This contains the definition of a position paper, as well as its parts and a few key points to remember. it also contains tips on choosing a topic on writing a position paper.
The document discusses the different structures used in academic texts. It identifies 9 main structures: definition, description, recount of sequence, cause and effect, comparison and contrast, enumeration, problem solution, classification, and thesis evidence. It provides examples of each structure and encourages learning activities where students apply the structures, such as describing a person, making a flow chart on a process, or providing a scenario where the structures could be used in studies. The overall purpose is to instruct readers on identifying and applying different text structures used in academic writing.
The document discusses different types of academic writing such as book reviews, literature reviews, research reports, project proposals, and position papers. It provides guidance on the unique features and requirements for each type of writing. The document also covers professional correspondence such as resumes, college applications, job applications, and office correspondence.
This document discusses how language is used differently across academic disciplines. It provides examples of words that have different meanings depending on the field, such as "account" meaning a company for call center agents but money for accountants, and "table" meaning furniture for receptionists but data for statisticians. The document also includes a quiz where students must match topics to the appropriate reference material in which to find information on that topic, such as matching food preservation techniques to "Home Economics" or diesel engines to "Mechanical Engineering".
This document discusses different types of argumentative claims: claims of fact, claims of value, and claims of policy. It provides examples and definitions for each. The key differences are: claims of fact make assertions about objective truths and realities, claims of value make judgments about what is good or bad, and claims of policy propose actions that should or ought to be taken. Formulating strong arguments requires understanding these distinctions and using evidence and reasoning appropriate to the type of claim.
This document provides information on critical reading and reasoning. It discusses distinguishing facts from opinions and constructing paragraphs using facts, arguments, and reasons. It also covers topics like taking notes on key points, interpreting texts, defining evidence, different forms of reasoning, analyzing statements as factual or opinionated, and providing an example paragraph analyzing the effectivity of face-to-face classes. The overall document aims to develop the reader's critical reading and reasoning skills through examples, definitions, and interactive activities.
Reading_Lesson 2 text as connected discourseTine Lachica
A text is a large unit of written language that has a connected structure and organization of ideas. Ideas in a text must be relevant to each other and connected to emphasize a central idea, giving the text unity. Well-written texts have organization, coherence between ideas, appropriate language, and proper mechanics. Key aspects in writing effective texts include outlining ideas, using transitional devices, and ensuring grammatical correctness.
This document provides information about explicit and implicit claims in texts. It defines explicit information as ideas that are directly stated, while implicit information is suggested indirectly and requires inference. Examples are provided to illustrate the difference. Group activities are outlined to have students identify explicit and implicit details in photos and paragraphs. A test with multiple choice questions is also included to assess student understanding of explicit vs implicit information.
The document provides definitions and explanations of key concepts in academic writing. It states that academic texts are written by experts in a formal style using facts and specialized vocabulary specific to the discipline. Literary analysis essays examine and analyze literary works, going beyond summary to make an argument about a theme or motif. Research papers use outside sources to support an argument or thesis. Dissertations summarize original doctoral research. Well-structured academic writing uses clear structures like IMRD or a three-part introduction, body, conclusion structure.
The document discusses the different structures used in academic texts. It identifies 9 main structures: definition, description, recount of sequence, cause and effect, comparison and contrast, enumeration, problem solution, classification, and thesis evidence. It provides examples of each structure and encourages learning activities where students apply the structures, such as describing a person, making a flow chart on a process, or providing a scenario where the structures could be used in studies. The overall purpose is to instruct readers on identifying and applying different text structures used in academic writing.
The document discusses different types of academic writing such as book reviews, literature reviews, research reports, project proposals, and position papers. It provides guidance on the unique features and requirements for each type of writing. The document also covers professional correspondence such as resumes, college applications, job applications, and office correspondence.
This document discusses how language is used differently across academic disciplines. It provides examples of words that have different meanings depending on the field, such as "account" meaning a company for call center agents but money for accountants, and "table" meaning furniture for receptionists but data for statisticians. The document also includes a quiz where students must match topics to the appropriate reference material in which to find information on that topic, such as matching food preservation techniques to "Home Economics" or diesel engines to "Mechanical Engineering".
This document discusses different types of argumentative claims: claims of fact, claims of value, and claims of policy. It provides examples and definitions for each. The key differences are: claims of fact make assertions about objective truths and realities, claims of value make judgments about what is good or bad, and claims of policy propose actions that should or ought to be taken. Formulating strong arguments requires understanding these distinctions and using evidence and reasoning appropriate to the type of claim.
This document provides information on critical reading and reasoning. It discusses distinguishing facts from opinions and constructing paragraphs using facts, arguments, and reasons. It also covers topics like taking notes on key points, interpreting texts, defining evidence, different forms of reasoning, analyzing statements as factual or opinionated, and providing an example paragraph analyzing the effectivity of face-to-face classes. The overall document aims to develop the reader's critical reading and reasoning skills through examples, definitions, and interactive activities.
Reading_Lesson 2 text as connected discourseTine Lachica
A text is a large unit of written language that has a connected structure and organization of ideas. Ideas in a text must be relevant to each other and connected to emphasize a central idea, giving the text unity. Well-written texts have organization, coherence between ideas, appropriate language, and proper mechanics. Key aspects in writing effective texts include outlining ideas, using transitional devices, and ensuring grammatical correctness.
This document provides information about explicit and implicit claims in texts. It defines explicit information as ideas that are directly stated, while implicit information is suggested indirectly and requires inference. Examples are provided to illustrate the difference. Group activities are outlined to have students identify explicit and implicit details in photos and paragraphs. A test with multiple choice questions is also included to assess student understanding of explicit vs implicit information.
The document provides definitions and explanations of key concepts in academic writing. It states that academic texts are written by experts in a formal style using facts and specialized vocabulary specific to the discipline. Literary analysis essays examine and analyze literary works, going beyond summary to make an argument about a theme or motif. Research papers use outside sources to support an argument or thesis. Dissertations summarize original doctoral research. Well-structured academic writing uses clear structures like IMRD or a three-part introduction, body, conclusion structure.
This document discusses developing reasoning and evaluative skills through group activities. It describes an activity where students are split into groups and each group must convince a judge of a position on different topics within a limited time. Examples of topics include the best movie genre for a family and whether fruits or chocolate is better for someone craving sweets. The document also provides guidance on formulating evaluative statements by making assertions about a text's content and properties and considering counterclaims with hedging language to soften criticisms.
This document provides an overview of different types of reports and their structures. It discusses technical/business reports, field reports, and scientific reports. Technical/business reports are used in applied fields like engineering and communicate information to help people understand products/services. Field reports are used in social sciences and require analyzing observations of real-world people/events. Scientific reports clearly communicate findings from empirical investigations using a standard format. The document also outlines the typical parts of a research report, including the introduction, literature review, methodology, and others. It provides guidance on how to effectively structure each section.
This document provides an overview of English for Academic Purposes (EAP) and key aspects of academic writing. EAP focuses on developing the language skills needed to function in an English-speaking academic environment. The standard structure for academic texts includes an introduction presenting the topic and argument, a body section developing and discussing the argument through analysis and results, and a conclusion summarizing the main points. Academic writing involves posing a question or problem and answering it through informed argumentation to inform, argue a position, or persuade. Features of academic texts include complexity, formality, precision, objectivity, explicitness, accuracy, hedging, and responsibility in making and justifying claims.
This document discusses the history and development of Philippine literature from pre-colonial times through the 21st century. It outlines the major periods of Philippine literary history: pre-colonial, Spanish, American, Japanese, and contemporary. The pre-colonial period included folk songs, speeches, tales, and epics told orally in various Philippine languages and dialects. During the Spanish period, literature was heavily influenced by Spanish language and Catholic traditions. The American period saw the rise of English language literature and imitation of Western styles and genres. The Japanese period saw a renewed focus on literature in Filipino languages. Contemporary Philippine literature continues to develop across languages and genres.
The document discusses the components and purpose of a concept paper, including presenting the research question, demonstrating the importance of answering the question, and describing how the researcher will collect and analyze data to answer the question. It also outlines the typical parts of a concept paper as an introduction, body, and conclusion. The body should provide supporting details for the thesis statement while the conclusion summarizes the paper and emphasizes the importance of the concept.
Various dimensions of Philippine literary history from pre- colonial to conte...Maestrang Techy
21st Century Lit: Lesson 1
This is an enhanced ppt presentation. Some part of the slides are not mine (spongebob bground), I have downloaded them also here. Thanks for the original maker.
Feel free to download and use in your lessons, my co-educators! God bless! :D
This document discusses various techniques for organizing information in writing. It covers brainstorming techniques like listing, free writing, and mapping to generate ideas. It also discusses using graphic organizers like concept maps, webs, and mind maps to visually organize relationships between ideas. Finally, it discusses outlining techniques like topic outlines, sentence outlines, and using number-letter or decimal formats to hierarchy and structure ideas in an outline. The document provides examples and definitions of each technique to help writers effectively organize their ideas and information.
This document discusses 21st century literary genres and how they differ from conventional genres. It provides examples of several emerging 21st century genres, including digi-fiction, graphic novels, manga, doodle fiction, text-talk novels, chick lit, flash fiction, creative non-fiction, science fiction, blogs, and hyper poetry. It defines each genre and provides one or two exemplar works to illustrate each genre. The purpose is to help readers understand and appreciate the unique features of both traditional and modern literary genres.
This document provides an overview of reading and writing skills, including patterns and properties of written texts. It discusses 8 patterns of development for written texts: cause-effect, classification, comparison-contrast, definition, description, narration, persuasion, and problem-solution. It also outlines 4 key properties of written texts: organization, coherence, cohesion, language use, and language mechanics. Specific elements are described for each pattern and property, such as common signal words, text structure, punctuation, spelling, and capitalization guidelines. The document is intended to teach students how to analyze and understand different types of written works.
This document provides guidance on writing an effective position paper, including defining a position paper, outlining its purpose, and describing the typical structure which includes an introduction stating the position, body with supporting evidence, and conclusion with suggested actions. It also lists several issues that are well-suited for a position paper such as social issues, education, technology, media, and politics. The document aims to help students understand how to research, organize, and argue a position on a controversial topic.
The document discusses outlining skills that are important for writing. It defines an outline as a document that briefly summarizes information that will be included in a paper or other document, showing the order and relationship of the pieces of information. The most common type of outline is the alphanumeric outline, which uses Roman numerals, capitalized letters, Arabic numerals, and lowercase letters. The document provides tips for writing outlines, such as being consistent in using either phrases or complete sentences and maintaining parallel structure. It also distinguishes between a topic outline using words or phrases and a sentence outline using complete sentences.
The document provides guidelines and objectives for writing a position paper. It defines a position paper as an essay that presents an opinion and makes a claim about an issue supported by arguments and evidence. It outlines the components of a good position paper, including taking a clear stand, assessing opposing views, organizing arguments to defend the stand, and presenting evidence to support the argument. The document also discusses introducing the topic, outlining counterarguments and addressing them, and restating the position in the conclusion.
This document outlines the reasons for learning English for academic and professional purposes, as well as the strategy and execution of an English course. It discusses how language plays an important role in thinking, communication, social life, and academics. English is important for professionals for quality, satisfaction, and marketing. The strategy involves considering psychological, sociological, and resource factors. The course structure includes introduction, grammar revision, vocabulary, and common usage lessons. It provides details on schedule, fees, and location.
This document discusses the properties of well-written texts and techniques for organizing information. It identifies organization, coherence, cohesion, appropriate language use, and proper mechanics as key properties. Organization refers to arranging ideas in an introduction, body, and conclusion. Coherence is achieved through connections between ideas, while cohesion uses transitional words. Graphic organizers and outlining are presented as techniques to arrange ideas hierarchically and show relationships between them. Common patterns of development like narration and description are also discussed.
This document discusses different ways to explain concepts, including definition, explication, and clarification. It provides examples of each. Students are assigned to identify a problem in their community and explain it using one of the three methods. They will analyze how concepts are explained in articles and choose a concept from their field of study to define. Assessment involves analyzing students' written work using a rubric focusing on style and use of language.
This document provides an overview of different patterns of written texts including comparison-contrast, classification, definition, description, and narration. It defines each pattern and provides examples. Comparison-contrast identifies similarities and differences between two or more subjects. Classification groups items into categories or types. Definition explains the nature and limitations of a concept. Description uses vivid details and sensory language to convey information about appearances or characteristics. Narration tells a story, whether real or fictional, through elements like characters and plot. The document is intended to help readers understand and evaluate different text structures.
Subject: Oral Communication
Unit II - "Strategies in Various Speech Situation"
This unit focuses on the various ways and situations in which people communicate. It discusses how a communicator's style of speaking changes according to the context and how statements elicit various responses from listeners
This document discusses techniques for selecting and organizing information, including brainstorming, outlining, and using graphic organizers. Brainstorming involves listing ideas to establish relationships between concepts. Outlining creates a hierarchical structure to organize writing in a topic or sentence outline. Graphic organizers visually display relationships among concepts using tools like Venn diagrams, charts, and diagrams. The techniques facilitate comprehension by breaking down information into simpler representations.
Academic writing is characterized by being formal, structured, and backed by evidence. It uses precise language and focuses on informing the reader through logical arguments rather than entertaining. Some key features of academic writing are that it is planned, answers the questions directly, supports opinions with evidence from research, uses an objective tone without personal references, and makes relationships between ideas and evidence explicit for the reader. Academic writing adheres to the conventions of specific disciplines.
1
1
City College Computers
Bill Gates
RES 351
August 5, 2014
Dr. Stephen Loro
City College Computers
City Campus College was founded in the 1920’s to serve the educational demands of the City community for both vocational and fine arts education. With the advent of computer and internet technology City Campus College wishes to provide adequate internet coverage for their students on campus. Computers are a necessary educational tool needed to complete assigned class assignments and aid in study for tests. To do so the College should determine the number of computers the students own. This information will help determine the coverage needed to provide internet service to all students on campus and enhance the learning experience of each student.
Research Problem
City Campus College may be failing to provide students with adequate internet server services to deal with current student computer demand which may lead to student dissatisfaction and lower grade point averages. Students have complained in the past of inadequate coverage or slow access speed. Part of the tuition paid by the students are supposed to be used to provide services for student educational needs and services.
Purpose of the Study
The purpose of this research is to inform the Dean of City Campus College of student computer ownership so he may make more informed decisions.
Research Question
Is the City Campus College student computer ownership information accurate in claiming that of a random sample of 600 students 10% owned zero; 16% owned one; 55% owned two; 11% owned three and 8% owned more than three computers?
Quantifiable Measures
The measured variable represents the number of computers owned by City Campus College students in May 2012. To qualify as a computer the device must be a laptop or desk top device and so labeled by the manufacturer and be located or brought to the City campus. Handheld electronic devices, such as cell phones, iPhones, and iPads do not qualify. The data represents a quantitative count of discrete, ratio data.
References
Loro, S. (2014). Course Syllabus RES/351 Business Research. University of Phoenix, site: http://mycampus.uophx.edu
Running head: YOUR TITLE GOES HERE 1
YOUR TITLE GOES HERE 2
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 challenges of Assessment and Feedback: findings from an HEA projectDenise Whitelock
The document summarizes the findings of an HEA project on the challenges of assessment and feedback. It discusses various methods of technology-enhanced assessment including e-portfolios, peer assessment, MCQs, and self-assessment. It provides advice on how to design effective feedback and the importance of supporting students to act on feedback. Key messages emphasize that pedagogy is more important than technology, automated marking can be reliable, and staff development is essential.
This document discusses developing reasoning and evaluative skills through group activities. It describes an activity where students are split into groups and each group must convince a judge of a position on different topics within a limited time. Examples of topics include the best movie genre for a family and whether fruits or chocolate is better for someone craving sweets. The document also provides guidance on formulating evaluative statements by making assertions about a text's content and properties and considering counterclaims with hedging language to soften criticisms.
This document provides an overview of different types of reports and their structures. It discusses technical/business reports, field reports, and scientific reports. Technical/business reports are used in applied fields like engineering and communicate information to help people understand products/services. Field reports are used in social sciences and require analyzing observations of real-world people/events. Scientific reports clearly communicate findings from empirical investigations using a standard format. The document also outlines the typical parts of a research report, including the introduction, literature review, methodology, and others. It provides guidance on how to effectively structure each section.
This document provides an overview of English for Academic Purposes (EAP) and key aspects of academic writing. EAP focuses on developing the language skills needed to function in an English-speaking academic environment. The standard structure for academic texts includes an introduction presenting the topic and argument, a body section developing and discussing the argument through analysis and results, and a conclusion summarizing the main points. Academic writing involves posing a question or problem and answering it through informed argumentation to inform, argue a position, or persuade. Features of academic texts include complexity, formality, precision, objectivity, explicitness, accuracy, hedging, and responsibility in making and justifying claims.
This document discusses the history and development of Philippine literature from pre-colonial times through the 21st century. It outlines the major periods of Philippine literary history: pre-colonial, Spanish, American, Japanese, and contemporary. The pre-colonial period included folk songs, speeches, tales, and epics told orally in various Philippine languages and dialects. During the Spanish period, literature was heavily influenced by Spanish language and Catholic traditions. The American period saw the rise of English language literature and imitation of Western styles and genres. The Japanese period saw a renewed focus on literature in Filipino languages. Contemporary Philippine literature continues to develop across languages and genres.
The document discusses the components and purpose of a concept paper, including presenting the research question, demonstrating the importance of answering the question, and describing how the researcher will collect and analyze data to answer the question. It also outlines the typical parts of a concept paper as an introduction, body, and conclusion. The body should provide supporting details for the thesis statement while the conclusion summarizes the paper and emphasizes the importance of the concept.
Various dimensions of Philippine literary history from pre- colonial to conte...Maestrang Techy
21st Century Lit: Lesson 1
This is an enhanced ppt presentation. Some part of the slides are not mine (spongebob bground), I have downloaded them also here. Thanks for the original maker.
Feel free to download and use in your lessons, my co-educators! God bless! :D
This document discusses various techniques for organizing information in writing. It covers brainstorming techniques like listing, free writing, and mapping to generate ideas. It also discusses using graphic organizers like concept maps, webs, and mind maps to visually organize relationships between ideas. Finally, it discusses outlining techniques like topic outlines, sentence outlines, and using number-letter or decimal formats to hierarchy and structure ideas in an outline. The document provides examples and definitions of each technique to help writers effectively organize their ideas and information.
This document discusses 21st century literary genres and how they differ from conventional genres. It provides examples of several emerging 21st century genres, including digi-fiction, graphic novels, manga, doodle fiction, text-talk novels, chick lit, flash fiction, creative non-fiction, science fiction, blogs, and hyper poetry. It defines each genre and provides one or two exemplar works to illustrate each genre. The purpose is to help readers understand and appreciate the unique features of both traditional and modern literary genres.
This document provides an overview of reading and writing skills, including patterns and properties of written texts. It discusses 8 patterns of development for written texts: cause-effect, classification, comparison-contrast, definition, description, narration, persuasion, and problem-solution. It also outlines 4 key properties of written texts: organization, coherence, cohesion, language use, and language mechanics. Specific elements are described for each pattern and property, such as common signal words, text structure, punctuation, spelling, and capitalization guidelines. The document is intended to teach students how to analyze and understand different types of written works.
This document provides guidance on writing an effective position paper, including defining a position paper, outlining its purpose, and describing the typical structure which includes an introduction stating the position, body with supporting evidence, and conclusion with suggested actions. It also lists several issues that are well-suited for a position paper such as social issues, education, technology, media, and politics. The document aims to help students understand how to research, organize, and argue a position on a controversial topic.
The document discusses outlining skills that are important for writing. It defines an outline as a document that briefly summarizes information that will be included in a paper or other document, showing the order and relationship of the pieces of information. The most common type of outline is the alphanumeric outline, which uses Roman numerals, capitalized letters, Arabic numerals, and lowercase letters. The document provides tips for writing outlines, such as being consistent in using either phrases or complete sentences and maintaining parallel structure. It also distinguishes between a topic outline using words or phrases and a sentence outline using complete sentences.
The document provides guidelines and objectives for writing a position paper. It defines a position paper as an essay that presents an opinion and makes a claim about an issue supported by arguments and evidence. It outlines the components of a good position paper, including taking a clear stand, assessing opposing views, organizing arguments to defend the stand, and presenting evidence to support the argument. The document also discusses introducing the topic, outlining counterarguments and addressing them, and restating the position in the conclusion.
This document outlines the reasons for learning English for academic and professional purposes, as well as the strategy and execution of an English course. It discusses how language plays an important role in thinking, communication, social life, and academics. English is important for professionals for quality, satisfaction, and marketing. The strategy involves considering psychological, sociological, and resource factors. The course structure includes introduction, grammar revision, vocabulary, and common usage lessons. It provides details on schedule, fees, and location.
This document discusses the properties of well-written texts and techniques for organizing information. It identifies organization, coherence, cohesion, appropriate language use, and proper mechanics as key properties. Organization refers to arranging ideas in an introduction, body, and conclusion. Coherence is achieved through connections between ideas, while cohesion uses transitional words. Graphic organizers and outlining are presented as techniques to arrange ideas hierarchically and show relationships between them. Common patterns of development like narration and description are also discussed.
This document discusses different ways to explain concepts, including definition, explication, and clarification. It provides examples of each. Students are assigned to identify a problem in their community and explain it using one of the three methods. They will analyze how concepts are explained in articles and choose a concept from their field of study to define. Assessment involves analyzing students' written work using a rubric focusing on style and use of language.
This document provides an overview of different patterns of written texts including comparison-contrast, classification, definition, description, and narration. It defines each pattern and provides examples. Comparison-contrast identifies similarities and differences between two or more subjects. Classification groups items into categories or types. Definition explains the nature and limitations of a concept. Description uses vivid details and sensory language to convey information about appearances or characteristics. Narration tells a story, whether real or fictional, through elements like characters and plot. The document is intended to help readers understand and evaluate different text structures.
Subject: Oral Communication
Unit II - "Strategies in Various Speech Situation"
This unit focuses on the various ways and situations in which people communicate. It discusses how a communicator's style of speaking changes according to the context and how statements elicit various responses from listeners
This document discusses techniques for selecting and organizing information, including brainstorming, outlining, and using graphic organizers. Brainstorming involves listing ideas to establish relationships between concepts. Outlining creates a hierarchical structure to organize writing in a topic or sentence outline. Graphic organizers visually display relationships among concepts using tools like Venn diagrams, charts, and diagrams. The techniques facilitate comprehension by breaking down information into simpler representations.
Academic writing is characterized by being formal, structured, and backed by evidence. It uses precise language and focuses on informing the reader through logical arguments rather than entertaining. Some key features of academic writing are that it is planned, answers the questions directly, supports opinions with evidence from research, uses an objective tone without personal references, and makes relationships between ideas and evidence explicit for the reader. Academic writing adheres to the conventions of specific disciplines.
1
1
City College Computers
Bill Gates
RES 351
August 5, 2014
Dr. Stephen Loro
City College Computers
City Campus College was founded in the 1920’s to serve the educational demands of the City community for both vocational and fine arts education. With the advent of computer and internet technology City Campus College wishes to provide adequate internet coverage for their students on campus. Computers are a necessary educational tool needed to complete assigned class assignments and aid in study for tests. To do so the College should determine the number of computers the students own. This information will help determine the coverage needed to provide internet service to all students on campus and enhance the learning experience of each student.
Research Problem
City Campus College may be failing to provide students with adequate internet server services to deal with current student computer demand which may lead to student dissatisfaction and lower grade point averages. Students have complained in the past of inadequate coverage or slow access speed. Part of the tuition paid by the students are supposed to be used to provide services for student educational needs and services.
Purpose of the Study
The purpose of this research is to inform the Dean of City Campus College of student computer ownership so he may make more informed decisions.
Research Question
Is the City Campus College student computer ownership information accurate in claiming that of a random sample of 600 students 10% owned zero; 16% owned one; 55% owned two; 11% owned three and 8% owned more than three computers?
Quantifiable Measures
The measured variable represents the number of computers owned by City Campus College students in May 2012. To qualify as a computer the device must be a laptop or desk top device and so labeled by the manufacturer and be located or brought to the City campus. Handheld electronic devices, such as cell phones, iPhones, and iPads do not qualify. The data represents a quantitative count of discrete, ratio data.
References
Loro, S. (2014). Course Syllabus RES/351 Business Research. University of Phoenix, site: http://mycampus.uophx.edu
Running head: YOUR TITLE GOES HERE 1
YOUR TITLE GOES HERE 2
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 challenges of Assessment and Feedback: findings from an HEA projectDenise Whitelock
The document summarizes the findings of an HEA project on the challenges of assessment and feedback. It discusses various methods of technology-enhanced assessment including e-portfolios, peer assessment, MCQs, and self-assessment. It provides advice on how to design effective feedback and the importance of supporting students to act on feedback. Key messages emphasize that pedagogy is more important than technology, automated marking can be reliable, and staff development is essential.
1
DavisP-Edu7005-8
10
DavisP-Edu7005-8
NORTHCENTRAL UNIVERSITY
ASSIGNMENT COVER SHEETStudent: Patrick Davis THIS FORM MUST BE COMPLETELY FILLED IN
Follow these procedures: If requested by your instructor, please include an assignment cover sheet. This will become the first page of your assignment. In addition, your assignment header should include your last name, first initial, course code, dash, and assignment number. This should be left justified, with the page number right justified. For example:
DavisP-EDU7005-8
Save a copy of your assignments: You may need to re-submit an assignment at your instructor’s request. Make sure you save your files in accessible location.
Academic integrity: All work submitted in each course must be your own original work. This includes all assignments, exams, term papers, and other projects required by your instructor. Knowingly submitting another person’s work as your own, without properly citing the source of the work, is considered plagiarism. This will result in an unsatisfactory grade for the work submitted or for the entire course. It may also result in academic dismissal from the University.
EDU7005-8
Anne Monroe, PhD
Create Proposal 2
Week 3
Faculty Use Only
Patrick
Your narrative was organized well and you addressed the needed content for this week’s assignment. The main challenge that remains is clarity in your problem statement and ensuring your design matches this. You appear to want to ‘prove’ true something you hope to be true – which really is not the point of research. I left several comments in the margins for your review, and let me know if you have questions on the feedback. Your grade is based on the NCU rubric as follows: Completes all required parts of the assignment, demonstrates some understanding of readings, uses mostly clear and effective expression appropriate to scholarly writing, and has few errors in grammar, mechanics, and APA formatting.
8.75/10
Anne
Investigate the experiences (attitudes) of high school students towards online learning environment and online academic credit recovery
Concept Paper
Submitted to Northcentral University
Graduate Faculty of the School of Education
in Partial Fulfillment of the
Requirements for the Degree of
DOCTOR OF EDUCATION
by
PATRICK DAVIS
Prescott Valley, Arizona
JULY 206
INTRODUCTION
When compared to traditional brick and mortar instruction and tutoring, the online academic programs are most effective, and they are working beyond then the just instructional technology. Well qualified tutors, perfect synchronization with modern technology, research based online environment, one to one and real time tutoring and there are several other attributes which make the online learning environment superior over the traditiona ...
Post 7. comparative and non comparative evaluation in educational technologymazin
The document summarizes two studies:
1. A comparative study that compared student satisfaction and learning outcomes between online and face-to-face courses. It found that while both groups were satisfied, face-to-face students had more positive views of interaction and support.
2. A non-comparative study that examined how a computer system called KnowCat helped develop students' metacognitive knowledge. Interviews found that KnowCat improved students' awareness of learning processes and strategies.
This document discusses the high costs of textbooks and how open educational resources (OER) can help increase college affordability and student success. It notes that textbook costs can be a barrier to student access and success, with many students deciding against buying required textbooks or taking certain classes due to expense. OER, which are teaching materials that are free to use and distribute, provide a solution by reducing costs to zero while maintaining or improving learning outcomes compared to traditional resources. The document advocates for increased adoption of OER to save students billions in costs annually while maintaining educational quality.
Implementing a one to-one computing program at north stafford sharon adamavageSharon Adamavage
The document discusses implementing a potential one-to-one computing program at North Stafford High School that would provide either laptops or iPads to students. The author plans to survey students, teachers, administrators, and parents about their acceptance of and expectations for such a program. The survey would assess readiness in terms of support for the program, responsibility for costs and maintenance, and attitudes towards incorporating the technology into classroom instruction. The goal is to understand the community's technological needs and determine how best to meet them, such as through grants or lease programs to support a one-to-one initiative.
This document provides an overview of open textbooks and the BC Open Textbook Project. It discusses the high costs of traditional textbooks and how open textbooks can help by being available online for free or at low cost. The project aims to increase the use of open textbooks in BC by facilitating their creation and adoption. Faculty are involved in reviewing, adapting and creating new open textbooks through sprints and other activities. Initial results show the project has helped save students over half a million dollars in textbook costs so far.
IoT Research Paper Assignment Component Proficient (15 to .docxvrickens
IoT Research Paper Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Impact of IoT on Work Environment
Student strongly demonstrates the practical application, or ability to apply, the course objectives to the impact of IoT in a work environment.
Student demonstrates some practical application, or ability to apply, the course objectives to the impact of IoT in a work environment.
Student does not demonstrate the practical application, or ability to apply, the course objectives to the impact of IoT in a work environment.
Student #1
Professor Howard
ENGL 1301, Sec. 53401
September 26, 2017
Annotated Bibliography
Bidwell, Allie. “Second-Guessing Online Education.” U.S. News Digital Weekly, vol. 5, no. 42, 18 Oct. 2013, p. 8. EBSCOhost.
In the article “Second-Guessing Online Education” Bidwell discusses others views on online education. This article’s main point is to discuss what American’s think about ...
BC Open Textbook Project - Selkirk Discovery DaysClint Lalonde
The document summarizes the BC Open Textbook Project. It discusses the problems of high textbook costs that negatively impact students' access to education. Open textbooks are presented as a solution by being available online for free or in low-cost print versions, while still allowing customization. The project aims to develop 40 open textbooks in high-enrollment subjects. It highlights positive impacts seen at one college that adopted an open psychology textbook, such as improved grades and reduced withdrawal rates. Faculty are able to adapt open textbooks to fit their needs. The goals of the project are to increase access through lower costs while giving faculty more control over resources.
This dissertation evaluates the effectiveness of a "Read to Learn" model implemented at an alternative high school called Last Chance Academy. The model incorporated reading as the primary means of instruction across all content areas and included daily silent sustained reading. The study analyzed student reading growth before and after 12 weeks of exposure to the model, as measured by the Lexile Framework and RIT band levels. Overall, the evaluation found that while no significant reading gains were found, the model was implemented with fidelity and many of its attributes could be appropriate for similar alternative school settings.
A TOUR OF THE STUDENT’S E-LEARNING PUDDLEacijjournal
E-learning has become essential for university students and the IT industry. While universities focus on predefined coursework, this does not fully prepare students for the fast-changing needs of industry. Only 25% of graduates are directly employable, showing a gap between university learning and workplace skills. Companies provide online courses through platforms like Coursera and Simplilearn to help students gain industry-relevant skills and ease their transition from universities to jobs. Universities could better bridge this gap by focusing more on real-world problems in their e-learning systems.
This document defines three types of inquiry: structured, guided, and student-initiated. It provides examples of webquests that demonstrate each type of inquiry. The examples could be adapted for a learning unit on various topics, such as academic integrity, learning styles, note-taking skills, and researching colleges. Some examples would need modifications to better fit the intended learning environment and incorporate different technologies.
This document discusses assessment, evaluation, and various methods of measuring student performance. It defines key terms like assessment, scoring, and evaluation. It also describes different types of assessments like formative vs. summative and traditional vs. alternative. Alternative assessments discussed include projects, presentations, essays and more. The document also covers topics like validity, difficulty, and criterion-referenced vs. norm-referenced evaluation.
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
The document discusses open textbook collaboration between British Columbia and Manitoba, including how Manitoba faculty can receive $250 for reviewing open textbooks in their subject areas through a structured review process, with the goal of improving access to free or low-cost learning materials for post-secondary students in both provinces. Open textbooks can help address the high cost of traditional textbooks which poses financial barriers for students and can negatively impact learning outcomes.
The document discusses different methods of summative assessment used to evaluate student learning and success in meeting intended learning outcomes. It provides examples of summative assessment types like exams, tests, essays, reports and presentations. It also discusses considerations around assessing creative practical projects and using qualitative assessment with holistic judgement. The document advocates for aligning assessment methods with learning outcomes and considering multiple assessment types.
This document summarizes the key points from a presentation on open educational resources and open textbooks. It discusses the high cost of traditional textbooks, how open textbooks can help address this issue by being freely available online and in low-cost print versions. It describes how faculty can adapt open textbooks to fit their needs and how one college saw improved student outcomes and savings after adopting an open psychology textbook. The presentation promotes open education initiatives in British Columbia that aim to increase the use of open textbooks through faculty reviews, adaptations and collaborative writing sprints.
ePortfolio improves 'scientist-based' integrative professional and career dev...ePortfolios Australia
This document summarizes a presentation by A/Prof Jia-Lin Yang on using ePortfolios to enhance integrative professional and career development learning. The presentation outlines learning models that combine ePortfolio tutorials, interactive ePortfolios, and reflective learning to improve students' career goals, knowledge, skills, and experiences. Assessment data indicated the approach improved students' career decision-making self-efficacy and teamwork skills. The interactive ePortfolios facilitated intentional inquiry, integration, reflection and feedback to synergize students' professional and career learning.
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2. Definition
A position paper is a type of
academic writing that presents
one’s stand or viewpoint on a
particular issue.
3. Definition
• The main objective of writing a position paper
is to take part in a larger debate by stating your
arguments and proposed course of action.
• On the other hand, it do not simply states your
opinion. It supports an argument and uses
evidence from sources to validate your position.
5. Introduction
• Uses a lead that grabs the attention of readers.
“Students who used an interactive, digital version of an Algebra 1 textbook for
Apple’s iPad in California’s Riverside Unified School District in 2012 scored 20
percent higher on standardized tests versus students who learned with print
textbooks”(mobiledia.com).
With the ever-increasing pressures of standardized testing, and with the need for students to
compete in a global economy, students need every edge they can get. Using tablets instead of
textbooks can give students the advantage they need. Yet this small increase in test scores is not the
only advantage of replacing textbooks with tablets. Tablets are also less expensive than textbooks
and are a lighter option for students.
Source: https://www.kibin.com/essay-writing-blog/this-position-paper-outline-will-help-you-get-started/
6. Introduction
• Defines an issue and provides a thorough
background.
“Students who used an interactive, digital version of an Algebra 1 textbook for Apple’s iPad in
California’s Riverside Unified School District in 2012 scored 20 percent higher on standardized tests
versus students who learned with print textbooks”(mobiledia.com).
With the ever-increasing pressures of standardized testing, and with the need for
students to compete in a global economy, students need every edge they can get.
Using tablets instead of textbooks can give students the advantage they need. Yet this small increase
in test scores is not the only advantage of replacing textbooks with tablets. Tablets are also less
expensive than textbooks and are a lighter option for students.
Source: https://www.kibin.com/essay-writing-blog/this-position-paper-outline-will-help-you-get-started/
7. Introduction
• Provides a general statement of your position
through a thesis statement.
“Students who used an interactive, digital version of an Algebra 1 textbook for Apple’s iPad in
California’s Riverside Unified School District in 2012 scored 20 percent higher on standardized tests
versus students who learned with print textbooks”(mobiledia.com).
With the ever-increasing pressures of standardized testing, and with the need for students to
compete in a global economy, students need every edge they can get. Using tablets instead of
textbooks can give students the advantage they need. Yet this small increase in test
scores is not the only advantage of replacing textbooks with tablets. Tablets are
also less expensive than textbooks and are a lighter option for students.
Source: https://www.kibin.com/essay-writing-blog/this-position-paper-outline-will-help-you-get-started/
8. Body
• States your main arguments and provide
sufficient evidence for each argument.
• Evidences may include:
– Statistics
– Interview with Experts
– Testimonies
9. Body
• Sample Argument:
Tablets increase standardized test scores
• Evidence from sources:
1.“A research study, conducted in Auburn, Maine showed that kindergarten students
using iPads scored much higher on literacy tests than students that didn’t use the
device”(8 Studies Show iPads in the Classroom Improve Education).
2.“Among the main findings were that fractions knowledge increased an average of
15%, and participants gained confidence in their fractions ability and reported liking
fractions more after playing the game [on an iPad]”(gamedesk.org/project/motion-
math-in-class).
Source: https://www.kibin.com/essay-writing-blog/this-position-paper-outline-will-help-you-get-started/
11. Conclusion
• Restates your position and main arguments.
Reminder: Just stress the importance of your ideas. Don’t just
repeat the key ideas and reword the introduction.
• Suggest a course of action.
• Explain why your position is better than any other position.
• Ends with a powerful closing statement.
(You may use a quotation, challenge, or question.)
12. Conclusion
• Sample Conclusion:
Ultimately, using tablets over textbooks is a smart strategy for schools. Even though
tablets can become a distraction, they also have the potential to increase standardized
tests scores, save schools money, and relieve students of the burdens of heavy
backpacks. With so many advantages, tablets should replace textbooks in the
classroom.
Source: https://www.kibin.com/essay-writing-blog/this-position-paper-outline-will-help-you-get-started/
13. Choosing an Issue
• The issue should be debatable.
• The issue should be current and relevant.
• The issue should be written in question form and answerable
by yes or no.
• The issue should be specific and manageable.
Editor's Notes
This introduction opens with a quote to grab the reader’s attention (the hook), introduces the topic, and ends with a thesis statement that states the position (that tablets should replace textbooks in the classroom).
Provide at least 3
“Examining the opposing viewpoint will strengthen your argument because you will be able to not only illustrate the counterargument, but also refute the claim and explain why your point of view is valid.”
The concluding paragraph(s) will re-emphasize the key arguments of the paper. You don’t want to simply repeat the key ideas, and you don’t want to reword the introduction. Instead, you want to stress the importance of your ideas. You may even want to suggest possible solutions.
This conclusion provides a brief overview of the paper’s key points and a statement to again emphasize the position.
Do not make it too lengthy. Max of 2 pages