Writing research papers is an important skill that can be learned; focusing the paper on clearly communicating a single main idea through concrete examples and evidence helps ensure the reader understands the contribution. The introduction should preview the paper's structure and explicitly state the paper's contributions, which are then substantiated through evidence in the body of the paper.
The document provides guidance on how to write a good research paper. It recommends identifying a clear problem and idea, stating contributions upfront, using examples to convey the idea, providing evidence to support claims, acknowledging related work, collaborating with others, and responding openly to feedback in order to improve the paper. The goal is to effectively communicate the main idea from the author's mind to the reader's mind.
This document discusses the importance of prewriting for persuasive writing. It outlines several prewriting strategies including free writing, T-charts, thought pillars, and trees. These strategies help brainstorm arguments for both sides of an issue, develop examples and details, and organize ideas. The document emphasizes choosing the strongest argument even if it goes against a personal belief. It also notes the importance of considering counter-arguments and using rhetorical appeals like ethos, pathos and logos. Finally, it provides an example prewriting activity on the topic of "Cinderella licenses" with steps to brainstorm, organize ideas and include arguments and a counter-argument within 15 minutes.
Speaking of english 2013 rhetoric, freewriting, thesis drafts, and essaysthemiddaymiss
This document discusses various aspects of writing essays and thesis drafts, including rhetorical modes, the writing process, and outlining. It explains that there are five main rhetorical modes (narration, description, comparison/contrast, classification/process, argument). The general writing process involves freewriting, creating a thesis draft/outline, and writing multiple drafts of the essay. A thesis draft helps determine how to express chosen ideas and should include an introduction with thesis statement, body paragraphs with topic sentences and details, and a conclusion. The traditional essay follows this same structure across five paragraphs: introduction, three body paragraphs, and conclusion.
Lecture 3 of the Research Methods Lecture series.
See notes for this lecture, also uploaded here : http://www.slideshare.net/lenallis/research-methods-lectures-notes
This lecture series aims to cover the basics of research methods for undergraduate students. By the end of the series students should understand:
-Why research is important
-How to identify good and bad sources of information
-How read critically
-How to write clearly
-Quantitative and Qualitative research
-The basics of experimental method
The overall point should be for students to take the activity of research seriously, but also to be motivated to go and conduct research and engage critically with material.
This document is a chapter about punctuation from a textbook. It provides instruction on the proper uses of various punctuation marks including periods, question marks, commas, semicolons, colons, apostrophes, exclamation marks, dashes, parentheses, hyphens, quotation marks, capital letters, numbers and abbreviations. The chapter also includes examples and practice questions to test the reader's understanding of punctuation rules.
This document provides guidance on developing and writing a research paper in 3 steps: 1) Choosing a topic and formulating a research question, 2) Conducting research using books, journals, and internet resources, and 3) Drafting and revising the paper. It discusses identifying assignment requirements, exploring the topic, taking notes, organizing research, avoiding plagiarism, getting help from tutors, and preparing the final version.
This document provides an outline and learning objectives for a chapter on spelling. It will teach the reader to distinguish vowels from consonants, apply basic spelling rules to determine correct word endings and variations, and recognize whether terms should be spelled as one or two words. The chapter covers topics like doubling consonants, dropping final e's, changing y to i, and lists commonly misspelled words.
The document provides guidance on how to write a good research paper. It recommends identifying a clear problem and idea, stating contributions upfront, using examples to convey the idea, providing evidence to support claims, acknowledging related work, collaborating with others, and responding openly to feedback in order to improve the paper. The goal is to effectively communicate the main idea from the author's mind to the reader's mind.
This document discusses the importance of prewriting for persuasive writing. It outlines several prewriting strategies including free writing, T-charts, thought pillars, and trees. These strategies help brainstorm arguments for both sides of an issue, develop examples and details, and organize ideas. The document emphasizes choosing the strongest argument even if it goes against a personal belief. It also notes the importance of considering counter-arguments and using rhetorical appeals like ethos, pathos and logos. Finally, it provides an example prewriting activity on the topic of "Cinderella licenses" with steps to brainstorm, organize ideas and include arguments and a counter-argument within 15 minutes.
Speaking of english 2013 rhetoric, freewriting, thesis drafts, and essaysthemiddaymiss
This document discusses various aspects of writing essays and thesis drafts, including rhetorical modes, the writing process, and outlining. It explains that there are five main rhetorical modes (narration, description, comparison/contrast, classification/process, argument). The general writing process involves freewriting, creating a thesis draft/outline, and writing multiple drafts of the essay. A thesis draft helps determine how to express chosen ideas and should include an introduction with thesis statement, body paragraphs with topic sentences and details, and a conclusion. The traditional essay follows this same structure across five paragraphs: introduction, three body paragraphs, and conclusion.
Lecture 3 of the Research Methods Lecture series.
See notes for this lecture, also uploaded here : http://www.slideshare.net/lenallis/research-methods-lectures-notes
This lecture series aims to cover the basics of research methods for undergraduate students. By the end of the series students should understand:
-Why research is important
-How to identify good and bad sources of information
-How read critically
-How to write clearly
-Quantitative and Qualitative research
-The basics of experimental method
The overall point should be for students to take the activity of research seriously, but also to be motivated to go and conduct research and engage critically with material.
This document is a chapter about punctuation from a textbook. It provides instruction on the proper uses of various punctuation marks including periods, question marks, commas, semicolons, colons, apostrophes, exclamation marks, dashes, parentheses, hyphens, quotation marks, capital letters, numbers and abbreviations. The chapter also includes examples and practice questions to test the reader's understanding of punctuation rules.
This document provides guidance on developing and writing a research paper in 3 steps: 1) Choosing a topic and formulating a research question, 2) Conducting research using books, journals, and internet resources, and 3) Drafting and revising the paper. It discusses identifying assignment requirements, exploring the topic, taking notes, organizing research, avoiding plagiarism, getting help from tutors, and preparing the final version.
This document provides an outline and learning objectives for a chapter on spelling. It will teach the reader to distinguish vowels from consonants, apply basic spelling rules to determine correct word endings and variations, and recognize whether terms should be spelled as one or two words. The chapter covers topics like doubling consonants, dropping final e's, changing y to i, and lists commonly misspelled words.
The document discusses the writing process for paragraphs, including prewriting, planning, drafting, revising, and proofreading. It covers generating and developing ideas, organizing those ideas, creating and editing drafts, and doing a final proofread. The goal is for students to learn how to write paragraphs that demonstrate unity, support, and coherence through effective use of topic sentences, details, and transitions.
The document is a chapter from a textbook about distinguishing between words that sound or look alike. It provides examples of common homonym pairs like affect/effect and advice/advise. It then presents sentences using homonyms to determine which is correct. The purpose is to help readers learn to distinguish between homonyms and use the right word in writing.
The document is a chapter from a textbook about using parallelism in sentences. It defines parallelism as balance in a sentence which is achieved by giving similar grammatical structures to similar points in a list. The chapter will teach students how to recognize parallel structure and use it to revise sentences that are awkwardly worded due to a lack of parallelism.
This document contains a chapter on spelling from a 2012 Pearson Education textbook. The chapter outlines learning objectives to distinguish vowels and consonants, apply spelling rules to determine word endings and variations, and recognize one- or two-word spellings. It defines vowels and consonants, provides examples of spelling rules like doubling final consonants and changing y to i, and asks questions to test understanding of spelling concepts.
This document provides an overview of how to write comparison and contrast essays. It defines comparison as pointing out similarities and contrast as pointing out differences. It discusses organizing paragraphs using either a subject-by-subject or point-by-point structure. The document also covers choosing a focused topic, using appropriate transitions, and the writing process of prewriting, planning, drafting, and proofreading for comparison/contrast essays.
The document is a chapter about verbs from a textbook on grammar. It discusses standard and irregular verb forms, maintaining consistent verb tense, and distinguishing between active and passive voice. The chapter provides examples of different verb tenses and forms, and explains how to identify and correct common errors with verbs.
The document contains examples of run-on sentences that are corrected with punctuation like commas. It provides before and after examples of sentences that are run-ons and then corrected by adding commas or splitting into separate sentences. It aims to demonstrate how to fix issues with run-on sentences.
This document is a chapter about correcting problems with modifiers from a textbook on education. It discusses identifying modifiers in sentences and ensuring they are placed close to what they modify. It outlines common modifier problems like misplaced and dangling modifiers and provides steps to correct these issues. It emphasizes finding the modifier, determining what it modifies, and placing it as close as possible to what it describes.
This document is from a chapter about writing cause and effect paragraphs. It discusses identifying causes and effects, choosing topics, and outlines the steps for writing a cause or effect paragraph, including prewriting, planning, drafting, and proofreading. It provides examples and exercises to help the reader understand how to write a well-organized paragraph that clearly explains the causes or effects of an event or situation.
This document provides instruction on how to write an illustration paragraph. It defines illustration as using specific examples to support a general point. It outlines the steps to writing an illustration paragraph, including prewriting, planning, drafting, and revising. It includes examples of how to generate topic sentences and supporting details. It also provides practice questions to help understand the concepts of writing an illustration paragraph.
Leonardo da Vinci was an Italian polymath, regarded as one of the most diversely talented individuals to have ever lived. He made significant contributions to many fields, including painting, sculpting, architecture, science, music, mathematics, engineering, literature, anatomy, geology, astronomy, botany, writing, history, and cartography. Some of his most famous works include the Mona Lisa and The Last Supper.
This document outlines a chapter about using pronouns correctly, including recognizing first-, second-, and third-person points of view. It discusses maintaining consistency with pronouns and using the appropriate case. For points of view, first person uses I/we, second person uses you, and third person uses he/she/it/they. Pronouns must match the number and case of the subject, object, or possession. Common errors are also addressed. The overall goal is to help readers correctly use pronouns in their writing.
The document provides guidance on writing narrative paragraphs, including defining narration as telling a story, providing hints for writing narratives, explaining the steps for writing narratives such as prewriting, planning, drafting, and revising, and giving examples of transitions commonly used in narratives. It emphasizes that narrative paragraphs should have a narrow focus, present details in clear order, and use effective transitional words.
This document provides an overview of a creative illustration module taken by students Jade Delaney and Emily Cooper. It includes:
- An introduction to the module's goals of developing illustration skills for advertising and gaining industry knowledge.
- Summaries of workshops the students attended on Photoshop, color theory, and receiving a creative brief to design healthy eating campaigns for youth.
- Details of initial brainstorming ideas for the brief, including turning children into slugs after eating junk food or having an explorer help them experiment with recipes.
- The given creative brief to address poor diets and health among youth ages 11-15 through a fun, cool, and aspirational illustrated campaign or product promoting healthy eating
Write a research paper howto - good presentationantiw
1. The document provides advice on how to write a great research paper, focusing on conveying the main idea in a clear and engaging way.
2. It emphasizes using examples to introduce problems and solutions, making contributions explicit, and focusing on the narrative before technical details.
3. The goal is to infect the reader's mind with the idea like a virus by explaining intuitively rather than through jargon or impressing others.
The document provides advice on how to write a good research paper by focusing on conveying the main idea clearly and engaging the reader. It recommends presenting the problem and contributions upfront, using examples to introduce concepts before providing technical details, and giving appropriate credit to related work while acknowledging limitations. The goal is to communicate the core idea to readers in the most direct and accessible way.
This document provides advice on how to write a great research paper. It recommends structuring the paper with an abstract, introduction, sections on the problem and idea, details supporting the claims, related work, and conclusions. The introduction should describe the problem, state the contributions, and reference later sections. Presenting the idea using examples before the general case helps readers. Providing evidence in later sections to support claims from the introduction is important. Give credit to other work and engage experts to improve the paper before publication.
1) Writing research papers is an important skill that can improve one's career and impact.
2) It is best to start writing early in the research process to help crystallize ideas and get feedback from others.
3) The introduction should clearly state the problem and contributions while the body provides evidence to support the claims.
This document provides guidance on how to write a research paper. It discusses developing a clear main idea, presenting the problem and proposed solution, structuring the paper, getting feedback, and basic writing tips. The key steps outlined are to figure out the main idea, write the paper to develop and communicate that idea, get feedback from others, and focus on clearly conveying the intuition to the reader above technical details. Visual structure, active voice, and acknowledging related work are also emphasized. The overall goal is to influence the reader's mind with the proposed idea.
The latest version of this presentation can be found here: https://www.slideshare.net/xqin74/how-to-write-research-papers-version-50/edit?src=slideview
This document provides tips for writing a thesis. It discusses starting the writing process early by choosing a title and outline. The outline should summarize the argument in one sentence for each chapter. Material should be collected in a binder as it is researched. Examiners will want to understand the thesis quickly, so the abstract, conclusions, and contents should clearly convey the purpose and findings. Getting feedback from others helps improve the thesis before examination. Regularly interacting with potential examiners also helps them understand and appreciate the research.
The document discusses the writing process for paragraphs, including prewriting, planning, drafting, revising, and proofreading. It covers generating and developing ideas, organizing those ideas, creating and editing drafts, and doing a final proofread. The goal is for students to learn how to write paragraphs that demonstrate unity, support, and coherence through effective use of topic sentences, details, and transitions.
The document is a chapter from a textbook about distinguishing between words that sound or look alike. It provides examples of common homonym pairs like affect/effect and advice/advise. It then presents sentences using homonyms to determine which is correct. The purpose is to help readers learn to distinguish between homonyms and use the right word in writing.
The document is a chapter from a textbook about using parallelism in sentences. It defines parallelism as balance in a sentence which is achieved by giving similar grammatical structures to similar points in a list. The chapter will teach students how to recognize parallel structure and use it to revise sentences that are awkwardly worded due to a lack of parallelism.
This document contains a chapter on spelling from a 2012 Pearson Education textbook. The chapter outlines learning objectives to distinguish vowels and consonants, apply spelling rules to determine word endings and variations, and recognize one- or two-word spellings. It defines vowels and consonants, provides examples of spelling rules like doubling final consonants and changing y to i, and asks questions to test understanding of spelling concepts.
This document provides an overview of how to write comparison and contrast essays. It defines comparison as pointing out similarities and contrast as pointing out differences. It discusses organizing paragraphs using either a subject-by-subject or point-by-point structure. The document also covers choosing a focused topic, using appropriate transitions, and the writing process of prewriting, planning, drafting, and proofreading for comparison/contrast essays.
The document is a chapter about verbs from a textbook on grammar. It discusses standard and irregular verb forms, maintaining consistent verb tense, and distinguishing between active and passive voice. The chapter provides examples of different verb tenses and forms, and explains how to identify and correct common errors with verbs.
The document contains examples of run-on sentences that are corrected with punctuation like commas. It provides before and after examples of sentences that are run-ons and then corrected by adding commas or splitting into separate sentences. It aims to demonstrate how to fix issues with run-on sentences.
This document is a chapter about correcting problems with modifiers from a textbook on education. It discusses identifying modifiers in sentences and ensuring they are placed close to what they modify. It outlines common modifier problems like misplaced and dangling modifiers and provides steps to correct these issues. It emphasizes finding the modifier, determining what it modifies, and placing it as close as possible to what it describes.
This document is from a chapter about writing cause and effect paragraphs. It discusses identifying causes and effects, choosing topics, and outlines the steps for writing a cause or effect paragraph, including prewriting, planning, drafting, and proofreading. It provides examples and exercises to help the reader understand how to write a well-organized paragraph that clearly explains the causes or effects of an event or situation.
This document provides instruction on how to write an illustration paragraph. It defines illustration as using specific examples to support a general point. It outlines the steps to writing an illustration paragraph, including prewriting, planning, drafting, and revising. It includes examples of how to generate topic sentences and supporting details. It also provides practice questions to help understand the concepts of writing an illustration paragraph.
Leonardo da Vinci was an Italian polymath, regarded as one of the most diversely talented individuals to have ever lived. He made significant contributions to many fields, including painting, sculpting, architecture, science, music, mathematics, engineering, literature, anatomy, geology, astronomy, botany, writing, history, and cartography. Some of his most famous works include the Mona Lisa and The Last Supper.
This document outlines a chapter about using pronouns correctly, including recognizing first-, second-, and third-person points of view. It discusses maintaining consistency with pronouns and using the appropriate case. For points of view, first person uses I/we, second person uses you, and third person uses he/she/it/they. Pronouns must match the number and case of the subject, object, or possession. Common errors are also addressed. The overall goal is to help readers correctly use pronouns in their writing.
The document provides guidance on writing narrative paragraphs, including defining narration as telling a story, providing hints for writing narratives, explaining the steps for writing narratives such as prewriting, planning, drafting, and revising, and giving examples of transitions commonly used in narratives. It emphasizes that narrative paragraphs should have a narrow focus, present details in clear order, and use effective transitional words.
This document provides an overview of a creative illustration module taken by students Jade Delaney and Emily Cooper. It includes:
- An introduction to the module's goals of developing illustration skills for advertising and gaining industry knowledge.
- Summaries of workshops the students attended on Photoshop, color theory, and receiving a creative brief to design healthy eating campaigns for youth.
- Details of initial brainstorming ideas for the brief, including turning children into slugs after eating junk food or having an explorer help them experiment with recipes.
- The given creative brief to address poor diets and health among youth ages 11-15 through a fun, cool, and aspirational illustrated campaign or product promoting healthy eating
Write a research paper howto - good presentationantiw
1. The document provides advice on how to write a great research paper, focusing on conveying the main idea in a clear and engaging way.
2. It emphasizes using examples to introduce problems and solutions, making contributions explicit, and focusing on the narrative before technical details.
3. The goal is to infect the reader's mind with the idea like a virus by explaining intuitively rather than through jargon or impressing others.
The document provides advice on how to write a good research paper by focusing on conveying the main idea clearly and engaging the reader. It recommends presenting the problem and contributions upfront, using examples to introduce concepts before providing technical details, and giving appropriate credit to related work while acknowledging limitations. The goal is to communicate the core idea to readers in the most direct and accessible way.
This document provides advice on how to write a great research paper. It recommends structuring the paper with an abstract, introduction, sections on the problem and idea, details supporting the claims, related work, and conclusions. The introduction should describe the problem, state the contributions, and reference later sections. Presenting the idea using examples before the general case helps readers. Providing evidence in later sections to support claims from the introduction is important. Give credit to other work and engage experts to improve the paper before publication.
1) Writing research papers is an important skill that can improve one's career and impact.
2) It is best to start writing early in the research process to help crystallize ideas and get feedback from others.
3) The introduction should clearly state the problem and contributions while the body provides evidence to support the claims.
This document provides guidance on how to write a research paper. It discusses developing a clear main idea, presenting the problem and proposed solution, structuring the paper, getting feedback, and basic writing tips. The key steps outlined are to figure out the main idea, write the paper to develop and communicate that idea, get feedback from others, and focus on clearly conveying the intuition to the reader above technical details. Visual structure, active voice, and acknowledging related work are also emphasized. The overall goal is to influence the reader's mind with the proposed idea.
The latest version of this presentation can be found here: https://www.slideshare.net/xqin74/how-to-write-research-papers-version-50/edit?src=slideview
This document provides tips for writing a thesis. It discusses starting the writing process early by choosing a title and outline. The outline should summarize the argument in one sentence for each chapter. Material should be collected in a binder as it is researched. Examiners will want to understand the thesis quickly, so the abstract, conclusions, and contents should clearly convey the purpose and findings. Getting feedback from others helps improve the thesis before examination. Regularly interacting with potential examiners also helps them understand and appreciate the research.
This document provides guidance on writing research papers. It discusses the structure of a research paper and emphasizes conveying the main idea clearly. The introduction should describe the problem and explicitly state the contributions in 1 page or less. Detailing related work should be avoided in the introduction. The body of the paper should focus on explaining the idea intuitively before providing technical details. The goal is to infect the reader's mind with the main idea as directly as possible.
This document provides an agenda for a writing workshop peer review session. It includes instructions for participants to bring two copies of their draft essay for review. It outlines the parts of the essay that should be marked and provides a worksheet for reviewers to follow to give feedback on things like organization, thesis, examples, and formatting. Reviewers are instructed to read essays aloud and give feedback focused on revision, not just editing. The goal is to help writers improve their essays.
The document provides guidance on drafting an autoethnography following the IMRD structure: Introduction, Methodology, Results, Discussion.
The Introduction section describes establishing the research topic and territory, and identifying a niche or gap. The Methodology section details the research methods. The Results section reports the findings from data collection. The Discussion section analyzes the results in relation to the research question and proves the initial argument. Formatting suggestions include using subject headings and including appendixes.
Presented by the UT student chapter of the Institute of Transportation Engineers, this 3-hour workshop featured a presentation by D-STOP’s Dr. Stephen Boyles.
This document provides guidance on effectively structuring writing assignments. It discusses organizing thoughts, constructing paragraphs with clear topic sentences, and developing arguments with proper evidence and arrangement. Key recommendations include letting the thesis direct the overall structure, sketching and outlining arguments to explore connections between ideas, and ensuring paragraphs are supportive, strong, and considerate to create a coherent overall paper. The document emphasizes finding the structure that best supports the intended argument.
This document discusses how to create coherence and cohesion in a thesis or dissertation. It emphasizes telling a story with the thesis that follows a logical progression from introduction to conclusion. It provides tips for creating "big picture" coherence through clear section functions and chapter structures and "small moves" coherence with single-idea paragraphs that link logically.
1. The structure of a scientific paper generally includes an abstract, introduction, methods, results, discussion, and conclusion sections.
2. The introduction section should clearly describe the problem being addressed and state the main contributions or idea of the paper.
3. The body of the paper, including the methods, results, and discussion sections, provides evidence and analysis to support the claims made in the introduction.
This document outlines the steps for writing a research paper. It discusses forming study groups, choosing a topic, developing a thesis statement and research questions, outlining the paper, drafting and revising. Key steps include gathering background information, determining the paper structure, finding and annotating sources, drafting multiple versions, and ensuring proper formatting and citations are used. The goal is to guide students through the research paper writing process.
source: https://letterpile.com/writing/How-to-write-a-Philosophy-Dialogue
How to Write a Philosophy Dialogue
Updated on September 23, 2016
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Contact Author
Writing a dialogue
Writing philosophy essays doesn’t have to be boring. (Perhaps I’m not the best person to talk about this
because I never find philosophy essays boring!) The trick is to make it interesting for you. There are different
ways you can do this. In this hub I will illuminate one way in which you might achieve this. I will describe how
one would go about writing a dialogue between two or more characters. This is a legitimate way to write a
philosophy essay (some very good writing in philosophy is in dialogue form), but you have to ensure that you
cover everything that is asked of you in the essay question. Here is how.
What a Dialogue is About
A dialogue is a discussion between two or more people (or perhaps even one person and their conscience,
or a better self). It is written much like a stage play is written. So when you write a dialogue imagine that you
are writing a stage play. It requires some sort of narrative at the start to introduce the characters (and
perhaps the scenario) and then a discussion between the characters. For example:
Alan and Lady Lovelace are having a cup of tea in Alan’s parlour. As usual, their discussion becomes
somewhat philosophical.
Lady Lovelace: So what is it I hear about you and thinking machines, Alan?
Alan: Well, with the advances in modern technology and our advances in computer science, I think we are in
a good position to say that there is a possibility of a thinking machine.
Lady Lovelace: Are you quite serious, Alan!?
Alan: Certainly I am, my Lady…
This is the basic format of a dialogue. You can include more characters if you need to. Importantly, however,
you need to ensure that you answer the essay question in your discussion. This will include some
preparatory work before you go ahead and write your masterpiece. In particular, this will require analysing
the essay question and some initial planning.
Why Write a Dialogue?
There are plenty of reasons to write your philosophy essay in dialogue form. Here is a list:
• It is fun
• It is a different and creative way to write a philosophy essay
• It allows you to ask questions (by one of the characters) that you think the reader might be thinking
• A conversation between two people naturally brings out the reasons one holds a particular position,
which is very important in any philosophy essay
• Because it is naturally suited for outlying reasons for holding certain positions, it can help you in both
writing a good essay as well as getting further understanding of the topic
• It is a tried and true form of philosophical writing
source: https://letterpile.com/writing/How-to-write-a-Philosophy-Dialogue
Analyzing Stage
In the first stage it is very important to analyse the essay question. I have covered this in .
Entering the Conversation (Week 2 2017)Ron Martinez
This document provides an agenda for a writing class. It includes:
1. A brief review of lessons from a video on subtext and highlights from a class survey.
2. An overview of the homework on grammar introductions and a discussion of correct vs. choice.
3. An introduction to the first writing assignment where students will write a response and have it analyzed by online tools.
4. A discussion of what characterizes a good academic essay and considering a sample to how it meets the criteria.
5. Insights from "Subtext" including the writer having a specific agenda and the writing process involving dialogue with the reader.
This document provides an agenda for an in-class writing workshop and peer review session. It includes:
1. Instructions for bringing two copies of a draft essay for peer review and participation points.
2. A list of items students should mark in their essays, such as the introduction, thesis, examples, and sources.
3. Steps for the peer review process, which involves reading essays aloud and providing feedback based on a worksheet.
4. The peer review worksheet questions to guide feedback on essay organization, content, examples, and formatting.
5. A reminder that the session is for revision, not editing, and to focus feedback on organization and content rather than grammar.
This document provides an agenda for an in-class writing workshop and peer review session. It includes:
1. Instructions for bringing two copies of a draft essay for peer review and participation points.
2. A list of items students should mark in their essays, such as the introduction, thesis, examples, and sources.
3. Steps for the peer review process, which involves reading essays aloud and providing feedback based on a worksheet.
4. The peer review worksheet questions to guide feedback on essay organization, content, examples, and formatting.
5. A reminder that the session is for revision, not editing, and to focus feedback on organization and content rather than grammar.
This document provides an agenda for a writing workshop to revise Essay 1. It includes instructions for a quiz, peer review activities, and submission requirements. Students will engage in a guided peer review process where they mark up their drafts and provide feedback using a worksheet. They are directed to focus comments on revising rather than editing. The essay must be submitted electronically by a deadline.
This document contains a Jeopardy-style game about parts of speech with categories such as adverbs, verbs, subjects, adjectives, and labeling all parts of speech. The game includes clues from sentences where players must identify specific parts of speech, such as identifying the subject, verb, or what an adverb or adjective is modifying. Players can wager points in different dollar amounts for each clue/question about parts of speech.
This document provides a lesson on prepositions and prepositional phrases. It begins by defining a preposition as a part of speech that shows the relationship between two things, such as location, timing, or direction. Examples of common prepositions like "on", "under", and "in" are given. The document then lists many common prepositions and provides examples of how prepositions relate two things in a sentence. It continues by explaining that a prepositional phrase starts with a preposition and ends with the object of the preposition, which must be a noun or pronoun. Multiple examples and tests are used to help the reader identify prepositions and prepositional phrases.
This document defines and provides examples of different types of verbs:
1. Action verbs describe actions and are always found in the predicate of a sentence. Common examples given are "ran", "coughed", "swallowed".
2. Present tense verbs describe actions that are happening now and often end in "s", "es", or "ies".
3. Past tense verbs describe actions that happened in the past and often end in "ed", "d", or "ied".
4. Future tense verbs describe actions that will happen and use helping words like "will", "going to", "shall".
5. Helping verbs work with main verbs to provide more information about the action
The document discusses adjectives and adverbs, defining them and providing examples of their correct usage. It explains that adjectives modify nouns and pronouns, while adverbs modify verbs, adjectives, and other adverbs. The document also covers comparative and superlative forms, absolute concepts, avoiding unnecessary adverbs, compound adjectives, and ensuring modifiers are placed close to the words they modify.
This document provides guidance on writing a statement of purpose. It explains that a statement of purpose should describe who you are, how you arrived at your current career path, your professional interests, and your future goals. It provides an outline of a sample statement of purpose about learning French, with paragraphs discussing the author's experience taking French in high school and college. The document clarifies that a statement of purpose can be on any topic and does not need to be exactly five paragraphs or 900 words. It is meant to convey your perspective on a subject through well-thought-out paragraphs.
The document provides writing style guidelines over 4 chapters. It recommends indenting new paragraphs and including 7-12 sentences per paragraph. Proper grammar rules are outlined, such as capitalizing the pronoun "I" and capitalizing proper nouns but not common nouns. Guidelines are given for simple sentences requiring a subject and verb, combining sentences using semicolons or commas with conjunctions, and how to identify and fix run-on sentences and comma splices.
The document discusses word choice in writing. It explains that writers should avoid wordiness, cliches, and slang and instead use precise language. The chapter teaches how to identify these issues and appreciate careful word choice. Examples are provided of wordiness, cliches, slang, and precise language to illustrate these concepts.
The document is a chapter from a textbook about distinguishing between words that sound or look alike. It provides examples of common homonym pairs like affect/effect and lead/led. The chapter aims to help the reader learn to distinguish between these similar-sounding words and use the correct ones in writing. It concludes with a short exercise asking the reader to identify the sentence using words properly.
This document is a chapter from a textbook about punctuation. It provides information on how to properly use different punctuation marks like periods, commas, semicolons, colons, apostrophes, parentheses, hyphens, quotation marks, capital letters, numbers and abbreviations. The chapter explains the rules for using each punctuation mark and provides examples of their correct usage. It also includes practice questions to test the reader's understanding of punctuation skills.
This document discusses pronoun usage and case. It covers recognizing first, second and third person points of view based on pronoun usage. First person uses I/we, second person uses you, and third person uses he/she/it/they. It also covers choosing the correct case for pronouns based on their usage as subjects, objects of verbs/prepositions, or possessives. Common errors with pronoun case are also discussed. The overall goal is to learn to use pronouns correctly in terms of consistency, case, and point of view.
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
1. How to write a
great research paper
Simon Peyton Jones
Microsoft Research, Cambridge
2. Writing papers is a skill
Many papers are badly written
Good writing is a skill you can learn
It’s a skill that is worth learning:
You will get more brownie points (more
papers accepted etc)
Your ideas will have more impact
importance
Increasing
You will have better ideas
4. Writing papers: model 2
Idea Do research Write paper
Idea Write paper Do research
Forces us to be clear, focused
Crystallises what we don’t understand
Opens the way to dialogue with others:
reality check, critique, and collaboration
5. Do not be intimidated
Fallacy You need to have a fantastic idea before
you can write a paper. (Everyone else
seems to.)
Write a paper,
and give a talk, about
any idea,
no matter how weedy and insignificant it
may seem to you
6. Do not be intimidated
Write a paper, and give a talk, about any
idea, no matter how insignificant it may
seem to you
Writing the paper is how you develop the
idea in the first place
It usually turns out to be more interesting
and challenging that it seemed at first
8. Why
bother?
Fallacy Good papers and
we write papers and
give talks mainly to
talks are a
impress others, gain
recognition, and get
fundamental
promoted part of
research
excellence
9. Papers communicate ideas
Your goal: to infect the mind of your
reader with your idea, like a virus
Papers are far more durable than
programs (think Mozart)
The greatest ideas are (literally)
worthless if you keep them to
yourself
10. Idea
The Idea A re-usable insight,
useful to the reader
Figure out what your idea is
Make certain that the reader is in no
doubt what the idea is. Be 100% explicit:
“The main idea of this paper is....”
“In this section we present the main
contributions of the paper.”
Many papers contain good ideas, but do
not distil what they are.
11. One ping
Your paper should have just one “ping”:
one clear, sharp idea
Read your paper again: can you hear the
“ping”?
You may not know exactly what the ping
is when you start writing; but you must
know when you finish
If you have lots of ideas, write lots of
papers
Thanks to Joe Touch for “one ping”
12. The purpose of your paper is not...
To describe
the WizWoz
system
Your reader does not have a WizWoz
She is primarily interested in re-usable
brain-stuff, not executable artefacts
13. Your narrative flow I wish I
knew how
to solve
Here is a problem that!
It’s an interesting problem
It’s an unsolved problem I see how
that
Here is my idea works.
Ingenious!
My idea works (details, data)
Here’s how my idea compares to other
people’s approaches
14. Structure (conference paper)
Title (1000 readers)
Abstract (4 sentences, 100 readers)
Introduction (1 page, 100 readers)
The problem (1 page, 10 readers)
My idea (2 pages, 10 readers)
The details (5 pages, 3 readers)
Related work (1-2 pages, 10 readers)
Conclusions and further work (0.5 pages)
15. The abstract
I usually write the abstract last
Used by program committee members
to decide which papers to read
Four sentences [Kent Beck]
1. State the problem
2. Say why it’s an interesting problem
3. Say what your solution achieves
4. Say what follows from your solution
16. Example
1. Many papers are badly written and
hard to understand
2. This is a pity, because their good ideas
may go unappreciated
3. Following simple guidelines can
dramatically improve the quality of
your papers
4. Your work will be used more, and the
feedback you get from others will in
turn improve your research
17. Structure
Abstract (4 sentences)
Introduction (1 page)
The problem (1 page)
My idea (2 pages)
The details (5 pages)
Related work (1-2 pages)
Conclusions and further work (0.5 pages)
18. The introduction (1 page)
1. Describe the problem
2. State your contributions
...and that is all
ONE PAGE!
20. State your contributions
Write the list of contributions first
The list of contributions drives the
entire paper: the paper substantiates
the claims you have made
Reader thinks “gosh, if they can really
deliver this, that’s be exciting; I’d
better read on”
21. State your contributions
Bulleted list
of
contributions
Do not leave the
reader to guess what
your contributions are!
22. Contributions should be refutable
NO! YES!
We describe the WizWoz We give the syntax and semantics of
system. It is really cool. a language that supports concurrent
processes (Section 3). Its innovative
features are...
We study its properties We prove that the type system is
sound, and that type checking is
decidable (Section 4)
We have used WizWoz in We have built a GUI toolkit in
practice WizWoz, and used it to implement a
text editor (Section 5). The result is
half the length of the Java version.
23. No “rest of this paper is...”
Not: “The rest of this paper is structured as
follows. Section 2 introduces the problem.
Section 3 ... Finally, Section 8 concludes”.
Instead, use forward references from
the narrative in the introduction.
The introduction (including the
contributions) should survey the whole
paper, and therefore forward reference
every important part.
24. Structure
Abstract (4 sentences)
Introduction (1 page)
Related work
The problem (1 page)
My idea (2 pages)
The details (5 pages)
Related work (1-2 pages)
Conclusions and further work (0.5 pages)
25. No related work yet!
Related
work
Your reader Your idea
We adopt the notion of transaction from Brown [1], as modified
for distributed systems by White [2], using the four-phase
interpolation algorithm of Green [3]. Our work differs from
White in our advanced revocation protocol, which deals with the
case of priority inversion as described by Yellow [4].
26. No related work yet
I feel
stupid
Problem 1: the reader knows
nothing about the problem yet;
so your (carefully trimmed)
description of various technical
tradeoffs is absolutely
incomprehensible
Problem 2: describing
alternative approaches gets I feel
between the reader and your tired
idea
27. Structure
Abstract (4 sentences)
Introduction (1 page)
The problem (1 page)
My idea (2 pages)
The details (5 pages)
Related work (1-2 pages)
Conclusions and further work (0.5 pages)
28. Presenting the idea
3. The idea
Consider a bifircuated semi-lattice D, over a
hyper-modulated signature S. Suppose pi is an
element of D. Then we know for every such p i
there is an epi-modulus j, such that pj < pi.
Sounds impressive...but
Sends readers to sleep
In a paper you MUST provide the details,
but FIRST convey the idea
29. Presenting the idea
Explain it as if you were speaking to
someone using a whiteboard
Conveying the intuition is primary, not
secondary
Once your reader has the intuition, she
can follow the details (but not vice
versa)
Even if she skips the details, she still
takes away something valuable
30. Putting the reader first
Do not recapitulate your personal
journey of discovery. This route may
be soaked with your blood, but that is
not interesting to the reader.
Instead, choose the most direct route
to the idea.
31. The payload of your paper
Introduce the problem, and
your idea, using
EXAMPLES
and only then present the
general case
32. The Simon PJ
Using examples question: is there
any typewriter
font?
Example
right
away
33. The details: evidence
Your introduction makes claims
The body of the paper provides
evidence to support each claim
Check each claim in the introduction,
identify the evidence, and forward-
reference it from the claim
Evidence can be: analysis and
comparison, theorems, measurements,
case studies
34. Structure
Abstract (4 sentences)
Introduction (1 page)
The problem (1 page)
My idea (2 pages)
The details (5 pages)
Related work (1-2 pages)
Conclusions and further work (0.5 pages)
35. Related work
Fallacy To make my work look good, I
have to make other people’s
work look bad
36. The truth: credit is not like money
Giving credit to others does not
diminish the credit you get from
your paper
Warmly acknowledge people who have helped
you
Be generous to the competition. “In his
inspiring paper [Foo98] Foogle shows.... We
develop his foundation in the following ways...”
Acknowledge weaknesses in your approach
37. Credit is not like money
Failing to give credit to others
can kill your paper
If you imply that an idea is yours, and the
referee knows it is not, then either
You don’t know that it’s an old idea (bad)
You do know, but are pretending it’s yours
(very bad)
38. Structure
Abstract (4 sentences)
Introduction (1 page)
The problem (1 page)
My idea (2 pages)
The details (5 pages)
Related work (1-2 pages)
Conclusions and further work (0.5 pages)
41. The process
Start early. Very early.
Hastily-written papers get rejected.
Papers are like wine: they need time to
mature
Collaborate
Use CVS to support collaboration
42. Getting help
Get your paper read by as many
friendly guinea pigs as possible
Experts are good
Non-experts are also very good
Each reader can only read your paper for the
first time once! So use them carefully
Explain carefully what you want (“I got lost
here” is much more important than “Jarva is
mis-spelt”.)
43. Getting expert help
A good plan: when you think you are done,
send the draft to the competition saying
“could you help me ensure that I describe
your work fairly?”.
Often they will respond with helpful
critique (they are interested in the area)
They are likely to be your referees anyway,
so getting their comments or criticism up
front is Jolly Good.
44. Listening to your reviewers
Treat every review like gold dust
Be (truly) grateful for criticism as
well as praise
This is really, really, really hard
But it’s
really, really, really, really, really, really,
really, really, really, really
important
45. Listening to your reviewers
Read every criticism as a positive
suggestion for something you could
explain more clearly
DO NOT respond “you stupid person, I
meant X”. Fix the paper so that X is
apparent even to the stupidest reader.
Thank them warmly. They have given up
their time for you.
47. Basic stuff
Submit by the deadline
Keep to the length restrictions
Do not narrow the margins
Do not use 6pt font
On occasion, supply supporting evidence
(e.g. experimental data, or a written-out
proof) in an appendix
Always use a spell checker
48. Visual structure
Give strong visual structure to your
paper using
sections and sub-sections
bullets
italics
laid-out code
Find out how to draw pictures, and
use them
50. Use the active voice
The passive voice is “respectable” but it DEADENS
your paper. Avoid it at all costs.
“We” = you
and the
NO YES reader
It can be seen that... We can see that...
34 tests were run We ran 34 tests
These properties were We wanted to retain these
thought desirable properties
“We” = the
It might be thought that You might think this would authors
this would be a type error be a type error
“You” =
the
reader
51. Use simple, direct language
NO YES
The object under study was
The ball moved sideways
displaced horizontally
On an annual basis Yearly
Endeavour to ascertain Find out
It could be considered that the
The garbage collector was really
speed of storage reclamation
slow
left something to be desired
52. Summary
If you remember nothing else:
Identify your key idea
Make your contributions explicit
Use examples
A good starting point:
“Advice on Research and Writing”
http://www-2.cs.cmu.edu/afs/cs.cmu.edu/user/
mleone/web/how-to.html