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The document provides information for a Composition II class on October 11, 2016. It lists assignments due which include a rough draft of an MLA short essay and notes a study group meeting after class to review for a mechanics test. It then covers topics around incorporating sources into academic writing including summarizing, paraphrasing, quoting and avoiding plagiarism. It notes in-class discussions reviewing mechanics of direct quotes and how to incorporate sources. It concludes with instructions for a peer review activity and lists upcoming assignments.
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The document discusses best practices for incorporating sources into academic writing, including summarizing, paraphrasing, and quoting. It recommends that summaries be concise while still capturing the key points, and that paraphrasing should translate a source's words into the writer's own words while maintaining the original meaning. Quotes should be enclosed in quotation marks and attributed to the original author. Avoiding plagiarism is also covered, recommending the writer understand sources fully before incorporating them.
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The document provides guidance on using direct quotations in academic writing according to APA style. It defines direct quotations and outlines rules for incorporating short and long quotes. Short quotes are 1-40 words enclosed in double quotation marks. Long quotes are over 40 words or 3 lines indented without quotation marks. The document notes direct quotes should be used sparingly and blended into the writer's own words. It also addresses modifying quotes by adding or removing text using square brackets and ellipses. Students are advised to paraphrase more than directly quote and not overuse quotes in their writing.
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This document outlines the difference between paraphrasing and summarizing and provides guidance on how to do each effectively. Paraphrasing rewrites information in one's own words while maintaining the original meaning, often using synonyms and passive voice. Summarizing concisely captures the main idea and key points in fewer words than the original. Both require maintaining the original meaning and certainty while changing most of the words. Students should practice paraphrasing and rewriting summaries to avoid directly copying or "patchworking" from sources.
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The document provides an overview of various topics related to academic writing, with each topic covered on its own slide. The topics covered include understanding essay topics, dealing with writer's block, organizing an essay, integrating note-taking and planning techniques, using topic sentences and thesis statements, writing introductions and conclusions, using paragraphs effectively, conducting critical reading and research, summarizing and citing sources, grammar and style guidelines, and formatting bibliographies.
Summarizing and paraphrasing.pdf
This document discusses summarizing and paraphrasing texts for academic writing. It defines summarizing as condensing a text into a shorter version that captures the main idea and subordinate points. Paraphrasing involves restating another's idea or text in your own words without directly quoting. The document provides tips for both summarizing, such as identifying the main idea and limiting to a few sentences, and paraphrasing, including techniques like changing word forms and using synonyms.
Academic writing
The document discusses the key aspects of academic writing, including following specific rules, structures, and conventions. It outlines the stages of writing such as developing an argument, producing an outline, drafting and revising. The document also provides guidance on overcoming writer's block and using references properly in academic writing.
Week 1 Quoting, Paraphrasing & Summarizing
The document describes different methods for incorporating outside information into writing, including quoting, paraphrasing, and summarizing. It defines quoting as using the exact words of the author, while paraphrasing is rewriting the information in one's own words. Summarizing involves condensing longer passages into a shorter overview while maintaining the key points. The document provides guidance on formatting, citing sources, and avoiding plagiarism for each method.
para.ppt
The document discusses paraphrasing and avoiding plagiarism when using secondary sources. It defines paraphrasing as restating an idea from a source in your own words while maintaining the overall meaning. To properly paraphrase, one must change both the vocabulary and sentence structure used while still citing the original source. Summarizing is condensing a source into a shorter statement, capturing the main ideas. Both paraphrasing and summarizing, when done correctly, help avoid plagiarizing others' work.
Paraphrasing
The document discusses paraphrasing and provides guidance on how to effectively paraphrase sources in writing. It defines paraphrasing as borrowing information from another source and presenting it in a new way using one's own words. The document advises readers to fully understand the source material before paraphrasing, and to convey all essential information while avoiding direct quotes or use of a thesaurus to simply replace words. Examples demonstrate a legitimate paraphrase that accurately relays the key points from the original source in condensed form using different wording.
Grading Criteria Argument Paper Revised Rough DraftENG200 Vers
Grading Criteria: Argument Paper Revised Rough Draft
ENG/200 Version 3
1
Grading GuideArgument Paper Revised Rough Draft Grading Criteria
This assignment is due in Week 4.
Content
20 Percent
Points Earned
X/3
The paper begins with an introduction paragraph to provide context for the topic. The introduction includes a thesis statement that presents the main ideas included in the body paragraphs.
Each body paragraph integrates research to provide support for the main idea, and transitions to the next idea.
The paper ends with a conclusion paragraph that summarizes the main ideas of the paper.
The paper represents original work and correctly incorporates quotations and paraphrases from outside sources to inform the writing.
Comments:
Organization and Development
20 Percent
Points Earned
X/3
The paper is 700 to 1,050 words in length.
The tone aligns with the assignment’s purpose, to include being written in third person, and is geared toward the appropriate audience.
The writing style is academic in nature.
The paper is clear, is organized in a logical manner, addresses the main points, and demonstrates transition from one idea to the next.
The references used for support are scholarly and relevant to the topic.
Comments:
Mechanics and Format
60 Percent
Points Earned
X/9
The proper template is used for the assignment.
Rules of grammar and punctuation are followed; spelling is correct.
In-text citations have been added to paraphrases and direct quotes.
In-text citations include the correct elements, and are properly formatted according to APA guidelines.
The title page, reference page, spacing, and font are consistent with the APA guidelines required for this assignment.
References include the correct elements and are properly formatted according to APA guidelines.
Comments:
Additional Comments:
Total Earned
X/15
Copyright © 2018 by University of Phoenix. All rights reserved.
1
Center for Writing Excellence
© 2014 Apollo Group, Inc. All rights reserved.
Writing Style and Mechanics
Student Name
Course/Number
Date
Instructor Name
An APA running head is not
needed for undergraduate or
master’s courses per the
University Writing and Style
Guidelines. If you are a student
in a doctoral program, or
otherwise require a running
head in your paper, consult
the doctoral APA Sample
Paper in the CWE>Tutorials
and Guides>Doctoral Writing
Resources.
Pagination: Use the
header feature in
Microsoft® Word to set
the page number (see
Appendix A).
The title: Use upper and lower case
letters, centered between the left and
right margins, and positioned on the
upper half of the page. Use black, 12-
point Times New Roman font
throughout. Arial and Courier font
types are acceptable.
All lines are double-spaced throughout
the entire document. Use black, 12-point
Times New Roman font throughout the
document. Arial and Courier font types
are acceptable.
This APA Sample Paper i ...
1 Center for Writing Excellence © 2014 Apollo .docx
1
Center for Writing Excellence
© 2014 Apollo Group, Inc. All rights reserved.
Writing Style and Mechanics
Student Name
Course/Number
Date
Instructor Name
An APA running head is not
needed for undergraduate or
master’s courses per the
University Writing and Style
Guidelines. If you are a student
in a doctoral program, or
otherwise require a running
head in your paper, consult
the doctoral APA Sample
Paper in the CWE>Tutorials
and Guides>Doctoral Writing
Resources.
Pagination: Use the
header feature in
Microsoft® Word to set
the page number (see
Appendix A).
The title: Use upper and lower case
letters, centered between the left and
right margins, and positioned on the
upper half of the page. Use black, 12-
point Times New Roman font
throughout. Arial and Courier font
types are acceptable.
All lines are double-spaced throughout
the entire document. Use black, 12-point
Times New Roman font throughout the
document. Arial and Courier font types
are acceptable.
This APA Sample Paper is intended for undergraduate and master’s level students.
The University of Phoenix APA sample papers represent the consensus of key academic officials within the University. This particular
sample reflects expectations outlined in the University of Phoenix Writing and Style Guidelines for undergraduate and master’s courses,
which correspond with the University’s preferred style guide for most programs: The Publication Manual of the American Psychological
Association, Sixth Edition. If your course materials direct you to follow MLA style, please see the MLA Sample Paper in the Center for
Writing Excellence (CWE)>Tutorials and Guides>MLA Information.
This sample paper is offered as a concise tool to help students with style, but it is not a definitive or binding representation of format for
all courses. The CWE provides many tools to help students write and format effective papers; however, the faculty member determines
the assignment grade in the course.
Abstract: Typically, an abstract is required only for
publication. If your assignment instructions indicate
a requirement to use an abstract, a sample can be
found in the CWE>Tutorials and Guides.
2
Indent the
first line of
each
paragraph
using the
tab key,
set at five
to seven
spaces or
one-half
inch.
Direct
quotations
require a
page
number or
paragraph
number.
Writing Style and Mechanics
The Publication Manual of the American Psychological Association (APA) began as a
journal article in 1929. The APA reported results from a meeting of scholars “to establish a
simple set of procedures, or style rules, that would codify the many components of scientific
writing to increase the ease of reading comprehension” (APA, 2010, p. xiii). Today, the
Publication Manual is in i ...
1 Center for Writing Excellence © 2014 Apollo .docx
1
Center for Writing Excellence
© 2014 Apollo Group, Inc. All rights reserved.
Writing Style and Mechanics
Student Name
Course/Number
Date
Instructor Name
An APA running head is not
needed for undergraduate or
master’s courses per the
University Writing and Style
Guidelines. If you are a student
in a doctoral program, or
otherwise require a running
head in your paper, consult
the doctoral APA Sample
Paper in the CWE>Tutorials
and Guides>Doctoral Writing
Resources.
Pagination: Use the
header feature in
Microsoft® Word to set
the page number (see
Appendix A).
The title: Use upper and lower case
letters, centered between the left and
right margins, and positioned on the
upper half of the page. Use black, 12-
point Times New Roman font
throughout. Arial and Courier font
types are acceptable.
All lines are double-spaced throughout
the entire document. Use black, 12-point
Times New Roman font throughout the
document. Arial and Courier font types
are acceptable.
This APA Sample Paper is intended for undergraduate and master’s level students.
The University of Phoenix APA sample papers represent the consensus of key academic officials within the University. This particular
sample reflects expectations outlined in the University of Phoenix Writing and Style Guidelines for undergraduate and master’s courses,
which correspond with the University’s preferred style guide for most programs: The Publication Manual of the American Psychological
Association, Sixth Edition. If your course materials direct you to follow MLA style, please see the MLA Sample Paper in the Center for
Writing Excellence (CWE)>Tutorials and Guides>MLA Information.
This sample paper is offered as a concise tool to help students with style, but it is not a definitive or binding representation of format for
all courses. The CWE provides many tools to help students write and format effective papers; however, the faculty member determines
the assignment grade in the course.
Abstract: Typically, an abstract is required only for
publication. If your assignment instructions indicate
a requirement to use an abstract, a sample can be
found in the CWE>Tutorials and Guides.
2
Indent the
first line of
each
paragraph
using the
tab key,
set at five
to seven
spaces or
one-half
inch.
Direct
quotations
require a
page
number or
paragraph
number.
Writing Style and Mechanics
The Publication Manual of the American Psychological Association (APA) began as a
journal article in 1929. The APA reported results from a meeting of scholars “to establish a
simple set of procedures, or style rules, that would codify the many components of scientific
writing to increase the ease of reading comprehension” (APA, 2010, p. xiii). Today, the
Publication Manual is in i ...
1 Center for Writing Excellence © 2014 Apollo .docx
1
Center for Writing Excellence
© 2014 Apollo Group, Inc. All rights reserved.
Writing Style and Mechanics
Student Name
Course/Number
Date
Instructor Name
An APA running head is not
needed for undergraduate or
master’s courses per the
University Writing and Style
Guidelines. If you are a student
in a doctoral program, or
otherwise require a running
head in your paper, consult
the doctoral APA Sample
Paper in the CWE>Tutorials
and Guides>Doctoral Writing
Resources.
Pagination: Use the
header feature in
Microsoft® Word to set
the page number (see
Appendix A).
The title: Use upper and lower case
letters, centered between the left and
right margins, and positioned on the
upper half of the page. Use black, 12-
point Times New Roman font
throughout. Arial and Courier font
types are acceptable.
All lines are double-spaced throughout
the entire document. Use black, 12-point
Times New Roman font throughout the
document. Arial and Courier font types
are acceptable.
This APA Sample Paper is intended for undergraduate and master’s level students.
The University of Phoenix APA sample papers represent the consensus of key academic officials within the University. This particular
sample reflects expectations outlined in the University of Phoenix Writing and Style Guidelines for undergraduate and master’s courses,
which correspond with the University’s preferred style guide for most programs: The Publication Manual of the American Psychological
Association, Sixth Edition. If your course materials direct you to follow MLA style, please see the MLA Sample Paper in the Center for
Writing Excellence (CWE)>Tutorials and Guides>MLA Information.
This sample paper is offered as a concise tool to help students with style, but it is not a definitive or binding representation of format for
all courses. The CWE provides many tools to help students write and format effective papers; however, the faculty member determines
the assignment grade in the course.
Abstract: Typically, an abstract is required only for
publication. If your assignment instructions indicate
a requirement to use an abstract, a sample can be
found in the CWE>Tutorials and Guides.
2
Indent the
first line of
each
paragraph
using the
tab key,
set at five
to seven
spaces or
one-half
inch.
Direct
quotations
require a
page
number or
paragraph
number.
Writing Style and Mechanics
The Publication Manual of the American Psychological Association (APA) began as a
journal article in 1929. The APA reported results from a meeting of scholars “to establish a
simple set of procedures, or style rules, that would codify the many components of scientific
writing to increase the ease of reading comprehension” (APA, 2010, p. xiii). Today, the
Publication Manual is in i ...
Fundamentals of Essay Writing
Every customer will be offered Free Draft before making any payment. The customers need to make payment only after being satisfied with the Draft. Fill in your Free Draft Order form and get it now. Your Free Draft tells you how competent we are in the field of academic writing
Birthday letters revision session
The document provides guidance for an exam on comparative textual analysis and review. It discusses the structure and weightings of the exam sections and the assessment objectives focused on applying concepts, demonstrating critical understanding, and exploring relationships between texts. It offers advice on preparing for specification areas and considering issues like characters, themes, techniques, contexts, settings, and interpretations. The document also provides feedback from examiners on common issues and improving essay responses through planning, evidence, analysis, and consideration of contextual factors.
Quotation, paraphrasing and summarizing
you will learn this presentation how to use professional academic writing skills and how to quote, rephrase and summarize literatures or journals as well as to avoid plagiarism
Ewrt 1 c class 8
The document provides instructions for a writing workshop revision activity. Students are paired and asked to read each other's essays aloud. They then write comments and questions in the margins and backs of the essays following a provided handout. The essays are returned to their owners to review the comments and discuss revisions. Additional writing tips are included, such as using present tense when writing about literature and avoiding certain words. Students are reminded to check for proper MLA formatting and assignment requirements.
Advice on academic writing
This document provides advice on various aspects of academic writing such as developing an argument, organizing an essay, using thesis statements, and conducting research. It emphasizes the importance of having a clear argument, developing a single thesis or set of related points, and revising extensively. Specific topics covered include essay organization, paragraph structure using topic sentences, reading strategies like skimming and scanning, taking effective notes, summarizing, paraphrasing, citing sources, and editing for style and grammar. The document serves as a general guide for students on how to approach academic writing assignments.
Paraphrasing and Summarizing
This presentation was used in an undergraduate research writing class to explain the why summarizing and paraphrasing are important skills to learn.
Referencing and bibliographies 2008
This document provides information about referencing styles and how to reference sources in assignments. It discusses why referencing is important (to acknowledge sources and avoid plagiarism). It also outlines the main components of the Harvard referencing style, including citing references within the text and providing a reference list at the end. Tips are provided about writing bibliographic details, compiling the reference list, and structuring quotes and citations.
Similar to Week 8 tues thurs (20)
Grading Criteria Argument Paper Revised Rough DraftENG200 Vers
Grading Criteria Argument Paper Revised Rough DraftENG200 Vers
1 Center for Writing Excellence © 2014 Apollo .docx
1 Center for Writing Excellence © 2014 Apollo .docx
1 Center for Writing Excellence © 2014 Apollo .docx
1 Center for Writing Excellence © 2014 Apollo .docx
1 Center for Writing Excellence © 2014 Apollo .docx
1 Center for Writing Excellence © 2014 Apollo .docx
More from Erin Hovey
Week thirteen thurs
This document provides an overview of week thirteen of a composition class, including assignments due and topics covered in class. The class discussed ethics frameworks, including principles-based and consequences-based approaches. Students worked in groups to apply one of these frameworks to their ethical argument assignment. Common problems in evaluation arguments were also reviewed, such as distinguishing commonplace from ideal situations. Groups then worked on identifying their audience and outlining their paper applying an ethics framework.
Week thirteen
This document provides an overview of ethical arguments for a composition class. It defines ethics as conceptual rules that govern personal conduct and notes they can vary based on environment, religion, and other factors. It outlines two frameworks for ethical arguments: principles-based, where an act is right/wrong because it follows/violates certain principles; and consequences-based, where an act is right/wrong because of the good or bad consequences that will result. Common problems in evaluation arguments are also discussed, such as distinguishing commonplace from ideal situations and choosing between two goods or bads. Students are instructed to work in groups to identify their audience and create an outline for their ethical argument paper.
Week twelve reflective writing
This document provides information for students in their Composition II Week Twelve class. It includes due dates for assignments like an annotated bibliography and APA short essay draft. It also provides details about properly formatting the APA essay and introduces the author Joan Didion. The document discusses Didion's life and work, and summarizes her essay "On Keeping a Notebook" which explores the purpose and value of keeping a notebook or journal. Finally, it outlines different types of writing for self-reflection like journaling, writing lists, notes, creative writing, and creating arguments with oneself.
Writing for change week twelve
Martin Luther King Jr.'s famous "Letter from Birmingham Jail" defends the strategy of nonviolent resistance to racism in response to criticism from eight white clergymen. King argues that justice for African Americans is a threat to justice for all, and that nonviolent protest is necessary and morally right after negotiations and legal avenues have failed. While disappointed the white religious leaders did not support racial justice, King maintains hope that they will recognize the justice of the civil rights movement.
Week eleven writing and professionalism thurs
This document provides guidance for students on networking, writing cover letters and resumes, and following up professionally. It discusses the importance of networking and maintaining professional written communication. Students are reminded of upcoming due dates for assignments including a journal entry, annotated bibliography, and draft of an APA paper. Guidance is given on creating cover letters and resumes with the appropriate structure and sections. Tips are also provided on following up interactions with a thank you note and maintaining contacts through writing.
Week ten info graphics thurs
This document provides guidance on conducting a brainstorming exercise for a research paper. It instructs students to use either freewriting or a thought web to generate ideas using pencil and paper within the time allotted by the teacher, who will collect the work at the end.
Week ten visual arguments thurs
This document provides an overview of visual arguments and different types that will be discussed in class. It includes:
- An introduction to visual arguments as images created to persuade viewers through logos, pathos, and ethos.
- Descriptions of different types of visual arguments including posters/fliers, public affairs advertisements, and cartoons. Details are given on design, purpose, and persuasive strategies for each type.
- An in-class activity is assigned where students will analyze an image using provided questions to present to the class.
- A reminder that the APA quiz is due today and instructions are given to complete and turn it in.
Week nine (2)thurs
The document provides guidance on creating in-text citations and reference citations using APA style. It explains that in-text citations typically include the author's last name, date of publication, and page number. Both parenthetical and attributive citations are discussed. The document provides examples of citing single authors, group authors, and references without page numbers. It also covers formatting reference list entries, including using Digital Object Identifiers.
Week nine (apa)_Thurs
The document provides information about formatting a paper according to APA style. It discusses changing the schedule for two weeks of lectures. It also provides guidance on using attention grabbers in introductions, including surprising facts, rhetorical generalizations, anecdotes, and quotes. Partners are assigned thesis statements to generate attention grabbers for. The document reviews APA style formatting for title pages, running heads, references pages, and use of keywords and abstracts.
Week seven thurs (2)
This document provides an overview of assignments and deadlines for an English composition class. It outlines that a rough draft of an MLA paper is due for peer review and includes a checklist of MLA formatting requirements. Additionally, it discusses responding to criticism, citing evidence, and summarizing information concisely. Students are reminded that their final MLA paper draft and a mechanics midterm are due the following week.
Outlining and brainstorming
This document provides guidance on brainstorming and outlining techniques for writing an MLA short essay. It discusses freewriting and idea mapping as brainstorming methods, and recommends generating ideas without editing to develop topics. Outlining involves dissecting the thesis into main points and subpoints, then organizing these thoughts coherently with a numeric or alphabetical system. An example thesis is provided to demonstrate creating an outline.
Week five (2) thurs
This document discusses rhetorical analysis and the three main types of persuasive appeals: logos, pathos, and ethos. Students are instructed to write their view on whether the Headless Horseman is real and provide logical, emotional, and ethical appeals from The Legend of Sleepy Hollow story to support their view. The document explains each appeal type - logos appeals to logic using facts, statistics, and evidence. Pathos appeals to emotion using vivid language and descriptions to elicit feelings. Ethos appeals to credibility and shared values and morality. Students will conduct peer reviews of each other's work and learn to ask analytical questions to evaluate rhetorical techniques when reviewing other texts. Assignments are due for a revised mini paper and outline/sources for
Week five thurs
The document provides information about an upcoming quiz, guidelines for a mini paper draft, and instruction on using commas correctly in writing. It discusses when to use commas to separate clauses, phrases, and words in a sentence. Examples are given for introductory clauses, paired adjectives, and lists. The document also provides an exercise for students to add commas to sample sentences and reviews the purpose and best practices of peer reviewing written work.
Week four (2) thurs
This document discusses point of view and provides examples of the three main points of view: first person, second person, and third person. It also defines the pronouns and examples used for each point of view. The document indicates that The Legend of Sleepy Hollow was written in the third person point of view based on the use of proper nouns and third person pronouns in the example sentences provided. It provides instructions on an upcoming assignment involving forming groups to develop a claim, supporting evidence, and a thesis statement.
Week four thurs
This document provides guidance for an English composition class. It includes assignments due for the week and tips on using transitional phrases in writing. It also discusses an in-class exercise on inserting appropriate transitions into sentences. Finally, it covers a lecture on analyzing literature, including elements like character, plot, imagery, and setting, and how to plan a literary argument paper.
Week three thurs
The document outlines assignments and readings due for a composition class. Students must submit Milestone 2 presentations and write 1-2 paragraphs summarizing their impressions of passages from Mary Wollstonecraft's A Vindication of the Rights of Woman. The document also provides tips on grammar, mechanics, and avoiding unclear pronoun references in writing. It prompts a discussion on Wollstonecraft's arguments and whether facts about her personal life should influence the reception of her work.
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
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- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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Week 8 tues thurs
- 1. Composition II Week Eight Tuesday October 11, 2016 Due Today: MLA Short Essay Rough Draft Copy for class and copy to drop box MECHANICS TEST STUDY GROUP MEETING AFTER CLASS TODAY IN ROOM 1128 BRING A PRINTED COPY OF THE STUDY GUIDE
- 2. Source Integration and Academic Writing
- 3. Using Summary Can be as short as a single sentence and as long as a paragraph Make sure the summary is concise You are free to summarize parts of a work Avoid summarization in literature reviews and analysis of others’ works Avoid summarizing too much Any specific evidence from the text must be cited
- 4. Paraphrasing Translates a short passage of a source’s words into the writer’s own words Must be cited Often used when the source is overly technical Consider the vocabulary of you audience Avoid reusing the original writer’s syntax and grammatical structure
- 5. Quoting Exact wording must be enclosed in quotation marks Gives the reader the flavor and style of the original author Do not quote anything you do not entirely understand You must use the exact wording, grammar, and tense that the author used Do not change the author’s meaning by taking the quote out of context or changing the quote
- 6. In class discussion Turn to pare 373 Let’s review the mechanics of direct quotes
- 7. In-class Discussion Turn to page 371 Let’s review Table 16.1 to understand how to incorporate sources into your own work
- 8. Avoiding Plagiarism Most plagiarism occurs unwittingly Please, turn to page 379 and review table 16.3 Please, turn to page 380 to review table 16.4
- 9. Peer Review Switch papers with your peer and review it. Consider your MLA Checklist and circle/underline/highlight any major errors.
- 10. DUE: 10/13 FINAL DRAFT OF MLA SHORT ESSAY TO DROP BOX Writing Mechanics Midterm 10/13 Option extra credit due