HOW TO WRITE AN ESSAY (REVISITING PARAGRAPH WRITING)
English Language learners: This is a step-by-step 24-slide presentation to help you revisit necessary information about paragraph writing, so you can assemble an essay in a few easy steps. (Created by Rita Zuba Prokopetz / G&R Languages – October, 2013)
The SQ3R method is an active reading strategy which helps you to: remember what you read; identify and summarise key themes; check your understanding of the content; and take effective notes.
The SQ3R method is an active reading strategy which helps you to: remember what you read; identify and summarise key themes; check your understanding of the content; and take effective notes.
English language learners: This is a nine-slide presentation with examples to help you revisit information on topic sentences and thesis statements for three different paragraph structures, so you can apply the information in our Module III tasks (RZP - April 2020). [Note: please read "comparison" rather than "comparsion" on slides 7-8 -- my apologies!)
English language learners: This is a seven-slide presentation with a few steps and an example to help you revisit information on comparison-and-contrast paragraph structure, so you can apply the information in our Module III tasks (RZP - March 2020).
English language learners: This is a seven-slide presentation with a few steps and an example to help you revisit information on sequence/process paragraph structure, so you can apply the information in our Module III tasks (RZP - March 2020).
English language learners: This is a seven-slide presentation with a few steps and an example to help you revisit information on description paragraph structure, so you can apply the information in our Module III tasks (RZP - March 2020).
English language learners: This is an eleven-slide presentation with additional information and examples to help you revisit information on punctuation, so you can apply the skill in your personal, academic, and professional life (RZP - March 2020).
English language learners: This is a six-slide presentation with additional information and examples to help you revisit information on basic grammar: subject-verb agreement, so you can apply the skill in your personal, academic, and professional life (RZP - March 2020).
English language learners: This is a six-slide presentation with additional information and examples to help you revisit information on reflective summary, so you can apply the skill in your personal, academic, and professional life (RZP - February 2020).
English language learners: This is a six-slide presentation with additional information and examples to help you revisit information on academic summary, so you can apply the skill in your personal, academic, and professional life (RZP - February 2020).
English language learners: This is a seven-slide presentation with additional information and examples to help you revisit information on question formation, so you can apply the skill in your personal, academic, and professional life (RZP - February 2020).
English language learners: This is an eight-slide presentation with information and examples to help you revisit information on APA 7th edition referencing, so you can apply the skill in your personal, academic, and professional life (RZP - February 2020).
English language learners: This is a nine-slide presentation with additional information and examples to help you revisit information on paraphrasing, so you can apply the skill in your personal, academic, and professional life (RZP - February 2020).
English language learners: This is a six-slide presentation to help you revisit information on paraphrasing, so you can apply the skill in your personal, academic, and professional life (RZP - January 2020).
Colleagues: this is a modified version of a 20-minute slide presentation via Adobe Connect based on a research topic of interest to Neera and Rita – EDDE 802 Assignment 1 (February, 2016) in the Doctor of Education in Distance Education (EdD) program at Athabasca University.
English Language learners (as per request): This is an eleven-slide presentation with examples of passive voice in the present, past, and future tense to help you understand, remember, and apply passive voice, so you can build stronger sentences. (Created by Rita Zuba Prokopetz / G&R Languages – December, 2018)
English Language learners: This is a seven-slide presentation with examples of the four types of conditional sentences to help you understand, remember, and apply conditional sentences, so you can build stronger sentences. (Created by Rita Zuba Prokopetz / G&R Languages – November, 2018). In June 2020, one student in my class noticed the 'punctuation' discrepancy in one of the slides - thank you wonderful student!
Educators and Learners: this is a nineteen-slide presentation with graphic representation of the overall understanding of a resource on cognitive psychology by a group of adult ESL students in a blended program (March, 2018).
Educators and Learners: this is a fifteen-slide presentation with graphic representation of the overall understanding of a resource on child psychology by a group of adult ESL students in a blended program (March, 2018).
English language learners: This is a seven-slide presentation to help you gain a better understanding of this concept, so you can become a stronger leader and more efficient project manager. (Created by Rita Zuba Prokopetz – April, 2018).
Colleagues: this is a short slide presentation based on a 14-page paper on my findings related to the description, context and influence of Bloom's Taxonomy on education (November, 2016 / EDDE803 / Athabasca University / EdD).
Colleagues, while preparing for the Cohort 8 Orientation, I wanted "to know what I needed to know," and this short slide presentation is based on how I perceived my "Knowing Knowledge" at the time (inspired by the resources mentioned below).
Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2(1) 3-9. Retrieved from http://www.itdl.org/journal/jan_05/Jan_05.pdf
Siemens, G. (2006). Knowing Knowledge. Lulu.com. Retrieved from http://www.elearnspace.org/KnowingKnowledge_LowRes.pdf
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.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to write an essay (Revisiting paragraph writing)
1. Essay Writing
Essay
How do we start?
Paragraph
Sentences
START WITH:
REVISITING PARAGRAPH WRITING
Words
Topic:
Essay writing (Revisiting Paragraph Writing) Open Educational Resources (OER)
Audience:
English language learners
Published by: G&R Languages – October, 2013
Images courtesy of ClipArt
1
2. Essay Writing
REVISITING PARAGRAPH WRITING
Words become a sentence
Sentences become a paragraph
Paragraphs become an essay
An effective paragraph needs:
Simple, compound and complex sentences
An effective essay needs:
Several strong paragraphs with good transitions
How do we start?
Identify an issue *
Propose questions to brainstorm**
Research to find answers to your questions
2
3. Essay Writing
START WITH: REVISITING PARAGRAPH WRITING
How do we start?
•
•
•
•
•
•
•
•
Identify an issue*
Propose questions**
Research for possible answers
Assemble a paragraph
Use proper text structure
Format accordingly
Cite all possible sources
Collaborate, revisit and revise
Images courtesy of ClipArt
3
5. Essay Writing
First things first!
Demonstrate understanding of:
• Process
• Deadlines
• Checklist
• Rubric
1. Brainstorming
2. Research
3. Analysis
4. Synthesis
5. Topic sentence/thesis statement
6. Outline
7. Introduction
8. Conclusion
9. Citation
10.Editing/Revision
5
6. Essay Writing
First things first!
Demonstrate understanding of:
• Process
• Deadlines
• Checklist
• Rubric
PROCESS: Steps to follow
1. Brainstorming
2. Research
3. Analysis
4. Synthesis
5. Topic sentence/thesis statement
6. Outline
7. Introduction
8. Conclusion
9. Citation
10.Revision/Editing
6
7. Essay Writing
First things first!
Demonstrate understanding of:
• Process
• Deadlines
• Checklist
• Rubric
DEADLINES: When to do each part
1. Brainstorming Week 1
2. Research
Week 2
3. Analysis
Week 3
4. Synthesis
Week 4
5. Topic sentence Week 5
6. Outline
Week 6
7. Introduction Week 7
8. Conclusion
Week 8
9. Citation
Week 9
10.Revision
Week 10
7
8. Essay Writing
First things first!
Demonstrate understanding of:
• Process
• Deadlines
• Checklist
• Rubric
CHECKLIST: Write down all tasks
1. Brainstorming
2. Research
3. Analysis
4. Synthesis
5. Topic sentence/thesis statement
6. Outline
7. Introduction
8. Conclusion
9. Citation
10.Revision/Editing
8
9. Essay Writing
First things first!
RUBRIC: Be cognizant of the criteria
Demonstrate understanding of:
• Process
• Deadlines
• Rubric and checklist
Week
Need
help
1
Did
well
V
Brainstorming
2 Research
Able
to do
V
1. Brainstorming Week 1
2. Research
Week 2
3. Analysis
Week 3
4. Synthesis
Week 4
5. Topic sentence Week 5
6. Outline
Week 6
7. Introduction Week 7
8. Conclusion
Week 8
9. Citation
Week 9
10.Revision
Week 10
9
10. Essay Writing
BRAINSTORMING
Goals:
•
•
•
•
•
Apply brainstorming techniques
Start thinking about the essay process
Think of possible topics
Learn how to refine the topic
Choose partners for the research
Computer lab: start Webliography
with URL name, link and annotation
10
11. Essay Writing
RESEARCH
Goals:
•
•
•
•
Massage and refine topics
Collaborate and work in groups
Discuss possible research methods
Publish information to share
Computer lab: update Webliography
Upcoming SlideShare: Research
11
12. Essay Writing
ANALYSIS
Goals:
•
•
•
•
•
Format reference page
Examine various sources
Collaborate and work in groups
Discuss sources of information
Publish information to share
Computer lab: format references
Upcoming SlideShare: Citation style
12
13. Essay Writing
SYNTHESIS
Goals:
•
•
•
•
•
What
I read
Combine elements to express ideas
Collaborate and work in groups
Analyze research to improve ideas
Update Webliography
Publish information to share
•
•
•
Abdec
Cdde
Cdde
What
I think
•
•
•
Synthesis
Computer lab: synthesize articles
Upcoming SlideShare: Synthesis
xAbdec
zCdde
yCdde
14. Essay Writing
TOPIC SENTENCE
Goals:
• Write a topic statement
• Select supporting details
• Narrow the topic
• Identify a possible thesis statement
• Collaborate and work in groups
• Write a short paragraph
• Publish information to share
What is
the issue?
Computer lab: format a paragraph
Upcoming SlideShare: Topic sentences
14
15. Essay Writing
Goals:
THESIS STATEMENT
• Consider the issue
• Narrow the topic
What is
• Organize your argument
the issue?
• Write a thesis statement
• Select three supporting details
• Use a graphic organizer to display information
• Write introductory paragraph that includes thesis statement
• Write three paragraphs for the body of your essay
• Write a conclusion
Upcoming SlideShare: Topic sentences
• Collaborate and work in groups
Computer lab: format essay
• Publish information to share
15
16. Essay Writing
OUTLINE
Title
Topic sentence
Goals:
• Create an outline for each topic
• Collaborate and work in groups
• Publish information to share
Supporting detail
Supporting detail
Supporting detail
Conclusion
Computer lab: format an outline
16
17. Essay Writing
OUTLINE: Use a graphic organizer
Goals:
•
•
•
•
Select a graphic organizer
Display information
Collaborate and work in groups
Publish information to share
Reasons for…
Title
Topic sentence
Supporting detail
Supporting detail
Supporting detail
Conclusion
Reason one
Reason two
Another reason
Conclusion
Computer lab: format an outline
17
18. Essay Writing
INTRODUCTION
Goals:
•
•
•
•
•
Write a statement to answer your question
Add details to support your opinion
Collaborate and work in groups
Topic
Write a short paragraph
Publish information to share
Question
Computer lab: format a paragraph
18
19. Essay Writing
CONCLUSION
Sample (sequence, process, steps)
Introduction for a paragraph:
There are many ways to register for courses
at…
Sample (sequence, process, steps)
How to
register
for…
Conclusion for a paragraph:
In sum, these are some of the ways to
register …
Computer lab: format concluding statement
Sample text structure (sequence): http://www.slideshare.net/RitaProkopetz/paragraph-writing-v-sequence
19
20. Essay Writing
CITATION
Goals:
•
•
•
•
•
Recognize importance of citing sources
Apply basic in-text citation rules
Collaborate and work in groups
Write a short paragraph and cite sources
Publish information to share
Computer lab: cite sources
Purdue Online Writing Lab (OWL): http://owl.english.purdue.edu/owl/resource/747/2/
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