Kaplan university cm 220 unit 8 quiz
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How To Write Good Survey Questions
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Week 1
This document provides guidance to students on finding appropriate sources of information for psychology. It instructs students to identify reliable sources, apply strategies for searching, and evaluate usefulness. Students are told to get in the habit of consuming psychology media daily to expand their knowledge. For assignments, more focused information selection is needed. Students are advised to discuss stress in terms of how psychology can help understand and treat it. They are also given tips on choosing good information sources and homework to find a current psychology article or podcast.
Week 2
This document discusses summarization skills. It defines summarization as being shorter than the original text, highlighting the key points, and not repeating too many of the original words. Good note-taking practices like active reading help with writing effective summaries. Active reading involves underlining key terms, writing questions, and referring back to the original text. Summarization is an important skill for avoiding plagiarism, demonstrating understanding, and supporting your own arguments. The document encourages practicing active reading and summarization techniques.
Week 3
This document discusses conventions of academic writing. It emphasizes recognizing academic writing conventions, structuring effective paragraphs, and applying online learning to evaluate and correct writing. Key aspects of academic writing include being clear, accurate, formal, logical, and supported. Specific conventions discussed include using the third person unless reflecting personally, avoiding contractions and rhetorical questions, keeping an objective tone, and minding spelling, grammar and punctuation. Effective paragraphs are structured using "WEED" - stating the topic, providing an explanation, using examples, and specifying relevance.
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This document discusses important concepts for effective writing, including creating a clear title, narrowing the scope to a single topic, writing an insightful thesis statement, providing an engaging introduction, and concluding by tying up loose ends. It emphasizes focusing the essay around a single topic, using the thesis statement to provide direction, and capturing the reader's interest through the introduction and conclusion.
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Teaching reading
This document discusses strategies for effective reading instruction. It begins by outlining the stages of a typical reading lesson as pre-reading, while-reading, and post-reading. Several vocabulary development strategies are then described, including concept definition mapping, semantic feature analysis grids, and Frayer models. Comprehension strategies like directed reading-thinking activity, anticipation guides, story maps, and comparing/contrasting are also outlined. The document concludes by matching these strategies to the appropriate stages of reading instruction.
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How To Write Good Survey Questions
Online survey tools have made it easy for marketers to conduct their own research surveys, but surveying requires careful planning if you want to get actionable results.
Week 1
This document provides guidance to students on finding appropriate sources of information for psychology. It instructs students to identify reliable sources, apply strategies for searching, and evaluate usefulness. Students are told to get in the habit of consuming psychology media daily to expand their knowledge. For assignments, more focused information selection is needed. Students are advised to discuss stress in terms of how psychology can help understand and treat it. They are also given tips on choosing good information sources and homework to find a current psychology article or podcast.
Week 2
This document discusses summarization skills. It defines summarization as being shorter than the original text, highlighting the key points, and not repeating too many of the original words. Good note-taking practices like active reading help with writing effective summaries. Active reading involves underlining key terms, writing questions, and referring back to the original text. Summarization is an important skill for avoiding plagiarism, demonstrating understanding, and supporting your own arguments. The document encourages practicing active reading and summarization techniques.
Week 3
This document discusses conventions of academic writing. It emphasizes recognizing academic writing conventions, structuring effective paragraphs, and applying online learning to evaluate and correct writing. Key aspects of academic writing include being clear, accurate, formal, logical, and supported. Specific conventions discussed include using the third person unless reflecting personally, avoiding contractions and rhetorical questions, keeping an objective tone, and minding spelling, grammar and punctuation. Effective paragraphs are structured using "WEED" - stating the topic, providing an explanation, using examples, and specifying relevance.
Mike king digital portfolio
This document discusses important concepts for effective writing, including creating a clear title, narrowing the scope to a single topic, writing an insightful thesis statement, providing an engaging introduction, and concluding by tying up loose ends. It emphasizes focusing the essay around a single topic, using the thesis statement to provide direction, and capturing the reader's interest through the introduction and conclusion.
Linking the Learning
This document discusses key concepts for results-focused learning including identifying desired learning results, determining acceptable evidence of goals, and planning instruction for success. It emphasizes setting daily learning objectives and products, unpacking performance indicators, and using a progression of rigor in tasks and activities to bridge gaps in learning.
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This document discusses developing an educational game to support learning natural science for fourth grade kinesthetic students using the multimedia development life cycle (MDLC) method. The game aims to help kinesthetic learners who prefer active, hands-on learning over traditional classroom methods. Developing an interactive multimedia game using HTML5 and considering the characteristics of kinesthetic learners could increase understanding and engage students in learning natural science. The document outlines the background, problem formulation, goals, advantages, boundaries, overview, conceptual model, and systematic writing for the project.
Teaching reading
This document discusses strategies for effective reading instruction. It begins by outlining the stages of a typical reading lesson as pre-reading, while-reading, and post-reading. Several vocabulary development strategies are then described, including concept definition mapping, semantic feature analysis grids, and Frayer models. Comprehension strategies like directed reading-thinking activity, anticipation guides, story maps, and comparing/contrasting are also outlined. The document concludes by matching these strategies to the appropriate stages of reading instruction.
Kaplan university cm 220 homework help 1
Get professional solution for assignment help,homework help,easy writing help,and This is Writing for all Universities in USA,UK,and Australia.
Kaplan university cm 220 homework help 2
Get professional solution for assignment help,homework help,easy writing help,and This is Writing for all Universities in USA,UK,and Australia.
Anthoniraj (1)
D. Anthoniraj is an electrical engineering professional with over 6 years of experience in MEP works for high-rise buildings, overhead power lines, and underground cabling. He has skills in electrical installation, commissioning, maintenance, and managing teams of up to 30 people. Currently working as an electrical engineer in Oman, his previous roles include site engineer and assistant site engineer in the UAE and India, with experience on projects such as hotels, stadiums, and residential townships. He holds a B.E. in Electrical and Electronics Engineering and is seeking new opportunities.
Skwer w Pawilonie - podsumowanie projektu
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Rediscover the day
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The document discusses several key aspects of counseling and the treatment process:
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2. Counselors must be well-trained in theory, understanding problems and symptoms, and therapeutic techniques to overcome the failure-prone nature of counseling.
3. Counselors' own views and misconceptions can influence treatment options and the process.
The document then examines the therapist's role and responsibilities in the process, as well as factors around contracting, symptoms, and creating change. Depression is discussed as having biochemical, social, and psychological causes and taking
Resultado de las encuestas tecnología 3ºA-16-17
El documento habla sobre el interés del autor en la tecnología y la informática. Indica que le gustan estas áreas porque son útiles en la casa y el trabajo y que quiere aprender más ya que sabe poco. También menciona que a algunas personas no les interesan estas áreas porque no saben nada sobre ellas o les parecen aburridas.
Resultado de las encuestas tecnología 3ºB-16-17
El estudiante encuentra interesante la asignatura porque quiere aprender a usar mejor los ordenadores y le gusta la robótica y la programación. Le interesa desmontar ordenadores y aprender sobre cómo funcionan. Aunque la clase acaba de comenzar, le gusta la dirección que está tomando. Propone realizar presentaciones en PowerPoint en grupos para que la clase sea menos aburrida que explicar teoría.
8. The Skills Section
The document provides details of the applicant's skills and achievements under various headings: Leadership and Teamwork, Computing, Communication, Problem Solving. For Leadership and Teamwork, the applicant describes their roles in organizing a university sports team and a community IT project. Their Computing skills include proficiency with Microsoft Office, programming languages like Java and Perl, and Unix/Linux. Communication skills were developed through presentations and group work for their degree as well as designing websites and training clients. Problem solving abilities were strengthened through their degree coursework and designing a purchase order system during an internship.
Kaplan university cm 220 unit 6 quiz
Get professional solution for assignment help,homework help,easy writing help,and This is Writing for all Universities in USA,UK,and Australia.
Lesson 19 - Identifying Topics, Main Ideas and Supporting Details
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.
Final Reflection for SOM 301Due DatesDuring your lab the week .docx
Final Reflection for SOM 301
Due Dates:During your lab the week of April 25-29, 2016 (Week 15)
Points:50 points maximum
Objective:To reflect on your learning process and experience
Format: Provide numbered responses that correspond to the questions below. Each response (for each question) should be between one to four paragraphs long. Add your name, lab section, and date along the top of your submission. Use Microsoft Word.
Audience: Self (and instructor)
Blackboard: Submit a digital copy to Blackboard by the start of lab on the due date
Grading:See page 2 of this document
Honor Code:All instances of plagiarism–intentional or unintentional–will result in a report sent to the University Honor Committee and a recommendation of a zero for the assignment, and possibly the course.
Reflections are for students to think about their learning process (metacognition), and help students “own” their learning through considering the assignment or experience in an academic and/or personal context. Students should take this assignment seriously.
NOTE: The reflection process is not a place for students to evaluate their courses or their instructors; student evaluations of instructors and courses that are provided in the final weeks of class are a much better venue for students to express those impressions. Instead, reflections are a place for students to critically think about their individual learning and to focus on self-investigation.
You are expected to reflect on each of the following seven (7) questions.
Process Reflection on the Final Persuasive Memo
1. What challenges did you face in completing the final persuasive memo? How did you address/troubleshoot them?
2. Describe the strategies that led to the completion of the final persuasive memo. How did your thinking about it evolve over time (point to specific experiences while working on the assignment)? How did your assignment evolve (or not evolve) along with your thinking (again, point to specific experiences) about it? What went according to plan, and what surprises did you encounter? What still needs work?
Summative Reflection
3. In what ways have you improved as a communicator throughout this course? What brought about those improvements? Cite specific experiences, readings, assignments, or discussions from this course that support your reflection.
4. What was your biggest accomplishment in the course? How did an assignment and/or other course elements help you reach it? What was your biggest challenge in this course? How did an assignment and/or other course elements help you improve on it? Be specific.
5. What career skills did you improve on in this course? How were they reflected in one of your assignments? What will you take away from this course to help you as you build your career? Be specific.
Process Reflection on the Course
6. How did participation in the course assignments (peer reviews, individual and group presentations, individual and group activities, in-class writin ...
Ms 95 - research methodology for management decisions
Dear students get fully solved assignments
Send your semester & Specialization name to our mail id :
help.mbaassignments@gmail.com
or
call us at : 08263069601
Ubd Overview
The document discusses several cases related to teaching for understanding:
1. A teacher chooses To Kill a Mockingbird and plans cooperative group work and an essay assessment.
2. A student teacher asks students an open-ended question that gets no response, showing a lack of understanding.
3. A student compares Catcher in the Rye to Bill and Ted in their essay, rather than discussing the novel's big ideas.
It emphasizes the importance of essential questions that promote inquiry, transfer of learning, and understanding of big ideas rather than simple coverage of content.
.......Final worksheet manual synopsis
This document provides guidance on developing key components of a research proposal, including a title page, abstract, keywords, introduction, problem statement, purpose statement, research objectives, and research questions. It discusses the purpose and structure of each component. For the introduction, it describes different approaches for qualitative, quantitative, and mixed methods introductions. It also discusses writing research objectives and questions for qualitative, quantitative, and mixed methods studies. The document provides examples and design features for effectively writing each component of a research proposal.
Week 3 APA Module AssignmentWeek 3 APA Module Assignmentb. Lis.docx
Week 3 APA Module Assignment
Week 3 APA Module Assignment
b. Listen to the tutorial or download and review the transcript on APA and answer the questions below
After reviewing the presentation, compose a 2-paragraph response in which you address each of the following points:
1. Why is APA Style used to document ideas in writing? What is the purpose of the in-text citation? Demonstrate your understanding of the in-text citation by providing an in-text citation for the article you summarized for the week 2 assignment. (15 points)
2. In the article that you summarized in week 2, you may have found some information that you want to quote directly. To demonstrate the process for citing a direct quote, provide an example of properly quoted material. (20 points)
Week 3 Grading Rubric for Proposal Pitch
Central Idea/ Focus: thesis statement or main exists; all ideas consistently address this main idea. Off-topic or irrelevant ideas should not exist. 10 points
Support/ Development of Ideas: Ideas are sufficiently developed for each point. ideas are sufficiently developed for each point. Three points for each of the five sections of the document. 15 points
Organization/ Structure: the internal structure of a piece of writing, the thread of central meaning. All ideas are organized well without any missing or incomplete components. The answers are from one to three sentences each. 10 points
APA including Paper Format: correct title page, headers, second page title, margins, alignment, spacing, font and size. 10 points
Grammar/Mechanics/Style:Grammar refers to correctness of language usage, mechanics refers to conventional correctness in capitalization, punctuation, and spelling. Style includes word choice, sentence variety, clarity, and conciseness. Also, sentences vary in length and structure; ideas are clear, logical, and concise. 5 points
Running head: YOUR TITLE GOES HERE 1
YOUR TITLE GOES HERE 3
Your Course Project Title Goes Here
First Last Name
Name of University
Your Course Project Title Goes Here
The purpose of a proposal is to highlight standout ideas, and to do so in a manner that can convince an audience to support a project. Proposals delivered in a workplace are often part of a competitive process in which the strongest proposal is offered the business. In these contexts, effective word choice and professional delivery define the effective communication of an idea. Your research proposal will be presented as a sentence outline. As the name suggests, the sentence outline presents complete thoughts in complete sentences as opposed to phrases. In each section of the proposal, choose ideas with the goal of persuading your reader to believe that you are interested in the topic and ready to learn how to develop the topic into a project. Use a complete sentence to provide the response to each of the questions below. You can use first person. Use APA documentation for the final section of the proposal to document any sources re.
pr2 dll week 1.docx
1. The document outlines a daily lesson log for a Grade 12 Practical Research 2 class. It details the objectives, content, procedures, and assessment for lessons on inquiry and research held from August 29-31, 2023.
2. The lessons cover defining and differentiating inquiry from research, qualitative from quantitative research, and experimental from non-experimental research. Activities include class discussions, group work, quizzes and developing research questions.
3. The goal is for students to understand the characteristics, strengths, weaknesses and kinds of quantitative research by the end of the sessions. Assessment of learning is conducted through formative quizzes to check comprehension of concepts.
Academic Essay Structure Adapted from Rao, V, Channock.docx
Academic Essay Structure
Adapted from Rao, V, Channock, K & Krishnan, L 2007, A Visual Guide to Essay Writing, Association for Academic Language and
Learning (ALL), Sydney.
Introduce the discipline, field, context and the topic
Why is the topic interesting to the discipline?
The “So what?” factor
Discipline or Field of enquiry
Topic
Actual task
What is the underlying question you are being
asked to resolve
Section: Context and theory
Background
Paragraph
Paragraph
Draw together your findings
Based on analysis from each section of your essay
Focus
What is the current thinking and debate surrounding your topic?
Outline the problem, define any terms, scope and time and place
(context)
Signpost the structure of your argument
Let the reader know the sequence your essay will take
introduce the sections and issues to follow
State your conclusions
Based on your findings
Outline the implications of your evaluation and conclusions for the
discipline and the debates surrounding the essay topic
Present your thesis statement
This is where you present your argument and your
answer to the essay question
Section: First issue
Analyse and evaluate
Paragraph
Paragraph
Section: Second issue
Analyse and evaluate
Paragraph
Paragraph
Section: Context and theory
Analyse and evaluate
Paragraph
Paragraph
The body of
your essay
contains a
discussion and
exploration of
your thesis.
This is
supported
throughout by
evidence from
the literature
or from
empirical
research
Around 10-
15% of the
overall
essay
length
I
N
T
R
O
D
U
C
T
I
O
N
B
O
D
Y
C
O
N
C
L
U
S
I
O
N
Around
80% of the
overall
essay
length
Around 5-
10% of the
overall
essay
length
Paragraph structure
A paragraph should have
one key point or idea
and be around 100-200
words long
The opening sentence is
the topic sentence and
introduces the key idea
of the paragraph and
should draw the readers
interest
Supporting sentences
provide evidence and
examples for the idea in
the paragraph
The final sentence is the
linking sentence. It links
to the main idea of the
next paragraph
Essay Structure
Introduction
This section is important as it is what the reader reads first. It should explain to the reader what your
essay is about. See the Quicktip on paragraph writing.
Body
The body of an essay is where your argument is developed. It should be written in correctly formed
paragraphs. See the Quicktip on paragraph writing.
Conclusion
The conclusion draws your argument together. It is generally a shorter paragraph than the
Introduction. It should restate the thesis statement, to leave the reader with your argued position in
their minds.
Topic
The topic is the task or question that has been set for you by your lecturer. It is always essential that
you address exactly what is asked of you. Marks will not be given for a response that is not on.
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Kaplan university cm 220 homework help 1
Get professional solution for assignment help,homework help,easy writing help,and This is Writing for all Universities in USA,UK,and Australia.
Kaplan university cm 220 homework help 2
Get professional solution for assignment help,homework help,easy writing help,and This is Writing for all Universities in USA,UK,and Australia.
Anthoniraj (1)
D. Anthoniraj is an electrical engineering professional with over 6 years of experience in MEP works for high-rise buildings, overhead power lines, and underground cabling. He has skills in electrical installation, commissioning, maintenance, and managing teams of up to 30 people. Currently working as an electrical engineer in Oman, his previous roles include site engineer and assistant site engineer in the UAE and India, with experience on projects such as hotels, stadiums, and residential townships. He holds a B.E. in Electrical and Electronics Engineering and is seeking new opportunities.
Skwer w Pawilonie - podsumowanie projektu
Protytyp Skweru Sportów Miejskich w Muzeum Sztuki Nowoczesnej w Warszawie.
Rediscover the day
This document provides 8 tips for rediscovering the day by Dr. Khalid B.M. including giving meaning to life, doing what you want to do, breaking loneliness, setting goals, creating a love account, maintaining a journal, figuring out worries, and staying self-motivated. The tips are intended to help one find purpose and happiness.
Opinion grossman FL preemptory challenges
This document summarizes a court case between R.J. Reynolds Tobacco Company and Jan Grossman regarding Grossman's lawsuit against R.J. Reynolds over the death of his wife Laura Grossman from lung cancer. The court document discusses the background and history of the case, which went through multiple trials. It also summarizes R.J. Reynolds' arguments on appeal, including alleged errors during jury selection and issues with comments made by Grossman's attorney during closing arguments. The court ultimately affirmed the jury's verdict but ordered the compensatory damages award to be reduced proportionally based on the jury's comparative fault finding between Grossman's wife and R.J. Reynolds.
Depression training for advanced practictioners march 2014
The document discusses several key aspects of counseling and the treatment process:
1. The treatment process is complex and poorly understood, with questions around what constitutes normalcy, why mental illnesses take certain forms, and what makes therapy succeed or fail.
2. Counselors must be well-trained in theory, understanding problems and symptoms, and therapeutic techniques to overcome the failure-prone nature of counseling.
3. Counselors' own views and misconceptions can influence treatment options and the process.
The document then examines the therapist's role and responsibilities in the process, as well as factors around contracting, symptoms, and creating change. Depression is discussed as having biochemical, social, and psychological causes and taking
Resultado de las encuestas tecnología 3ºA-16-17
El documento habla sobre el interés del autor en la tecnología y la informática. Indica que le gustan estas áreas porque son útiles en la casa y el trabajo y que quiere aprender más ya que sabe poco. También menciona que a algunas personas no les interesan estas áreas porque no saben nada sobre ellas o les parecen aburridas.
Resultado de las encuestas tecnología 3ºB-16-17
El estudiante encuentra interesante la asignatura porque quiere aprender a usar mejor los ordenadores y le gusta la robótica y la programación. Le interesa desmontar ordenadores y aprender sobre cómo funcionan. Aunque la clase acaba de comenzar, le gusta la dirección que está tomando. Propone realizar presentaciones en PowerPoint en grupos para que la clase sea menos aburrida que explicar teoría.
8. The Skills Section
The document provides details of the applicant's skills and achievements under various headings: Leadership and Teamwork, Computing, Communication, Problem Solving. For Leadership and Teamwork, the applicant describes their roles in organizing a university sports team and a community IT project. Their Computing skills include proficiency with Microsoft Office, programming languages like Java and Perl, and Unix/Linux. Communication skills were developed through presentations and group work for their degree as well as designing websites and training clients. Problem solving abilities were strengthened through their degree coursework and designing a purchase order system during an internship.
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Depression training for advanced practictioners march 2014
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Similar to Kaplan university cm 220 unit 8 quiz
Kaplan university cm 220 unit 6 quiz
Get professional solution for assignment help,homework help,easy writing help,and This is Writing for all Universities in USA,UK,and Australia.
Lesson 19 - Identifying Topics, Main Ideas and Supporting Details
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.
Final Reflection for SOM 301Due DatesDuring your lab the week .docx
Final Reflection for SOM 301
Due Dates:During your lab the week of April 25-29, 2016 (Week 15)
Points:50 points maximum
Objective:To reflect on your learning process and experience
Format: Provide numbered responses that correspond to the questions below. Each response (for each question) should be between one to four paragraphs long. Add your name, lab section, and date along the top of your submission. Use Microsoft Word.
Audience: Self (and instructor)
Blackboard: Submit a digital copy to Blackboard by the start of lab on the due date
Grading:See page 2 of this document
Honor Code:All instances of plagiarism–intentional or unintentional–will result in a report sent to the University Honor Committee and a recommendation of a zero for the assignment, and possibly the course.
Reflections are for students to think about their learning process (metacognition), and help students “own” their learning through considering the assignment or experience in an academic and/or personal context. Students should take this assignment seriously.
NOTE: The reflection process is not a place for students to evaluate their courses or their instructors; student evaluations of instructors and courses that are provided in the final weeks of class are a much better venue for students to express those impressions. Instead, reflections are a place for students to critically think about their individual learning and to focus on self-investigation.
You are expected to reflect on each of the following seven (7) questions.
Process Reflection on the Final Persuasive Memo
1. What challenges did you face in completing the final persuasive memo? How did you address/troubleshoot them?
2. Describe the strategies that led to the completion of the final persuasive memo. How did your thinking about it evolve over time (point to specific experiences while working on the assignment)? How did your assignment evolve (or not evolve) along with your thinking (again, point to specific experiences) about it? What went according to plan, and what surprises did you encounter? What still needs work?
Summative Reflection
3. In what ways have you improved as a communicator throughout this course? What brought about those improvements? Cite specific experiences, readings, assignments, or discussions from this course that support your reflection.
4. What was your biggest accomplishment in the course? How did an assignment and/or other course elements help you reach it? What was your biggest challenge in this course? How did an assignment and/or other course elements help you improve on it? Be specific.
5. What career skills did you improve on in this course? How were they reflected in one of your assignments? What will you take away from this course to help you as you build your career? Be specific.
Process Reflection on the Course
6. How did participation in the course assignments (peer reviews, individual and group presentations, individual and group activities, in-class writin ...
Ms 95 - research methodology for management decisions
Dear students get fully solved assignments
Send your semester & Specialization name to our mail id :
help.mbaassignments@gmail.com
or
call us at : 08263069601
Ubd Overview
The document discusses several cases related to teaching for understanding:
1. A teacher chooses To Kill a Mockingbird and plans cooperative group work and an essay assessment.
2. A student teacher asks students an open-ended question that gets no response, showing a lack of understanding.
3. A student compares Catcher in the Rye to Bill and Ted in their essay, rather than discussing the novel's big ideas.
It emphasizes the importance of essential questions that promote inquiry, transfer of learning, and understanding of big ideas rather than simple coverage of content.
.......Final worksheet manual synopsis
This document provides guidance on developing key components of a research proposal, including a title page, abstract, keywords, introduction, problem statement, purpose statement, research objectives, and research questions. It discusses the purpose and structure of each component. For the introduction, it describes different approaches for qualitative, quantitative, and mixed methods introductions. It also discusses writing research objectives and questions for qualitative, quantitative, and mixed methods studies. The document provides examples and design features for effectively writing each component of a research proposal.
Week 3 APA Module AssignmentWeek 3 APA Module Assignmentb. Lis.docx
Week 3 APA Module Assignment
Week 3 APA Module Assignment
b. Listen to the tutorial or download and review the transcript on APA and answer the questions below
After reviewing the presentation, compose a 2-paragraph response in which you address each of the following points:
1. Why is APA Style used to document ideas in writing? What is the purpose of the in-text citation? Demonstrate your understanding of the in-text citation by providing an in-text citation for the article you summarized for the week 2 assignment. (15 points)
2. In the article that you summarized in week 2, you may have found some information that you want to quote directly. To demonstrate the process for citing a direct quote, provide an example of properly quoted material. (20 points)
Week 3 Grading Rubric for Proposal Pitch
Central Idea/ Focus: thesis statement or main exists; all ideas consistently address this main idea. Off-topic or irrelevant ideas should not exist. 10 points
Support/ Development of Ideas: Ideas are sufficiently developed for each point. ideas are sufficiently developed for each point. Three points for each of the five sections of the document. 15 points
Organization/ Structure: the internal structure of a piece of writing, the thread of central meaning. All ideas are organized well without any missing or incomplete components. The answers are from one to three sentences each. 10 points
APA including Paper Format: correct title page, headers, second page title, margins, alignment, spacing, font and size. 10 points
Grammar/Mechanics/Style:Grammar refers to correctness of language usage, mechanics refers to conventional correctness in capitalization, punctuation, and spelling. Style includes word choice, sentence variety, clarity, and conciseness. Also, sentences vary in length and structure; ideas are clear, logical, and concise. 5 points
Running head: YOUR TITLE GOES HERE 1
YOUR TITLE GOES HERE 3
Your Course Project Title Goes Here
First Last Name
Name of University
Your Course Project Title Goes Here
The purpose of a proposal is to highlight standout ideas, and to do so in a manner that can convince an audience to support a project. Proposals delivered in a workplace are often part of a competitive process in which the strongest proposal is offered the business. In these contexts, effective word choice and professional delivery define the effective communication of an idea. Your research proposal will be presented as a sentence outline. As the name suggests, the sentence outline presents complete thoughts in complete sentences as opposed to phrases. In each section of the proposal, choose ideas with the goal of persuading your reader to believe that you are interested in the topic and ready to learn how to develop the topic into a project. Use a complete sentence to provide the response to each of the questions below. You can use first person. Use APA documentation for the final section of the proposal to document any sources re.
pr2 dll week 1.docx
1. The document outlines a daily lesson log for a Grade 12 Practical Research 2 class. It details the objectives, content, procedures, and assessment for lessons on inquiry and research held from August 29-31, 2023.
2. The lessons cover defining and differentiating inquiry from research, qualitative from quantitative research, and experimental from non-experimental research. Activities include class discussions, group work, quizzes and developing research questions.
3. The goal is for students to understand the characteristics, strengths, weaknesses and kinds of quantitative research by the end of the sessions. Assessment of learning is conducted through formative quizzes to check comprehension of concepts.
Academic Essay Structure Adapted from Rao, V, Channock.docx
Academic Essay Structure
Adapted from Rao, V, Channock, K & Krishnan, L 2007, A Visual Guide to Essay Writing, Association for Academic Language and
Learning (ALL), Sydney.
Introduce the discipline, field, context and the topic
Why is the topic interesting to the discipline?
The “So what?” factor
Discipline or Field of enquiry
Topic
Actual task
What is the underlying question you are being
asked to resolve
Section: Context and theory
Background
Paragraph
Paragraph
Draw together your findings
Based on analysis from each section of your essay
Focus
What is the current thinking and debate surrounding your topic?
Outline the problem, define any terms, scope and time and place
(context)
Signpost the structure of your argument
Let the reader know the sequence your essay will take
introduce the sections and issues to follow
State your conclusions
Based on your findings
Outline the implications of your evaluation and conclusions for the
discipline and the debates surrounding the essay topic
Present your thesis statement
This is where you present your argument and your
answer to the essay question
Section: First issue
Analyse and evaluate
Paragraph
Paragraph
Section: Second issue
Analyse and evaluate
Paragraph
Paragraph
Section: Context and theory
Analyse and evaluate
Paragraph
Paragraph
The body of
your essay
contains a
discussion and
exploration of
your thesis.
This is
supported
throughout by
evidence from
the literature
or from
empirical
research
Around 10-
15% of the
overall
essay
length
I
N
T
R
O
D
U
C
T
I
O
N
B
O
D
Y
C
O
N
C
L
U
S
I
O
N
Around
80% of the
overall
essay
length
Around 5-
10% of the
overall
essay
length
Paragraph structure
A paragraph should have
one key point or idea
and be around 100-200
words long
The opening sentence is
the topic sentence and
introduces the key idea
of the paragraph and
should draw the readers
interest
Supporting sentences
provide evidence and
examples for the idea in
the paragraph
The final sentence is the
linking sentence. It links
to the main idea of the
next paragraph
Essay Structure
Introduction
This section is important as it is what the reader reads first. It should explain to the reader what your
essay is about. See the Quicktip on paragraph writing.
Body
The body of an essay is where your argument is developed. It should be written in correctly formed
paragraphs. See the Quicktip on paragraph writing.
Conclusion
The conclusion draws your argument together. It is generally a shorter paragraph than the
Introduction. It should restate the thesis statement, to leave the reader with your argued position in
their minds.
Topic
The topic is the task or question that has been set for you by your lecturer. It is always essential that
you address exactly what is asked of you. Marks will not be given for a response that is not on.
Week 5 Research.docx
This document provides instructions for students regarding the expectations and requirements for Week 5 discussions and assignments in a research methodology class. It outlines that students should check 3 articles relating to their topic and summarize the research methodology used in a quantitative, qualitative, and mixed methods approach. It also provides guidance on formatting papers, citing sources, writing quality, participation requirements, late policies, and communication with the instructor.
Communicating Scientific Information Syllabus
This document provides information about a course titled "A Scientist's Guide to Communicating Scientific Knowledge". The course aims to strengthen students' communication and critical thinking skills regarding the discussion and dissemination of scientific work. It will involve student presentations, discussions of scientific literature, and written assignments. Grades will be based on presentations, leading discussions, written feedback, and participation. The course follows a schedule of topics like grant writing, literature analysis, public speaking, and communicating with policymakers. It aims to leave students with improved communication abilities and understanding of scientific processes.
Week 11 -MACS 101
This document provides an overview and schedule for an introductory media studies course. It outlines the course assignments, including writing workshops and a final analytical essay. The final essay will incorporate revised assignments from the semester and require an introduction, conclusion, and transitions. Students will receive feedback on a first draft from peer review before submitting the final version. The essay will follow APA style and demonstrate understanding of course materials. The grade breakdown allocates most points to essay structure, argumentation, and peer review activities.
ESSAY TYPE OF TEST
The document discusses essay questions as an assessment tool. It defines an essay question as requiring an examinee to compose a response in sentence form that cannot be judged as solely right or wrong and requires subjective evaluation. Effective essay questions require students to compose rather than select responses consisting of multiple sentences allowing for original answers. The document also discusses advantages and limitations of essay questions, how to construct them to clearly assess learning outcomes, and how to improve essay questions through review and revision.
10 tips for Incorporating Writing in to the Nursing Classroom
This document provides 10 tips for incorporating writing into nursing classrooms. The tips address common concerns faculty have around not having time to assess writing, lacking training in writing assessment, and not having space in the curriculum for writing. The tips suggest strategies like only collecting writing for completion, using peer review, adopting tools like Calibrated Peer Review, focusing feedback on grammar/form, choosing a lesson to teach with feedback, developing writing assignments to support learning goals, designing assignments for inquiry, and incorporating reflection. The document aims to demonstrate manageable ways for faculty to integrate writing into their courses to benefit student learning.
IDENTIFYING THE INQUIRY AND STATING THE PROBLEM RELATED TO DAILY LIFE
This document discusses key aspects of designing a research project related to daily life, including formulating research questions, scope and delimitation, and stating the problem. It provides guidance on writing a research title and narrowing a topic. A good research question forms the foundation of the entire project by inquiring into a specific issue and guiding the research. It should be clear, answerable, and address something the researcher is passionate about. Properly defining the scope and limitations ensures the project's feasibility. Stating the problem concisely captures the central issue being investigated.
MA Research Methods 3: Dissemination
This document provides guidance on the research and writing process for an academic essay. It discusses gathering sources, organizing ideas, developing an outline, writing draft sections, and getting peer feedback. Students are encouraged to carefully plan their essay by breaking down the question, researching multiple sources, and mapping out their argument before drafting individual sections. The conclusion restates the main points and considers future directions or implications. Peer review involves giving and receiving feedback to strengthen essays through multiple drafts.
Handbook for the project paper
This document provides guidance for students completing a project paper for a Master of Education program. It discusses what a project paper entails, the research process, choosing a topic, and the standard five chapter structure used. Key points include: a project paper involves identifying a problem, reviewing literature, collecting and analyzing data to answer research questions; it should be approximately 12,000 words long with chapters dedicated to introduction, literature review, methodology, results, and discussion; selecting a focused topic through online searches and databases is recommended; and each of the five chapters is outlined with examples of what they should contain.
EDU731-2 Page 0 WEEK 6 HOW TO WRITE THE C
This document provides guidance on writing the conclusions section of a dissertation. It discusses the importance of conclusions, characteristics of strong conclusions, and common problems to avoid. The conclusion should summarize key findings, demonstrate their significance, and suggest opportunities for further research. Recommendations and suggestions are optional sections that may follow the conclusion.
Essay_Intros_and_Conclusions.pptx
This document provides guidance on writing introductions and conclusions for academic essays. It explains that an introduction should introduce the topic, focus the specific issue being examined, and outline the essay's structure. The introduction may also include a thesis statement. A conclusion should summarize the main points in the order presented and restate the thesis. It should not introduce new information and should discuss the implications of the arguments presented. Resources for further developing essay writing skills are also provided.
Proofed Paper ntp612108 - Thu May 2 232114 EDT 2019.docx
Proofed Paper: ntp612108 - Thu May 2 23:21:14 EDT 2019
Paper Title:
No. of Pages: 7
Paper Style: APA Paper Type: Research
Taken English? Yes English as Second Language? No
Feedback Areas: Grammar & Mechanics, Sentence Structure
Paper Goals: This assignment is worth 350 points. I am not a good writer. I need help with
grammatical errors and use appropriate phrase. I need my paper to flow.
Proofing Summary:
Hello Deanna,
Thank you for submitting your research paper.
Strengths:
You've begun to gather a lot of potentially useful information here, including material from outside sources.
This helps to ensure there are plenty of detail to flesh out each topic included in the discussion.
Suggestions:
-Thesis Statement
-Essay Structure
The thesis should be framed to match the type of essay you are constructing, whether it be persuasion or
analysis functioning as the focus. Currently, the thesis states what you will discuss but is not framed in a
manner that shows what type of essay you're constructing.
Several issues with organization, grammar and mechanics have been noted throughout the essay. The
placement of quotes are important to the essay. Generally, quotes should be avoid being placed at the start or
end of the paragraphs. Specific example are covered in the essay.
If you would like to submit a revision of your paper, you are welcome to do so. We look forward to helping you
succeed!
page 1 / 11
Proofed Paper: ntp612108 - Thu May 2 23:21:14 EDT 2019
page 2 / 11
Proofed Paper: ntp612108 - Thu May 2 23:21:14 EDT 2019
Consider avoiding quotes in the
introduction. The intro should be a basic
overview of the subject, to provide
general context that will help the reader
understand the subject you'll discuss.
Specific details on the subject should be
saved for the body paragraphs. The
thesis at the end of the introduction
should reflect the type of essay you're
constructing through its wording. For
example, if a persuasive essay is being
constructed, the thesis should present
the main idea of the paper as a claim on
the issue being discussed. This helps
clarify how the topics of discussion
should develop throughout the body
paragraphs.
Paragraphs should avoid ending with a
quote. There should be a statement after
each quote that gives your reason for
providing the comment, throughout the essay.
To ensure that sentence flow logically
throughout the paper, it would be
wise to end a sentence with a period
after it has expressed a full idea. This
helps to avoid issues with run-on
sentence throughout the paper.
page 3 / 11
Proofed Paper: ntp612108 - Thu May 2 23:21:14 EDT 2019
The main ideas that function as the
topic sentences of each body
paragraph should allude to the
supporting ideas stated in the thesis
statement. This shows that .
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