Grade-worthy Essay Topics for Presentation
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Essay Topics For Presentation To Impress The Audience.pptx
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CRITICAL THINKING1Michael PriebeSouthern New Hampshire U
CRITICAL THINKING 1
Michael Priebe
Southern New Hampshire University
ENG-122
Prof Bacho
10/03/2021
Critical Thinking
Introduction
Critical thinking is the main idea in this discussion, which is the intellectually disciplined process of skillfully and actively conceptualizing. In addition, it deals with the application, synthesizing, and evaluation of the information gathered from or generated by observation. There is an examination that is done concerning structures of thought implicit in all reasoning. Critical thinking entails being responsive to all variable that is subject to the matter. This is incorporated in a family of interwoven modes of thinking.
As discussed earlier, critical thinking is comprised of the questioning and evaluation of the information. Critical thinking as an argument contributes to the capability to ensure that solving information is done by use of various contexts ( Smith , 2019 p. 499). The assessment of the data is a more complicated but still very much important process. One can utilize the CRAAP test to determine that information and sources are reliable. When using critical thinking to evaluate information, there is a need for clarification of thinking to oneself and even to other individuals. It is a process that is composed of seeking questions and giving the answer to those probing questions. For instance, a good example is the logic questions that might have been discussed before.
Evaluation is very crucial in critical thinking that entails mainly assessment of the arguments. Thoughts and ideas. The points of view are essential for the development of students as autonomous thinkers. Learning how analysis is done and critically evaluating statements also assists in the growth of a sound framework (Wechsler, 2018 p. 114). This is mainly done to incite testing of own opinions and ensure the advancement of points of view. The analysis of critical thinking is comprised of steps that are involved.
The first step is identifying problems or issues, followed by a definition of the problem that is done with a clear and concise statement of the problem. Thirdly, gathering vital information is done, assessing credibility and accuracy of the information, and supporting evidence are performed. Moreover, data analysis is done, followed by looking at reasons and leading causes of complications ( Kozikolu , 2019 p. 111).
Conclusion
Critical thinking has been termed as the ability to analyses information objectively and finally creates a reasoned judgment. The complex information is broken down into more essential parts. It is a mental process that entails the evaluation of data, which later interpretation is made to make a sound judgment.
References
Kozikoglu, I. (2019). Investigating Critical Thinking in Prospective Teachers: Metacognitive Skills, Problem Solving Skills and Academic Self-Efficacy. Journal of Social Studies Education Research, 10(2), 111-130.
Smith, L., Gillette, C., T ...
Critical thinking1 michael priebesouthern new hampshire u
Critical thinking1 michael priebesouthern new hampshire u
Getting A Head Start On College Application Essays: Impact and Initiative
I gave this presentation at Palisades Public Library on May 12, 2015. Please help students understand that colleges want to learn about the ways they have impacted their communities and taken initiative.
True Insight: Using UC and UT Essays for College Readiness, Admissions & Success
Spring 2018 IECA Presentation. Catherine Marrs, Rebecca Joseph, Elizabeth Stone
What Did You Do Last Summer? 2015 Jack Kent Cooke Foundation Young Scholars...
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Recommended
Essay Topics For Presentation To Impress The Audience.pptx
Struggling to find Essay Help? Visit Essay Typist, here you can get the best professional experts for your work.
CRITICAL THINKING1Michael PriebeSouthern New Hampshire U
CRITICAL THINKING 1
Michael Priebe
Southern New Hampshire University
ENG-122
Prof Bacho
10/03/2021
Critical Thinking
Introduction
Critical thinking is the main idea in this discussion, which is the intellectually disciplined process of skillfully and actively conceptualizing. In addition, it deals with the application, synthesizing, and evaluation of the information gathered from or generated by observation. There is an examination that is done concerning structures of thought implicit in all reasoning. Critical thinking entails being responsive to all variable that is subject to the matter. This is incorporated in a family of interwoven modes of thinking.
As discussed earlier, critical thinking is comprised of the questioning and evaluation of the information. Critical thinking as an argument contributes to the capability to ensure that solving information is done by use of various contexts ( Smith , 2019 p. 499). The assessment of the data is a more complicated but still very much important process. One can utilize the CRAAP test to determine that information and sources are reliable. When using critical thinking to evaluate information, there is a need for clarification of thinking to oneself and even to other individuals. It is a process that is composed of seeking questions and giving the answer to those probing questions. For instance, a good example is the logic questions that might have been discussed before.
Evaluation is very crucial in critical thinking that entails mainly assessment of the arguments. Thoughts and ideas. The points of view are essential for the development of students as autonomous thinkers. Learning how analysis is done and critically evaluating statements also assists in the growth of a sound framework (Wechsler, 2018 p. 114). This is mainly done to incite testing of own opinions and ensure the advancement of points of view. The analysis of critical thinking is comprised of steps that are involved.
The first step is identifying problems or issues, followed by a definition of the problem that is done with a clear and concise statement of the problem. Thirdly, gathering vital information is done, assessing credibility and accuracy of the information, and supporting evidence are performed. Moreover, data analysis is done, followed by looking at reasons and leading causes of complications ( Kozikolu , 2019 p. 111).
Conclusion
Critical thinking has been termed as the ability to analyses information objectively and finally creates a reasoned judgment. The complex information is broken down into more essential parts. It is a mental process that entails the evaluation of data, which later interpretation is made to make a sound judgment.
References
Kozikoglu, I. (2019). Investigating Critical Thinking in Prospective Teachers: Metacognitive Skills, Problem Solving Skills and Academic Self-Efficacy. Journal of Social Studies Education Research, 10(2), 111-130.
Smith, L., Gillette, C., T ...
Critical thinking1 michael priebesouthern new hampshire u
Critical thinking1 michael priebesouthern new hampshire u
Getting A Head Start On College Application Essays: Impact and Initiative
I gave this presentation at Palisades Public Library on May 12, 2015. Please help students understand that colleges want to learn about the ways they have impacted their communities and taken initiative.
True Insight: Using UC and UT Essays for College Readiness, Admissions & Success
Spring 2018 IECA Presentation. Catherine Marrs, Rebecca Joseph, Elizabeth Stone
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College application essays make or break many college admissions decisions. Here is my presentation to amazing rising seniors at the 2015 Jack Kent Cooke Foundation weekend.
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2016 Palisades Charter High School College Fair
This is my 2016 Communicating Your Stories: Ten Tips For Writing Powerful College Application Essays Presentation. Please share and give me any feedback.
Biology 112 Spring 2016.docx
Biology 112 Spring 2016
Scientific Journal Article Critique
Each time you evaluate an article, you will complete Part I and Part II. You will submit on a typed hardcopy Part I., and Part II on the due date listed in your syllabus.
Part I.
1. Skim the article (take light notes)
· Read the abstract. The abstract informs you of the major findings of the study, and the importance.
· What is the big picture of the study (this is done as you read the article)
· Record terms or techniques you are not familiar with.
· Include questions to parts of the article you do not understand.
· If you are unfamiliar with concepts discussed throughout the article, then perform a Google search.
2. Re-read the article
· Go to the Materials and Methods and Results section, and ask the following questions within each section
· Was the study repeated? (You should know why a study must be repeated. If you do not know ask Prof. Olave or Dr. Bignami ASAP)
· What was the sample size? Is this representative of a large population?
· What were the variables? Controls?
· What factors might affect the outcome (according to the investigators)
· Interpret the data within each figure without looking at the text. Once you have done this, then read the text.
· Understand the purpose of the Materials and Methods
3. Preparing to summarize the article:
· Describe the article in your own words first. Can you explain to a friend without looking at your notes? If not, then most likely you do not understand. Go over your notes again.
· What was the purpose of the study?
· A reader who has not read your article must understand your summary.
4. Write a draft of your summary:
· Begin to write the article without looking at your notes. If you choose to look at your notes, then you may not understand the article, and may unintentionally plagiarize.
· Ask yourself the following questions to write your summary (without looking at your notes) in your own words:
· What was the purpose of the study?
· What questions were asked?
· How did the study address these questions?
· What assumptions did the author make?
· What were the major findings?
· What questions are still unanswered (according to the authors of the article)
Part II. Critical Review and Assessment of the Article
· In your summary, include your own analysis and evaluation of the article.
· Do not include personal opinions
· Use professional language. For example:
Common language: Dipodomys merriami is a kangaroo rat that has a longer Loop of Henle, and this helps it survive better in the desert by retaining more water.
Professional language: A longer Loop of Henle in Dipodomys merriami allows for greater water absorption, an adaptation that has led to survival in an arid environment.
· How did this study answer questions proposed in the introduction section of the paper?
· Include the limitations of the study:
· Does the data support the co ...
Edu 650 Enhance teaching / snaptutorial.com
For more classes visit
www.snaptutorial.com
EDU 650 Week 1 Journal No Excuses University Culture of Universal Achievement
EDU 650 Exceptional Education / snaptutorial.com
For more classes visit
www.snaptutorial.com
EDU 650 Week 1 Journal No Excuses University Culture of Universal Achievement
EDU 650 Week 1 Assignment Education Philosophy
Academic essay-writing-resource
This booklet aims to provide
resources to tutors who
work with Indigenous
students at Charles Darwin
University. It is intended to
provide you with
information and exercises to
assist you to scaffold
students to be successful in
their university studies. We
focus on writing academic
essays, because this is a skill
student’s need in most
university courses, and is a
skill that can be transferred
to assessments in other
units.
Share, Reflect, Stand Out: Strategies to Write Powerful College Application E...
This is a September 2015 presentation to help young men understand ways they need to stand out in their college application essays.
COM114 Fall 2019 Reflective JournalCOM114 Fall 2019A.docx
COM114 | Fall 2019 | Reflective Journal
COM114 | Fall 2019
American University of the Middle East Student Name: ____________________ Student ID: _ Section: _
COM114 | Fall 2019
American University of the Middle East Student Name: ____________________ Student ID: ______________ Section: ________
HOMEWORK
Reflective Journal [10%]
Course: COM 114 Fundamentals of Speech Communication
Instructors: Alvaro Subero,Nurcan Kose, Arda Jebejian, Filomachi Spathopoulou, Hanane Benali, Slaheddine Mnasri, Belen Gaspar Garcia, Stavros Papakonstantinidis
Term:Fall 2019
Assignment Title: Reflective Journal
Rationale
Self-reflection is a purposeful activity in which you exercise multiple skills, such as critical thinking, personal responsibility, adaptability, and more. When you debrief an experience, you reflect on everything including the process, the choices and discoveries you make, and the problems you encounter. The purpose of the self-reflection questions below is to inspire you to think about your learning journey. For example, how has this knowledge made you better? How can you apply your new knowledge to other areas of your studies? What is its significance in the real world?
Tasks/ Instructions
· Students should fill in all five reflective journal entries as provided by the instructor.
· In order to answer each entry, students should write clear, concise, and error-free sentences and paragraphs, minimum 100 words per reflection entry.
· Ideally, each entry should be answered at the end of each designated week of classes.
· It is the student’s responsibility to submit the journal (Turnit-in) on the date of final submission announced on Moodle
·
REFLECTIVE JOURNAL | REFLECTION #1 | WEEK 4
Make a list of all the fears you have related to public speaking. Order them on a continuum from least feared to most feared. Decide which fears are preventable and describe how they could be prevented. For the unpreventable fears, decide what you could do if they occur. Fill in the table below and put your thoughts in a paragraph.
Fear
Preventable?
Unpreventable?
REFLECTIVE JOURNAL | REFLECTION #2 | WEEK 5
Reflect on your first individual presentation (Interpretive Reading) and answer the following:
a. What did you do well?
b. What would you like to improve in the upcoming speeches?
Refer to the grading rubric of this assignment to be more specific in your response.
REFLECTIVE JOURNAL | REFLECTION #3 | WEEK 9
Reflect on your experience so far and answer the following questions:
a. How do you evaluate your individual performance during the first half of the course?
b. In what area did you improve the most?
c. List three ways you think you have developed or grown as a result of this course.
REFLECTIVE JOURNAL | REFLECTION #4 | WEEK 10
Listen carefully to a classmate’s informative speech and then answer the following questions:
a. What is the name of your classmate?
b. What is his/her topic?
c. Which vocal or bod ...
Technology For Student Success - Simplifying Student Research
"Technology for Student Success" was a presentation for teachers and administrators to model how to simplify students' research by using of content with a purpose, for an audience. Each student culminates his or her research into a briefings format.
The format is easy to use when following the ABCs of Briefings:
*A - Authentic forms and strategies of research writing in the real world are identified, as resources for the integration of all subject areas.
*B - Briefings based on content for a purpose; affecting an audience.
*C - Choice is applies and connected to community within and outside of the classroom.
Throughout the session teachers:
1. discover how the structure of briefings support the author's purpose through strategic presentation of content to affect an audience.
2. apply components of authentic learning: choice, connections, and community to increase motivation, problem solving and quality in writing.
3. use self generated, open-ended questions about a topic to guide research from a variety of resources.
4. identify what makes effective revision through a question and answer sharing format.
5. self assess their own learning and consider how to implement the research model in their own classrooms with students.
I facilitated this session for the Center for School Reform (in Kansas City, MO) at the Summit for Student Success Conference, held in Columbia, MO.
DIRW 0310READING ANALYSISDue Dates See Course SyllabusO.docx
DIRW 0310
READING ANALYSIS
Due Dates: See Course Syllabus
Objective: The goal of this project is to expose you to a variety of different writing styles and assist you in developing proficient reading and writing skills, while breaking up the monotony that comes from exclusively reading textbooks. By reading articles, you will indirectly be exposed to domestic and foreign events, the world of entertainment and sports, practical how-to articles, and products on the market, among many other interesting things.
Instructions: Throughout the semester, you will be required to critically read and analyze selected readings. You will then write an analysis of the reading selection, which must contain the following information (organize your analysis in this order and use the provided template):
1. First, read and annotate the reading selection. Be sure to note any main ideas and supporting details. Mark any new vocabulary words.
2. Complete the STRAP mnemonic (see template for what STRAP is)
3. Create a graphic organizer
4. Using the Template, type up your assignment using MLA format. The template can be found in the folder with this assignment. The analysis must include the following elements:
a. Create a graphic organizer that matches the organization/structure of the text
b. Type the STRAP information
c. Type a one page, two paragraph (250+ word) summary of the reading written in 3rd person - you must include:
i. The first paragraph is a discussion of the audience, the author's primary purpose, and tone (who or what and which details from the reading support your answers)
ii. The second paragraph is a synopsis of the main idea and key details
d. Type a three quarter page (200+ word) personal response written in 1st person to the reading. Consider the following:
i. Connection to text, self, and/or world
e. Type up Three EASY vocabulary words from new vocabulary terms used in the reading
f. Type an MLA Works Cited entry for the reading
5. Save the document in the following format
a. Last Name-First Name-Class-Assignment Name
b. Example: Doe-John-DIRW 0310 71001-Reading Analysis-LitNar
You must turn in your analyses on time (see course agenda) and format them correctly in MLA style! Type them in Arial 12-point standard font, double-spaced with one-inch margins. Refer to the sample student analysis on Blackboard for exact formatting details. No late work will be accepted.
Assessment: Your work will be evaluated based on completeness of the assignment and quality of the written analyses. You will be graded on the following:
· Annotations, STRAP, and graphic organizer 15 %
· Summary (250+ words) 35 %
· Response (200+ words) 30 %
· Three EASY Vocabulary 15 %
· MLA Works Cited entry 5 %
Your instructor will choose a reading selection for this class assignment.
1) How would you define statistics? How is statistics used in business decision making? Statistics is accurately defined as the study of the analysis, data coll.
General guidelines for writing reaction papers (Read this docume
General guidelines for writing reaction papers
(Read this document fully! It’s 5 pages and contains important information):
Reaction papers are thought papers where you critique an article. As you read the assigned articles, point out 1) at least one interesting fact that you learned from the introduction, 2) study’s strengths, 3) the limitations of their research design (for example, the way they defined or measured their variables, the measures’ reliability/validity, their data collection technique [e.g., self-report, lab visits, direct observation]), 4) implications of their findings (so what do they findings mean in real world!. In your implications section you must relate the study’s findings to real life, and give it some context to make it relevant for lay people), 5) future direction ideas (what would you want to test next to build up on the findings of this research, and/or to address its shortcomings).
These are some questions to have in mind as you read the article:
· Did they account for confounding factors?
· What other factors could explain their findings?
· Were the findings substantial? Who will benefit from these?
· What were some of the considerations or little things that the researchers took into account that strengthened their design?
· If you were to do subsequent investigations, what next steps would you take?
· Also, if the article posed questions in your mind, mention the questions and take a stab at giving answers too!
Show me that you’ve thought the article thorough. I evaluate your reaction papers based on thedepth of your thoughts and how sophisticated and well explained your arguments comments are.
SUPER IMPORTANT NOTE regarding LIMITATIONS:
When pointing out the limitations, EXPLAIN how addressing the limitation could mean getting different results. For example, if the study’s participants are all socioeconomically advantaged and you see this a limitation because it’s not nationally representative, discuss how results of a mid/low SES sample could be different. Simply saying that the results aren’t “generalizable” IS NOT ENOUGH. You must justify your argument for selecting a more diverse sample, otherwise there is not enough evidence to suggest that the study’s findings are not generalizable! Again, please realize that it is your explanations and arguments that I evaluate, so don’t leave your comments unexplained or unsupported.
SUPER IMPORTANT NOTE regarding STRENGHTS:
I have found that students are often confused as to what they should consider a “strength” and what things are just “given (must haves!)” in a work that is published in an academic journal. Below are things that are NOT strengths, and rather “given”, so please don’t include these as strengths of the article! Violation of these can be considered a limitation:
· Random assignment
· Having conditions that differ on only one aspect
· Coders being blind to the study’s hypotheses
· Use of reliable and valid measures
· Citing relevant pri ...
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2015 Hamilton College NIght: How To Write Powerful Personal Statements
This is our presentation for Hamilton High School's College NIght on April 22, 2015. These are our ten tips for writing powerful personal statements.
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This is my 2016 Communicating Your Stories: Ten Tips For Writing Powerful College Application Essays Presentation. Please share and give me any feedback.
Biology 112 Spring 2016.docx
Biology 112 Spring 2016
Scientific Journal Article Critique
Each time you evaluate an article, you will complete Part I and Part II. You will submit on a typed hardcopy Part I., and Part II on the due date listed in your syllabus.
Part I.
1. Skim the article (take light notes)
· Read the abstract. The abstract informs you of the major findings of the study, and the importance.
· What is the big picture of the study (this is done as you read the article)
· Record terms or techniques you are not familiar with.
· Include questions to parts of the article you do not understand.
· If you are unfamiliar with concepts discussed throughout the article, then perform a Google search.
2. Re-read the article
· Go to the Materials and Methods and Results section, and ask the following questions within each section
· Was the study repeated? (You should know why a study must be repeated. If you do not know ask Prof. Olave or Dr. Bignami ASAP)
· What was the sample size? Is this representative of a large population?
· What were the variables? Controls?
· What factors might affect the outcome (according to the investigators)
· Interpret the data within each figure without looking at the text. Once you have done this, then read the text.
· Understand the purpose of the Materials and Methods
3. Preparing to summarize the article:
· Describe the article in your own words first. Can you explain to a friend without looking at your notes? If not, then most likely you do not understand. Go over your notes again.
· What was the purpose of the study?
· A reader who has not read your article must understand your summary.
4. Write a draft of your summary:
· Begin to write the article without looking at your notes. If you choose to look at your notes, then you may not understand the article, and may unintentionally plagiarize.
· Ask yourself the following questions to write your summary (without looking at your notes) in your own words:
· What was the purpose of the study?
· What questions were asked?
· How did the study address these questions?
· What assumptions did the author make?
· What were the major findings?
· What questions are still unanswered (according to the authors of the article)
Part II. Critical Review and Assessment of the Article
· In your summary, include your own analysis and evaluation of the article.
· Do not include personal opinions
· Use professional language. For example:
Common language: Dipodomys merriami is a kangaroo rat that has a longer Loop of Henle, and this helps it survive better in the desert by retaining more water.
Professional language: A longer Loop of Henle in Dipodomys merriami allows for greater water absorption, an adaptation that has led to survival in an arid environment.
· How did this study answer questions proposed in the introduction section of the paper?
· Include the limitations of the study:
· Does the data support the co ...
Edu 650 Enhance teaching / snaptutorial.com
For more classes visit
www.snaptutorial.com
EDU 650 Week 1 Journal No Excuses University Culture of Universal Achievement
EDU 650 Exceptional Education / snaptutorial.com
For more classes visit
www.snaptutorial.com
EDU 650 Week 1 Journal No Excuses University Culture of Universal Achievement
EDU 650 Week 1 Assignment Education Philosophy
Academic essay-writing-resource
This booklet aims to provide
resources to tutors who
work with Indigenous
students at Charles Darwin
University. It is intended to
provide you with
information and exercises to
assist you to scaffold
students to be successful in
their university studies. We
focus on writing academic
essays, because this is a skill
student’s need in most
university courses, and is a
skill that can be transferred
to assessments in other
units.
Share, Reflect, Stand Out: Strategies to Write Powerful College Application E...
This is a September 2015 presentation to help young men understand ways they need to stand out in their college application essays.
COM114 Fall 2019 Reflective JournalCOM114 Fall 2019A.docx
COM114 | Fall 2019 | Reflective Journal
COM114 | Fall 2019
American University of the Middle East Student Name: ____________________ Student ID: _ Section: _
COM114 | Fall 2019
American University of the Middle East Student Name: ____________________ Student ID: ______________ Section: ________
HOMEWORK
Reflective Journal [10%]
Course: COM 114 Fundamentals of Speech Communication
Instructors: Alvaro Subero,Nurcan Kose, Arda Jebejian, Filomachi Spathopoulou, Hanane Benali, Slaheddine Mnasri, Belen Gaspar Garcia, Stavros Papakonstantinidis
Term:Fall 2019
Assignment Title: Reflective Journal
Rationale
Self-reflection is a purposeful activity in which you exercise multiple skills, such as critical thinking, personal responsibility, adaptability, and more. When you debrief an experience, you reflect on everything including the process, the choices and discoveries you make, and the problems you encounter. The purpose of the self-reflection questions below is to inspire you to think about your learning journey. For example, how has this knowledge made you better? How can you apply your new knowledge to other areas of your studies? What is its significance in the real world?
Tasks/ Instructions
· Students should fill in all five reflective journal entries as provided by the instructor.
· In order to answer each entry, students should write clear, concise, and error-free sentences and paragraphs, minimum 100 words per reflection entry.
· Ideally, each entry should be answered at the end of each designated week of classes.
· It is the student’s responsibility to submit the journal (Turnit-in) on the date of final submission announced on Moodle
·
REFLECTIVE JOURNAL | REFLECTION #1 | WEEK 4
Make a list of all the fears you have related to public speaking. Order them on a continuum from least feared to most feared. Decide which fears are preventable and describe how they could be prevented. For the unpreventable fears, decide what you could do if they occur. Fill in the table below and put your thoughts in a paragraph.
Fear
Preventable?
Unpreventable?
REFLECTIVE JOURNAL | REFLECTION #2 | WEEK 5
Reflect on your first individual presentation (Interpretive Reading) and answer the following:
a. What did you do well?
b. What would you like to improve in the upcoming speeches?
Refer to the grading rubric of this assignment to be more specific in your response.
REFLECTIVE JOURNAL | REFLECTION #3 | WEEK 9
Reflect on your experience so far and answer the following questions:
a. How do you evaluate your individual performance during the first half of the course?
b. In what area did you improve the most?
c. List three ways you think you have developed or grown as a result of this course.
REFLECTIVE JOURNAL | REFLECTION #4 | WEEK 10
Listen carefully to a classmate’s informative speech and then answer the following questions:
a. What is the name of your classmate?
b. What is his/her topic?
c. Which vocal or bod ...
Technology For Student Success - Simplifying Student Research
"Technology for Student Success" was a presentation for teachers and administrators to model how to simplify students' research by using of content with a purpose, for an audience. Each student culminates his or her research into a briefings format.
The format is easy to use when following the ABCs of Briefings:
*A - Authentic forms and strategies of research writing in the real world are identified, as resources for the integration of all subject areas.
*B - Briefings based on content for a purpose; affecting an audience.
*C - Choice is applies and connected to community within and outside of the classroom.
Throughout the session teachers:
1. discover how the structure of briefings support the author's purpose through strategic presentation of content to affect an audience.
2. apply components of authentic learning: choice, connections, and community to increase motivation, problem solving and quality in writing.
3. use self generated, open-ended questions about a topic to guide research from a variety of resources.
4. identify what makes effective revision through a question and answer sharing format.
5. self assess their own learning and consider how to implement the research model in their own classrooms with students.
I facilitated this session for the Center for School Reform (in Kansas City, MO) at the Summit for Student Success Conference, held in Columbia, MO.
DIRW 0310READING ANALYSISDue Dates See Course SyllabusO.docx
DIRW 0310
READING ANALYSIS
Due Dates: See Course Syllabus
Objective: The goal of this project is to expose you to a variety of different writing styles and assist you in developing proficient reading and writing skills, while breaking up the monotony that comes from exclusively reading textbooks. By reading articles, you will indirectly be exposed to domestic and foreign events, the world of entertainment and sports, practical how-to articles, and products on the market, among many other interesting things.
Instructions: Throughout the semester, you will be required to critically read and analyze selected readings. You will then write an analysis of the reading selection, which must contain the following information (organize your analysis in this order and use the provided template):
1. First, read and annotate the reading selection. Be sure to note any main ideas and supporting details. Mark any new vocabulary words.
2. Complete the STRAP mnemonic (see template for what STRAP is)
3. Create a graphic organizer
4. Using the Template, type up your assignment using MLA format. The template can be found in the folder with this assignment. The analysis must include the following elements:
a. Create a graphic organizer that matches the organization/structure of the text
b. Type the STRAP information
c. Type a one page, two paragraph (250+ word) summary of the reading written in 3rd person - you must include:
i. The first paragraph is a discussion of the audience, the author's primary purpose, and tone (who or what and which details from the reading support your answers)
ii. The second paragraph is a synopsis of the main idea and key details
d. Type a three quarter page (200+ word) personal response written in 1st person to the reading. Consider the following:
i. Connection to text, self, and/or world
e. Type up Three EASY vocabulary words from new vocabulary terms used in the reading
f. Type an MLA Works Cited entry for the reading
5. Save the document in the following format
a. Last Name-First Name-Class-Assignment Name
b. Example: Doe-John-DIRW 0310 71001-Reading Analysis-LitNar
You must turn in your analyses on time (see course agenda) and format them correctly in MLA style! Type them in Arial 12-point standard font, double-spaced with one-inch margins. Refer to the sample student analysis on Blackboard for exact formatting details. No late work will be accepted.
Assessment: Your work will be evaluated based on completeness of the assignment and quality of the written analyses. You will be graded on the following:
· Annotations, STRAP, and graphic organizer 15 %
· Summary (250+ words) 35 %
· Response (200+ words) 30 %
· Three EASY Vocabulary 15 %
· MLA Works Cited entry 5 %
Your instructor will choose a reading selection for this class assignment.
1) How would you define statistics? How is statistics used in business decision making? Statistics is accurately defined as the study of the analysis, data coll.
General guidelines for writing reaction papers (Read this docume
General guidelines for writing reaction papers
(Read this document fully! It’s 5 pages and contains important information):
Reaction papers are thought papers where you critique an article. As you read the assigned articles, point out 1) at least one interesting fact that you learned from the introduction, 2) study’s strengths, 3) the limitations of their research design (for example, the way they defined or measured their variables, the measures’ reliability/validity, their data collection technique [e.g., self-report, lab visits, direct observation]), 4) implications of their findings (so what do they findings mean in real world!. In your implications section you must relate the study’s findings to real life, and give it some context to make it relevant for lay people), 5) future direction ideas (what would you want to test next to build up on the findings of this research, and/or to address its shortcomings).
These are some questions to have in mind as you read the article:
· Did they account for confounding factors?
· What other factors could explain their findings?
· Were the findings substantial? Who will benefit from these?
· What were some of the considerations or little things that the researchers took into account that strengthened their design?
· If you were to do subsequent investigations, what next steps would you take?
· Also, if the article posed questions in your mind, mention the questions and take a stab at giving answers too!
Show me that you’ve thought the article thorough. I evaluate your reaction papers based on thedepth of your thoughts and how sophisticated and well explained your arguments comments are.
SUPER IMPORTANT NOTE regarding LIMITATIONS:
When pointing out the limitations, EXPLAIN how addressing the limitation could mean getting different results. For example, if the study’s participants are all socioeconomically advantaged and you see this a limitation because it’s not nationally representative, discuss how results of a mid/low SES sample could be different. Simply saying that the results aren’t “generalizable” IS NOT ENOUGH. You must justify your argument for selecting a more diverse sample, otherwise there is not enough evidence to suggest that the study’s findings are not generalizable! Again, please realize that it is your explanations and arguments that I evaluate, so don’t leave your comments unexplained or unsupported.
SUPER IMPORTANT NOTE regarding STRENGHTS:
I have found that students are often confused as to what they should consider a “strength” and what things are just “given (must haves!)” in a work that is published in an academic journal. Below are things that are NOT strengths, and rather “given”, so please don’t include these as strengths of the article! Violation of these can be considered a limitation:
· Random assignment
· Having conditions that differ on only one aspect
· Coders being blind to the study’s hypotheses
· Use of reliable and valid measures
· Citing relevant pri ...
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- 2. What is an Essay? An essay is a brief, less structured, and less formal piece of writing that analyzes, interprets, or critiques something. More arguments, figures, and data must be included in an essay's write-up. An essay is a crucial component of university because it improves comprehension and aids in the student's learning process. It is because writing an essay enables you to organize your thoughts, convey your opinions, analyze sources, and exercise critical judgment.
- 3. Guidelines to Write a Good Essay Essay is one of the common academic tasks assigned to university students. There are various issues that students face while drafting this academic task. To eradicate those issues there are a few guidelines that students need to follow while writing an essay : 1- Question Analysis 2 - Use evidence and figures 3 - Clearly Define Your Argument 4 - Use evidence and figures 5- Coherent essay 6- Easy Language 7- Use of Citations
- 4. Various Types of Essay An essay has various types which is essential for student to be familiar about. The names of different kinds essay are below : 1- Argumentative essay 2- Expository essay 3- Descriptive essay 4- Narrative essay 5- Definition essay 6- Process essay 7- Compare and contrast essay 8- Critical essays
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