The document provides instructions for structuring an expository essay. It explains that an expository essay presents information objectively without arguing a position. The introduction should use a technique like a quotation, definition, or fact to grab the reader's attention and end with a thesis statement. The body paragraphs each require a topic sentence supported by evidence like statistics, expert opinions, or examples. The conclusion restates the thesis and main arguments.
Geared toward 6th-9th grader students who must write a persuasive or argumentative essay for the new Common Core State Standards. Rigor incorporated. This is a nice overview of how to write and argumentative essay. It is ready to use in the classroom and has an academic vocabulary companion powerpoint. Find the full curriculum here: http://www.amazon.com/ARGUMENTATIVE-ESSAY-INSTRUCTIONAL-CURRICULUM-SIMULTANEOUSLY-ebook/dp/B00FKOTHWS/ref=sr_1_2?ie=UTF8&qid=1382463755&sr=8-2&keywords=argumentative+essay+curriculum
Geared toward 6th-9th grader students who must write a persuasive or argumentative essay for the new Common Core State Standards. Rigor incorporated. This is a nice overview of how to write and argumentative essay. It is ready to use in the classroom and has an academic vocabulary companion powerpoint. Find the full curriculum here: http://www.amazon.com/ARGUMENTATIVE-ESSAY-INSTRUCTIONAL-CURRICULUM-SIMULTANEOUSLY-ebook/dp/B00FKOTHWS/ref=sr_1_2?ie=UTF8&qid=1382463755&sr=8-2&keywords=argumentative+essay+curriculum
CAPE Communication Studies IA
Please note that the example of Language/Dialectal Variation used in the Expository piece is "Jamaican Creole" and may not be a suitable example for other countries. Thank you.
Implicit Entity Recognition in Clinical DocumentsSujan Perera
With the increasing automation of health care information processing, it has become crucial to extract meaningful information from textual notes in electronic medical records. One of the key challenges is to extract and normalize entity mentions. State-of-the-art approaches have focused on the recognition of entities that are explicitly mentioned in a sentence. However, clinical documents often contain phrases that indicate the entities but do not contain their names. We term those implicit entity mentions and introduce the problem of implicit entity recognition (IER) in clinical documents. We propose a solution to IER that leverages entity definitions from a knowledge base to create entity models, projects sentences to the entity models and identifies implicit entity mentions by evaluating semantic similarity between sentences and entity models. The evaluation with 857 sentences selected for 8 different entities shows that our algorithm outperforms the most closely related unsupervised solution. The similarity value calculated by our algorithm proved to be an effective feature in a supervised learning setting, helping it to improve over the baselines, and achieving F1 scores of .81 and .73 for different classes of implicit mentions. Our gold standard annotations are made available to encourage further research in the area of IER.
With the increasing automation of health care information processing, it has become crucial to extract meaningful information from textual notes in electronic medical records. One of the key challenges is to extract and normalize entity mentions. State-of-the-art approaches have focused on the recognition of entities that are explicitly mentioned in a sentence. However, clinical documents often contain phrases that indicate the entities but do not contain their names. We term those implicit entity mentions and introduce the problem of implicit entity recognition (IER) in clinical documents. We propose a solution to IER that leverages entity definitions from a knowledge base to create entity models, projects sentences to the entity models and identifies implicit entity mentions by evaluating semantic similarity between sentences and entity models. The evaluation with 857 sentences selected for 8 different entities shows that our algorithm outperforms the most closely related unsupervised solution. The similarity value calculated by our algorithm proved to be an effective feature in a supervised learning setting, helping it to improve over the baselines, and achieving F1 scores of .81 and .73 for different classes of implicit mentions. Our gold standard annotations are made available to encourage further research in the area of IER.
At Howard University College of Medicine, many educators firmly believe that medical student, potential physicians should have access to the human body in their training. Dr. Mohammed Aziz presented this lecture at Hopkins University, May, 2018.
Stafford L Battle assisted in the development of this PowerPoint presentation.
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Drs. Potter and Richardson's CMC Pediatric X-Ray Mastery August CasesSean M. Fox
Drs. Potter and Richardson are interested in education and Pediatric Emergency Medicine. Follow along with the EMGuideWire.com team and Dr. Michael Gibbs as they post these educational, self-guided radiology slides on Pediatric Emergency Medicine Radiology Topics including: Tetralogy of Fallot, Pneumonia, Bronchiolitis, Esophageal Foreign Body, Pneumothorax, ECMO
Drs. Milam and Thomas's CMC X-Ray Mastery Project: July CasesSean M. Fox
Drs. Claire Milam and Alyssa Thomas are Emergency Medicine Residents and interested in medical education. With the guidance of Dr. Michael Gibbs, a notable Professor of Emergency Medicine, they aim to help augment our understanding of emergent imaging. Follow along with the EMGuideWire.com team as they post these monthly educational, self-guided radiology slides on:
• Malignant Pneumothorax
• Lung Mass
• Retained Bullet
• Cavitary Lesion
• Pleural Effusion
• Mucus Plug with Atelectasis
• Rib Fracture
• Mediastinal Lymphadenopathy
USMLE GENERAL EMBRYOLOGY 001 Embryology Terminology Embryology Terminology...AHMED ASHOUR
Embryology is the branch of biology that studies the development of embryos, encompassing the processes from fertilization to the formation of a complete organism. These terms represent fundamental concepts in embryology and are crucial for understanding the developmental processes that occur during the early stages of an organism's life.
Yes, the topic may be (and probably is) complex. But that doesn't mean the writing can't be clear, simple, easy to understand, and impossible to misunderstand. And concise. Watson and Crick won a Nobel prize for DNA. Their report was under 900 words. How long is yours?
Toulmin Model of Argument The twentieth-century British .docxjuliennehar
Toulmin Model of Argument:
The twentieth-century British philosopher Stephen Toulmin noticed that good, realistic arguments typically
will consist of six parts. He used these terms to describe the items.
Data: The facts or evidence used to prove the argument
Claim: The statement being argued (a thesis)
Warrants: The general, hypothetical (and often implicit) logical statements that serve as bridges between the
claim and the data.
Qualifiers: Statements that limit the strength of the argument or statements that propose the conditions under
which the argument is true.
Rebuttals: Counter-arguments or statements indicating circumstances when the general argument does not
hold true.
Backing: Statements that serve to support the warrants (i.e., arguments that don't necessarily prove the main
point being argued, but which do prove the warrants are true.)
Toulmin's diagram of arguments typically looks something like this example:
An argument written in this manner unfolds to reveal both the strengths and limits of the argument. This is as
it should be. No argument should pretend to be stronger than it is or apply further than it is meant to. The
point here isn't to "win" or "beat" all the counter-arguments; the point is to come as close to the truth or as
close to a realistic and feasible solution as we possibly can. Note that opening structure of "Data" leads to
"Claim with qualifiers" is similar to the structure of a thesis in the form of an enthymeme, in which [one
clause presenting a reason or evidence] leads to [another clause presenting an argument.]
Toulmin's model reminds us that arguments are generally expressed with qualifiers and rebuttals rather than
asserted as absolutes. This lets the reader know how to take the reasoning, how far it is meant to be applied,
and how general it is meant to be. Here is an example from John Gage's The Shape of Reason in which the
various parts of an argument are labeled:
Congress should ban animal research (Claim #1) because animals are tortured in experiments that
have no necessary benefit for humans such as the testing of cosmetics (Data). The well being of
animals is more important than the profits of the cosmetics industry (Warrant). Only congress has the
authority to make such a law (Warrant) because the corporations can simply move from state to state
to avoid legal penalties (Backing). Of course, this ban should not apply to medical research (Qualifier). A
law to ban all research would go too far (Rebuttal).
So, the law would probably (qualifier) have to be carefully written to define the kinds of research
intended (claim #2).
The Toulmin model is useful for analyzing an argument you are reading. That was Toulmin's original
purpose--the analysis of how arguments work. On the other hand, some students find it useful to use the
Toulmin model as a basis for structure and organization. We might organize our essay in the following
manner:
I. I ...
Essay Writing SkillsDr Amy HarrisonWriting an EssaySta.docxelbanglis
Essay Writing Skills
Dr Amy Harrison
Writing an Essay
Start with a plan
Look carefully at the question and brain storm all aspects. For example, if it asks you to describe and evaluate something, brainstorm using a mind map BOTH aspects of the question
Whilst you may be able to pass by just describing, you will access higher marks by also evaluating
Evaluating
This can involve you showing through your academic writing several skills:-
An understanding of the strengths and weaknesses of the research you have described
Seligman et al., (2005) showed that positive psychology interventions can increase subjective happiness. However, one limitation of this research might be that the strength of the increase in happiness varied across interventions, suggesting that some interventions may be more effective than others.
Evaluating
An understanding of potential confounding factors of the research you are using to support your point (you’ve all been really good at this in class!)
Think about potential sources of bias, whether the data was collected at one time point, or longitudinally, was there a control/placebo group, was the sample size small, was it limited to a certain population in a specific geographical region, how were the participants recruited etc
So you can say ‘however, these findings might be limited by potential gender bias in the study as the participants were female only which may reduce the generalizability of the findings
Structure
Using your plan, develop a structure for the essay
You will need a beginning, a middle and an ending
Beginning: introduce the topic covered, define key terms and set out for the reader what you are about to tell them in the main body of the essay
Structure
Middle: Discuss the main points to be addressed in the essay. Remember, you will often be arguing two sides, so present both sides of the story in this section
Here, you can try using this structure to make sure you answer the question set throughout (for example: ‘is there a set point for happiness?):-
Make a point (e.g.: Set point theory argues that….)
Provide evidence to support your point (e.g. x et al., (2013) carried out a study on 100 female volunteers and found that….
Evaluate the evidence and say how your point answers the question (e.g.: Unfortunately this study may have been biased because it included only women and the findings may not generalise to men. However, the research does contribute to the argument that a set-point for happiness may exist.
Structure
End: Let the reader know you are wrapping up your work by saying, ‘to conclude,’ ‘in summary,’ ‘in conclusion
Summarise or conclude how the research supporting the points you have made answer the question. It may help to stick to one piece of research from each side of the argument. You may want to make a brief suggestion about what future research might want to look at if you have identified a gap in current understanding
Language
Please avoid words like ‘prove ...
2. The Expository Essay
The purpose of an expository essay is to present,
completely and fairly, other people’s views or
to report about an event or situation.
Expository writing, or exposition, presents a subject
in detail, apart from criticism, argument, or
development; the writer elucidates a subject by
analyzing it. Such writing is discourse designed to
convey information or explain what is
difficult to understand.
5. Structuring the Expository Essay
Introductory Paragraph
Begin with a “grabber” -- a technique used to grab the
reader’s attention. Effective grabber techniques include:
6. Structuring the Expository Essay
Introductory Paragraph
Begin with a “grabber” -- a technique used to grab the
reader’s attention. Effective grabber techniques include:
1. Quotations
7. Structuring the Expository Essay
Introductory Paragraph
Begin with a “grabber” -- a technique used to grab the
reader’s attention. Effective grabber techniques include:
1. Quotations
Rebecca Eckler told a Canadian journalist that “the pain and
unpredictability of giving birth terrified her and so she decided she
would go to extreme lengths if need be to have a planned C-section.”
8. Structuring the Expository Essay
Introductory Paragraph
Begin with a “grabber” -- a technique used to grab the
reader’s attention. Effective grabber techniques include:
1. Quotations
Rebecca Eckler told a Canadian journalist that “the pain and
unpredictability of giving birth terrified her and so she decided she
would go to extreme lengths if need be to have a planned C-section.”
2. Definitions
9. Structuring the Expository Essay
Introductory Paragraph
Begin with a “grabber” -- a technique used to grab the
reader’s attention. Effective grabber techniques include:
1. Quotations
Rebecca Eckler told a Canadian journalist that “the pain and
unpredictability of giving birth terrified her and so she decided she
would go to extreme lengths if need be to have a planned C-section.”
2. Definitions
A “Cesarean section” is the surgical incision of the walls of
the abdomen and uterus for delivery of offspring.
10. Structuring the Expository Essay
Introductory Paragraph
Begin with a “grabber” -- a technique used to grab the
reader’s attention. Effective grabber techniques include:
1. Quotations
Rebecca Eckler told a Canadian journalist that “the pain and
unpredictability of giving birth terrified her and so she decided she
would go to extreme lengths if need be to have a planned C-section.”
2. Definitions
A “Cesarean section” is the surgical incision of the walls of
the abdomen and uterus for delivery of offspring.
3. Facts
11. Structuring the Expository Essay
Introductory Paragraph
Begin with a “grabber” -- a technique used to grab the
reader’s attention. Effective grabber techniques include:
1. Quotations
Rebecca Eckler told a Canadian journalist that “the pain and
unpredictability of giving birth terrified her and so she decided she
would go to extreme lengths if need be to have a planned C-section.”
2. Definitions
A “Cesarean section” is the surgical incision of the walls of
the abdomen and uterus for delivery of offspring.
3. Facts
Dr Jan Cristilaw reports that there has been “a jump of
almost three per cent” in the rate of cesarean births in
industrialized societies.
13. Structuring the Expository Essay
Introductory Paragraph:
The introduction ends with a thesis statement, an
affirmative sentence that expresses the main idea of the
essay.
14. Structuring the Expository Essay
Introductory Paragraph:
The introduction ends with a thesis statement, an
affirmative sentence that expresses the main idea of the
essay.
There are three main reasons why more and more
women are choosing the caesarean operation for
delivering babies: fear of pain, predictability and
misinformation on the risks related to the
procedure.
17. Structuring the Expository Essay
Body Paragraphs
The second, third and fourth paragraphs make up
the body of the essay.
18. Structuring the Expository Essay
Body Paragraphs
The second, third and fourth paragraphs make up
the body of the essay.
The first sentence of each of the three body
paragraphs,also called the topic sentence, must be
backed up with some form of evidence.
19. Structuring the Expository Essay
Body Paragraphs
The second, third and fourth paragraphs make up
the body of the essay.
The first sentence of each of the three body
paragraphs,also called the topic sentence, must be
backed up with some form of evidence.
Topic sentence: One of the main reasons why women
are drawn to delivering babies through a C-section
procedure is due to their deep fear of labour pain.
22. Body Paragraphs:
Three types of evidence
1. Statistics
Figures: Studies show that around 35% percent of women choose
to have a caeserean operation to avoid any type of pain associated
with labour.
24. Body Paragraphs:
Three types of evidence
2. Expert Opinion
Quote: Dr Walker says that “a great number of my
patients are extremely afraid of not being able to
cope with the pain experienced when giving birth
naturally. ”
26. Body Paragraphs:
Three types of evidence
3. Example
Dr Christillaw reports that one of her patients
delivered all of her four children by C-section even
though she was repeatedly informed of the risks of
the operation, and that she was perfectly able to
deliver her baby naturally .”
27. Body Paragraphs:
Three types of evidence
3. Example
Dr Christillaw reports that one of her patients
delivered all of her four children by C-section even
though she was repeatedly informed of the risks of
the operation, and that she was perfectly able to
deliver her baby naturally .”
Ideally, at least two types of evidence are
used in the body essay.
30. Structuring the Expository Essay
Conclusion
The fifth paragraph is called the conclusion.
The conclusion begins with a transition term (In
summary, To conclude) and a summary in which
the thesis and the three arguments are restated.
31.
32. Don’t use any first- or second-person pronouns(I,
you, we, my, your, our, etc.)
33. Don’t use any first- or second-person pronouns(I,
you, we, my, your, our, etc.)
By only using the third-person singular or plural (he,
she, it, they, etc.), the essay appears impersonal and
therefore rational.