These are no-nonsense statements/compromises that the prof needs you to abide. Why would a prof do this? Well, the answer is simple.
Your profs aren’t trying to bust your chops (they do, in fact, have other things to do than make you miserable)—they’re trying to streamline the grading process.
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Imagine just how much variation and diversity would occur between those 75 people and their papers if the prof left it all to chance—all of these students like different fonts, would cite things differently based on their preferences, and would hand in widely varied papers, at least doubling the time it would take to read those papers. So, don’t you want to help that prof out? Make that prof love you by following these directions.
If you follow the directions, this prof will direct their ire elsewhere. Now that you understand why profs are such format sticklers, take a look at the rubric: The rubric is a list of direct touch points that will be examined by the professor as they grade your work.
Take note, they’re specific and they break down your potential performance. In this case, you can see five discrete categories, each with its own stakes, and the number value that corresponds to your performance: The prof will take the rubric and keep it within reach while grading.
Along with making notes on your paper, the prof will also check off your performance in each category—summarizing your performance in that category: If you have a hundred-point paper, each one of these categories is worth 20 points. The prof will add up the categories and multiply that number by 4 to get your grade: 4 + 5 + 5 + 4 + 5 = 23 x 4 = 92.
To get an A on this paper, you have to perform with excellence in 3 categories and above average in at least 2 of the other categories. Which three categories are you going to absolutely kill in?At least one of them—formatting—is a gimmie. All it takes is attention to detail—Microsoft Word has all the tools you need to score perfectly there.
Focus on Development and Body Paragraphs for your other two. They’re simple—almost completely made of a thesis statement and transitions.
Now that you have that figured out, let’s move on to the next step: Crafting a reminder that you can revisit while you write. Writing an Anchor SentenceIt might seem like a silly thing to do, but an anchor sentence is as vital as a thesis statement. It’s essentially a thesis statement for the paper writing process.
With this sentence you will remind yourself about what the prof wants and how you’re going to give it to them. – Summarize the ElementsIt’s clear from the highlighting and underlining that the prof wants an argumentative paper that’s well-organized and thoughtful.
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– Understand the ConceptIt’s also clear that this prof wants you to synthesize the research in the field of linguistics, not conduct new research. This goes back to the originality idea—demonstrate you’ve been listening and can apply the concepts of the class to the practices and concepts in another field of study or personal interest.
– Create the AnchorNow that you have an idea of what’s needed, go ahead and write one or two sentences combining steps 1 and 2:In this paper, I will demonstrate my understanding of a linguistic concept I learned this semester and how it relates to my field of study. I will demonstrate this knowledge by staying organized, using relevant research, and sticking to my thesis statement.
If you get stuck while writing, pull out this sentence and see where you’ve gone astray, or where you go to get back on track. Assessing Your GapsYou know what the prof wants, you know how you’re going to give it to them. Now all you need to know is where it could all fall off the rails.
In this step, you name your strengths and weakness so you know exactly where you stand walking in. It’s super-simple—all you do is answer two questions, making a list of two or three things for each:As a writer, I know I’m not so great at… developing a thesis, staying organized, and conducting research.
As a writer, I know I’m great at… coming up with interesting ideas, articulating my thoughts clearly, and using good grammar. Now all you need to do is play to those strengths and be cognizant of the weaknesses. You’re ready to move on to the next step, so get to it! Let’s talk about how to execute.
Sit DownErnest Hemingway famously said that “the hardest part about writing is getting your ass in the chair.
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Completing this second step immediately—before you go to bed on the day you get the assignment—is essential to acing this paper.
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Follow these tips when making the schedule:Make the time non-negotiableIt will be tough, but don’t let friends or activities derail your schedule. Set the plan and execute, execute, execute—this is the only way to achieve the results you want.
Be specific about how you spend the timeWhen making the schedule, set completion goals so that the time isn’t open-ended. If your time is nebulous, you will be more likely to drop the ball.
You’ve got a date with a chair and life-long learning. Commit to the processKeep in mind that one of the crucial ingredients of successful writing is time.
If you fail to acknowledge this, you will write a crumby paper every time.
You’re working toward something biggerIt can be easy to fixate on the trees at the expense of seeing the whole forest, so be sure to remember that what you’re doing is adding to your overall career. If the paper is good, you can use it as a writing sample or try to publish it, which will build your r sum .
Resist the impulse to think of the paper as a hurdle. Take advantage of support systemsYou’re not writing in a vacuum—you have academic support at your fingertips, as well as friends who are in the same boat.
Make an appointment with the writing center to get a semi-professional set of eyes, and had that paper to a friend for quick notes. Get OrganizedYour next step is to organize your time. You’re going to fill out an hour or two of work each day, accounting for other classes, social engagements, and priority requirements.
Make a specific tab for your paper, and fill in the times you can work: The most important part about this is that you’re specific—setting tangible completion goals for each work session. Most of your sessions should be no more than an hour or two, but some activities—like research—might need to be a bit longer: If you notice, most of your writing time will be spent on the front end—creating the first draft of the paper.
This is because everything after that will be revisionary. If you stick to this schedule, you will not only complete your paper on time, you will complete it well.
Every writer on the planet will tell you that the schedule is the foundation of good writing—the more time you spend in the chair, the better the writing gets.
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It will, however, be a bit easier now that you know exactly what your prof wants and you’ve got a schedule in place. Free writing is often popular, but it can be really time consuming, and also not particularly helpful for research papers. As well, some profs advise talking it out with a friend, which can be distracting.
But you don’t have much time, so you want to focus and narrow your ideas—it’s essential to success. Mapping is a technique that allows you to freely record your ideas in a logical manner. Mapping will give you strong guiding questions as well as demonstrate how your ideas are connected, which is super useful for writing a long research paper.
Mapping looks something like this: Note that the ideas get more specific the further away they are from the center topic. As well, note that they’re written as interrogatives—questions stimulate thought.
Circle the ones that are most specific and uses them for your paper. Pro tip: One simple angle that always seems to work is “how is your subject different, altered, or effected by technology and the contemporary trappings of the 21st century?” You can apply this concept to every paper you will write in college.
So, apply your field of study, your interests, or something topical to the subject. Let’s say you’re studying to be a teacher and are interested in ESL students—that’s a lens every topic and question in this list can be examined through.
Here are some ideas based upon that…Language acquisition: How can new technologies help second language learners learn English faster?Pragmatics: How do ESL students understand pragmatics in English contexts?Universal Grammar: How does an ESL student learn to transition from one language to another?Phonetics: How can ESL students learn English sounds more effectively?Out of the above, which sounds like it has the most juice? Probably number one. Even without doing any Googling, it seems evident that there will be research in this area that you can draw from.
As well, you can rely on non-technical, non-academic observation to give you better ideas—you can use your experience to shape your subject matter. Now, plug the subject into Wikipedia to get an overview of what the subject is.
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Take a look at these specific ideas that you can use in your research phase: And look, you can scroll to the bottom of the page to get a jump on specific articles to use in your research.
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How do I Write a Thesis Statement?With our tutorial on writing a thesis statement, you will see thesis examples, ways to craft a thesis sentence, and how to organize your paper around a thesis statement. Second, you will need specific examples to write about. Third, you will need to organize those three items effectively.
For this step-by-step tutorial of thesis examples, we’re going to break things down for super efficiency so you can create the backbone of the paper.
The writing of the thesis is broken into four parts. Creating the Topic OverviewThe first step to creating a successful thesis statement is generating a concise overview of the topic at hand.
In this case, technology and the ESL classroom is the topic upon which the paper is based. So the first portion of your thesis should be a generalized statement that describes the imperatives which make your paper relevant.
Begin by making a list of why you think your paper topic is relevant. In this case, we could say that…– technology use inside and outside the classroom has increased in the past decade.
– students use their phones in class, which is a distraction to learning. – social media interaction is now just as important to most students as face-to-face interaction.
– students are often taken from the expansive digital world outside of the classroom and are bored in a classroom with walls. – student learning is increasingly social and communal in nature, as opposed to being delivered by an expert.
Now, let’s take those ideas and try to make them into one sentence:Teachers who refuse to use technology in the classroom are not engaging their students and are disregarding their students’ natural ways of learning and their social needs. Sounds pretty good, eh? Yep! Now, let’s punch up that language a bit, so we can sound a bit smarter:Teachers who do not embrace technology in their classes risk losing students to academic boredom, not to mention that they will be perceived by their students as tedious and irrelevant.
This is because technology and sociability aren’t extracurricular—students’ lives are increasingly technology oriented and social in nature in ways that weren’t around years ago Here, we'll walk you through the most important aspects of making a paper, from Techniques for managing your time while you work on a long term research take away learning tools from students and replace them with less interesting evening out the structure and order of the paragraphs, and make sure all the .
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But go through word by word and tighten, change, and you’ll get this: That sounds great, doesn’t it? With adding then subtracting, expanding then consolidating, moving from the general to the specific, you can craft an overview to be used in the thesis. Also, note the use of old tricks, like opposing vocabulary (extracurricular v.
So, check the rubric—did we hit any goals? Yep! See Development, Language and vocabulary, and Sentence structure!2.
Constructing the SpecificsNow that you’ve nailed down the overview, switch gears into getting really narrow. Here, you’re going to identify three solutions to the issue that you presented in the crafting of the overview.
While these things will be more specific than the previous section, they aren’t going to be hyper-specific, but broad enough to act as a reference points for the rest of the paper. The problem presented was that instructors take away learning tools from students and replace them with less interesting forms of learning and stop social interaction with the classroom.
As well, instructors give little attention to technology-based learning tools as an avenue for education. How can this problem be fixed? Teachers should…– Leverage technology to get students talking about work when not in class– Integrate unconventional technologies in class (like iPhones)– Make technology use a classroom priorityNow, take those things and combine them into a single statement:ESL instructors should make using technology a priority of education, both inside and outside the classroom.
But, let’s try massage it a bit more, like the last one. Let’s try to keep our triad of ideas intact, that way we can make at least three different sections to the paper:ESL instructors should try to increase digital interactions between students outside of class, use digital technology inside of class, and make digital avenues of education a learning priority.
Pretty good, but we can make it sound even more academic. Again, use the Word synonym function, and try to bring out the parallel structure even more: 3.
Crafting the Thesis SentencesWe’re so close to being done with the thesis! All we need now is to connect the two sentences together with some kind of sentence, transitional phrase, or conjunction. In this case (as with almost everything in writing, actually) keep it simple: Some of you are saying “Hey! Wait a sec! You can’t begin a sentence with because!” In fact, you can.
Many teachers tell students this because it prevents them from writing incomplete thoughts, or writing sloppily, but it’s totally street legal and, in this case, quite stylish as a prepositional phrase.
So use it with abandon, so long as you complete the sentence!Now, check the rubric again!—clarity of the argument, arguable thesis, and well-organized ideas! Check and check and check! You’re killing it. Make an OutlineIntroduction/Hook (Engaging anecdote to transition you into the thesis)Thesis sentences– 3-4 sources – 3-4 sources– 3-4 sourcesConclusion/Charge (Wrapping up, charging the reader to make a change)It’s really just that simple.
And, to top it all off, you now have three areas of research to focus on!Now that we’ve got that square, let’s move on to some techniques for transitioning between ideas 21 Jul 2018 - For an Exploratory paper, you will need a topic which has three or more What are the long-term effects of living in a technological world? What do we need to do in order to make organ donation a better What is the best method of organ replacement to solve the problem of a shortage of donors?.
How do I Create a Transition?Often students writing long, research-based papers struggle with smoothly connecting the related ideas within the paper. This isn’t uncommon, and—good news—is easily fixed! There are three simple steps.
First, you must identify the relationship between the two ideas. And, third, you must be careful of potential pitfalls. Determine the Relationship You need to get from that really broad idea to a much simpler idea: that people from different cultures have trouble communicating, or—as it’s written in the paper, this: See how jarring the logical jump is from the broad statement to the specific assertion? Take a look at the two statements together, as they are color coded—red being broad, blue being specific: You need something between them to link them logically together and to help the reader make the leap with you, so you’ll need to make a sentence to go between them—one that embodies both the broad and the specific together. Take a look at this, which logically fills in the gap for the reader, so that the reader doesn’t have to fill in the gaps themselves: – The author identified the relationshipIt’s clear here that people’s abilities to communicate define their cultural importance.
This idea is loosely connected to another idea the author is writing toward—that those unique cultural differences are often the culprit for communication breakdown. The author sees that the relationship is one of contrasts, so they try to name the contrast to create a connection in the transition—the green text is the merging of contrasts: – The author crafted the transitionUsing a really simple, but subtle writing skill, this author used word choice to make deeper connections between the sentences.
See the color coded portions: The phrases “existing in the world” and “shared paradigm” mean almost the same thing. As do the phrases “mutual conventions” and “cultural overlap.
” The author is essentially re-saying what was just previously stated, but in a more specific way or with different vocabulary. Not how the ideas from each paragraph come together in the transition.
– The author is careful not to fall into trapsIn a paper, it’s easy to use simple transition words—therefore, consequently, etc. There is nothing wrong with a transition word here and there, but they are very easy to overuse.
Most blogs, like this one, this one, and this one make using transition words an important part of this process. And it is, sort of, but we’re teaching you how to do this better than average, remember?You’re trying to ace this paper, which means you have to do a little extra and move past the things that all students can do into things that exceptional students do.
The elegant transition based on nuanced vocabulary is an exceptional student move. Check it against the rubric: readability/unity, logical/seamless transitions, demonstration of knowledge through word choice, vocab, and logical thought—you got it! Bam!How Do I Edit My Paper?After you’ve filled in your outline and placed some of your research into your paper, you will have completed first draft.
This is more than most students have when they hand in a paper.
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Second, you edit for grammar, usage, and mechanics.
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Fourth, you do your final read through to clean things up. And, fifth, recheck the paper against the rubric.
Remember when you were one of those foolish plebes handing in a paper you wrote hours before it was due and hope for an C? Aren’t you glad you know better now?You’ve finished your preliminary draft and now you need to get it looking sexy for your prof. There are two ways to do this—revising and editing.
Revising is when you literally re-vision the piece.
You make big changes—fix transitions or pieces research alongside organization and structure. Editing is making small changes to the piece—correcting the grammar, usage, and mechanics, changing the diction to alter the tone a bit. These terms aren’t interchangeable, though many people make mistakes and use them interchangeably.
Step 1: ReviseAfter you have finished that paper, it’s important to go back and make large-scale changes. You aren’t going to change the bedrock of the paper—the thesis and the research to go along with it—but you are going to change things that make the paper flow, like smoothing out the transitions, evening out the structure and order of the paragraphs, and make sure all the ideas link together naturally.
This is also a time to add ideas to the basic premise of each section or to eliminate tangents that you may have followed in the heat of the moment. Add what must be added and cut out anything that doesn’t need to be there.
Some common things to look for:– Paragraphs have a logical unfolding order– Rambling, overly long sentences– Appropriate, academic tone