presenting evidence. It emphasizes connecting each paragraph to the overall argument, providing context and analysis for evidence, and considering implications and relevance in the conclusion. Students are advised to follow common research paper structures and formatting conventions.
Teaching Techniques for Immediate Impactcatapultlearn
The Common Core State Standards for ELA and Math call teachers to revisit their skills in crafting challenging, thought-provoking questions and leading rich, rigorous small-group and whole-class conversations.
The Socratic Seminar model was introduced to a group of pre-service teachers - included is an overview of the Socratic Seminar, the process, the question and text explored by the preservice teachers, and their reactios.
Teaching Techniques for Immediate Impactcatapultlearn
The Common Core State Standards for ELA and Math call teachers to revisit their skills in crafting challenging, thought-provoking questions and leading rich, rigorous small-group and whole-class conversations.
The Socratic Seminar model was introduced to a group of pre-service teachers - included is an overview of the Socratic Seminar, the process, the question and text explored by the preservice teachers, and their reactios.
Data and assessment powerpoint presentation 2015Erica Zigelman
Presented for Datag in Albany, NY. This presentation is all about multiple types of data you may obtain within your classroom and how to assess your students.
“Activity and Character Driven College Application Essays: Ten Tips”Rebecca Joseph
College application essays matter. Many young people get stuck thinking of topics. This powerpoint provides ten tips to get them started. “Activity and Character Driven College Application Essays: Ten Tips”
A great deal of your time university will be spent thinking; thinking about what people have said,
what you have read, what you yourself are thinking and how your thinking has changed. It is
generally believed that the thinking process involves two aspects: reflective thinking and critical
thinking. They are not separate processes; rather, they are closely connected (Brookfield 1987).
The slide was presented in a class arranged by Mr. C. K. Das among his undergrad project students of EEE'10, CUET on 4th April, 2015. It was a first time experience for me standing on Dias and talking for almost one and a half hour.
Thanks guys and you! of course...
If you find this helpful and want to thank, put your thumbs up....
And don't forget to give your feedback below
#Happy_Writing
Data and assessment powerpoint presentation 2015Erica Zigelman
Presented for Datag in Albany, NY. This presentation is all about multiple types of data you may obtain within your classroom and how to assess your students.
“Activity and Character Driven College Application Essays: Ten Tips”Rebecca Joseph
College application essays matter. Many young people get stuck thinking of topics. This powerpoint provides ten tips to get them started. “Activity and Character Driven College Application Essays: Ten Tips”
A great deal of your time university will be spent thinking; thinking about what people have said,
what you have read, what you yourself are thinking and how your thinking has changed. It is
generally believed that the thinking process involves two aspects: reflective thinking and critical
thinking. They are not separate processes; rather, they are closely connected (Brookfield 1987).
The slide was presented in a class arranged by Mr. C. K. Das among his undergrad project students of EEE'10, CUET on 4th April, 2015. It was a first time experience for me standing on Dias and talking for almost one and a half hour.
Thanks guys and you! of course...
If you find this helpful and want to thank, put your thumbs up....
And don't forget to give your feedback below
#Happy_Writing
This presentation is a Research Paper Guideline where you will find useful information as for writing your Research Paper and will probably bookmark this presentation for your future writings. Additional information you can find here https://essay-academy.com/account/blog/a-research-paper-guidelines
Get your essays and research papers written from the leader in the writing industry. We have in the academic writing field since 2001. We have customers from across the world. All orders will be provided with free draft before making any payment and payment details
How to Write A Research Paper? - Useful Tips For Successful Academic WritingAlina Stepanova
Academic writing is a style of writing that makes your work easier to read and understand. No matter how well versed you are with grammar, punctuation and other areas that come into play for writing papers, making a mistake with the content hurts your overall academic writing.
The purpose of academic writing is to make your work clear and understandable to whoever is reading and/or evaluating it. Another important part of academic writing is ensuring that your work is fully and correctly referenced. The tips in Research Leap Manual on Academic Writing contain practical methods of creating an academic paper which your readers will easily follow. With this guide, you will learn how to:
Choose a topic
Think (brainstorm)
Build an organized text
Write good introduction, thesis, body and conclusion parts
Format your writing
Reference your work
Get expert academic writing tips straight to your inbox, and become a better academic writer. Download our PDF manual right now from the attachment.
Your comment and feedback are highly appreciated. To receive other tips and manuals, and to expand your research network and access research opportunities, join us on Linked In or FB.
Taxonomy of Cognitive Objectives
Developed in 1950’s
Means of expressing qualitatively different kinds of thinking
• Been adapted for classroom use as a planning tool
• Continues to be one of the most universally applied models
• Provides a way to organize thinking skills into six levels, from the most basic to the more complex levels of thinking
These gentlemen are the primary authors of the revisions to what had become known as Bloom’s Taxonomy — an ordering of cognitive skills.
Both of these primary authors were in a perfect position to orchestrate looking at the classic taxonomy critically.
They called together a group of educational psychologists and educators to help them with the revisions.
Lorin Anderson was once a student of the famed Benjamin Bloom, and
David Krathwohl was one of Bloom’s partners as he devised his classic cognitive taxonomy.
Their combined efforts led to Bloom’s Taxonomy revised.
• The names of six major categories were changed from noun to verb forms.
• As the taxonomy reflects different forms of thinking and thinking is an active process verbs were used rather than nouns.
• The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganized.
• The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead.
• Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category.
• The revision's primary focus was on the taxonomy in use. Essentially, this means that the revised taxonomy is a more authentic tool for curriculum planning, instructional delivery and assessment.
• The revision is aimed at a broader audience. Bloom’s Taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e. primary and junior primary years). The revised taxonomy is more universal and easily applicable at elementary, secondary and even tertiary levels.
• The revision emphasizes explanation and description of subcategories.
l
a day long workshop of elements of argument, building a culture of argument in the classroom, task and learning progressions and effective argument task design
Englwrit112: Strategies for revising Unit 2Heather Wayne
College Writing lesson plan with strategies for revising Unit 2: Responding to a Text. Includes activities for rethinking organization, developing critical analysis of quotes, and revising introductions.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Mini-peer review:
methodology and
charts
• Methodology
– Includes what, how, from
whom, analysis, and limitations?
– Organized logically?
– Enough details to follow?
• Charts, graphs, tables (if they
have them)
– Organized logically?
– Make sense to an outside
reader?
– Best way to present the data?
3. Organize your data
into your outline
• Decide what main pieces of
evidence you want to include
(quotes, numbers).
• Add them to your outline.
– Copy them onto the page
or
– Create a number system (1 for
intro, 2 for methods, 3 for
expertise section, etc.) and
write the corresponding
number next to your data
or
– Color code
4. Drafting Results
• Should include:
– Charts, tables
– Summary of the
important findings
• Start with a topic
sentence that connects
your findings to your
argument
• Point out the
important details
5. Results: Example
After analyzing the data I collected from the
coded transcripts, I discovered a pretty
significant difference in my writing style
between writing the composition assignment
and the senior letter, as I had assumed. While I
wrote the composition assignment, 27.3% of the
time I spent on it was due to distractions; while I
was writing the senior letter, and only 6.9% of
my time was due to distractions. I also noticed a
huge increase in editing while writing the senior
letter. I spent about 13.6% of my time editing
the composition assignment, while 24.1% of my
time was editing the senior letter. Time spent on
writing and planning also increased on the letter
as well. This is because the amount of times I
got distracted while writing the letter decreased
significantly, allowing more time to be spent
writing, planning, or editing.
Assignment Comp
osition
Senior
Letter
Planning 38.6% 41.4%
Writing 20.5% 27.6%
Editing 13.6% 24.1%
Unrelated/Di
stractions
27.3% 6.9%
6. Drafting discussion
or
combo results/discussion
• Write a topic sentence for one of your
sections. Should connect to overall
argument and also the main point of
that paragraph/section
• Example: “One of the first topics
discussed in this section of the
conversation was how these students
defined creativity.”
– Connects to section argument
(“Defining Creativity and Its Place in
Writing”), but could connect to overall
argument better
– Better: “In our conversation, students
easily arrived at a common definition
of creativity, but they confessed that
such creativity is rarely encouraged in
the classroom.”
7. Drafting:
choose evidence
• Decide what evidence
you’ll use to support your
topic sentence.
• Decide what order to
present your evidence in.
– Example:
• Interviews:
– “thinking outside the
box”
– “looking at a problem
from a different
perspective”
– Quote from Matt about
fairytale writing
8. Drafting
with evidence
• For each piece of
evidence, you
should include:
– Context
– Evidence
– Analysis (here or
later
9. Start drafting one
of your sections.
• Start writing about one piece
of evidence.
– Context
• “The four participants generally
agreed on what it essentially means to
be creative.”
– Evidence
• “They concluded that creativity is
‘thinking outside of the box’ and
‘looking at a problem from a different
perspective.’”
– Analysis
• “As predicted, answers to this
question were very brief and to the
point. Their answers to the follow-up
questions, however, proved more
interesting.”
(This student has more analysis at the end of
the section. You could also choose to do
your analysis here.)
10. Drafting with
evidence
• Add another piece. Show
the connections.
– Context / topic sentence
• “I next asked a series of
questions about how these
students use their creativity in
their writing assignments.”
• Better, more argument-driven
version: “The students’
responses about their use of
creativity in writing
assignments indicate that their
instructors allow some
creativity, but still have
restrictive requirements that
limit students’ ability to
express themselves.”
11. Drafting
with evidence
• Evidence
– “When I asked what they think about
creativity when it comes to writing,
Matt responded that he “has learned to
write his papers to earn the grade that
he needs,” a remark with which Erica
agreed. This answer led the group into
a conversation about creative writing in
which Michael stated that creativity is
relative to the class situation. He
explained that a creative writing class
heavily values creativity in writing
more than an entry level English class
does. Erica, however, responded,
“Even in creative writing classes you
have to follow what [the instructors]
want, so you can’t exactly write the
way you want.”
12. Drafting
with evidence
• Include analysis either after all
the evidence has been
presented, or intersperse
analysis throughout.
– “What we can gather from this data
are some general conclusions about
creativity. For one, students want
to be creative in their writing. They
feel it offers extensive flexibility
and keeps the writing process lively.
Students attempt to utilize
creativity to their advantage, and
are even encouraged by their
instructors to do so, such as when a
teacher gives a writing assignment
and says, ‘Be creative.’ However,
grading does not reinforce this
encouragement, as evidenced in
what Matt said about the research
paper in which he had to analyze
fairytales.”
13. Drafting
with evidence
• Keep adding until the
end of the
paragraph/section.
• Remember that you can
have multiple
paragraphs in each
section.
• Write an analysis of the
section that connects to
your overall argument.
• Share.
14. Remember Swales
and
the CARS model?
• Establish territory
– Claim centrality
– Make a topic generalization
– Review previous items of research
• Establish niche
– Counter-claim
– Indicate a gap
– Raise a question
– Continue a tradition
• Occupy niche
– Outline purposes
– Announce principal findings
– Indicate research-report structure
15. Let’s establish
a territory
“The college English classroom has
become one of the most highly
debated subjects over the last ten
years. Literacy instruction in this
environment—as well as high school
classrooms—has become the main
focus and concern for teachers and
researchers alike. A long and
contentious debate rages on how to
administer writing instruction in
these settings. Some are concerned
that students are no longer being
taught how to write, but what to
write.”
(claim centrality/topic
generalization)
16. Establishing
a territory, take 2
“I remember my first day as a
Publix bagger two years ago. I went
in thinking, ‘Shoot, any moron
could put groceries in a bag.’ On
my first day I was paired with
Dennis, a sixty-five-year-old bagger
who’d been working for Publix for
eight years. He didn’t say much,
but he told me to watch him and,
when I felt I was ready, to go ahead
and take over for him. I then
observed what to put with what,
what to keep by itself, and what to
double-bag. It was a little more
complicated than I had thought and
I was impressed by their means of
communicating these rules to me.”
(topic generalization: it’s okay to have
a little fun with this)
17. Let’s establish
a niche
“While most would agree that this is
true, they disagree on what to do
about it. But in order to fully capture
the essence of this heated argument,
we need to take a closer look at what
teachers value in writing instruction.
Furthermore, we need to consider
creativity and its role in writing
instruction.”
(indicating gaps: sneak preview of
argument)
18. Wait…back to
establishing
territory?
“The general opinion among
scholars and teachers is that
writing instruction has become too
formulaic and too rigid. Many
advocate that we strip the system
down to its core values. For
example, Sharon Gibson lays out a
framework that essentially
captures the essence of writing
instruction.”
(review previous items of research:
LIT REVIEW)
19. Let’s occupy
the niche.
“Much has been discussed on the
topic of creativity and literacy instruction
from a teacher’s standpoint. The perception
among these teachers (and most teachers, for
that matter) is that creativity must be allowed
to flourish in a classroom setting. And most
teachers are, in fact, applying creative
methods in their writing instruction. What is
missing from this conversation, however, is
the most important voice: the student’s. How
do students perceive the use of creativity in a
classroom setting?”
(conclusion to lit review; pointing to research question.)
• You could (and probably should)
outline research/findings here:
– “In order to answer this question, I
conducted a study in which I [brief
description of methods]. My findings
suggest that [preview of findings].”
20. What do I say
in the conclusion?
• Sum up important points
– “Creativity, according to the students that
participated in the focus group, is no longer
coming from the extensive imaginations of
students, but has instead been defined and
laid out by teachers for the students to
exploit. This form of creativity does not
provide students with a way to express their
specific type of creativity, and when
students attempt to do so, they are
penalized through harsh grading. It is time
that teachers and instructors lift the
restraints that this rigid definition of
creativity has established, allowing students
to think critically about writing assignments
through the lenses of their own,
individualized versions of creativity.”
21. What do I say in
the conclusion?
• Point to the bigger picture: why it
matters
– Implications for people’s lives
– Implications for future research
– Implications for teaching
“As for creativity, I am advocating that
instructors lift the restraints of the current
standards in today’s classroom by simply
allowing creativity to be expressed in a way
that is suitable to each individual student and
not standardized. It is important to remember
that each student is different, and each
student can bring something mind-blowing and
unique to the table if he or she is simply
allowed to do so. Creativity is in the eyes of
the beholder, and it is the responsibility of
teachers to recognize and take this into
account in their classrooms.”
22. What to include
in your paper
• Descriptive title
• Introduction
• Methodology
• Results/Findings
– Divided into sub-categories
with subject headings
• Discussion (or conclusion)
• Any Appendixes where you may
want to include further data
• Works Cited
23. Formatting
• Major headings should be in
bold
• Minor headings should be in
italics
• Headings can be centered,
or aligned left
• Double-spaced
• If you include images in
your paper, label, “Figure
1,” “Figure 2,” etc., so you
can refer to them in your
writing.