September 8 (73X)
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The document lists occupations and their corresponding numbers from a survey on occupations that cause the most car accidents. It shows that surgeons (#1) cause the most accidents, followed by psychologists (#2), probation officers (#3), nurses (#4), and car wash attendants (#5) causing the fewest accidents.
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Paragraph parts
This document provides instructions for writing an effective paragraph structure, including:
1. A topic sentence that expresses an opinion on a single topic.
2. An optional linking sentence to outline the major supports.
3. Three major support paragraphs with details examples in minor supporting sentences.
4. A concluding sentence that restates the topic sentence and provides closure.
Presentation1Day 3 - Intro to Conversation Starters, Syllabus, and Show What ...
Presentation1Day 3 - Intro to Conversation Starters, Syllabus, and Show What ...Zachary Shellenberger
The document outlines the agenda for Day 3 of an academic interactions class. It includes introducing conversation starters that students will write on problems in their major, working with the syllabus by reading sections in pairs and presenting to the class, a syllabus quiz, and previewing the next class. It provides an example conversation starter and requirements for submitting them. It also assigns reading the first chapter in the required textbook and starting a language journal for homework. The final activity is a "Show What You Know" activity involving watching a lecture, discussion, and vocabulary matching to assess students' language abilities.Comparative analysis and evaluation
This document compares and evaluates two draft synopses. The first synopsis conforms to script structure guidelines but its theme is not instantly recognizable and the stakes are not high enough. The second synopsis was evaluated through a focus group, but still needs to be redrafted to strengthen positives and eliminate weaknesses based on the feedback. The analysis determined that the first synopsis should be completely reworked with a new storyline, while the second synopsis requires another revision to implement the focus group evaluations.
Causal Analysis
This document provides guidance on writing causal analysis essays. It discusses the importance of considering the audience and having logical development. Key points to keep in mind when analyzing causes and effects include not confusing correlation with causation, weighing major vs minor factors, and choosing whether to focus on causes or effects. The document also offers tips for choosing a topic, prewriting, organizing, drafting, and revising a causal analysis essay. It provides an example of analyzing the causes discussed in Brent Staples' essay "Black Men and Public Space".
ObFinal test notes
The document provides a checklist for students completing their final online task. It includes 8 items that students need to have prepared, such as relevant course materials and a reference list with over 4 quality sources on organizational culture. The checklist also addresses technology requirements and submission guidelines, noting the task is only available online on June 3 from 8-10am and must be completed then without excuses. It provides formatting guidelines that bullet points and headings are acceptable but to avoid contractions and simply mention source materials in the introduction rather than explaining them in depth. The conclusion should be at least 10% of the task length and include a brief summary and reflection on the question without recommendations or predictions unless specified.
Class 19
This document provides an agenda and guidance for students to develop different sections of an essay proposing a solution to a problem. It outlines the key parts of the essay, including presenting the problem, stating a thesis, describing the proposed solution, anticipating counterarguments, considering alternative solutions, and planning follow-up research. Students are instructed to review and revise draft sections on the problem, thesis statement, proposed solution, and steps for implementation. They are also prompted to develop paragraphs addressing likely counterarguments and each alternative solution.
Class 19
This document provides an agenda and guidance for students to develop various sections of an essay proposing a solution to a problem. It outlines the key parts of the essay, including presenting the problem, stating a thesis, describing the proposed solution, anticipating counterarguments, considering alternative solutions, and planning follow-up research. Students are instructed to review and revise draft sections on the problem, thesis statement, proposed solution, and steps for implementation. They are also prompted to develop paragraphs addressing likely counterarguments and each alternative solution.
Public Surveillance Prewriting
This document provides instructions for a student to write a persuasive essay on whether public surveillance makes people safer. The student is prompted to look back at articles and notes they have collected to find evidence for both sides of the argument. They are then instructed to write three points supporting the view that public surveillance does make people safer and three points supporting the view that it does not make people safer in the spaces provided.
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Paragraph parts
This document provides instructions for writing an effective paragraph structure, including:
1. A topic sentence that expresses an opinion on a single topic.
2. An optional linking sentence to outline the major supports.
3. Three major support paragraphs with details examples in minor supporting sentences.
4. A concluding sentence that restates the topic sentence and provides closure.
Presentation1Day 3 - Intro to Conversation Starters, Syllabus, and Show What ...
Presentation1Day 3 - Intro to Conversation Starters, Syllabus, and Show What ...Zachary Shellenberger
The document outlines the agenda for Day 3 of an academic interactions class. It includes introducing conversation starters that students will write on problems in their major, working with the syllabus by reading sections in pairs and presenting to the class, a syllabus quiz, and previewing the next class. It provides an example conversation starter and requirements for submitting them. It also assigns reading the first chapter in the required textbook and starting a language journal for homework. The final activity is a "Show What You Know" activity involving watching a lecture, discussion, and vocabulary matching to assess students' language abilities.Comparative analysis and evaluation
This document compares and evaluates two draft synopses. The first synopsis conforms to script structure guidelines but its theme is not instantly recognizable and the stakes are not high enough. The second synopsis was evaluated through a focus group, but still needs to be redrafted to strengthen positives and eliminate weaknesses based on the feedback. The analysis determined that the first synopsis should be completely reworked with a new storyline, while the second synopsis requires another revision to implement the focus group evaluations.
Causal Analysis
This document provides guidance on writing causal analysis essays. It discusses the importance of considering the audience and having logical development. Key points to keep in mind when analyzing causes and effects include not confusing correlation with causation, weighing major vs minor factors, and choosing whether to focus on causes or effects. The document also offers tips for choosing a topic, prewriting, organizing, drafting, and revising a causal analysis essay. It provides an example of analyzing the causes discussed in Brent Staples' essay "Black Men and Public Space".
ObFinal test notes
The document provides a checklist for students completing their final online task. It includes 8 items that students need to have prepared, such as relevant course materials and a reference list with over 4 quality sources on organizational culture. The checklist also addresses technology requirements and submission guidelines, noting the task is only available online on June 3 from 8-10am and must be completed then without excuses. It provides formatting guidelines that bullet points and headings are acceptable but to avoid contractions and simply mention source materials in the introduction rather than explaining them in depth. The conclusion should be at least 10% of the task length and include a brief summary and reflection on the question without recommendations or predictions unless specified.
Class 19
This document provides an agenda and guidance for students to develop different sections of an essay proposing a solution to a problem. It outlines the key parts of the essay, including presenting the problem, stating a thesis, describing the proposed solution, anticipating counterarguments, considering alternative solutions, and planning follow-up research. Students are instructed to review and revise draft sections on the problem, thesis statement, proposed solution, and steps for implementation. They are also prompted to develop paragraphs addressing likely counterarguments and each alternative solution.
Class 19
This document provides an agenda and guidance for students to develop various sections of an essay proposing a solution to a problem. It outlines the key parts of the essay, including presenting the problem, stating a thesis, describing the proposed solution, anticipating counterarguments, considering alternative solutions, and planning follow-up research. Students are instructed to review and revise draft sections on the problem, thesis statement, proposed solution, and steps for implementation. They are also prompted to develop paragraphs addressing likely counterarguments and each alternative solution.
Public Surveillance Prewriting
This document provides instructions for a student to write a persuasive essay on whether public surveillance makes people safer. The student is prompted to look back at articles and notes they have collected to find evidence for both sides of the argument. They are then instructed to write three points supporting the view that public surveillance does make people safer and three points supporting the view that it does not make people safer in the spaces provided.
Comparative analysis and evaluation
This document provides a comparative analysis and evaluation of multiple drafts of a synopsis. The first synopsis draft conforms to the script structure but does not have a recognizable theme or high stakes problem. The second draft implements feedback from a focus group but could strengthen character development and move more dramatic action to the end. The feedback on the second draft suggests shortening the beginning, extending the end, and adding more character details. The overall analysis recommends redrafting the synopsis to address the weaknesses identified.
12 tips to make your writing better
The document provides 12 tips for making writing better, including knowing the reading and assignment, prewriting, writing the thesis and topic sentences first, identifying evidence, revising, testing the writing, using resources, and getting help when needed. It encourages students not to be afraid of writing assignments and provides encouragement and advice at each step of the writing process.
Be topper
The document provides 5 ways for students to be a topper:
1. Create a study timetable and stick to it, studying subjects when energetic and doing homework when less so.
2. Practice writing model test papers to learn from mistakes and reduce exam fears and pressure.
3. Present information neatly, without errors, underlining headings and highlighting important words.
4. Take short breaks every 45 minutes to relax and prevent depression or mental effects from overstudying.
5. Avoid distractions like social media and mobile phones while studying to maintain concentration and focus.
TSIS: Ch 4
This chapter discusses strategies for agreeing and disagreeing in writing. It notes that arguments can be complex and difficult to communicate concisely. However, using templates provides a way to clearly outline positions. Templates are like common structures used in everyday activities. The chapter then addresses challenges in directly agreeing or disagreeing and not providing reasons. It suggests starting disagreements with "because" to give support. Finally, it recommends that agreeing and disagreeing simultaneously allows for more nuanced arguments that can accept some points while rejecting others. Sample templates are provided for combining agreement and disagreement.
How To Write An Essay
This document provides a 5-step process for writing a successful essay: 1) Read the essay question thoroughly, 2) Determine what the question is asking and develop topic points, 3) Plan the essay by outlining topic points and ensuring they can be supported, 4) Review the question and plan to ensure all parts are answered thoroughly, 5) Write the essay using the outline and supporting details. Following these steps helps writers organize their ideas and fully answer the essay question.
Pair programming anti patterns
This document discusses anti-patterns of pair programming, including: clumsy communication with little interaction or feedback; debating instead of collaborating by arguing for long periods; being distracted by technology like phones; lacking empathy by being impatient with a pair's knowledge; lacking teamwork by thinking of code as individual work; being self-focused on one's own ideas; and being overly timid by not contributing. It provides strategies for improving pair programming by having active conversations, sharing control, taking breaks together, observing each other's behaviors, and reflecting on how one can improve.
Creating an effective power point
This document provides tips for creating an effective PowerPoint presentation. It discusses organizing information, knowing the material, and using concise bullet points with 5-7 words each. Common mistakes to avoid include reading slides word-for-word, using small font or distracting animations. Good presentations have readable text, images that relate to the topic, and are practiced beforehand with someone to get feedback. The focus should be on engaging the audience rather than the slides.
January 26/27, 2016 (73X)
Thomas Edison said "Our greatest weakness lies in giving up. The most certain way to succeed is always to try just one more time." This quote emphasizes that perseverance is key to success, and giving up should be avoided even when all other attempts have failed, as succeeding on the next try is always a possibility. The quote encourages readers to keep trying and never give up, as continued effort is the surest path toward eventual success.
Persuasive power point project
This document provides instructions for a persuasive PowerPoint project on the topic of whether the United States should continue to fund space exploration. Students will choose a position and develop 5 slides to argue their point of view using facts and persuasive techniques. Slide 1 is an introduction with a hook, thesis statement, and overview of 3 reasons. Slides 2-4 each present one reason using a different persuasive technique. Slide 5 is a conclusion that restates the main points and leaves the audience with a final thought. Students are prompted to use their weakest argument first and save the strongest for last.
Pair programming
Pair programming provides benefits like faster development, better code design, reduced bugs, peer reviewed code, and solving tougher tasks faster. Guidelines for effective pair programming include sharing all contributions, taking turns driving and reviewing, maintaining a positive attitude, taking breaks, and leveraging the power of two brains working together. Certain situations like trivial work, inexperience gaps, or personal conflicts make pair programming less effective. The Pair Hero game aims to gamify pair programming and encourage quick switching of drivers through a points system.
Sleep diary analysis
The document provides instructions for writing an analysis of a student's sleep habits over seven days based on a completed sleep diary. The analysis should be 1-2 pages and discuss the average hours slept per night, disruptions to sleep, how the student felt each morning, the effects of sleep habits on performance, any dreams, and strategies to improve sleep, with a plan to implement one strategy. Meeting only the basic requirements would result in an average grade, while exceeding them could achieve an above average grade.
The causal analysis essay
The document provides an overview of causal analysis essays, which aim to determine the causes of effects or the effects of causes. It discusses identifying immediate and remote causes, organizing causes, outlining the essay, and potential topics to analyze causally. Examples include analyzing the causes of receiving a good grade, or the effects of an important decision. Rules for effective causal analysis include presenting a reasonable thesis, discussing major causes/effects, including all steps in causal relationships, and avoiding oversimplification.
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This document outlines the agenda and assignment for Essay #4 in an EWRT 1A class. Students are tasked with writing a 4-6 page essay proposing a solution to a problem faced by a community. They have been researching problems and potential solutions. The class will focus on refining their identified problem, exploring possible solutions, and choosing the most promising one to focus on. Students are provided guidance on developing their solution, explaining how and why it would address the problem and could be implemented. They are assigned homework of revising their problem description and developing paragraphs on their tentative thesis, why the solution would work, why it is possible, and steps for implementation.
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This document outlines the agenda and assignments for Class 14 of an EWRT 1A course. The class will include a vocabulary test, reviewing essay components like presenting problems and counterarguments, and planning follow-up research. Students will work on revising their draft essays, including refining their thesis statements, describing solutions and implementation steps, anticipating objections, considering alternative solutions, and making notes about additional research needed to support their arguments. Homework includes posting a revised draft, notes on counterarguments and research, and studying new vocabulary words.
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The document discusses common grammar errors and provides tips for writing summaries. It identifies the 6 biggest grammar errors as parallel structure, comma splices/run-ons, fragments, subject-verb agreement, dangling modifiers, and wrong word usage. Examples of dangling modifiers and how to avoid them are given. Steps for writing a summary are outlined, including identifying the main ideas and writing in the present tense while excluding details like examples.
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This document provides an agenda and guidance for students writing an essay that proposes a solution to a problem. The agenda includes: conducting a vocabulary test, reviewing the components of the essay, planning for counterarguments, evaluating alternative solutions, and conducting follow up research. It provides guidance on presenting the problem, outlining the causes and consequences, writing a thesis statement, describing the proposed solution and implementation steps, anticipating objections to the solution, considering and evaluating alternative solutions, and planning further research needed to support the arguments. Homework includes posting a draft, taking notes on the counterargument and alternative solutions, and identifying additional research needed.
Class 17 1 a
This document outlines the agenda and instructions for an essay assignment. It provides guidance on presenting the problem, developing a thesis statement, describing a proposed solution and implementation steps, anticipating counterarguments, considering alternative solutions, and planning follow-up research. Students are instructed to revise their drafts to include arguing that the problem exists and is serious, outlining causes, consequences of inaction, a solution thesis, reasons their solution would work, implementation steps in paragraph form, responses to likely objections, descriptions of other solutions, and notes on further research needed. Homework includes posting a draft counterargument and alternative solutions analysis along with research notes.
September 1 (73X)
This document provides multiple choice options to identify who said "Our greatest weakness lies in giving up. The most certain way to succeed is always to try just one more time". The options given are A) C.S. Lewis, B) Eleanor Roosevelt, C) Thomas Jefferson, D) Walt Disney, or E) Thomas Edison.
September 15 (73X)
The document provides instructions for students on completing assignments for their class on motivation and Drive by Daniel Pink. Students are asked to complete a reading log, write a summary of Drive chapter 2 in under half a page, and submit it by the due date. They are also to write a summary of chapter 2A and submit it, along with bringing their draft essay to class and annotating a Ted Talk transcript. Peer reviews are due by one date and the final essay is due by another date.
Cuadernillo ingles iii (1)
This document provides a summary of punctuation marks and their uses. It begins with a table that defines common punctuation marks like periods, commas, semicolons, colons, hyphens, dashes, question marks, exclamation points, forward slashes, backslashes, quotation marks, apostrophes, and underscores. It then provides links to other resources about punctuation marks. The document also defines common grammar terms like nouns, verbs, pronouns, adjectives, adverbs, prepositions, and conjunctions. It provides an overview of the 10 steps for writing an essay and includes brief summaries of each step.
Week 2 day 2 090314 rev
This document contains the agenda and assignments for an English class. It includes reviewing vocabulary and context clues, introducing a reading strategy called SQ3R and annotating a text. Students will analyze and summarize a reading on "Brainology" using these strategies. The document also covers writing contexts like purpose and audience, academic writing elements like thesis statements, and grammar topics like sentence structure and avoiding fragments. Formatting for assignments in MLA style is explained. Homework includes annotating the reading, a draft of an academic goals essay, and studying for a quiz.
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Comparative analysis and evaluation
This document provides a comparative analysis and evaluation of multiple drafts of a synopsis. The first synopsis draft conforms to the script structure but does not have a recognizable theme or high stakes problem. The second draft implements feedback from a focus group but could strengthen character development and move more dramatic action to the end. The feedback on the second draft suggests shortening the beginning, extending the end, and adding more character details. The overall analysis recommends redrafting the synopsis to address the weaknesses identified.
12 tips to make your writing better
The document provides 12 tips for making writing better, including knowing the reading and assignment, prewriting, writing the thesis and topic sentences first, identifying evidence, revising, testing the writing, using resources, and getting help when needed. It encourages students not to be afraid of writing assignments and provides encouragement and advice at each step of the writing process.
Be topper
The document provides 5 ways for students to be a topper:
1. Create a study timetable and stick to it, studying subjects when energetic and doing homework when less so.
2. Practice writing model test papers to learn from mistakes and reduce exam fears and pressure.
3. Present information neatly, without errors, underlining headings and highlighting important words.
4. Take short breaks every 45 minutes to relax and prevent depression or mental effects from overstudying.
5. Avoid distractions like social media and mobile phones while studying to maintain concentration and focus.
TSIS: Ch 4
This chapter discusses strategies for agreeing and disagreeing in writing. It notes that arguments can be complex and difficult to communicate concisely. However, using templates provides a way to clearly outline positions. Templates are like common structures used in everyday activities. The chapter then addresses challenges in directly agreeing or disagreeing and not providing reasons. It suggests starting disagreements with "because" to give support. Finally, it recommends that agreeing and disagreeing simultaneously allows for more nuanced arguments that can accept some points while rejecting others. Sample templates are provided for combining agreement and disagreement.
How To Write An Essay
This document provides a 5-step process for writing a successful essay: 1) Read the essay question thoroughly, 2) Determine what the question is asking and develop topic points, 3) Plan the essay by outlining topic points and ensuring they can be supported, 4) Review the question and plan to ensure all parts are answered thoroughly, 5) Write the essay using the outline and supporting details. Following these steps helps writers organize their ideas and fully answer the essay question.
Pair programming anti patterns
This document discusses anti-patterns of pair programming, including: clumsy communication with little interaction or feedback; debating instead of collaborating by arguing for long periods; being distracted by technology like phones; lacking empathy by being impatient with a pair's knowledge; lacking teamwork by thinking of code as individual work; being self-focused on one's own ideas; and being overly timid by not contributing. It provides strategies for improving pair programming by having active conversations, sharing control, taking breaks together, observing each other's behaviors, and reflecting on how one can improve.
Creating an effective power point
This document provides tips for creating an effective PowerPoint presentation. It discusses organizing information, knowing the material, and using concise bullet points with 5-7 words each. Common mistakes to avoid include reading slides word-for-word, using small font or distracting animations. Good presentations have readable text, images that relate to the topic, and are practiced beforehand with someone to get feedback. The focus should be on engaging the audience rather than the slides.
January 26/27, 2016 (73X)
Thomas Edison said "Our greatest weakness lies in giving up. The most certain way to succeed is always to try just one more time." This quote emphasizes that perseverance is key to success, and giving up should be avoided even when all other attempts have failed, as succeeding on the next try is always a possibility. The quote encourages readers to keep trying and never give up, as continued effort is the surest path toward eventual success.
Persuasive power point project
This document provides instructions for a persuasive PowerPoint project on the topic of whether the United States should continue to fund space exploration. Students will choose a position and develop 5 slides to argue their point of view using facts and persuasive techniques. Slide 1 is an introduction with a hook, thesis statement, and overview of 3 reasons. Slides 2-4 each present one reason using a different persuasive technique. Slide 5 is a conclusion that restates the main points and leaves the audience with a final thought. Students are prompted to use their weakest argument first and save the strongest for last.
Pair programming
Pair programming provides benefits like faster development, better code design, reduced bugs, peer reviewed code, and solving tougher tasks faster. Guidelines for effective pair programming include sharing all contributions, taking turns driving and reviewing, maintaining a positive attitude, taking breaks, and leveraging the power of two brains working together. Certain situations like trivial work, inexperience gaps, or personal conflicts make pair programming less effective. The Pair Hero game aims to gamify pair programming and encourage quick switching of drivers through a points system.
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The document provides instructions for writing an analysis of a student's sleep habits over seven days based on a completed sleep diary. The analysis should be 1-2 pages and discuss the average hours slept per night, disruptions to sleep, how the student felt each morning, the effects of sleep habits on performance, any dreams, and strategies to improve sleep, with a plan to implement one strategy. Meeting only the basic requirements would result in an average grade, while exceeding them could achieve an above average grade.
The causal analysis essay
The document provides an overview of causal analysis essays, which aim to determine the causes of effects or the effects of causes. It discusses identifying immediate and remote causes, organizing causes, outlining the essay, and potential topics to analyze causally. Examples include analyzing the causes of receiving a good grade, or the effects of an important decision. Rules for effective causal analysis include presenting a reasonable thesis, discussing major causes/effects, including all steps in causal relationships, and avoiding oversimplification.
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This document outlines the agenda and assignment for Essay #4 in an EWRT 1A class. Students are tasked with writing a 4-6 page essay proposing a solution to a problem faced by a community. They have been researching problems and potential solutions. The class will focus on refining their identified problem, exploring possible solutions, and choosing the most promising one to focus on. Students are provided guidance on developing their solution, explaining how and why it would address the problem and could be implemented. They are assigned homework of revising their problem description and developing paragraphs on their tentative thesis, why the solution would work, why it is possible, and steps for implementation.
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This document provides instructions for students' weekly science, math, and reading tasks. It asks students to write a blog post about a light experiment, including an overview of the experiment, a reflection on how well it worked and what could be improved, and conclusions about what was learned about light. It also tasks students with completing math problems on Mathletics and commenting on the class blog, as well as reading each night and filling out a reading log.
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The document discusses common grammar errors and provides tips for writing summaries. It identifies the 6 biggest grammar errors as parallel structure, comma splices/run-ons, fragments, subject-verb agreement, dangling modifiers, and wrong word usage. Examples of dangling modifiers and how to avoid them are given. Steps for writing a summary are outlined, including identifying the main ideas and writing in the present tense while excluding details like examples.
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Allow enough time. Before you can write about the research, yo.docx
Allow enough time. Before you can write about the research, you have to understand it.
This can often take a lot longer than most people realize. Only when you can clearly
read the article are you ready to write about it.
Scan the article first. If you try to read a new article from start to finish, you'll get bogged down in detail. Instead, use your knowledge of APA
format to find the main points. Briefly look at each section to identify:
the research question and reason for the study (stated in the Introduction)
the hypothesis or hypotheses tested (Introduction)
how the hypothesis was tested (Method)
the findings (Results, including tables and figures)
how the findings were interpreted (Discussion)
Underline key sentences or write the key point (e.g., hypothesis, design) of each paragraph in the margin. Although the abstract can help you to
identify the main points, you cannot rely on it exclusively, because it contains very condensed information. Remember to focus on the parts of the
article that are most relevant.
Plagiarism. Plagiarism is al avoid it:
Take notes in your own words. Using short notes or summarizing key points in your own words forces you to rewrite the ideas into your own words
later.
If you find yourself sticking closely to the original language and making only minor changes to the wording, then you probably don't understand the
study
Writing the Summary
Like an abstract in a published research article, the purpose of an article summary is to give the reader a brief overview of the study. To write a good
summary, identify what information is important and condense that information for your reader. The better you understand a subject, the easier it is to
explain it thoroughly and briefly.
Write a first draft. Use the same order as in the article itself. Adjust the length accordingly depending on the content of your particular article and
how you will be using the summary. For the first draft, focus on content, not length (it will probably be too long). Condense later as needed. Try
writing about the hypotheses, methods and results first, then about the introduction and discussion last. If you have trouble on one section, leave it for
a while and try another.
Edit for completeness and accuracy. Add information for completeness where necessary. More commonly, if you understand the article, you will
need to cut redundant or less important information. Stay focused on the research question, be concise, and avoid generalities.
Edit for style. Expect your readers to be interested, but don't make them struggle to understand you. Include all the important details; don't assume
that they are already understood.
Eliminate wordiness, including most adverbs ("very", "clearly"). "The results
be shortened to "There was no significant difference between the groups".
Use specific, concrete language. Use precise language and cite specific examples to support assertions. Avoid vague refer.
from paragraph to essay
1. The document discusses the basic structure and format of an essay, including that it consists of an introduction, body, and conclusion.
2. It explains that the introduction should invite the reader in and set the tone, while also outlining the main points to be made in the body paragraphs.
3. The body paragraphs will then provide examples and evidence to support the main points, while the conclusion wraps everything up and restates the key findings or arguments.
The Art of Writing a Perfect Essay
Most of the academic institutes ask their students to choose the essay topic on their own. While it may sound liberating, it does put some additional pressure on the students.
To pick the suitable topic for your essay, you need to understand the nature of the essay you are asked to draft. Whether it’s a narrative essay, an analysis essay, a compare and contrast essay, or an expository essay – your essay topic needs to be picked according to the essay type.
Since you are given a free hand in picking the essay topic, you can pick a topic from the area where you are excel. Also, keep in mind that the topic should be relevant to your curriculum and gives you enough opportunity to explore.
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To write the perfect essay in 9 easy steps
This document provides a 9 step process for writing the perfect essay. It begins with a template that includes selecting a topic, brainstorming ideas, choosing a title, writing an engaging introduction, and supporting the main idea with facts. It then lists additional easy steps which include creating a "picture perfect summary" to organize ideas, drafting the beginning, middle, and end separately, editing the draft, and having others proofread before finalizing. The goal is to engage the reader, support the main point, and tie everything together cohesively.
Tpd roman - lesson 8 classplan - high school
This document provides a lesson plan for an English class focusing on opinion essays. The 80-minute lesson includes 6 activities to help students understand the structure of opinion essays, learn useful language for academic writing, develop speaking skills through a discussion activity, and write their own 4-paragraph opinion essay on the topic of honesty. The plan demonstrates coherence, includes a variety of resources and teaching strategies to engage different learning styles, and focuses on language accuracy.
Writing It Right
This document provides advice for improving academic writing skills. It discusses the importance of reading widely, writing regularly for practice, and editing work. Specific tips include varying sentence structures, using active voice, avoiding jargon and unclear language, and ensuring clear structure with an introduction, body, and conclusion. The document also emphasizes crafting attention-grabbing titles, abstracts, opening sentences, and conclusions to engage readers.
SociologyExchange.co.uk Shared Resource
This document provides guidance on effective paragraph structure for sociology assignments. It recommends: [1] Mapping out a clear structure with an introduction, body paragraphs, and conclusion; [2] Stating the purpose and link to the question for each paragraph; [3] Presenting and explaining the main point; [4] Illustrating the point with evidence; [5] Evaluating the point when possible; and [6] Linking back to the overall question. An example paragraph is provided to demonstrate these components.
GE117 Week One
This document provides an overview of the topics that were covered in the first class of a college composition course. It introduces the instructor and outlines expectations for student success. Various writing process techniques are discussed, including pre-writing strategies like free writing, clustering, outlining and journaling. Major assignments are reviewed, which include two in-class essays and a course project. Academic honesty policies regarding plagiarism are also covered.
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- 1. A. Surgeon B. Psychologist C. Probation Officer D. Nurse E. Car Wash Attendant http://www.theguardian.com/money/2014/sep/01/surgeons-doctors-cause-most-accidents-insurance #1 #5 #7 #8 #7 on the fewest!
- 2. Use your dry erase pen to complete your blue “Own Your Learning” card first.
- 3. Summarize concisely Understand Drive chapter 1 Begin chapter 2 Develop a rough draft of Essay #1
- 6. Get into groups of three Each person take a number Meet with the group with your number Divide in at least half In this new group, go over your section of the reading: 1— “How We Organize What We Do” 2— “How We Think About What We Do” 3— “How We Do What We Do” Create a summary of your section based on the ideas from “They Say” Create one for the group, but save it on every member’s flash drive Submit that to Turnitin
- 7. Take your summary back to your original group Read it and explain it to your group Put the three together to create a complete summary that everyone can save
- 11. One reason is that they can crush creativity
- 13. Complete the first part (6 questions) on a separate piece of paper. The answers are only for you (so they can be notes/not complete sentences). Check it off with me when you are finished When you are sure you have brainstormed everything from the first section, find connections to paragraphs or sentences of “Brainology.” Check it off with me when you are finished Use “They Say” templates (pages 23-28) to put the two together. Check it off with me when you are finished
- 14. Summarize concisely Understand Drive chapter 1 Begin chapter 2 Develop a rough draft of Essay #1
- 15. Due Thursday, September 10, at 11:55 p.m.: Post to the weekly discussion Due Sunday, September 13, at 11:55 p.m.: Submit your rough draft of Essay #1 to Turnitin REMEMBER, YOU CANNOT PARTICIPATE IN THE PEER REVIEW IF YOU DO NOT SUBMIT YOUR ROUGH DRAFT BEFORE THE DEADLINE Respond to at least two students in the weekly discussion Due Tuesday, September 15, in class: Read Drive chapter 2 “Seven Reasons Carrots and Sticks (Often) Don’t Work…” and complete the reading log Read They Say/I Say chapter 2 “Her Point Is” Look up your grade, write it on a piece of paper (the percentage and the letter grade) and then write any questions you have Due Tuesday, September 15, at 11:55 p.m.: Submit your summary (the final version that we did in class—two other people should have the exact same one) to Turnitin
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