1. Introduce each section and paragraph with a short, easily understood statement of the main point and key themes. 2. Order information chronologically, coordinately, or logically to show how each part relates to the overall point. 3. Repeat important concepts from the introduction throughout the text to help readers follow the overall argument.
Soal Packet Tracer Troubleshooting - ITNSA LKS SMK Tingkat Provinsi NTB 2021I Putu Hariyadi
Soal Packet Tracer Troubleshooting (TSHOOT) untuk lomba Information Technology Network System Administration (ITNSA) pada LKS SMK Tingkat Provinsi NTB tahun 2021
Advanced Tools and Techniques for Troubleshooting NetScaler AppliancesDavid McGeough
This session will cover advanced techniques in troubleshooting the Citrix NetScaler Appliance using tools such as Citrix TaaS, IPMI, nsconmsg, wireshark and log analysis. We will review usages of these tools along with case studies showing how to best troubleshoot common issues seen in operating Citrix NetScaler Appliances.
What you will learn
- Various tools available to troubleshoot issues and how to use them to isolate NetScaler Issues
- Common deployment problems and how to isolate the causes
Soal Packet Tracer Troubleshooting - ITNSA LKS SMK Tingkat Provinsi NTB 2021I Putu Hariyadi
Soal Packet Tracer Troubleshooting (TSHOOT) untuk lomba Information Technology Network System Administration (ITNSA) pada LKS SMK Tingkat Provinsi NTB tahun 2021
Advanced Tools and Techniques for Troubleshooting NetScaler AppliancesDavid McGeough
This session will cover advanced techniques in troubleshooting the Citrix NetScaler Appliance using tools such as Citrix TaaS, IPMI, nsconmsg, wireshark and log analysis. We will review usages of these tools along with case studies showing how to best troubleshoot common issues seen in operating Citrix NetScaler Appliances.
What you will learn
- Various tools available to troubleshoot issues and how to use them to isolate NetScaler Issues
- Common deployment problems and how to isolate the causes
Lesson 19 - Identifying Topics, Main Ideas and Supporting DetailsEzr Acelar
Used in Developmental Reading Class.
Includes Take Off/Motivation Activities, Discussion on the Paragraph, Main Idea, Topic Sentence, Tips from Reading Resources, and some activities for practice.
SOC-520
Course Evaluation Methods Assignment
Evaluation goes beyond collecting data for teaching accountability and curriculum improvement, but should also include self-reflection so that the college instructor is consistently moving forward toward providing students with a relevant and lively college experience, focusing on enduring understandings that their students can use in life as well as in their careers. This assignment will help you learn this concept.
Topic 7: Teaching and Course Evaluation
For this assignment, use the Topic 3 Case Study to complete the following: Create a student course experience questionnaire Professor Provoker can use to evaluate her course curriculum and teaching performance. The questionnaire should be a Likert type of scale and short answer essay questions that students will complete anonymously. Using the assigned textbook readings to assist you, in the space provided below, provide the following in the Likert scale questionnaire:
· Explain the purpose of the questionnaire.
· 10 prompts about the course that will provide enough information for Professor Provoker to know if her curriculum, assessments, teaching methods, and classroom environment benefitted her students.
· Two short-answer essay questions asking students to reflect on their learning experience.
Likert Scale Questionnaire:
Purpose of the questionnaire:
10 prompts about the course:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
2 Short-answer Essay Questions:
1.
2.
SOC-520
Topic 3 Case Study
Professor Paula Provoker loved to elicit emotional reactions from students to get them involved in sociological topics. She felt strongly that once students emotionally connect to a topic, learning accelerates. Soon after evaluating the data from the mid-term exam, Professor Provoker was pleased with the assessment data she had collected: 80% of her 30 students were mastering the concepts of the course so far.
The topic of the current week is civil disorder—more particularly, urban rioting. Wanting to show the history of civil disorder, and evoke student involvement, she decides to build the week around the showing and discussion of a film about the violent riots involving the police and demonstrators in Chicago during the 1968 Democratic Convention. After writing the learning objectives for that week on her white board, she explains the topic for the week and what students will be doing in class. She notices many students are excited about the topic.
Before each segment of the video, Professor Provoker provides historical context in a brief 5-minute lecture and has students go over sections 2 and 5 in the textbook, Our Social World, along with her as she reads. Next, she hands out worksheets for students to complete as they watch each video segment. The worksheets contain space for six short answers to the questions where students are asked to analyze, explain, and compare/contrast. After each segment of the video presentation is complet.
SOC-520
Course Evaluation Methods Assignment
Evaluation goes beyond collecting data for teaching accountability and curriculum improvement, but should also include self-reflection so that the college instructor is consistently moving forward toward providing students with a relevant and lively college experience, focusing on enduring understandings that their students can use in life as well as in their careers. This assignment will help you learn this concept.
Topic 7: Teaching and Course Evaluation
For this assignment, use the Topic 3 Case Study to complete the following: Create a student course experience questionnaire Professor Provoker can use to evaluate her course curriculum and teaching performance. The questionnaire should be a Likert type of scale and short answer essay questions that students will complete anonymously. Using the assigned textbook readings to assist you, in the space provided below, provide the following in the Likert scale questionnaire:
· Explain the purpose of the questionnaire.
· 10 prompts about the course that will provide enough information for Professor Provoker to know if her curriculum, assessments, teaching methods, and classroom environment benefitted her students.
· Two short-answer essay questions asking students to reflect on their learning experience.
Likert Scale Questionnaire:
Purpose of the questionnaire:
10 prompts about the course:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
2 Short-answer Essay Questions:
1.
2.
SOC-520
Topic 3 Case Study
Professor Paula Provoker loved to elicit emotional reactions from students to get them involved in sociological topics. She felt strongly that once students emotionally connect to a topic, learning accelerates. Soon after evaluating the data from the mid-term exam, Professor Provoker was pleased with the assessment data she had collected: 80% of her 30 students were mastering the concepts of the course so far.
The topic of the current week is civil disorder—more particularly, urban rioting. Wanting to show the history of civil disorder, and evoke student involvement, she decides to build the week around the showing and discussion of a film about the violent riots involving the police and demonstrators in Chicago during the 1968 Democratic Convention. After writing the learning objectives for that week on her white board, she explains the topic for the week and what students will be doing in class. She notices many students are excited about the topic.
Before each segment of the video, Professor Provoker provides historical context in a brief 5-minute lecture and has students go over sections 2 and 5 in the textbook, Our Social World, along with her as she reads. Next, she hands out worksheets for students to complete as they watch each video segment. The worksheets contain space for six short answers to the questions where students are asked to analyze, explain, and compare/contrast. After each segment of the video presentation is complet.
Essay 1 Rhetorical Analysis & ResponseInstructions for Essay .docxrusselldayna
Essay 1: Rhetorical Analysis & Response
Instructions for Essay 1: Rhetorical Analysis / Reader Response
You have already written two brief rhetorical analyses in this unit. For your major essay, you will write another rhetorical analysis, this time combined with a response or rebuttal.
Format
: MLA paper format and documentation.
Sources
: at least one source (the essay you are analyzing). Use of additional sources is encouraged but not required.
Length:
Three pages, approx 800 – 1000 words
Due Date:
Refer to the assignment calendar for this course.
First, read/view the texts that I have provided for you in the folder “Texts for Essay #1” located just below these instructions. Choose one of these texts to be the subject of your analysis and response. You will notice that there are a variety of texts to choose from, including videos and hybrid written/spoken multimedia texts.
Approach your rhetorical analysis much like you have with the previous assignments in this unit. Identify elements such as audience, purpose and context as a means of understanding how the text communicates its main idea (also known as a
thesis
). Also identify and provide examples of the types of appeals used by the author, pathos, logos, ethos, etc.
The new element for this assignment is that you will be
responding
to the main idea or thesis of the text that you are analyzing. In other words, once you have established what the text’s thesis is and how it communicates that thesis, you will then need to add your own voice, ideas and opinions to the mix. Think of it as joining a conversation. Do you think the author of the original text is mistaken? Has he/she failed to consider some important point? Or do you agree with the author? Perhaps you can provide additional reasons, examples and evidence to support the thesis. Sometimes you can both agree and disagree with the author, but if you do so, be sure to clearly identify which portions you agree with and which you disagree with.
An outline of your essay might look like this:
Introduction
Identify the text, the author and the subject matter. Make sure your reader knows what you will be talking about in your analysis.
Rhetorical analysis
Analyze the rhetorical situation (audience, purpose, context, visual or spatial elements, auditory elements, etc.) Explain how these elements, along with the author's use of logos, pathos, and ethos are used to persuade or convince the audience and evaluate the effectiveness of these elements. This section might be several paragraphs long.
Response
Respond to the author’s thesis by agreeing/disagreeing. Add your own ideas opinions and examples.
Conclusion
Wrap up the essay by restating your conclusions and position on the topic.
There are three individual due dates associated with this essay. Look at the assignment calendar and you will see them listed as:
Essay 1 - Post Worki.
What Is a Definition EssayDefinition e.docxalanfhall8953
What Is a Definition Essay?
*
Definition essay explainedThe definition essay explains the meaning of a word or a concept or a term. The purpose of the definition essay is to help the reader understand the meaning of an unfamiliar term or clarify the meaning of an abstract or vague term.
How to Write a Definition Essay
The following are common ways to define a word or a concept or a term:
1. Demonstrate the denotations and connotations of a word:Denotations are the formal dictionary definitions of a word.Connotations often imply emotional, informal, or slang cases of the word.
Example 1Rat— Denotative meaning: a rodent;Connotative meaning: a person who tattles on other people or who exhibits undesirable or dishonest behavior.Example 2Card— Denotative meaning: a sturdy, but small, piece of rectangular shaped paper used for business purposes or card games.Connotative meaning: a lively, entertaining person or the act of requiring proof of age before sales of alcoholic beverages and tobacco products.
2. Demonstrate the popular beliefs and personal interpretations of a concept:
Example 1Success— Popular belief: success means getting richPersonal interpretation: success means either overcoming obstacles or other unique interpretations.
Example 2Beauty— Popular belief: good lookingPersonal interpretation: self-sacrifice, loving, forgiving, or other unique interpretations.
3. Demonstrate the characteristics, the function, or the make-up of an object or a term:
Example 1Axe— An axe is a tool used for chopping trees and splitting wood; it is made up of a wooden handle and a metal head with a blade usually on one side.
Example 2Machismo— Machismo is the inflated male ego as characterized by domination of women, an exaggerated show of male strength, etc.
Introduction
1. Lead-in: Introduce the topic (the concept or term you are going to define).
2. Transition: Make transition to thesis statement.
3. Thesis Statement: Define at least three aspects of the meaning of the concept or term (e.g. “Country music can be best understood if we know its history, its pattern of rhythm, and its themes.”).
BodyParagraph 11. Topic Sentence: Present the first aspect of the meaning of the conceptor term (e.g. “The meaning of Country Music depends heavily on itshistory”).2. Supporting Details: Explain what/how/why.3. Closing Remarks: Wrap up this paragraph (e.g. “That is why one cannot understand Country Music without learning about its history”).
Body Paragraph 21. Topic Sentence: Present the second aspect of the meaning of the conceptor term.2. Supporting Details: Explain what/how/why.3. Closing Remarks: Wrap up this paragraph.
Body Paragraph 31. Topic Sentence: Present the third aspect of the meaning of the conceptor term.2. Supporting Details: Explain what/how/why.3. Closing Remarks: Wrap up this paragraph.Writing Made Easy
Conclusion
1. Wrap up the main points.
2. Point out the significance of the concept or term
Definition Essay
I. A d.
Some Points about Writing the Term Paper 1. Make certain.docxrosemariebrayshaw
Some Points about Writing the Term Paper
1. Make certain that works cited formats adhere to MLA guidelines. Note that the 2nd and 3rd
lines are done with a hanging indent.
A book by one author:
Commager, Henry Steele. Theodore Parker. Beacon, 1947.
An essay in a collection:
Leavis, Q. D. “Hawthorne as Poet.” Hawthorne: A Collection of Critical Essays, edited by A.N.
Kaul. Prentice, 1966, pp. 25-63.
An article in a journal, found in a scholarly online database:
Langhamer, Claire. “Love and Courtship in Mid-Twentieth-Century England.” Historical Journal,
vol. 50, no. 1, 2007, pp. 173-96. ProQuest, doi:10.1017/S0018246X06005966. Accessed
27 May 2009.
Look in The MLA Handbook for further information; you are expected to provide correctly-
formatted works cited entries for your papers. Points will be taken off if the works cited page is
incorrect.
2. Make certain quotations are verbatim, punctuated properly, and introduced with an
independent clause. Immediately after the quotation, a comment is needed before you
proceed to your next point.
3. Long quotations (four lines or more) should be blocked, quote marks omitted.
4. Short quotations (less than four lines) should display quotation marks.
5. ALL QUOTATIONS SHOULD BE CITED PARENTHETICALLY.
6. Open .PDF files of articles in databases so that you will have page numbers to cite
parenthetically.
7. In citing works of literature, cite line numbers for poems; cite page numbers for stories and
essays; and cite the act, scene, and lines for plays.
8. Your thesis statement should be very specific—it should contain key words/phrases which
anticipate each and every body paragraph/section.
9. Mention names of the critics liberally. It is weak to write many critics feel or a critic has said.
Use the name and provide a quotation. Never refer to an author or critic by first name alone.
k20979
Highlight
k20979
Highlight
10. Refer to titles correctly, using quotation marks or italics as required. Look in Harbrace
Essentials.
11. You is unacceptable in a formal college paper. One may write, however, Hawthorne
addresses the reader . . . .
12. Vary your verbs. Instead of says or tells, try discusses, explains, comments, remarks, replies,
retorts, suggests, claims, concurs, declares, asserts.
13. Do not use contractions; they are informal.
14. Use different from instead of different than in a formal college paper.
15. Do not use abbreviations such as e.g. Instead, write for example.
16. Do not write the reason is because, which is redundant.
17. Do not begin a sentence with Well.
18. Avoid utility words such as nice, funny, and great.
19. Avoid clichés such as what goes around comes around.
Remember that a research paper is like any other paper—with an introduction and thesis, body
paragraphs, and a conclusion. The research is only to SUPPORT your ideas; some think that
research alone constitutes the grade—not so—you stil.
Lesson 19 - Identifying Topics, Main Ideas and Supporting DetailsEzr Acelar
Used in Developmental Reading Class.
Includes Take Off/Motivation Activities, Discussion on the Paragraph, Main Idea, Topic Sentence, Tips from Reading Resources, and some activities for practice.
SOC-520
Course Evaluation Methods Assignment
Evaluation goes beyond collecting data for teaching accountability and curriculum improvement, but should also include self-reflection so that the college instructor is consistently moving forward toward providing students with a relevant and lively college experience, focusing on enduring understandings that their students can use in life as well as in their careers. This assignment will help you learn this concept.
Topic 7: Teaching and Course Evaluation
For this assignment, use the Topic 3 Case Study to complete the following: Create a student course experience questionnaire Professor Provoker can use to evaluate her course curriculum and teaching performance. The questionnaire should be a Likert type of scale and short answer essay questions that students will complete anonymously. Using the assigned textbook readings to assist you, in the space provided below, provide the following in the Likert scale questionnaire:
· Explain the purpose of the questionnaire.
· 10 prompts about the course that will provide enough information for Professor Provoker to know if her curriculum, assessments, teaching methods, and classroom environment benefitted her students.
· Two short-answer essay questions asking students to reflect on their learning experience.
Likert Scale Questionnaire:
Purpose of the questionnaire:
10 prompts about the course:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
2 Short-answer Essay Questions:
1.
2.
SOC-520
Topic 3 Case Study
Professor Paula Provoker loved to elicit emotional reactions from students to get them involved in sociological topics. She felt strongly that once students emotionally connect to a topic, learning accelerates. Soon after evaluating the data from the mid-term exam, Professor Provoker was pleased with the assessment data she had collected: 80% of her 30 students were mastering the concepts of the course so far.
The topic of the current week is civil disorder—more particularly, urban rioting. Wanting to show the history of civil disorder, and evoke student involvement, she decides to build the week around the showing and discussion of a film about the violent riots involving the police and demonstrators in Chicago during the 1968 Democratic Convention. After writing the learning objectives for that week on her white board, she explains the topic for the week and what students will be doing in class. She notices many students are excited about the topic.
Before each segment of the video, Professor Provoker provides historical context in a brief 5-minute lecture and has students go over sections 2 and 5 in the textbook, Our Social World, along with her as she reads. Next, she hands out worksheets for students to complete as they watch each video segment. The worksheets contain space for six short answers to the questions where students are asked to analyze, explain, and compare/contrast. After each segment of the video presentation is complet.
SOC-520
Course Evaluation Methods Assignment
Evaluation goes beyond collecting data for teaching accountability and curriculum improvement, but should also include self-reflection so that the college instructor is consistently moving forward toward providing students with a relevant and lively college experience, focusing on enduring understandings that their students can use in life as well as in their careers. This assignment will help you learn this concept.
Topic 7: Teaching and Course Evaluation
For this assignment, use the Topic 3 Case Study to complete the following: Create a student course experience questionnaire Professor Provoker can use to evaluate her course curriculum and teaching performance. The questionnaire should be a Likert type of scale and short answer essay questions that students will complete anonymously. Using the assigned textbook readings to assist you, in the space provided below, provide the following in the Likert scale questionnaire:
· Explain the purpose of the questionnaire.
· 10 prompts about the course that will provide enough information for Professor Provoker to know if her curriculum, assessments, teaching methods, and classroom environment benefitted her students.
· Two short-answer essay questions asking students to reflect on their learning experience.
Likert Scale Questionnaire:
Purpose of the questionnaire:
10 prompts about the course:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
2 Short-answer Essay Questions:
1.
2.
SOC-520
Topic 3 Case Study
Professor Paula Provoker loved to elicit emotional reactions from students to get them involved in sociological topics. She felt strongly that once students emotionally connect to a topic, learning accelerates. Soon after evaluating the data from the mid-term exam, Professor Provoker was pleased with the assessment data she had collected: 80% of her 30 students were mastering the concepts of the course so far.
The topic of the current week is civil disorder—more particularly, urban rioting. Wanting to show the history of civil disorder, and evoke student involvement, she decides to build the week around the showing and discussion of a film about the violent riots involving the police and demonstrators in Chicago during the 1968 Democratic Convention. After writing the learning objectives for that week on her white board, she explains the topic for the week and what students will be doing in class. She notices many students are excited about the topic.
Before each segment of the video, Professor Provoker provides historical context in a brief 5-minute lecture and has students go over sections 2 and 5 in the textbook, Our Social World, along with her as she reads. Next, she hands out worksheets for students to complete as they watch each video segment. The worksheets contain space for six short answers to the questions where students are asked to analyze, explain, and compare/contrast. After each segment of the video presentation is complet.
Essay 1 Rhetorical Analysis & ResponseInstructions for Essay .docxrusselldayna
Essay 1: Rhetorical Analysis & Response
Instructions for Essay 1: Rhetorical Analysis / Reader Response
You have already written two brief rhetorical analyses in this unit. For your major essay, you will write another rhetorical analysis, this time combined with a response or rebuttal.
Format
: MLA paper format and documentation.
Sources
: at least one source (the essay you are analyzing). Use of additional sources is encouraged but not required.
Length:
Three pages, approx 800 – 1000 words
Due Date:
Refer to the assignment calendar for this course.
First, read/view the texts that I have provided for you in the folder “Texts for Essay #1” located just below these instructions. Choose one of these texts to be the subject of your analysis and response. You will notice that there are a variety of texts to choose from, including videos and hybrid written/spoken multimedia texts.
Approach your rhetorical analysis much like you have with the previous assignments in this unit. Identify elements such as audience, purpose and context as a means of understanding how the text communicates its main idea (also known as a
thesis
). Also identify and provide examples of the types of appeals used by the author, pathos, logos, ethos, etc.
The new element for this assignment is that you will be
responding
to the main idea or thesis of the text that you are analyzing. In other words, once you have established what the text’s thesis is and how it communicates that thesis, you will then need to add your own voice, ideas and opinions to the mix. Think of it as joining a conversation. Do you think the author of the original text is mistaken? Has he/she failed to consider some important point? Or do you agree with the author? Perhaps you can provide additional reasons, examples and evidence to support the thesis. Sometimes you can both agree and disagree with the author, but if you do so, be sure to clearly identify which portions you agree with and which you disagree with.
An outline of your essay might look like this:
Introduction
Identify the text, the author and the subject matter. Make sure your reader knows what you will be talking about in your analysis.
Rhetorical analysis
Analyze the rhetorical situation (audience, purpose, context, visual or spatial elements, auditory elements, etc.) Explain how these elements, along with the author's use of logos, pathos, and ethos are used to persuade or convince the audience and evaluate the effectiveness of these elements. This section might be several paragraphs long.
Response
Respond to the author’s thesis by agreeing/disagreeing. Add your own ideas opinions and examples.
Conclusion
Wrap up the essay by restating your conclusions and position on the topic.
There are three individual due dates associated with this essay. Look at the assignment calendar and you will see them listed as:
Essay 1 - Post Worki.
What Is a Definition EssayDefinition e.docxalanfhall8953
What Is a Definition Essay?
*
Definition essay explainedThe definition essay explains the meaning of a word or a concept or a term. The purpose of the definition essay is to help the reader understand the meaning of an unfamiliar term or clarify the meaning of an abstract or vague term.
How to Write a Definition Essay
The following are common ways to define a word or a concept or a term:
1. Demonstrate the denotations and connotations of a word:Denotations are the formal dictionary definitions of a word.Connotations often imply emotional, informal, or slang cases of the word.
Example 1Rat— Denotative meaning: a rodent;Connotative meaning: a person who tattles on other people or who exhibits undesirable or dishonest behavior.Example 2Card— Denotative meaning: a sturdy, but small, piece of rectangular shaped paper used for business purposes or card games.Connotative meaning: a lively, entertaining person or the act of requiring proof of age before sales of alcoholic beverages and tobacco products.
2. Demonstrate the popular beliefs and personal interpretations of a concept:
Example 1Success— Popular belief: success means getting richPersonal interpretation: success means either overcoming obstacles or other unique interpretations.
Example 2Beauty— Popular belief: good lookingPersonal interpretation: self-sacrifice, loving, forgiving, or other unique interpretations.
3. Demonstrate the characteristics, the function, or the make-up of an object or a term:
Example 1Axe— An axe is a tool used for chopping trees and splitting wood; it is made up of a wooden handle and a metal head with a blade usually on one side.
Example 2Machismo— Machismo is the inflated male ego as characterized by domination of women, an exaggerated show of male strength, etc.
Introduction
1. Lead-in: Introduce the topic (the concept or term you are going to define).
2. Transition: Make transition to thesis statement.
3. Thesis Statement: Define at least three aspects of the meaning of the concept or term (e.g. “Country music can be best understood if we know its history, its pattern of rhythm, and its themes.”).
BodyParagraph 11. Topic Sentence: Present the first aspect of the meaning of the conceptor term (e.g. “The meaning of Country Music depends heavily on itshistory”).2. Supporting Details: Explain what/how/why.3. Closing Remarks: Wrap up this paragraph (e.g. “That is why one cannot understand Country Music without learning about its history”).
Body Paragraph 21. Topic Sentence: Present the second aspect of the meaning of the conceptor term.2. Supporting Details: Explain what/how/why.3. Closing Remarks: Wrap up this paragraph.
Body Paragraph 31. Topic Sentence: Present the third aspect of the meaning of the conceptor term.2. Supporting Details: Explain what/how/why.3. Closing Remarks: Wrap up this paragraph.Writing Made Easy
Conclusion
1. Wrap up the main points.
2. Point out the significance of the concept or term
Definition Essay
I. A d.
Some Points about Writing the Term Paper 1. Make certain.docxrosemariebrayshaw
Some Points about Writing the Term Paper
1. Make certain that works cited formats adhere to MLA guidelines. Note that the 2nd and 3rd
lines are done with a hanging indent.
A book by one author:
Commager, Henry Steele. Theodore Parker. Beacon, 1947.
An essay in a collection:
Leavis, Q. D. “Hawthorne as Poet.” Hawthorne: A Collection of Critical Essays, edited by A.N.
Kaul. Prentice, 1966, pp. 25-63.
An article in a journal, found in a scholarly online database:
Langhamer, Claire. “Love and Courtship in Mid-Twentieth-Century England.” Historical Journal,
vol. 50, no. 1, 2007, pp. 173-96. ProQuest, doi:10.1017/S0018246X06005966. Accessed
27 May 2009.
Look in The MLA Handbook for further information; you are expected to provide correctly-
formatted works cited entries for your papers. Points will be taken off if the works cited page is
incorrect.
2. Make certain quotations are verbatim, punctuated properly, and introduced with an
independent clause. Immediately after the quotation, a comment is needed before you
proceed to your next point.
3. Long quotations (four lines or more) should be blocked, quote marks omitted.
4. Short quotations (less than four lines) should display quotation marks.
5. ALL QUOTATIONS SHOULD BE CITED PARENTHETICALLY.
6. Open .PDF files of articles in databases so that you will have page numbers to cite
parenthetically.
7. In citing works of literature, cite line numbers for poems; cite page numbers for stories and
essays; and cite the act, scene, and lines for plays.
8. Your thesis statement should be very specific—it should contain key words/phrases which
anticipate each and every body paragraph/section.
9. Mention names of the critics liberally. It is weak to write many critics feel or a critic has said.
Use the name and provide a quotation. Never refer to an author or critic by first name alone.
k20979
Highlight
k20979
Highlight
10. Refer to titles correctly, using quotation marks or italics as required. Look in Harbrace
Essentials.
11. You is unacceptable in a formal college paper. One may write, however, Hawthorne
addresses the reader . . . .
12. Vary your verbs. Instead of says or tells, try discusses, explains, comments, remarks, replies,
retorts, suggests, claims, concurs, declares, asserts.
13. Do not use contractions; they are informal.
14. Use different from instead of different than in a formal college paper.
15. Do not use abbreviations such as e.g. Instead, write for example.
16. Do not write the reason is because, which is redundant.
17. Do not begin a sentence with Well.
18. Avoid utility words such as nice, funny, and great.
19. Avoid clichés such as what goes around comes around.
Remember that a research paper is like any other paper—with an introduction and thesis, body
paragraphs, and a conclusion. The research is only to SUPPORT your ideas; some think that
research alone constitutes the grade—not so—you stil.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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2. “One of the most difficult things [to write] is the
first paragraph. I have spent many months on a
first paragraph, and once I get it, the rest just
comes out very easily. In the first paragraph you
solve most of the problems with your book. The
theme is defined, the style, the tone.”
- Gabriel García Márquez
3. Frameworks Shape Reading
The introduction of a text should do two things:
Motivate readers by stating the problem that they
care about.
Frame the rest of your document by stating the
point and key concepts that you will develop in
the text.
4. Forecasting Themes to Create
Coherence
To help readers achieve coherence in a text, you
can use the by-now-familiar principle:
Begin each document, its sections, and
subsections with a short , easily grasped segment
that states the point and introduces the themes
that readers use to organize the rest.
The body of the text then supports, develops, or
explain the point and themes stated in the first
part.
5. Six Principles for Coherence
For the document:
1. Readers must know where the introduction
ends and the body begins, as well as where
each sections ends and the next begins.
Use headings that include key themes for each
section.
Use introductory and concluding sentences.
6. 2. At the end of the introduction, readers look for
the document’s main point / solution to the
problem. It should state the main themes
developed in the rest of the text.
3. In the body, repeat concepts and themes
regularly that were mentioned in the introduction
so as not to lose the reader.
7. For each section and subsection:
4. Readers look for a short segment that introduces the
section or subsection.
5. At the end of the introductory segment, readers look for
a sentence that states both the point of the section and the
specific concepts you will develop as distinctive themes for
that section.
6. In the body of the section, readers look for the concepts
announced as themes at the end of the introductory
sentence.
8. Find the key concepts
1. In an essay written after four weeks of
instruction, the students visibly attempted to
distinguish fact from opinion, but did
inconsistently.
2. In a final essay written six months after
instruction ended, they did no better than
they did in their pre-instruction essays.
9. 1. In an essay written after four weeks of
instruction, the students visibly attempted to
distinguish fact from opinion, but did
inconsistently.
2. In a final essay written six months after
instruction ended, they did no better than
they did in their pre-instruction essays.
10. Tweet: Simplify this paragraph so that it is
coherent. (2-3 sentences)
Thirty sixth-grade students wrote essays that were analyzed
to determine the effectiveness of eight weeks of training to
distinguish fact from opinion. That ability is an important
aspect of making sound arguments of any kind. In an essay
written before instruction began, the writers failed almost
completely to distinguish fact from opinion. In an essay
written after four weeks of instruction, the students visibly
attempted to distinguish fact from opinion, but did
inconsistently. In a final essay written six months after
instruction ended, they did no better than they did in their pre-
instruction essays. Their training had some effect on their
writing during the instruction period, but it was inconsistent,
and six months after the instruction it had no measurable
effect.
11. There are no key concepts mentioned in the
first few sentences. The terms inconsistently,
never achieved, no better, no measurable
effect, are crucial to the point of the whole
passage.
The point of the passage is not touched on
until the end of the passage. The fact that
training the students had no long-term effect is
lost because of all the rambling.
To much effort to get to the point.
12. Answer
In this study, thirty sixth-grade students were
taught to distinguish fact from opinion. They
did so successfully during the instruction
period, but the effect was inconsistent and
less than predicted, and six months after
instruction ended, the instruction has no
measurable effect.
Underline: point of the passage
Bold: Key terms
13. To write a document that readers will think is
coherent , open every unit – section, subsection,
and the whole – with a short easily grasped
introductory segment. Then put a sentence that
states both the point of the unit and the key
concepts that follow.
For example: First, the lack of opportunity in the
job market is a main cause for youth crime.
Second, the lack of recreational facilities creates
boredom in youth which leads to youth crime.
14. We can make sense of almost anything we read if
we know its points. But to make full coherent sense
of a passage, we must see two more things:
Readers must see how everything in a section or
whole is relevant to its point.
Tweet out what kind of sentences can be relevant
to a point.
For example: Consideration of other points of view.
15. Relevance to a Point
Background or context
Points of a sections and the whole
Reasons supporting a point
Evidence, facts, or data supporting a reason
An explanation of reasoning or methods
Consideration or other points of view
16. Second requirement for Coherence
Readers must see how the parts of your document are
ordered.
Chronological: Move from earlier to later (or vice versa), as a
narrative, or as cause and effect.
Coordinate: Two or more sections are coordinate when they are
like pillars equally supporting a common roof.
Ex: There are three reasons why the second Batman movie was
better then the third. First, second….
You can also use: also, another, more important, in addition.
Logical: This is the most complex order. You have to discuss
points in a logical order or else you will confuse your reader.
This is done by example and generalization, premise and
conclusion, or by assertion and contradiction. Signal logic with
for example, on the other hand, it follows that….
17. On Paragraphs
Begin with one or two short sentences that
frame what follows.
State the point of the paragraph (topic
sentence) in the last sentence of its
introduction.
Toward the end of that point sentence, name
the key themes that thread through what
follows.
This method does not always work if the
paragraph is long.
18. A Basic Principal of Clarity
Readers are more likely to understand a text
that opens with a short segment that can be
easily grasped. This is the subject/topic.
Tweet: Change the sentence so that it can be
more easily understood:
Resistance in Nevada against its use as a waste
disposal site has been heated.
20. In a more complex sentence, the short easily grasped
sentence is a main clause that expresses the point of its
sentence.
Tweet: Which is better and why?
1: Greater knowledge of pre-Columbian civilizations and the
effect of European colonization destroying their societies by
inflicting on them devastating diseases has led to a historical
reassessment of Columbus’ role in world history.
2. Historians are reassessing Columbus’ role in world history
because they know more about pre-Columbian civilizations
and how European colonization destroyed their societies by
inflicting on them devastating diseases.
21. In the first example, the point of the sentence is
buried at the end. The reader has to dig around to
find what the sentences point is. In the second
example, the opening clause states the main point
of the sentence, which is it’s most important claim.
Historians are reassessing Columbus’ role…..
The claim is then supported by the longer and
more complex clause that follows. The reader is
engaged in what the claim is and then is able to
continue on to learn about the support.
22. A basic principle of clarity is that any unit of
discourse – a sentence, a paragraph, a section,
etc, should begin with a short segment that
introduces and frames the longer and more
complex segment that follows.