This presentation was created as a self-paced instructional guide to writing an argumentative, research-based body paragraph. This presentation guides users through basic vocabulary terms, provides rationale, examples, and the implementation of the argumentative research writing process.
Easiest Way to Write a Thesis StatementCustomWriting
This useful and detailed guide will help you create great thesis statements easily and without any trouble at all!
Great tips created by our academic professionals with over 6 years of experience.
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Easiest Way to Write a Thesis StatementCustomWriting
This useful and detailed guide will help you create great thesis statements easily and without any trouble at all!
Great tips created by our academic professionals with over 6 years of experience.
Looking for more academic help?
Check out our website: www.custom-writing.org
IELTS Academic writing task 2 : to what extent questionsThe Free School
To what extent questions require you to put forward an opinion on a stated topic.
Your discussion must go beyond merely supporting or rejecting an argument.
To what extent questions require you to think critically and weigh up the evidence.
Report #1 Checks and Balances After reading Chapter 2 of your t.docxaudeleypearl
Report #1: Checks and Balances
After reading Chapter 2 of your text, “The Constitution,” and watching the C-Span video “Checks and Balances: Intentions of the Founders” (link to the video below, it is about an hour and a half long), write a brief report. The report should contain three separate sections that address all the points in each question. Notice the expected word count for each section (exceeding the word count will not negatively affect your grade, but please try to stay within the range).
1. Based on your reading of Chapter 2 of the text, describe the major checks and balances in the Constitution that are intended to limit the power of each of the three branches of government. Be specific in indicating how each branch checks the others. (approximately 200-250 words)
2. According to the discussion in the video, what makes some people worry that these checks and balances are not as effective as they once were in limiting power (particularly the power of the president)? What possible reforms or changes might be needed to restore the balance of power among the branches? (approximately 200-250 words)
3. List and describe two points made during the discussion on the video concerning checks and balances that you found particularly interesting, novel, or insightful. (approximately 100-150 words)
Be careful not to plagiarize. If you want to quote directly from your book or from the video, do so by using quotation marks and by indicating the page number (if available). But try to do this sparingly and simply use your own words in addressing the questions.
In your writing, use an analytical tone that is free of your personal opinions. In other words, try to answer the questions in a straightforward and objective manner.
Link to the video: CSPAN Video on Checks and Balances
Article Critique Guidelines and Rubric
Overview
Articles are written to inform, misinform, influence, or misdirect, among other reasons. Sometimes they serve as nothing more than a vehicle for an author to
achieve fame, notoriety, and wealth. You should never take at face value the elements of any article you read, but you should be able to:
• Differentiate between fact and opinion
• Recognize and evaluate author bias and rhetoric
• Determine cause-and-effect relationships
• Determine accuracy and completeness of information presented
• Recognize logical fallacies and faulty reasoning
• Compare and contrast information and points of view
• Develop inferential skills
• Make judgments and draw logical conclusions
When writing an article critique, you will need to summarize, evaluate, and offer critical comment on the ideas and information that the author(s) presents in
the article.
Starting in Module Two, you are assigned two articles to read, which are located in Module Resources for that specific module. You have to select one of the two
articles and write a critique of it. In your paper, cite any and all information taken f ...
IELTS Academic writing task 2 : to what extent questionsThe Free School
To what extent questions require you to put forward an opinion on a stated topic.
Your discussion must go beyond merely supporting or rejecting an argument.
To what extent questions require you to think critically and weigh up the evidence.
Report #1 Checks and Balances After reading Chapter 2 of your t.docxaudeleypearl
Report #1: Checks and Balances
After reading Chapter 2 of your text, “The Constitution,” and watching the C-Span video “Checks and Balances: Intentions of the Founders” (link to the video below, it is about an hour and a half long), write a brief report. The report should contain three separate sections that address all the points in each question. Notice the expected word count for each section (exceeding the word count will not negatively affect your grade, but please try to stay within the range).
1. Based on your reading of Chapter 2 of the text, describe the major checks and balances in the Constitution that are intended to limit the power of each of the three branches of government. Be specific in indicating how each branch checks the others. (approximately 200-250 words)
2. According to the discussion in the video, what makes some people worry that these checks and balances are not as effective as they once were in limiting power (particularly the power of the president)? What possible reforms or changes might be needed to restore the balance of power among the branches? (approximately 200-250 words)
3. List and describe two points made during the discussion on the video concerning checks and balances that you found particularly interesting, novel, or insightful. (approximately 100-150 words)
Be careful not to plagiarize. If you want to quote directly from your book or from the video, do so by using quotation marks and by indicating the page number (if available). But try to do this sparingly and simply use your own words in addressing the questions.
In your writing, use an analytical tone that is free of your personal opinions. In other words, try to answer the questions in a straightforward and objective manner.
Link to the video: CSPAN Video on Checks and Balances
Article Critique Guidelines and Rubric
Overview
Articles are written to inform, misinform, influence, or misdirect, among other reasons. Sometimes they serve as nothing more than a vehicle for an author to
achieve fame, notoriety, and wealth. You should never take at face value the elements of any article you read, but you should be able to:
• Differentiate between fact and opinion
• Recognize and evaluate author bias and rhetoric
• Determine cause-and-effect relationships
• Determine accuracy and completeness of information presented
• Recognize logical fallacies and faulty reasoning
• Compare and contrast information and points of view
• Develop inferential skills
• Make judgments and draw logical conclusions
When writing an article critique, you will need to summarize, evaluate, and offer critical comment on the ideas and information that the author(s) presents in
the article.
Starting in Module Two, you are assigned two articles to read, which are located in Module Resources for that specific module. You have to select one of the two
articles and write a critique of it. In your paper, cite any and all information taken f ...
Writing a Philosophy paperEach topic I give you will ask you t.docxambersalomon88660
Writing a Philosophy paper
Each topic I give you will ask you to “explain and evaluate” a position or idea or argument. There are four elements you must address in your essay (these four will be the elements I am grading).
I will give you a score of 0-5 for each of these four elements. I will then add the scores together to calculate your grade on the essay. If you score a perfect “5” on each element the maximum total score would be 20.
The score can be converted into a letter grade:
Score Letter Grade
19-20 A
18 A-
17 B
16 B-
14-15 C
13 D
12 D-
11-below F
I provide the scale for each element below. With each scale I have included specific directions that will help you score higher on that element. The bold print is what I will use to determine your score. I hope that by reading this you will feel confident that you know how to organize and write the essay.
#1: Describe, identify and explain two or more different philosophical positions and the relevant philosophical concepts.
As I grade, I will ask myself, “How well did you describe and explain both positions (either two different positions or an argument and counterargument)? How clear and accurate are your explanations and the use of the relevant philosophical terms/concepts?”
Provides clear, accurate and full explanations of each philosophical position.
Provides mostly clear, accurate and full explanations of each philosophical position.
(a) Provides a clear and accurate explanation of one position and a poor explanation of the second position or (b) provides explanations for both positions that are unclear and/or incomplete and/or inaccurate.
2 (a) Fails to provide an explanation for one of the two theories or (b) provides poor explanations of both positions.
1 (a) Fails to provide an explanation for one of the two theories and (b) provides a poor explanation for the other position.
The essay was not on the topic or there was no essay at all
#2: Apply critical thinking skills by analyzing the strengths and weaknesses of philosophical positions or theories and by writing a clear and coherent essay. As I grade, I will ask myself, “Did you explain the issue to be considered? How well do you analyze the strengths and weaknesses of the theories or positions? And how clear and coherent is your overall presentation?”
Gives coherent and consistent reasoning throughout the essay and a clear and comprehensive explanation of the issue to be considered. Also provides a coherent analysis of the strengths and weaknesses of the positions at issue.
Uses generally coherent and consistent reasoning throughout the essay and a clear, but not necessarily comprehensive, explanation of the issue to be considered. Also provides a coherent analysis of the strengths and weaknesses of the positions at issue.
Uses some coherent and consistent reasoning that either contains clear weakness in reasoning or fails to explain the issue to be considered. Also fai.
Writing a First Draft General Organization of an Argument .docxouldparis
Writing a First Draft
General Organization of an Argument
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General Organization of the Course Project
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What to Include in the Introduction
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Body Section I
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Acknowledge the Opposing View
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Using American Psychological Association (APA) Documentation Style
For the remainder of the course, we will focus on drafting and refining your paper; that effort begins with the draft you’ll write this week. By now you’ve conducted library and Internet research for information to support your topic. You’ve read a variety of sources of research. You’ve also written assignments over the past few weeks that contain material that you can incorporate into the draft. Now you will combine the components into the paragraphs and pages of your project. This week, you’ll plan your Course Project and write the first two sections.
How do you get there? It’s not as difficult as you might think.
General Organization of an Argument
Back to Top
If you’ve ever watched a courtroom scene, you’re familiar with the basic organization that is used to persuade an audience using an argument. One side introduces an issue, usually with background information. The opposing argument is stated and then taken apart point by point to create reasonable doubt. The audience is then presented with the main argument. The main argument is presented logically so that the audience can easily follow. This means that one section is presented at a time, each one supported by reasonable evidence from experts, witnesses, or personal testimony. The argument ends with a conclusion asserting the final persuasive points that are left to the audience to make a conclusion about.
Similarly the Course Project will have a recognizable structure.
General Organization of the Course Project
Back to Top
The Course Project consists of the following sections.
Introduction
Attention-getting hook
Topic, purpose, and thesis
Background
Relevance to reader
Body
Logically presented, point-by-point argument with evidence
(the number of sections may differ by paper, but you should plan to have at least two sections)
Section 1 (2–5 paragraphs)
Section 2 (2–5 paragraphs)
Section 3 (2–5 paragraphs)
Section 4 (2–5 paragraphs)
Section 5 (2–5 paragraphs)
Conclusion
Each section has a distinct focus.
Introduction and Background
Engages the audience; identifies the topic, purpose, and thesis, and previews for the reader how the papers will be organized.
Body
Divides into sections that logically present the point-by-point argument with evidence; developed with two to five major sections with two to five paragraphs each.
Conclusion
Summarizes without repeating information and includes a call for action that outlines how the reader might think or act differently.
The first draft, due this week, will provide the introduction and one section of the body of the paper.
What to Include in the Introduction
Back to Top
The introduction contains the following elements.
Attention-getting hook
Topic, purpos.
ENG 123 Assignment 2, Milestone 1 Guidelines and Rubric 5.docxSALU18
ENG 123 Assignment 2, Milestone 1 Guidelines and Rubric
5-6 Draft
Overview: Persuasion is a constant in each and every one of our lives. No matter where we look, what we read, what we see, or who we interact with, we are
inevitably going to encounter some form of persuasion. Advertisements want us to buy things. Newspapers and television want to convince us of what we should
feel about events. We are put into positions where we must defend our thoughts and beliefs to others, and the process we apply is typically some form of
persuasion.
Persuasive writing is one of the most powerful forms of writing—it has the ability to influence one’s thoughts, and also the ability to change one’s mind about a
particular issue. The persuasive essay is an ideal opportunity to support an opinion on an issue utilizing researched facts and information. This also gives the
chance to recognize that there is an opposing viewpoint to a position and to refute the opposing argument, noting that those who hold the opposing viewpoints
are the intended audience of the piece.
Prompt: For this milestone, you will submit a draft of your persuasive essay. At this point in the course, if you have completed the previous milestone guided
activities, the text boxes should be combined and transformed into a draft. This milestone will help you address the critical elements from Sections I–III below,
which will ultimately inform your final submission of the persuasive essay. You have until the deadline to work on this draft. Whatever is completed by the
deadline will be submitted to your instructor for grading and feedback.
Specifically, the following critical elements must be addressed:
I. Introduction
This is where readers will have a chance to get an idea of what your essay will be about and what you will prove throughout. Do not give all of your
information away here, but give readers a sample of what is to come. Do not forget to review your writing plan to make sure you are hitting all of the
points that you planned out, while also stating your argument.
A. Provides an overview of the issue you have selected, briefly describing main points and your argument.
B. Compose an engaging thesis that states the argument that you will prove and support throughout your essay. This statement will give direction
to your essay and should be well thought out.
II. Body
The body is your opportunity to describe and support your argument in depth. Make sure your thoughts and evidence are clear and organized in a way
that is easy for readers to follow and understand.
A. Be sure that you write multiple paragraphs that are focused, clearly state their intent, and move logically from one to the other, building the
thesis argument as the essay progresses.
B. Your body paragraphs should support your argument by combining thoughts and ideas with evidence from sources. There is no such thing as a
right or wrong argument; the key is how it is support ...
ENG 123 Assignment Two, Milestone One Guidelines and Rubric Draft O.docxLinaCovington707
ENG 123: Assignment Two, Milestone One Guidelines and Rubric Draft Overview: Persuasion is a constant in each and every one of our lives. No matter where we look, what we read, what we see, or who we interact with, we are inevitably going to encounter some form of persuasion. Advertisements want us to buy things. Newspapers and television want to convince us of what we should feel about events. We are put into positions where we must defend our thoughts and beliefs to others, and the process we apply is typically some form of persuasion. Persuasive writing is one of the most powerful forms of writing—it has the ability to influence one's thoughts, and also the ability to change one's mind about a particular issue. The persuasive essay is an ideal opportunity to support an opinion on an issue utilizing researched facts and information. This also gives the chance to recognize that there is an opposing viewpoint to a position and to refute their argument, noting they are the intended audience of the piece. Prompt: For this milestone, you will submit a draft of your persuasive essay. At this point in the course, if you have completed the previous milestone guided activities, the textboxes should be combined and transformed into a draft. This milestone will help you address the critical elements from Sections II - IV below, which will ultimately inform your final submission of the persuasive essay. You have until the deadline to work on this draft. Whatever is completed by the deadline will be submitted to your instructor for grading and feedback. Specifically the following critical elements must be addressed: I. Introduction: This is where readers will have a chance to get an idea of what your essay will be about and what you will prove throughout. Do not give all of your information away here, but give readers a sample of what is to come. Do not forget to review your writing plan to make sure you are hitting all of the points that you planned out, while also stating your argument. A. Overview the issue you have selected, briefly describing main points and your argument. B. Compose an engaging thesis that states the argument that you will prove and support throughout your essay. This statement will give direction to your essay and should be well thought out. II. Body: The body is your opportunity to describe and support your argument in depth. Make sure your thoughts and evidence are clear and organized in a way that is easy for readers to follow and understand. A. Be sure that you write multiple paragraphs that are focused, clearly state their intent, and move logically from one to the other, building the thesis argument as the essay progresses. B. Your body paragraphs should support your argument by combining thoughts and ideas with evidence from sources. There is no such thing as a right or wrong argument; the key is how it is supported and the quality of the evidence used. C. Address and refute any opposing viewpoints to your argument. This i.
Learning Target: By the end of the lesson:
I will be able to write a precise thesis statement and create an outline for an argumentative essay.
Success Criteria:
* I can read a model text and determine the structure & elements of an argumentative text.
* I can write a precise clear thesis statement.
* I can gather evidence and create an outline for my argumentative essay.
* I can create an argumentative essay on the selected topic.
Essay Revision and Editing Checklist for Academic Essays U.docxdebishakespeare
Essay Revision and Editing Checklist for Academic Essays
Use this checklist to ensure that the revision and editing work you have completed in the writing process has helped you
to meet the goals of an assignment.
Keep in mind, each assignment may have ADDITIONAL goals and conventions appropriate to established discipline and
conventions.
If you look at this list and do not understand how to complete these tasks or why to complete these tasks, avail yourself
of resources posted for your class or do a web search of your own. The Purdue OWL (Online Writing Lab) is an excellent
starting place.
________________________________________
Ideas/Content
☐ I used brainstorming and a concept map or outline to create and organize my ideas.
☐ My thesis is clear, meaningful, and worthwhile.
☐ My essay relates to my thesis, exploring it with depth and meaning.
☐ My ideas relate to one another.
☐ I have no stray ideas out of place in my writing.
☐ My writing makes complete sense.
________________________________________
Organization
☐ My title is thoughtful.
☐ Ideas are organized in a meaningful way.
☐ The sequence of ideas is logical and intentional.
☐ I have an interesting introduction that effectively leads the reader to the thesis and creates interest.
☐ My ideas flow from one to another.
☐ Each paragraph has a strong, clear topic sentence. Each topic sentence is like a mini-thesis for the paragraph.
☐ I used helpful transitions between main points, (e.g., "First of all," or "Similarly").
☐ The body paragraphs are in logical order, and each paragraph has its own development and relationship with
the thesis.
☐ I have a satisfying conclusion.
Voice & Style
☐ Point of view is consistent and appropriate for the context of the assignment.
☐ The pronoun “you” and any form of 2nd person point of view are avoided (you, your, you’re, yourself). I am not
assuming what the reader thinks, and I am not telling the reader what to think.
https://owl.english.purdue.edu/owl/
☐ The tone and level or writing are appropriate to college-level writing. My writing sounds as intelligent and
educated as I am.
☐ The tone, style, and content are appropriate for my audience of intelligent, educated readers.
__________________________________
Conventions
☐ Each of my paragraphs has one main idea.
☐ I have used correct grammar.
☐ I have used correct punctuation.
☐ I have checked my spelling.
☐ The tone and voice of the essay are appropriate to formal, academic writing.
☐ My final draft contains no typographical errors.
________________________________________
Fluency & Correctness—needed for clarity
☐ My sentences build logically upon the one(s) before.
☐ My sentences are different lengths.
☐ My sentences start in different ways.
☐ The meaning of each of my sentences is clear.
☐ My sentences flow easily from one to another.
☐ I have scrutinized my .
History 1378 Essay #1Professor SbardellatiSpring 2022Your SusanaFurman449
History 1378 Essay #1
Professor Sbardellati
Spring 2022
Your assignment is to construct a 5-6 page essay in response to one of the following questions. This essay is worth 25% of your overall grade in this course. It is due on Blackboard by 11:59pm on Friday, March 4. Late papers will be docked 1 point (from a max of 25, meaning the penalty is 4%) for each day they are late.
Specifications and guidelines:
Your paper must be based entirely on course material from weeks 1-6. Therefore, you are expected to utilize the podcasts and course readings (Contending Voices and U.S.: A Narrative History) but forbidden from using any other sources for this exam. Papers that incorporate outside sources will automatically receive failing grades. Furthermore, you must cite your sources. When citing a podcast, if paraphrasing, a parenthetical reference to the episode number will suffice; for example: (Episode 4). If you are directly quoting a podcast, include the episode number and the time stamp when the quote begins; for example: (Episode 9, 22:50). When citing U.S.: A Narrative History, please use a parenthetical reference with lead author and page number; for example: (Davidson, 411). When citing the essays in Contending Voices, the standard author/page number will suffice; for example: (Hollitz, 87). When citing the primary documents in Contending Voices, please also include the source number; for example (Hollitz, Source 5, 108). You do not need to include a works cited page since you are utilizing only course materials for this assignment. Your paper must be double-spaced, with standard 12-point font and normal margins.
This is a formal essay assignment. It will be marked based on the strength of your argument, your analysis of course materials, and the quality of your writing. The best papers will draw from a variety of course sources, and will incorporate close analysis of at least one or two primary documents. As with any essay you would write in university, we expect to see: a strong thesis statement which communicates your core argument; a well-structured and organized body of the paper that advances your argument via analysis of course materials; and a formal conclusion that not only ties the argument together, but elaborates on its significance.
Questions (choose one):
1. The labor movements, the Populists, and the Progressives were all responding, in their own different ways, to the challenges presented by the rise of big business. Write an essay focusing on these three groups. What were the specific problems they confronted, what were the various solutions they put forward, and how successful were each of these groups in achieving their goals?
2. Assess the ways in which Herbert Hoover, Franklin D. Roosevelt, and Upton Sinclair responded to the Great Depression. What assumptions and values guided each of their approaches? What were the merits and shortcomings of the solutions they each put forward? Of course n ...
Week 3 APA Module AssignmentWeek 3 APA Module Assignmentb. Lis.docxmelbruce90096
Week 3 APA Module Assignment
Week 3 APA Module Assignment
b. Listen to the tutorial or download and review the transcript on APA and answer the questions below
After reviewing the presentation, compose a 2-paragraph response in which you address each of the following points:
1. Why is APA Style used to document ideas in writing? What is the purpose of the in-text citation? Demonstrate your understanding of the in-text citation by providing an in-text citation for the article you summarized for the week 2 assignment. (15 points)
2. In the article that you summarized in week 2, you may have found some information that you want to quote directly. To demonstrate the process for citing a direct quote, provide an example of properly quoted material. (20 points)
Week 3 Grading Rubric for Proposal Pitch
Central Idea/ Focus: thesis statement or main exists; all ideas consistently address this main idea. Off-topic or irrelevant ideas should not exist. 10 points
Support/ Development of Ideas: Ideas are sufficiently developed for each point. ideas are sufficiently developed for each point. Three points for each of the five sections of the document. 15 points
Organization/ Structure: the internal structure of a piece of writing, the thread of central meaning. All ideas are organized well without any missing or incomplete components. The answers are from one to three sentences each. 10 points
APA including Paper Format: correct title page, headers, second page title, margins, alignment, spacing, font and size. 10 points
Grammar/Mechanics/Style:Grammar refers to correctness of language usage, mechanics refers to conventional correctness in capitalization, punctuation, and spelling. Style includes word choice, sentence variety, clarity, and conciseness. Also, sentences vary in length and structure; ideas are clear, logical, and concise. 5 points
Running head: YOUR TITLE GOES HERE 1
YOUR TITLE GOES HERE 3
Your Course Project Title Goes Here
First Last Name
Name of University
Your Course Project Title Goes Here
The purpose of a proposal is to highlight standout ideas, and to do so in a manner that can convince an audience to support a project. Proposals delivered in a workplace are often part of a competitive process in which the strongest proposal is offered the business. In these contexts, effective word choice and professional delivery define the effective communication of an idea. Your research proposal will be presented as a sentence outline. As the name suggests, the sentence outline presents complete thoughts in complete sentences as opposed to phrases. In each section of the proposal, choose ideas with the goal of persuading your reader to believe that you are interested in the topic and ready to learn how to develop the topic into a project. Use a complete sentence to provide the response to each of the questions below. You can use first person. Use APA documentation for the final section of the proposal to document any sources re.
GEN 103 Information LiteracyWriting Your Research Questio.docxshericehewat
GEN 103: Information Literacy
Writing Your Research Question Worksheet:
Now that you’ve chosen your research topic, done a bit of background research and brainstormed your ideas, you’re ready to write your research question. Your research question will direct the research that you do over next few weeks as you look for sources for your annotated bibliography. Refer to Section 1.3 of your textbook to review the elements and purposeof a research question.Hover over the blue underlined words to read a definition in the Glossary located at the end of this document.
You will begin developing your research question by filling in the table below
Example of Research Question Development
The table below illustrates how a research question develops from a broad topic to a focused question. Follow the four examples down each column to see how the questions develop.
BROAD
TOPIC
RESTRICTED
TOPIC
NARROWED
TOPIC
RESEARCH QUESTION
Pollution
Acid Rain
Acid Rain in the United States
What can we do in the United States to prevent acid rain?
Pollution
Oil Spills
Oil spills and commerce
What impact do oil spills have on the fishing and tourism businesses in areas affected?
Pollution
Pesticides
Pesticides and the bee population
What evidence is there that pesticides are significantly harming the bee population?
Pollution
Fracking (hydraulic fracturing)
Fracking and groundwater
What evidence is there that fracking can cause groundwater contamination?
Develop Your Research Question
Now try out your topic ideas below using the information you brainstormed. Try out several variations of your topic idea to see how it could be improved or amended.
Research Question Development Table
The table will expand as you enter content into the columns.
BROAD
TOPIC
RESTRICTED
TOPIC
NARROWED
TOPIC
RESEARCH QUESTION
Research Question:
Of the possible research questions you came up with above, which question are you planning to use for your annotated bibliography?
Check to be sure that the research question meets these criteria:
· It is open-ended (cannot be answered with simple yes or no).
· It addresses an issue or controversy and/or solves a problem.
· It is something on which you can take a stand.
Reflection (150-200 words)
In the space below, explain what you learned about this process as you conducted background research and refined your topic. What was the most difficult part of the process and how was it difficult for you? What part of the process did you find most helpful and why?
Once complete, save your completed worksheet and return to the online classroom to submit this document through the “Assignment Submission” button below the assignment instructions.
Glossary: Return to top
Annotated bibliography: A list of citations with descriptions and a brief summary or critical statement about each one. Return
Research question: The star ...
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. Navigation
Use the navigation tools below to move throughout this
presentation. Just “clicking” may not send you in the right
direction.
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Takes you back one slide.
Takes you back to the first slide.
Moves you forward to the next slide.
3. Welcome!
This unit is designed for high-school English Language Arts
students.
This unit will explain essential terminology and the process of
writing an argumentative, research-based body paragraph in
about 20 minutes.
After completing this unit, you will take a post-test on the
material covered in the following slides.
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4. Why are we doing this anyway?
The ability to argue effectively is a skill needed in any aspect of
life.
The information in this unit discusses essential skills that will be
useful for any career.
The ability to create an effective argument is required by the state
of South Carolina and the College and Career Readiness Standards.
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5. What do you need to know before we
start?
1. All papers have a beginning, a middle, and an end.
2. Introduction paragraphs (beginning) are used to introduce the
topic.
3. Body paragraphs (middle) are used to explain the topic in more
detail.
4. Conclusion paragraphs (end) are used to recap the important
details in the paper and conclude any final thoughts.
5. Thesis statements can be found at the end of your
introduction paragraph and state the main idea of your paper.
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6. After completing this unit you can say…
1. I can define key terms used within an argumentative, research-
based body paragraph.
2. I can identify the process of creating and explaining an topic
sentence.
3. I can define and explain the two different types of research.
4. I can identify the process of creating a counterargument and
refutation.
5. I can identify the process of concluding a body paragraph.
6. I can identify the process of organizing an argumentative,
research-based body paragraph.
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7. Throughout this unit…
• Key terms will be in underlined.
• Examples will be in bold.
• There will be practice questions throughout.
• If you answer the practice questions correctly, you will move on to the
next portion.
• If you answer the practice questions incorrectly, you will be taken back
to the slide where you can find the right answer.
• Once you are ready to try the practice question again, click on the
to return to the question and try again.
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9. Body Paragraphs
•A well-written body paragraph is 8-10 sentences.
•Body paragraphs build upon the claims made in
the introductory paragraph (Brizee, 2013).
•Body paragraphs provide focused reasoning that
helps prove the thesis statement (Brizee, 2013).
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Key Vocabulary
10. Body Paragraphs
•Body paragraphs can
be ordered in several
ways, depending upon
the topic and purpose
of the argument
(Brizee, 2013).
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Key Vocabulary
Most
Important
Least
Important
General Specific
Weakest Claim
Strongest
Claim
11. Transitions
•Transitions are words or phrases that help carry a
thought from one sentence to another, from one
idea to another, or from one paragraph to another
(Weber & Stolley, 2011).
•Transitions link sentences and paragraphs
together smoothly so that there are no abrupt
jumps or breaks between ideas (Weber & Stolley,
2011).
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Key Vocabulary
12. Topic Sentences
• A topic sentence identifies the main idea of the paragraph (Wells
& Brizee, 2009).
• A topic sentence also states the point the writer wishes to make
about the subject (Wells & Brizee, 2009).
• Generally, the topic sentence appears at the beginning of the
paragraph. It is often the paragraph’s very first sentence (Wells &
Brizee, 2009).
• A paragraph’s topic sentence must be general enough to express
the paragraph’s overall subject, but it should be specific enough
that the reader can understand the paragraph’s main subject
and point (Wells & Brizee, 2009).
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Key Vocabulary
13. Evidential Support
•Well-researched, accurate, detailed, and current
information to support the thesis statement and
topic sentence (Weida & Stolley, 2013).
•Once you have included evidential support in your
body paragraph, you must explain it by describing
the connection between the research and the
topic sentence.
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Key Vocabulary
14. Counterargument and Refutation
Counterargument
• An argument that negates
or disagrees with the
thesis/claim (Weida &
Stolley, 2017).
• Counterarguments show
the reader that all sides
are considered (Weida &
Stolley, 2017).
Refutation
• Evidence that negates or
disagrees with the
counterargument (Weida
& Stolley, 2017).
• Destroys the viewpoint of
the opposing side.
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Key Vocabulary
15. Body Paragraph Conclusion
•A brief wrap-up sentence that tells the
readers how and why the information in the
body paragraph supports the paper’s thesis
statement.
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16. TRUE OR FALSE
A counterargument negates or disagrees with the
thesis/claim.
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A
B
TRUE
FALSE
19. Creating a Topic Sentence
• Use the words of the thesis statement
• Thesis: Overall, earning a college degree improves one’s quality of life more than
those without a post-secondary degree.
• Topic Sentence: First, earning a college degree increases an individual’s chances of
earning more money.
• Identify the main idea of the body paragraph
• First, earning a college degree increases an individual’s chances of earning more
money.
• State a specific claim
• First, having a college degree increases an individual’s chances of earning more
money.
• This is the first argument that the writer will make
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20. TRUE OR FALSE
An effective topic sentence does not include the
words of the thesis statement.
20
A
B
TRUE
FALSE
21. Correct!
The topic sentence must use the words of the thesis to offer
organization and simple understanding for your reader!
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22. Explaining a Topic Sentence
• For the most part, topic sentences do not need to be
explained; however, in the event that you, the writer,
feel the need to further explain yourself, do not hesitate.
• If the explanation of the thesis seems to be repetitive,
proofreading and editing will make it clear.
• Topic sentence: First, having a college degree increases an
individual’s chances of earning more money.
• Explanation of Topic Sentence: There are better paying job
opportunities for those who have post-secondary degrees.
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23. Choose the Appropriate Explanation
Choose the best explanation for the following topic
sentence: “Requiring comprehensive sex education in all
high schools will dramatically reduce the amount of
unwanted teenage pregnancies.”
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A
B
C
Comprehensive sex education will eliminate
unwanted teen pregnancies.
Comprehensive sex education is an important factor
in reducing unwanted teen pregnancies
No explanation needed; the topic sentence is
self-explanatory.
24. Correct!
No explanation is needed because the topic sentence provided was
clear and concise for all readers.
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26. Evidential Support
•There are two types of evidential support
one can use in an argumentative, research-
based body paragraph:
•Primary Resources
•Secondary Resources
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27. Primary Resources
• Anecdotes or stories from experience
• Research the writer has conducted such as interviews,
experiments, surveys, or personal experience (Weida &
Stolley, 2013)
• According to the survey the class took at the beginning of
this unit, 52.84% of the class thought a carefully worded
thesis statement that goes after the topic sentence was an
appropriate type of evidential support.
• This research came from a self-generated survey.
• One’s own data is always the strongest evidence when tempting to
persuade the reader.
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28. Secondary Resources
• Facts or information about the topic
• Research gained from various texts that were supplied and
complied by others such as books, periodicals, and websites
(Weida & Stolley, 2013)
• According to the College Board, “In 2015, the percentage of full-time
year-round workers age 35 to 44 earning $100,000 or more ranged
from 2% of those without a high school diploma and 5% of high school
graduates to 25% of those whose highest attainment was a bachelor’s
degree and 38% of advanced degree holders” (2017).
• This research comes from a validated source, which focuses on post-secondary
education. This research was used as evidence to prove the topic sentence.
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29. PRIMARY OR SECONDARY?
Using research that one has developed
independently without any outside help is
an example of which type of resource?
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A
B
Primary Resource
Secondary Resource
31. Explaining Evidential Support
• Explaining evidential support is extremely important.
• Often times, the word choices used within your research may use
terminology that is unfamiliar to the reader.
• Take the time to explain the evidential support to ensure that your
reader understands completely.
• Evidential Support: According to the College Board, “In 2015, the percentage
of full-time year-round workers age 35 to 44 earning $100,000 or more ranged
from 2% of those without a high school diploma and 5% of high school
graduates to 25% of those whose highest attainment was a bachelor’s degree
and 38% of advanced degree holders” (2017).
• Explaining the Evidence: It is evident that those with a higher education make
up the majority of those earning $100,000 or more between the ages of 35-
44.
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32. Choose the Appropriate Explanation
Choose the best explanation for the following evidential support: “No
abstinence-only program has yet been proven through rigorous
evaluation to help youth delay sex for a significant period of time, help
youth decrease their number of sex partners, or reduce STI or
pregnancy rates among teens” (Comprehensive Sex Education).
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A
B
C
There is no proven information that abstinence-only sex
education benefits any area of concern for teenagers.
Abstinence-only sex education works in some areas of
concern but not others.
No explanation needed; the information stated is
enough.
33. Correct!
This choice offers a thorough explanation of the data provided, while
the other options offer less than supportive options for the claim.
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35. Counterargument
•Negate Claim
•It is understood that to become a web
designer, real estate agent, or chef, one does
not have to have any type of college degree.
• When the writer includes a counterargument, it
shows the reader that both sides the argument
have been considered (Weida & Stolley, 2017).
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36. Choose the Appropriate Counterargument
Choose the best counterargument for the following topic
sentence: “Requiring comprehensive sex education in all high
schools will dramatically reduce the amount of unwanted teenage
pregnancies.”
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A
B
C
Requiring comprehensive sex education in all high schools
will make students more interested in sex before marriage.
Requiring comprehensive sex education in all high schools
takes responsibility away from the parents of the students.
No counterargument needed; the topic sentence cannot
be argued.
37. Correct!
This choice offers a counterargument that is closely connected to the
topic sentence where the other is more off-topic.
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38. Refutation
•Negate the counterargument
• On the other hand, one cannot become a teacher, an
accountant, a doctor, or an engineer without a post-
secondary degree. These options offer a more
financially stable life.
• After a counterargument has been offered, the writer
must offer a refutation (or rebuttal) that DESTROYS the
counterargument.
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39. Choose the Appropriate Refutation
Choose the best refutation for the following
counterargument: “Requiring comprehensive sex
education in all high schools will make students more
interested in sex before marriage.”
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A
B
C
Comprehensive sex education is not going to encourage students
to become sexually active before marriage.
Comprehensive sex education provides students with all of the information
needed when they decided to become sexually active, be it before or after
marriage. The important part is that they are prepared to be safe and aware.
No refutation needed; the counterargument is
enough.
48. Explaining the Topic Sentence:
First, having a college degree increases an
individual’s chances of earning more money. There
are better paying job opportunities for those who
have post-secondary degrees.
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49. Evidential Support:
First, having a college degree increases an individual’s
chances of earning more money. There are better paying
job opportunities for those who have post-secondary
degrees. According to the College Board, “In 2015, the
percentage of full-time year-round workers age 35 to 44
earning $100,000 or more ranged from 2% of those
without a high school diploma and 5% of high school
graduates to 25% of those whose highest attainment
was a bachelor’s degree and 38% of advanced degree
holders” (2017).
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50. Explanation of Evidential Support:
First, having a college degree increases an individual’s chances of
earning more money. There are better paying job opportunities
for those who have post-secondary degrees. According to the
College Board, “In 2015, the percentage of full-time year-round
workers age 35 to 44 earning $100,000 or more ranged from 2%
of those without a high school diploma and 5% of high school
graduates to 25% of those whose highest attainment was a
bachelor’s degree and 38% of advanced degree holders” (2017). It
is evident that those with a higher education make up the
majority of those earning $100,000 or more between the ages of
35-44.
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51. Counterargument:
First, having a college degree increases an individual’s chances of
earning more money. There are better paying job opportunities for
those who have post-secondary degrees. According to the College
Board, “In 2015, the percentage of full-time year-round workers age 35
to 44 earning $100,000 or more ranged from 2% of those without a
high school diploma and 5% of high school graduates to 25% of those
whose highest attainment was a bachelor’s degree and 38% of
advanced degree holders” (2017). It is evident that those with a higher
education make up the majority of those earning $100,000 or more
between the ages of 35-44. It is understood that to become a web
designer, real estate agent, or chef, one does not have to have any
type of college degree.
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52. Refutation:
First, having a college degree increases an individual’s chances of earning more
money. There are better paying job opportunities for those who have post-
secondary degrees. According to the College Board, “In 2015, the percentage of
full-time year-round workers age 35 to 44 earning $100,000 or more ranged from
2% of those without a high school diploma and 5% of high school graduates to
25% of those whose highest attainment was a bachelor’s degree and 38% of
advanced degree holders” (2017). It is evident that those with a higher education
make up the majority of those earning $100,000 or more between the ages of 35-
44. It is understood that to become a web designer, real estate agent, or chef, one
does not have to have any type of college degree. On the other hand, one cannot
become a teacher, an accountant, a doctor, or an engineer without a post-
secondary degree. These options offer a more financially stable life.
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53. Body Paragraph Conclusion:
First, having a college degree increases an individual’s chances of earning more money.
There are better paying job opportunities for those who have post-secondary degrees.
According to the College Board, “In 2015, the percentage of full-time year-round
workers age 35 to 44 earning $100,000 or more ranged from 2% of those without a high
school diploma and 5% of high school graduates to 25% of those whose highest
attainment was a bachelor’s degree and 38% of advanced degree holders” (2017). It is
evident that those with a higher education make up the majority of those earning
$100,000 or more between the ages of 35-44. It is understood that to become a web
designer, real estate agent, or chef, one does not have to have any type of college
degree. On the other hand, one cannot become a teacher, an accountant, a doctor, or
an engineer without a post-secondary degree. These options offer a more financially
stable life. The more education one has, the more career opportunities and financial
stability one can achieve.
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54. What Comes Next?
Which step comes after the explanation of the
topic sentence and the use of evidential support?
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A
B
C
Refutation
Counterargument
Explanation of Evidential Support (if needed)
57. References
Baker, J., Brizee, A., & Angeli, E. (n.d.). Essay Writing. Retrieved November 11, 2017, from https://owl.english.purdue.edu/owl/owlprint/685/
Brizee, A. (2013, February 24). Body Paragraphs. Retrieved November 10, 2017, from https://owl.english.purdue.edu/owl/resource/724/02/
Carney C, McGehee D, Harland H, Weiss M, and Raby M. Using Naturalistic Driving Data to Assess the Prevalence of Environment Factors and Driver Behaviors in Teen
Driver Crashes. AAA Foundation for Traffic Safety. March 2015.
College Education Linked to Higher Pay, Job Security, Healthier Behaviors and More Civic Involvement: New College Board Report. (2017, January 09). Retrieved November
11, 2017, from https://www.collegeboard.org/releases/2016/college-education-linked-to-hgher-pay-job-security-healthier-behaviors-and-more-civic-involvement
“Comprehensive Sex Education: Research and Results.” Advocatesforyouth.org, Advocates for Youth, Sept. 2009, www.advocatesforyouth.org/publications/1487.
McKnight, R. (2017, January 10). South Carolina General Assembly. Retrieved November 19, 2017, from http://scstatehouse.gov/sess122_2017-2018/bills/3050.htm
[Time4Writing]. (2010, November 4). Closing or Concluding Sentences – Time4Writing.com. [Video File]. Retrieved November 11, 2017 from
https://www.youtube.com/watch?v=3gaI9g6bdd4
Weber, R., & Stolley, K. (2011, February 02). Transitional Devices. Retrieved November 10, 2017, from https://owl.english.purdue.edu/owl/resource/574/02/
Weida, S., & Stolley, K. (2017, June 16). Organizing Your Argument. Retrieved November 11, 2017, from https://owl.english.purdue.edu/owl/resource/588/03/
Weida, S., & Stolley, K. (2013, March 11). Using Research and Evidence. Retrieved November 10, 2017, from https://owl.english.purdue.edu/owl/resource/588/02/
Wells, J. M. (2009, August 7). 1.1: Topic Sentences (A. Brizee, Ed.). Retrieved November 11, 2017, from https://owl.english.purdue.edu/engagement/2/1/29/
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