This document provides guidance on formal academic writing conventions, including language usage, integrating quotations, formatting quotations, developing a thesis statement, outlining an argument, and creating a works cited page. Key points covered include using present tense to discuss literature, using the point-proof-explanation structure for quotations, formatting short and long quotations, crafting a clear thesis statement, organizing an argument with a planning chart, and properly citing sources in MLA format. Microsoft Word features for citations, bibliographies, and readability are also briefly outlined.
Rough draft check:MLA parenthetical and in text citationskhornberger
This slideshow is designed to help students check whether they have included the necessary citations within their paper and also attempts to help them ensure that they are properly formatted using MLA Style.
Rough draft check:MLA parenthetical and in text citationskhornberger
This slideshow is designed to help students check whether they have included the necessary citations within their paper and also attempts to help them ensure that they are properly formatted using MLA Style.
Avoiding Plagiarism Writing a good summary of our sour.docxikirkton
Avoiding Plagiarism
Writing a good summary of our source requires quite a bit of thinking and work. Now that we have
identified and connected the articles’ main ideas, we will focus on two of the most important skills you
will learn in this course—proper paraphrasing and quoting.
Let’s start with paraphrase and quoting. When you summarize a source, you take the information from
it and either a) put it in your own words, or b) quote the words in the original source. What that means
is that every sentence in your summaries will either be a paraphrase or a quote, so it is imperative that
you learn how to accurately and correctly paraphrase and quote.
Paraphrasing
Paraphrasing is the more difficult of the two skills to learn, and it is the one you will use most often
because you should quote very sparingly—we’ll come back to that in a minute. Paraphrasing is restating
an entire sentence, paragraph, etc. in a writer's own words. It is approximately the same length or even
longer than the original. In other words, when you paraphrase a passage, you put it in our own words
AND in your own sentence structures. It is simply not good enough to substitute a few synonyms (words
that have similar meanings) as most of us probably did on high school research papers; you must
substantially change the diction and sentence structure of the original passage, but at the same time
retain the meaning and tone found in the original passage. If you fail to make these changes, then you
are using other people’s words and claiming them as your own, which is called plagiarizing.
There are four basic steps to writing good paraphrases:
1. Make sure that you understand the passage. Obviously, if you do not fully understand what the
author is trying to say, you will not be able to accurately represent his or her ideas. Remember,
you want to pay attention not only to what the author says but also the tone he or she uses
because you will need to accurately represent it as well.
2. Substitute your own words for those of the passage. Use synonyms where necessary. The trick
here is to identify the key words used in the passage; these will usually be the nouns and verbs
in the passage. Once you have identified these key words, you will replace them with
synonyms. Having a good thesaurus can really help you with this process. If I were you, I would
consider either searching the internet for a good free one that you can put in your favorites links
or purchasing one. Yes, I know your word processor has one, but it is VERY limited. As you
chose synonyms be sure that the word you are substituting has exactly the same meaning as the
original word. Words that mean close to the same thing sometimes have very different
connotations (or shades of meaning), so you need to make sure they match. People invariably
ask me if they have to substitute the “minor” words in the sentence—prepositions, articles, etc.
Most of the ti ...
MLA 8th Edition Citation Format by Germanna Community College Tutoring ServicesJonathan Underwood
Instead of searching for the correct citation format for a specific type of source, the 8th edition introduces a new pattern for Works Cited citations.
Running head SHORTENED TITLE1SHORTENED TITLE 6.docxagnesdcarey33086
Running head: SHORTENED TITLE1
SHORTENED TITLE 6
Paper Title
Author
Name of the University
Abstract
The abstract is written in block format, meaning that the start of the paragraph is not indented. It begins on the next line following the Abstract heading and should not be more than 250 words. As an undergraduate, it is suggested that you verify the length of the abstract with your instructor (it is usually a FULL paragraph), but a graduate student must adhere to the 120 to 250 word abstract. The Abstract heading should NOT be in bold. All numbers in an abstract should be typed as digits and not as words unless they are at the beginning of a sentence. The abstract is a one-paragraph summary of the most important elements of the paper. This is an example of what an abstract looks like in a paper. Remember, it takes a minimum of 5 sentences to make a paragraph.
Title of Paper
The title of the paper is centered on the first line of the third page and is in uppercase and lowercase letters. Do not italicize the title, bold it, or put it in quotes. The introductory paragraph begins on the line following the title of the paper. The entire paper, including the title page, abstract, body, and references, should be double-spaced. The before/after spacing should be set on zero and the margins should be one inch.
In order to give proper credit to the ideas and words of others, any outside sources used in the body of the paper must be documented by citing the author(s) and copyright date of the source(s). This is called a citation. Each citation must have a corresponding full source reference on the references page that follows the body of the paper. As noted by Stevens (2008), a signal phrase “signals to the reader that either a direct quote or a paraphrase is about to follow” (p.43). This is an in-text citation. As in this example, when the name of the author is part of the sentence, the year of the publication appears in parentheses directly following the author’s name, e.g., Stevens (2008). When the author of a source is not mentioned in the sentence, both the author and year of publication appear in parentheses (Stevens, 2008). This is a parenthetical citation. If a work has two authors, both authors are cited in each citation to that source. For a citation of a source with two authors, use the last names of both authors separated by an ampersand (&). When no author is listed, use the title. If the title is extremely long, one may shorten it to the first 4 words of the title and place them in quotation marks. If the headings are too long to use in your in-text citation use a shortened version in quotation marks like this: (Lorraine, 2009, “Stock market trends,” para. 56). When there isn’t any publication date is listed, use the abbreviation n.d., which stands for no date. When a direct quote is taken from a source with page numbers, such as a book, magazine, or newspaper, include the page n.
Embracing GenAI - A Strategic ImperativePeter 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.
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.
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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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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.
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10. Quotations: Integration On their own, quotations don't mean anything, they are just more words on a page. However, using point-proof-explanation, the quotations make your arguments valid. They are the PROOF. Try to make the quotations fit in grammatically correct sentences. Don’t let them just hang there, and don’t just stick them in. Lead into your quotation and then follow it up with an explanation that expands on how that moment in time relates to your thesis. POINT PROOF EXPLANATION
11. Quotations: Integration Spotting the problem: If you have a period before a quotation, that is a clear indication that the quotation is not incorporated. If the verb tense shifts, that is another indication that the quotation is not incorporated.
12. Quotations: Integration Solution #1: The quick fix: Begin by naming the person who makes the statement, and then, add the appropriate verb - Romeo proclaims, Juliet asks, Paris whispers, The Prince declares,
13. Quotations: Integration Solution #2: The academic approach: Try to put the quotation in context, and be sure to only use the portion that is the most relevant. Make the text sound like it belongs, and that it is something you have written yourself. When Friar Laurence agrees to marry Romeo and Juliet, he does so thinking that the marriage will “turn the households’ rancor to pure love” (II, iii, 92). Unfortunately, he does not consider the ramifications of marrying two your people without their parents consent, and as a result...
14. Quotations: Formatting Rule #1: For shorter quotations: (3 or fewer lines) If you are quoting three of fewer lines of a verse, use quotation marks and incorporate the quotation into your text. Put the citation AFTER the quotation, and the punctuation AFTER the citation. Example: Tybalt attempts to antagonize Romeo into a fight when he exclaims “thou art a villain” (III, i, 58).
15. Quotations: Formatting Here is another example: Desperate to be with Romeo, Juliet begs her nurse to “find him! Give this ring to [her] true knight, / And bid him come to take his last farewell” (III, iii, 142-143). The forward slash “/” indicates a line break so the reader knows which part is line 142, and which 143. The square brackets around the word “her” indicate that a word within the quotation has been changed for grammatical purposes. The original quotation read “Give this ring to my true knight” which changes the point of view and does not fit the sentence.
16. Quotations: Formatting If you do not require an entire quotation, you may omit sections by using ellipses. Friar Laurence attempts to save Juliet when he says: “I hear some noise, lady…come, come away” (V, iii, 151-154). It is always best to keep quotations short. The focus of your paper should be on your words using the text as support, NOT the other way around.
17. Quotations: Formatting Rule #2: For longer quotations: (4 or more lines) there is a different set of rules to follow... ·Insert one line between the your point and the quotation ·Have an indented margin on both sides quotation ·Insert a space after the quotation and before the body of the essay begins again ·DO NOT use quotation marks ·SINGLE SPACE the quotation ·Copy the lines of text exactly as they appear in the original text - where the line ends in the book, you will end the line in your intended quotation. · Record the citation information directly under and to the right of the last line of the quotation.
18. Quotations: Formatting At the end of the play Romeo and Juliet, Capulet and Montague make amends. Montague declares that he … will raise [Juliet’s] statue in pure gold, That while Verona by that name is known, There is no figure at such rate be set As that of true and faithful Juliet (V, iii, 299 - 302) and Capulet agrees to do the same, showing that they have learned the error of their ways.
19. The Thesis The thesis is the main idea. It is the topic and the opinion combined into ONE statement, and it must constantly be referred back to throughout you paper. The TOPIC SENTENCE is the first sentence of a paragraph, and it mimics the thesis, outlining the main ideas being discussed in said paragraph.
20. PLANNING Once you have chosen your topic, it`s time to start with the planning. This chart will help you organizer your thoughts into the POINT PROOF EXPLANATION format. Remember to apply the RULE OF 3!
21. Work(s) Cited Page A Work(s) Cited page credits your sources and allows your to avoid plagiarism. The main information you have to make note of when using outside sources are: ·The title of the source ·The edition (if applicable) ·The name of the author and/or editor ·The name of the Publisher ·The place of publication ·The copyright date ·The URL (if accessed on the Internet) ·The Date of access (if an electronic resource)
22. Work(s) Cited Page Let`s put a citation for Romeo and Juliet together now for practice. For a book, here is the format to follow: Author (last name first, first name last). Title (underlined). Place of publication: (colon) publisher, (comma) date of copyright. (period) * Note: if you have more than ONE book on your Works Cited page, you list the citations alphabetically by the first letter.
23. Work(s) Cited Page There are many different ways to FORMAT the citations depending on the type of text being cited. If you visit my web site, you will see examples. Also, you can Google ``MLA citations``. Lastly, if you have Microsoft Word 2007 or 2010, there is actually a feature that allows you to fill in blanks and the program will create appropriate citations and a works cited page for you - it is under the `Reference`tab.
24. Using Microsoft Office 2007 + For citations and Works Cited pages: Click on the "Reference" tab then "Insert Citation" Later on, you click on "Bibliography" and choose MLA to format your Work(s) Cited page.
25. Using Microsoft Office 2007 + Another useful function is the "Readability" feature... This function will help you when if comes time for proofreading. To access this function, click on "File" then "Options". From there, click on "Proofing" then the box next to "show readability statistics". (note this feature is off by default so you will have to enable it by going through the process above. Now, when you finish spell checking your paper, you will also have your readability statistics. As you edit your paper, your readability level should improve. In this case, you are aiming for a 10+ as you are in grade 10.