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Writing is a vital skill that is applied in many areas of life, especially for those who are entering the workforce marketing cover letter no experience, whether they are doing so as an employee or a business owner. 2. Academic writing is devoted to topics and questions that are of interest to the academic community. When you write an academic paper, you must first try to find a topic or a question that is relevant and appropriate - not only to you, but to the academic community of which you are now a part. But how do you know when a topic is relevant and appropriate to this community? First of all, pay attention to what your professor is saying. She will certainly be giving you a context into which you can place your questions and observations. Second i love you essay for her, understand that your paper should be of interest to other students and scholars. Remember that academic writing must be more than personal response. You must write something that your readers will find useful. In other words, you will want to write something that helps your reader to better understand your topic, or to see it in a new way. Once you have determined who your reader is, you will want to consider how you might best reach him. If, for example, you are an authority on a subject and you are writing to readers who know little or nothing about it, then you'll want to take an informative stance. If you aren't yet confident about a topic, and you have more questions than answers, you might want to take an inquisitive stance. 3. This brings us to our final point: Academic writing should present the reader with an informed argument. To construct an informed argument, you must first try to sort out what you know about a subject from what you think about a subject. Or, to put it another way, you will want to consider what is known about a subject and then to determine what you think about it. If your paper fails to inform, or if it fails to argue, then it will fail to meet the expectations of the academic reader. For more advice on this matter when do you write a thesis, consult Coming Up With Your Topic elsewhere in this Web site. Understand, however, that "adding something of your own" is not an invitation simply to bring your own personal associations, reactions, or experiences to the reading of a text. To create an informed argument, you must first recognize that your writing should be analytical rather than personal. In other words, your writing must show that your associations, reactions, and experiences of a text have been framed in a critical, rather than a personal, way. Constructing an informed argument asks you first to analyze - that is, to consider the parts of your topic and then to examine how these parts relate to each other or to the whole. To analyze Hitchcock's film, you may want to break the film down by examining particular scenes, point of view, camera movements, and so on. In short, you'll want to ask: What are the components of Hitchcock's film, and how do these components contribute to the film's theme? How do they contribute to Hitchcock's work as a whole? When you analyze, you break the whole into parts so that you might see the whole differently. In the process of analysis, you find things that you might say. Chances are she'll want you to make an argument. It will be up to you to narrow your topic and to make sure that it's appropriately academic. As you think about a topic, ask yourself the following questions: The process of evaluation is an ongoing one. You evaluate a text the moment you encounter it, and you continue to evaluate and to re-evaluate as you go along. Evaluating a text is different from simply reacting to a text. When you evaluate for an academic purpose, it is important to be able to clearly articulate and to support your own personal response. What in the text is leading you to respond a certain way? What's not in the text that might be contributing to your response? Watching Hitchcock's film, you are likely to have found yourself feeling anxious, caught up in the film's suspense. What in the film is making you feel this way? The editing? The acting? Can you point to a moment in the film that is particularly successful in creating suspense? In asking these questions, you are straddling two intellectual processes: experiencing your own personal response, and analyzing the text. When you are writing papers in college, you will require structures that will support ideas that are more complex than the ones you considered in high school. Your professors might offer you several models for structuring your paper. They might tell you to order your information chronologically or spatially, depending on whether you are writing a paper for a history class or a course in art history. Or they may provide you with different models for argument: compare and contrast, cause and effect, and so on. But remember: the structure for your argument will in the end be determined by the content itself. No prefab model exists that will provide adequate structure for the academic argument. (For more detailed advice on various ways to structure your paper, see Writing: Considering Structure and Organization. ) You'll discover as you consider the questions listed above that you are moving beyond what you know about a topic and are beginning to consider what you think. In the process of really thinking about your topic, your aim is to come up with a fresh observation. After all, it's not enough to summarize in a paper what is already known and talked about. You must also add something of your own to the conversation. Probably you were taught in high school that every paper must have a declared thesis, and that this sentence should appear at the end of the introduction. While this advice is sound, a thesis is sometimes implied rather than declared in a text, and it can appear almost anywhere - if the writer is skillful. 1. Academic writing is writing done by scholars for other scholars. Writing done by scholars for scholars? Doesn't that leave you out? Actually, it doesn't. Now that you are in college you are part of a community of scholars. As a college student, you will be engaged in activities that scholars have been engaged in for centuries: you will read about, think about, argue about, and write about great ideas. Of course, being a scholar requires that you read, think what to do for homework, argue, and write in certain ways. Your education will help you to understand the expectations, conventions, and requirements of scholarship. If you read on, so will this Web site. In any case, when you are deciding on a rhetorical stance, choose one that allows you to be sincere. You don't want to take an authoritative stance on a subject if you aren't confident about what you are saying. On the other hand, you can't avoid taking a position on a subject: nothing is worse than reading a paper in which the writer has refused to take a stance. What if you are of two minds on a subject? Declare that to the reader. Make ambivalence your clear rhetorical stance. The tone and style of academic writing might at first seem intimidating. But they needn't be. Professors want students to write clearly and intelligently on matters that they, the students, care about. What professors DON'T want is imitation scholarship - that is, exalted gibberish that no one cares about. If the student didn't care to write the paper, the professor probably won't care to read it. The tone of an academic paper, then, must be inviting to the reader, even while it maintains an appropriate academic style. It is the first ever college paper writing service that lets you pick your most fancied writer. The auction system grants absolute clarity to the process, while the completion of the order can be tracked via control panel. We believe in non-prescriptive education as the better alternative to what we have today in all schools and colleges. Non-prescriptive means that the student reserves the right to refuse an assignment. Whether this is done in favor of a substitute assignment or not, the right to refuse is what’s most important. Such a right cultivates responsibility as well as creates a sense of neediness. Education does not need you. You need education! A good paper (C+ to B) is critical in its nature, yet it fails to acknowledge the full scope of available academic material. It is well written, yet it doesn’t carry any ideas that are new to the field or that could be deemed avant-garde considering the topic. Not many years after the initial idea our founders developed and implemented Bid4Papers platform. The platform creates a place where all people can exchange money for college papers and other assignments. Only two people are in communication. You and the writer you choose. No intermediary at all. Our customer support is there only to aid you in case of dispute. Our guarantees to all customers Service that exceeds expectations Unique features of our services: Here at WriteMyPaper4Me.org, students have perfect opportunities to make all their academic dreams come true! No matter which kind of paper you are writing you must make use of the course readings. Those readings are there to help you understand material both in and out of the course. Why would we assign them if we didn’t expect you to make use of them? The whole point of either type of paper is to see how well you can apply what you have learned in the course. Doing so requires that you make use of the ideas and readings from it. When you finish your paper, check to see if you have course readings cited and in your bibliography. If not, chances are good that what you have done is probably not too relevant to the course. And don’t forget: course readings must be cited properly like everything else. * Some people have argued that Marx’s concept of alienation relates to the notion of commodity production (Roberts and Stephenson 1973, p. 35). Article in an Edited Volume: Whether your paper involves outside research or not, you need to have a thesis statement. Once you have an idea of what you want to say appendix in a thesis, and have some grasp of what others have said, you need to make your ideas more concrete by coming up with a thesis sentence(s). A thesis indicates the main argument of your paper. The point of any class paper is to persuade your reader that you have something to say that he or she should care about. A good thesis should be debatable, specific, and concise. The following is not a good thesis: * Karl Marx was an interesting and important thinker who said some controversial things about capitalism. A word of advice about Internet sources: before using Google paying someone to write a paper, do your homework. Be familiar with the journal literature and the popular sources that are also available on paper. Learn how to use EconLit and other scholarly and popular indexes. Then, and only then, should you Google. Why? The beauty of the Internet is that it is pretty much unregulated; that is also its greatest weakness. Net sources are on average much less reliable than printed ones because even though scholarly material is available via Google, a much larger percentage of what you find is, in one way or another, self-published and therefore less reliable. The best way to determine whether a Net source is a legitimate one is having read lots of printed material and having a sense for what kinds of arguments are considered reasonable. If you go to the Net first, I guarantee you’ll get tons of sources, most of which will be worthless. However, if you do find a usable Net source, you should cite it like any other work. Note that there must be an author and a title of the page or paper in question. Then you can provide the complete URL and either a date listed on the page, or the date that you accessed the information. This thesis is debatable, it is specific, and it is reasonably concise. It takes one side of a possibly refutable argument. One can imagine someone arguing that the history of the USSR indicates the problems of political totalitarianism and says nothing about economic planning. The basis for your supporting arguments should be the material that has been covered in class and in the readings, and, if required, from outside sources. The whole reason to take a course is to discover a framework for analyzing new phenomena (whether natural, social, literary, or artistic), and formal papers are an opportunity to demonstrate that you have learned enough to do such an analysis. Notice that your goal is to convince your “reader” not the professor. When I read a paper, I am not the audience, rather I’m the judge, determining how well I think your work would convince someone else. Don’t worry about convincing me; worry about “someone else.” Murrell, Peter. 1983. “Did the Theory of Market Socialism Answer the Challenge of Ludwig von Mises?,” History of Political Economy 15. Spring, pp. 120-135. Introductions are just that. They allow you to introduce your argument to your reader and vice versa. They also try to convince the reader why he should care about what you have to say. Part of writing a good thesis is building up to it with an introduction that whets the reader’s appetite. Don’t just drop your reader in the middle of an argument. Start with something interesting and sufficiently general, and then draw your reader in by applying that general idea to the topic at hand. Introductions should be general but not too general. A bad introductory sentence is: Conclusions are also just that: a chance for you to conclude something. Don’t end by saying something like: INTRODUCTIONS AND CONCLUSIONS This sentence uses a quote and must include an in-text citation: * The history of the Soviet Union indicates many of the problems involved with centralized economic planning and the bureaucratized society that will inevitably develop. If you had decided to paraphrase this quote, you would also have to cite: Most non-fiction class papers fall into one of two categories: research papers or topic papers. For research papers, you are expected to pick a topic and engage in independent research (usually in the library or online) to find information and sources. For topic papers, you are usually given a topic, or several to choose from, based on the course readings and discussion and are expected to make use of those resources (rather than outside ones) to write your paper. Almost everything in this guide applies equally to both kinds of papers. NOTE: space between end of words and open parenthesis, no space between open parenthesis and authors’ names, close parenthesis then period. In choosing to use this citation style, you are required to create a bibliography at the end of the paper which includes all of the material you have cited within the text. Do not include items in your bibliography that you have not cited in the text of your paper and don’t cite things that aren’t in your bibliography. Some people say that sometimes they get ideas from a book but don’t directly use it. That’s crap. If you got ideas from it then you better cite it. If you didn’t get ideas or information from it, then it doesn’t belong in the bibliography. If you are familiar with official APA citation style, please use it. If you have any reference books that you got in FYP or FYS, make use of them. At the very least, bibliographic style should look like the following examples: See how that really addresses something of substance? You could go on from there to talk about the nature of exploitation, how he defines capitalism and then conclude it with a thesis that explains why he thought capitalism causes exploitation. shorwitz/open_letter.htm, accessed on October 8, 2008. Fourth, give yourself enough time to do the assignment well. If you start two days before it’s due example of essay high school, I guarantee you the paper will not be as good as it could be. The biggest cause of sloppy work and bad analysis is not taking your time. If you start enough in advance, you can run a draft or two and take the time to read them for analytical and grammatical errors. You should be the most merciless critic of your own work. Write a draft and go over and over it; that’s what I do with my work. However, doing so requires time, so make the time to do the job right. If I have the time, and I usually do, I will be glad to read early drafts and outlines, just ask me ahead of time. RESEARCH PAPERS AND TOPIC PAPERS A good thesis might be: * Lavoie (1985, p. 6) argues that human knowledge is dispersed among traders in the marketplace. This module is designed to help you teach students to write good papers. You will find useful examples of activities that guide students through the writing process. This resource will be helpful for anyone working with students on research papers, book reviews dilemma essays, and other analytical essays. The Center for Teaching and Learning also has comprehensive writing resources featuring general writing tips, citation guidelines acceptance essay, model papers, and ways to get more help at Yale. By focusing on the process of writing, not just the product, you will help students write better papers and gain confidence along the way.
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