General Guidelines For Help Undergraduate Students Write...

These are general guidelines to help undergraduate students write better essays. *Note that every assignment is different. You should take the time to closely read the instructions and meet with your Professor if necessary. BEFORE YOU START Make sure that you have closely read the instructions as presented by your Professor. As stated before, there are many different types of historical essays (argumentative essays, historiographical reviews and so on). It is imperative that your style is adapted to the type of essay you are required to write. Gather all your information. Some Professors want students to write essays using only class material, others expect them to do more research. If the latter, make sure to gather all (most) of your information beforehand. If you are a university student, you normally have access to a library and many academic journals. Use this access and make sure to ask librarians for help when needed. Take careful notes as you are reading in preparation for your essay. If your Professor provided a specific question, make sure to read critically for information that is susceptible to help you answer this question. If your Professor has not assigned a specific question, you should still read carefully and try to find the different ways in which historians address certain issues. Some students prefer not to plan others do. I suggest planning as it may be the best way to map out your ideas and begin forming an argument. It is impossible to cover allShow MoreRelatedThe General Education Program At University Of South Carolina Upstate1818 Words   |  8 PagesThe General Education program at University of South Carolina Upstate is a program of study that provides students majoring in a different array of programs with a common academic experience. A set of general education requirements is included in each baccalaureate program includes a core curriculum with university requirements and courses. The purpose of such requirements is to provide a broadly based intellectual foundation for students in the area of specialization development. For this reasonRead MoreUnit 8 Writing Assignment6944 Words   |  28 Pagesinstructor reads and responds to, and that counts towards the student’s final grade in some way. Because this is a writing course, students shoul d be engaged in writing in some form throughout the entire course. The following list describes the major forms of writing that instructors assign. 1. Essays (out-of-class papers). Instructors usually assign three to five essays. These essays are 3-5 pages on average and address overall themes of the course that the instructor is also working through in readingsRead MoreThe Classroom Discussion Model of Teaching (*Arends, 2001)6735 Words   |  27 Pagesgiving students the opportunity to participate in structured small and large group conversations. The teacher, however, must specify the purpose for the discussion, establish the rules for conversational engagement, facilitate, and monitor the progress of the conversation. The five steps of the Classroom Discussion Model of Teaching appear in the chart below. The Five Steps of the Classroom Discussion Model of Teaching Steps | Description | Teacher and/or Student Behavior | 1 | Get students readyRead MoreComparison and Contrast Essay7914 Words   |  32 PagesContrast Essay Prepared for the Communication Competencies Center University of Puerto Rico at Humacao Title V Project Anà ­bal Muà ±oz Claudio May 2005 Contents Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦i General Objective †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ii Specific Objectives †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ii How can you use this module? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...1 Part I. General Knowledge of Essay Structures and Content†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2 Part II. Writing a Comparison and Contrast Essay†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreStatement of Purpose23848 Words   |  96 PagesWriting Center Founded University Promoting1955 as a hallmark of liberal arts education writing Writing Guidelines Statements of Purpose From the OWU Writing Center in the Sagan Academic Resource Center The OWU Writing Center Corns 316 ââ€" ª (740-368-3925) ââ€" ª http://writing.owu.edu ââ€" ª open Monday-Friday, 9:00 a.m. to 5:00 p.m. Ohio Wesleyan University Writing Center  © 2011 Writing Guidelines for Statements of Purpose Contents Writing Your Statement of Purpose ..............................Read MoreHistory of Chinese Students Studying Abroad or in the U.S.2835 Words   |  11 Pagesof Chinese students studying abroad in U.S. The history of Chinese students studying in American universities dates back to the mid-1850s, when the first student, Yung Wing, graduated from Yale University in 1854 (Bartlett and Fischer Para. 8). After that. Qin Dynasty starts sending Chinese students to learned new sciences and technologies and we called â€Å"Westernization Movement†. The educational missions to the US were organized in the 1870s to train specialists who would create â€Å"better engines andRead More Two Main Categories of Collaboration Essay4259 Words   |  18 Pagesapplication and practice. As Kenneth Bruffee states in â€Å"Collaborative Learning and the ‘Conversation of Mankind,’† an essay many supporters and detractors of collaborative writing hearken back to time and time again, his essay â€Å"offers no recipes† because there are no recipes for effectively adding collaborative writing to an English classroom (394). There are merely guidelines for successful collabo ration and rationales supporting or denying the usefulness of incorporating collaborative writingRead MoreEssay on Case Studies on Academic Integrity15905 Words   |  64 Pagesthe purposes of this project resource; pseudonyms are used in every instance. The case studies are designed to be used as triggers for discussion in group seminars and primarily target teaching staff, although they could be used for discussion with students or other academic integrity stakeholders.   Support for this project/activity has been provided by the Australian Government Office for Learning and Teaching. The views in this project do not necessarily reflect the views of the Australian GovernmentRead MoreMastering Graduate Studies 1e32499 Words   |  130 PagesInformation Grand Canyon University. All rights reserved. No part of this book may be reproduced, in any form or by any means, without permission in writing from the publisher  custom textbook usage The following icons have been created to assist students’ interactive experience in usage of this textbook. These will appear across the top or bottom of every page. Table of Contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Underlined text Glossary term definition/directiveRead MoreMethod of Teaching and Learning18614 Words   |  75 Pageslearning package for clinical teachers. Each of the papers provides a summary and background reading on a core topic in clinical education. Aims The aims of this paper are to: †¢ Provide ideas of how to make the most of clinical situations when teaching students or trainees †¢ Raise awareness of the advantages and disadvantages of a range of teaching and learning methods in clinical teaching †¢ Enable you to identify aspects of your everyday work which can be used as evidence for CPD Learning outcomes After