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What Kind of Assignments we did so far?
- Assignment on multi-model transportation in logistics versus the supply chain management, USA
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Speech to Text - Voice Typing & Transcription
Take notes with your voice for free, or automatically transcribe audio & video recordings. secure, accurate & blazing fast..
~ Proudly serving millions of users since 2015 ~
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Dictate Notes
Start taking notes, on our online voice-enabled notepad right away, for free.
Transcribe Recordings
Automatically transcribe audios & videos - upload files from your device or link to an online resource (Drive, YouTube, TikTok and more).
Speechnotes is a reliable and secure web-based speech-to-text tool that enables you to quickly and accurately transcribe your audio and video recordings, as well as dictate your notes instead of typing, saving you time and effort. With features like voice commands for punctuation and formatting, automatic capitalization, and easy import/export options, Speechnotes provides an efficient and user-friendly dictation and transcription experience. Proudly serving millions of users since 2015, Speechnotes is the go-to tool for anyone who needs fast, accurate & private transcription. Our Portfolio of Complementary Speech-To-Text Tools Includes:
Voice typing - Chrome extension
Dictate instead of typing on any form & text-box across the web. Including on Gmail, and more.
Transcription API & webhooks
Speechnotes' API enables you to send us files via standard POST requests, and get the transcription results sent directly to your server.
Zapier integration
Combine the power of automatic transcriptions with Zapier's automatic processes. Serverless & codeless automation! Connect with your CRM, phone calls, Docs, email & more.
Android Speechnotes app
Speechnotes' notepad for Android, for notes taking on your mobile, battle tested with more than 5Million downloads. Rated 4.3+ ⭐
iOS TextHear app
TextHear for iOS, works great on iPhones, iPads & Macs. Designed specifically to help people with hearing impairment participate in conversations. Please note, this is a sister app - so it has its own pricing plan.
Audio & video converting tools
Tools developed for fast - batch conversions of audio files from one type to another and extracting audio only from videos for minimizing uploads.
Our Sister Apps for Text-To-Speech & Live Captioning
Complementary to Speechnotes
Reads out loud texts, files & web pages
Reads out loud texts, PDFs, e-books & websites for free
Speechlogger
Live Captioning & Translation
Live captions & translations for online meetings, webinars, and conferences.
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We do not provide human transcription services ourselves, but, we partnered with a UK company that does. Learn more on human transcription and the 10% discount .
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Speech to Text online notepad. Professional, accurate & free speech recognizing text editor. Distraction-free, fast, easy to use web app for dictation & typing.
Speechnotes is a powerful speech-enabled online notepad, designed to empower your ideas by implementing a clean & efficient design, so you can focus on your thoughts. We strive to provide the best online dictation tool by engaging cutting-edge speech-recognition technology for the most accurate results technology can achieve today, together with incorporating built-in tools (automatic or manual) to increase users' efficiency, productivity and comfort. Works entirely online in your Chrome browser. No download, no install and even no registration needed, so you can start working right away.
Speechnotes is especially designed to provide you a distraction-free environment. Every note, starts with a new clear white paper, so to stimulate your mind with a clean fresh start. All other elements but the text itself are out of sight by fading out, so you can concentrate on the most important part - your own creativity. In addition to that, speaking instead of typing, enables you to think and speak it out fluently, uninterrupted, which again encourages creative, clear thinking. Fonts and colors all over the app were designed to be sharp and have excellent legibility characteristics.
Example use cases
- Voice typing
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- Transcribers (listen and dictate)
Transcription Service
Start transcribing
Fast turnaround - results within minutes. Includes timestamps, auto punctuation and subtitles at unbeatable price. Protects your privacy: no human in the loop, and (unlike many other vendors) we do NOT keep your audio. Pay per use, no recurring payments. Upload your files or transcribe directly from Google Drive, YouTube or any other online source. Simple. No download or install. Just send us the file and get the results in minutes.
- Transcribe interviews
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- Students - transcribe lectures
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- Text-index entire audio archives
Key Advantages
Speechnotes is powered by the leading most accurate speech recognition AI engines by Google & Microsoft. We always check - and make sure we still use the best. Accuracy in English is very good and can easily reach 95% accuracy for good quality dictation or recording.
Lightweight & fast
Both Speechnotes dictation & transcription are lightweight-online no install, work out of the box anywhere you are. Dictation works in real time. Transcription will get you results in a matter of minutes.
Super Private & Secure!
Super private - no human handles, sees or listens to your recordings! In addition, we take great measures to protect your privacy. For example, for transcribing your recordings - we pay Google's speech to text engines extra - just so they do not keep your audio for their own research purposes.
Health advantages
Typing may result in different types of Computer Related Repetitive Strain Injuries (RSI). Voice typing is one of the main recommended ways to minimize these risks, as it enables you to sit back comfortably, freeing your arms, hands, shoulders and back altogether.
Saves you time
Need to transcribe a recording? If it's an hour long, transcribing it yourself will take you about 6! hours of work. If you send it to a transcriber - you will get it back in days! Upload it to Speechnotes - it will take you less than a minute, and you will get the results in about 20 minutes to your email.
Saves you money
Speechnotes dictation notepad is completely free - with ads - or a small fee to get it ad-free. Speechnotes transcription is only $0.1/minute, which is X10 times cheaper than a human transcriber! We offer the best deal on the market - whether it's the free dictation notepad ot the pay-as-you-go transcription service.
Dictation - Free
- Online dictation notepad
- Voice typing Chrome extension
Dictation - Premium
- Premium online dictation notepad
- Premium voice typing Chrome extension
- Support from the development team
Transcription
$0.1 /minute.
- Pay as you go - no subscription
- Audio & video recordings
- Speaker diarization in English
- Generate captions .srt files
- REST API, webhooks & Zapier integration
Compare plans
Privacy policy.
We at Speechnotes, Speechlogger, TextHear, Speechkeys value your privacy, and that's why we do not store anything you say or type or in fact any other data about you - unless it is solely needed for the purpose of your operation. We don't share it with 3rd parties, other than Google / Microsoft for the speech-to-text engine.
Privacy - how are the recordings and results handled?
- transcription service.
Our transcription service is probably the most private and secure transcription service available.
- HIPAA compliant.
- No human in the loop. No passing your recording between PCs, emails, employees, etc.
- Secure encrypted communications (https) with and between our servers.
- Recordings are automatically deleted from our servers as soon as the transcription is done.
- Our contract with Google / Microsoft (our speech engines providers) prohibits them from keeping any audio or results.
- Transcription results are securely kept on our secure database. Only you have access to them - only if you sign in (or provide your secret credentials through the API)
- You may choose to delete the transcription results - once you do - no copy remains on our servers.
- Dictation notepad & extension
For dictation, the recording & recognition - is delegated to and done by the browser (Chrome / Edge) or operating system (Android). So, we never even have access to the recorded audio, and Edge's / Chrome's / Android's (depending the one you use) privacy policy apply here.
The results of the dictation are saved locally on your machine - via the browser's / app's local storage. It never gets to our servers. So, as long as your device is private - your notes are private.
Payments method privacy
The whole payments process is delegated to PayPal / Stripe / Google Pay / Play Store / App Store and secured by these providers. We never receive any of your credit card information.
More generic notes regarding our site, cookies, analytics, ads, etc.
- We may use Google Analytics on our site - which is a generic tool to track usage statistics.
- We use cookies - which means we save data on your browser to send to our servers when needed. This is used for instance to sign you in, and then keep you signed in.
- For the dictation tool - we use your browser's local storage to store your notes, so you can access them later.
- Non premium dictation tool serves ads by Google. Users may opt out of personalized advertising by visiting Ads Settings . Alternatively, users can opt out of a third-party vendor's use of cookies for personalized advertising by visiting https://youradchoices.com/
- In case you would like to upload files to Google Drive directly from Speechnotes - we'll ask for your permission to do so. We will use that permission for that purpose only - syncing your speech-notes to your Google Drive, per your request.
Hire Assignment Writers Online
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Lake Worth, Florida, United States
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BHAKKAR, Punjab, Pakistan
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Dear Team, Greeting of the day. I am chartered account from UAE. I am professional in writing project related to any topic. I am rated fiver seller you can review my profile. My promises: · On time delivery · No plagiarism · Original work · Professional presentation · word and PDF both files please discuss before placing order View more
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Wah Cantt, Punjab, Pakistan
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Nairobi, Nairobi, Kenya
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Faisalabad, Punjab, Pakistan
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Multan, Punjab, Pakistan
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Lagos, Lagos, Nigeria
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Faridabad, Haryana, India
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Kasur, Punjab, Pakistan
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Hire Freelance Assignment Writers for Your Projects
Writing is a form of communication which allows representing messages with clarity. It is a tool used to make languages be read. A writer is an individual who uses written words in various styles and techniques to communicate ideas. Writers create a variety of works in fictional and non fictional domains. Skilled assignment writers who are able to use language to express ideas well often pick up writing as a profession.
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Common Writing Assignments
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These OWL resources will help you understand and complete specific types of writing assignments, such as annotated bibliographies, book reports, and research papers. This section also includes resources on writing academic proposals for conference presentations, journal articles, and books.
Understanding Writing Assignments
This resource describes some steps you can take to better understand the requirements of your writing assignments. This resource works for either in-class, teacher-led discussion or for personal use.
Argument Papers
This resource outlines the generally accepted structure for introductions, body paragraphs, and conclusions in an academic argument paper. Keep in mind that this resource contains guidelines and not strict rules about organization. Your structure needs to be flexible enough to meet the requirements of your purpose and audience.
Research Papers
This handout provides detailed information about how to write research papers including discussing research papers as a genre, choosing topics, and finding sources.
Exploratory Papers
This resource will help you with exploratory/inquiry essay assignments.
Annotated Bibliographies
This handout provides information about annotated bibliographies in MLA, APA, and CMS.
Book Report
This resource discusses book reports and how to write them.
Definitions
This handout provides suggestions and examples for writing definitions.
Essays for Exams
While most OWL resources recommend a longer writing process (start early, revise often, conduct thorough research, etc.), sometimes you just have to write quickly in test situations. However, these exam essays can be no less important pieces of writing than research papers because they can influence final grades for courses, and/or they can mean the difference between getting into an academic program (GED, SAT, GRE). To that end, this resource will help you prepare and write essays for exams.
Book Review
This resource discusses book reviews and how to write them.
Academic Proposals
This resource will help undergraduate, graduate, and professional scholars write proposals for academic conferences, articles, and books.
In this section
Subsections.
Scientific Reports
What this handout is about.
This handout provides a general guide to writing reports about scientific research you’ve performed. In addition to describing the conventional rules about the format and content of a lab report, we’ll also attempt to convey why these rules exist, so you’ll get a clearer, more dependable idea of how to approach this writing situation. Readers of this handout may also find our handout on writing in the sciences useful.
Background and pre-writing
Why do we write research reports.
You did an experiment or study for your science class, and now you have to write it up for your teacher to review. You feel that you understood the background sufficiently, designed and completed the study effectively, obtained useful data, and can use those data to draw conclusions about a scientific process or principle. But how exactly do you write all that? What is your teacher expecting to see?
To take some of the guesswork out of answering these questions, try to think beyond the classroom setting. In fact, you and your teacher are both part of a scientific community, and the people who participate in this community tend to share the same values. As long as you understand and respect these values, your writing will likely meet the expectations of your audience—including your teacher.
So why are you writing this research report? The practical answer is “Because the teacher assigned it,” but that’s classroom thinking. Generally speaking, people investigating some scientific hypothesis have a responsibility to the rest of the scientific world to report their findings, particularly if these findings add to or contradict previous ideas. The people reading such reports have two primary goals:
- They want to gather the information presented.
- They want to know that the findings are legitimate.
Your job as a writer, then, is to fulfill these two goals.
How do I do that?
Good question. Here is the basic format scientists have designed for research reports:
- Introduction
Methods and Materials
This format, sometimes called “IMRAD,” may take slightly different shapes depending on the discipline or audience; some ask you to include an abstract or separate section for the hypothesis, or call the Discussion section “Conclusions,” or change the order of the sections (some professional and academic journals require the Methods section to appear last). Overall, however, the IMRAD format was devised to represent a textual version of the scientific method.
The scientific method, you’ll probably recall, involves developing a hypothesis, testing it, and deciding whether your findings support the hypothesis. In essence, the format for a research report in the sciences mirrors the scientific method but fleshes out the process a little. Below, you’ll find a table that shows how each written section fits into the scientific method and what additional information it offers the reader.
Thinking of your research report as based on the scientific method, but elaborated in the ways described above, may help you to meet your audience’s expectations successfully. We’re going to proceed by explicitly connecting each section of the lab report to the scientific method, then explaining why and how you need to elaborate that section.
Although this handout takes each section in the order in which it should be presented in the final report, you may for practical reasons decide to compose sections in another order. For example, many writers find that composing their Methods and Results before the other sections helps to clarify their idea of the experiment or study as a whole. You might consider using each assignment to practice different approaches to drafting the report, to find the order that works best for you.
What should I do before drafting the lab report?
The best way to prepare to write the lab report is to make sure that you fully understand everything you need to about the experiment. Obviously, if you don’t quite know what went on during the lab, you’re going to find it difficult to explain the lab satisfactorily to someone else. To make sure you know enough to write the report, complete the following steps:
- What are we going to do in this lab? (That is, what’s the procedure?)
- Why are we going to do it that way?
- What are we hoping to learn from this experiment?
- Why would we benefit from this knowledge?
- Consult your lab supervisor as you perform the lab. If you don’t know how to answer one of the questions above, for example, your lab supervisor will probably be able to explain it to you (or, at least, help you figure it out).
- Plan the steps of the experiment carefully with your lab partners. The less you rush, the more likely it is that you’ll perform the experiment correctly and record your findings accurately. Also, take some time to think about the best way to organize the data before you have to start putting numbers down. If you can design a table to account for the data, that will tend to work much better than jotting results down hurriedly on a scrap piece of paper.
- Record the data carefully so you get them right. You won’t be able to trust your conclusions if you have the wrong data, and your readers will know you messed up if the other three people in your group have “97 degrees” and you have “87.”
- Consult with your lab partners about everything you do. Lab groups often make one of two mistakes: two people do all the work while two have a nice chat, or everybody works together until the group finishes gathering the raw data, then scrams outta there. Collaborate with your partners, even when the experiment is “over.” What trends did you observe? Was the hypothesis supported? Did you all get the same results? What kind of figure should you use to represent your findings? The whole group can work together to answer these questions.
- Consider your audience. You may believe that audience is a non-issue: it’s your lab TA, right? Well, yes—but again, think beyond the classroom. If you write with only your lab instructor in mind, you may omit material that is crucial to a complete understanding of your experiment, because you assume the instructor knows all that stuff already. As a result, you may receive a lower grade, since your TA won’t be sure that you understand all the principles at work. Try to write towards a student in the same course but a different lab section. That student will have a fair degree of scientific expertise but won’t know much about your experiment particularly. Alternatively, you could envision yourself five years from now, after the reading and lectures for this course have faded a bit. What would you remember, and what would you need explained more clearly (as a refresher)?
Once you’ve completed these steps as you perform the experiment, you’ll be in a good position to draft an effective lab report.
Introductions
How do i write a strong introduction.
For the purposes of this handout, we’ll consider the Introduction to contain four basic elements: the purpose, the scientific literature relevant to the subject, the hypothesis, and the reasons you believed your hypothesis viable. Let’s start by going through each element of the Introduction to clarify what it covers and why it’s important. Then we can formulate a logical organizational strategy for the section.
The inclusion of the purpose (sometimes called the objective) of the experiment often confuses writers. The biggest misconception is that the purpose is the same as the hypothesis. Not quite. We’ll get to hypotheses in a minute, but basically they provide some indication of what you expect the experiment to show. The purpose is broader, and deals more with what you expect to gain through the experiment. In a professional setting, the hypothesis might have something to do with how cells react to a certain kind of genetic manipulation, but the purpose of the experiment is to learn more about potential cancer treatments. Undergraduate reports don’t often have this wide-ranging a goal, but you should still try to maintain the distinction between your hypothesis and your purpose. In a solubility experiment, for example, your hypothesis might talk about the relationship between temperature and the rate of solubility, but the purpose is probably to learn more about some specific scientific principle underlying the process of solubility.
For starters, most people say that you should write out your working hypothesis before you perform the experiment or study. Many beginning science students neglect to do so and find themselves struggling to remember precisely which variables were involved in the process or in what way the researchers felt that they were related. Write your hypothesis down as you develop it—you’ll be glad you did.
As for the form a hypothesis should take, it’s best not to be too fancy or complicated; an inventive style isn’t nearly so important as clarity here. There’s nothing wrong with beginning your hypothesis with the phrase, “It was hypothesized that . . .” Be as specific as you can about the relationship between the different objects of your study. In other words, explain that when term A changes, term B changes in this particular way. Readers of scientific writing are rarely content with the idea that a relationship between two terms exists—they want to know what that relationship entails.
Not a hypothesis:
“It was hypothesized that there is a significant relationship between the temperature of a solvent and the rate at which a solute dissolves.”
Hypothesis:
“It was hypothesized that as the temperature of a solvent increases, the rate at which a solute will dissolve in that solvent increases.”
Put more technically, most hypotheses contain both an independent and a dependent variable. The independent variable is what you manipulate to test the reaction; the dependent variable is what changes as a result of your manipulation. In the example above, the independent variable is the temperature of the solvent, and the dependent variable is the rate of solubility. Be sure that your hypothesis includes both variables.
Justify your hypothesis
You need to do more than tell your readers what your hypothesis is; you also need to assure them that this hypothesis was reasonable, given the circumstances. In other words, use the Introduction to explain that you didn’t just pluck your hypothesis out of thin air. (If you did pluck it out of thin air, your problems with your report will probably extend beyond using the appropriate format.) If you posit that a particular relationship exists between the independent and the dependent variable, what led you to believe your “guess” might be supported by evidence?
Scientists often refer to this type of justification as “motivating” the hypothesis, in the sense that something propelled them to make that prediction. Often, motivation includes what we already know—or rather, what scientists generally accept as true (see “Background/previous research” below). But you can also motivate your hypothesis by relying on logic or on your own observations. If you’re trying to decide which solutes will dissolve more rapidly in a solvent at increased temperatures, you might remember that some solids are meant to dissolve in hot water (e.g., bouillon cubes) and some are used for a function precisely because they withstand higher temperatures (they make saucepans out of something). Or you can think about whether you’ve noticed sugar dissolving more rapidly in your glass of iced tea or in your cup of coffee. Even such basic, outside-the-lab observations can help you justify your hypothesis as reasonable.
Background/previous research
This part of the Introduction demonstrates to the reader your awareness of how you’re building on other scientists’ work. If you think of the scientific community as engaging in a series of conversations about various topics, then you’ll recognize that the relevant background material will alert the reader to which conversation you want to enter.
Generally speaking, authors writing journal articles use the background for slightly different purposes than do students completing assignments. Because readers of academic journals tend to be professionals in the field, authors explain the background in order to permit readers to evaluate the study’s pertinence for their own work. You, on the other hand, write toward a much narrower audience—your peers in the course or your lab instructor—and so you must demonstrate that you understand the context for the (presumably assigned) experiment or study you’ve completed. For example, if your professor has been talking about polarity during lectures, and you’re doing a solubility experiment, you might try to connect the polarity of a solid to its relative solubility in certain solvents. In any event, both professional researchers and undergraduates need to connect the background material overtly to their own work.
Organization of this section
Most of the time, writers begin by stating the purpose or objectives of their own work, which establishes for the reader’s benefit the “nature and scope of the problem investigated” (Day 1994). Once you have expressed your purpose, you should then find it easier to move from the general purpose, to relevant material on the subject, to your hypothesis. In abbreviated form, an Introduction section might look like this:
“The purpose of the experiment was to test conventional ideas about solubility in the laboratory [purpose] . . . According to Whitecoat and Labrat (1999), at higher temperatures the molecules of solvents move more quickly . . . We know from the class lecture that molecules moving at higher rates of speed collide with one another more often and thus break down more easily [background material/motivation] . . . Thus, it was hypothesized that as the temperature of a solvent increases, the rate at which a solute will dissolve in that solvent increases [hypothesis].”
Again—these are guidelines, not commandments. Some writers and readers prefer different structures for the Introduction. The one above merely illustrates a common approach to organizing material.
How do I write a strong Materials and Methods section?
As with any piece of writing, your Methods section will succeed only if it fulfills its readers’ expectations, so you need to be clear in your own mind about the purpose of this section. Let’s review the purpose as we described it above: in this section, you want to describe in detail how you tested the hypothesis you developed and also to clarify the rationale for your procedure. In science, it’s not sufficient merely to design and carry out an experiment. Ultimately, others must be able to verify your findings, so your experiment must be reproducible, to the extent that other researchers can follow the same procedure and obtain the same (or similar) results.
Here’s a real-world example of the importance of reproducibility. In 1989, physicists Stanley Pons and Martin Fleischman announced that they had discovered “cold fusion,” a way of producing excess heat and power without the nuclear radiation that accompanies “hot fusion.” Such a discovery could have great ramifications for the industrial production of energy, so these findings created a great deal of interest. When other scientists tried to duplicate the experiment, however, they didn’t achieve the same results, and as a result many wrote off the conclusions as unjustified (or worse, a hoax). To this day, the viability of cold fusion is debated within the scientific community, even though an increasing number of researchers believe it possible. So when you write your Methods section, keep in mind that you need to describe your experiment well enough to allow others to replicate it exactly.
With these goals in mind, let’s consider how to write an effective Methods section in terms of content, structure, and style.
Sometimes the hardest thing about writing this section isn’t what you should talk about, but what you shouldn’t talk about. Writers often want to include the results of their experiment, because they measured and recorded the results during the course of the experiment. But such data should be reserved for the Results section. In the Methods section, you can write that you recorded the results, or how you recorded the results (e.g., in a table), but you shouldn’t write what the results were—not yet. Here, you’re merely stating exactly how you went about testing your hypothesis. As you draft your Methods section, ask yourself the following questions:
- How much detail? Be precise in providing details, but stay relevant. Ask yourself, “Would it make any difference if this piece were a different size or made from a different material?” If not, you probably don’t need to get too specific. If so, you should give as many details as necessary to prevent this experiment from going awry if someone else tries to carry it out. Probably the most crucial detail is measurement; you should always quantify anything you can, such as time elapsed, temperature, mass, volume, etc.
- Rationale: Be sure that as you’re relating your actions during the experiment, you explain your rationale for the protocol you developed. If you capped a test tube immediately after adding a solute to a solvent, why did you do that? (That’s really two questions: why did you cap it, and why did you cap it immediately?) In a professional setting, writers provide their rationale as a way to explain their thinking to potential critics. On one hand, of course, that’s your motivation for talking about protocol, too. On the other hand, since in practical terms you’re also writing to your teacher (who’s seeking to evaluate how well you comprehend the principles of the experiment), explaining the rationale indicates that you understand the reasons for conducting the experiment in that way, and that you’re not just following orders. Critical thinking is crucial—robots don’t make good scientists.
- Control: Most experiments will include a control, which is a means of comparing experimental results. (Sometimes you’ll need to have more than one control, depending on the number of hypotheses you want to test.) The control is exactly the same as the other items you’re testing, except that you don’t manipulate the independent variable-the condition you’re altering to check the effect on the dependent variable. For example, if you’re testing solubility rates at increased temperatures, your control would be a solution that you didn’t heat at all; that way, you’ll see how quickly the solute dissolves “naturally” (i.e., without manipulation), and you’ll have a point of reference against which to compare the solutions you did heat.
Describe the control in the Methods section. Two things are especially important in writing about the control: identify the control as a control, and explain what you’re controlling for. Here is an example:
“As a control for the temperature change, we placed the same amount of solute in the same amount of solvent, and let the solution stand for five minutes without heating it.”
Structure and style
Organization is especially important in the Methods section of a lab report because readers must understand your experimental procedure completely. Many writers are surprised by the difficulty of conveying what they did during the experiment, since after all they’re only reporting an event, but it’s often tricky to present this information in a coherent way. There’s a fairly standard structure you can use to guide you, and following the conventions for style can help clarify your points.
- Subsections: Occasionally, researchers use subsections to report their procedure when the following circumstances apply: 1) if they’ve used a great many materials; 2) if the procedure is unusually complicated; 3) if they’ve developed a procedure that won’t be familiar to many of their readers. Because these conditions rarely apply to the experiments you’ll perform in class, most undergraduate lab reports won’t require you to use subsections. In fact, many guides to writing lab reports suggest that you try to limit your Methods section to a single paragraph.
- Narrative structure: Think of this section as telling a story about a group of people and the experiment they performed. Describe what you did in the order in which you did it. You may have heard the old joke centered on the line, “Disconnect the red wire, but only after disconnecting the green wire,” where the person reading the directions blows everything to kingdom come because the directions weren’t in order. We’re used to reading about events chronologically, and so your readers will generally understand what you did if you present that information in the same way. Also, since the Methods section does generally appear as a narrative (story), you want to avoid the “recipe” approach: “First, take a clean, dry 100 ml test tube from the rack. Next, add 50 ml of distilled water.” You should be reporting what did happen, not telling the reader how to perform the experiment: “50 ml of distilled water was poured into a clean, dry 100 ml test tube.” Hint: most of the time, the recipe approach comes from copying down the steps of the procedure from your lab manual, so you may want to draft the Methods section initially without consulting your manual. Later, of course, you can go back and fill in any part of the procedure you inadvertently overlooked.
- Past tense: Remember that you’re describing what happened, so you should use past tense to refer to everything you did during the experiment. Writers are often tempted to use the imperative (“Add 5 g of the solid to the solution”) because that’s how their lab manuals are worded; less frequently, they use present tense (“5 g of the solid are added to the solution”). Instead, remember that you’re talking about an event which happened at a particular time in the past, and which has already ended by the time you start writing, so simple past tense will be appropriate in this section (“5 g of the solid were added to the solution” or “We added 5 g of the solid to the solution”).
- Active: We heated the solution to 80°C. (The subject, “we,” performs the action, heating.)
- Passive: The solution was heated to 80°C. (The subject, “solution,” doesn’t do the heating–it is acted upon, not acting.)
Increasingly, especially in the social sciences, using first person and active voice is acceptable in scientific reports. Most readers find that this style of writing conveys information more clearly and concisely. This rhetorical choice thus brings two scientific values into conflict: objectivity versus clarity. Since the scientific community hasn’t reached a consensus about which style it prefers, you may want to ask your lab instructor.
How do I write a strong Results section?
Here’s a paradox for you. The Results section is often both the shortest (yay!) and most important (uh-oh!) part of your report. Your Materials and Methods section shows how you obtained the results, and your Discussion section explores the significance of the results, so clearly the Results section forms the backbone of the lab report. This section provides the most critical information about your experiment: the data that allow you to discuss how your hypothesis was or wasn’t supported. But it doesn’t provide anything else, which explains why this section is generally shorter than the others.
Before you write this section, look at all the data you collected to figure out what relates significantly to your hypothesis. You’ll want to highlight this material in your Results section. Resist the urge to include every bit of data you collected, since perhaps not all are relevant. Also, don’t try to draw conclusions about the results—save them for the Discussion section. In this section, you’re reporting facts. Nothing your readers can dispute should appear in the Results section.
Most Results sections feature three distinct parts: text, tables, and figures. Let’s consider each part one at a time.
This should be a short paragraph, generally just a few lines, that describes the results you obtained from your experiment. In a relatively simple experiment, one that doesn’t produce a lot of data for you to repeat, the text can represent the entire Results section. Don’t feel that you need to include lots of extraneous detail to compensate for a short (but effective) text; your readers appreciate discrimination more than your ability to recite facts. In a more complex experiment, you may want to use tables and/or figures to help guide your readers toward the most important information you gathered. In that event, you’ll need to refer to each table or figure directly, where appropriate:
“Table 1 lists the rates of solubility for each substance”
“Solubility increased as the temperature of the solution increased (see Figure 1).”
If you do use tables or figures, make sure that you don’t present the same material in both the text and the tables/figures, since in essence you’ll just repeat yourself, probably annoying your readers with the redundancy of your statements.
Feel free to describe trends that emerge as you examine the data. Although identifying trends requires some judgment on your part and so may not feel like factual reporting, no one can deny that these trends do exist, and so they properly belong in the Results section. Example:
“Heating the solution increased the rate of solubility of polar solids by 45% but had no effect on the rate of solubility in solutions containing non-polar solids.”
This point isn’t debatable—you’re just pointing out what the data show.
As in the Materials and Methods section, you want to refer to your data in the past tense, because the events you recorded have already occurred and have finished occurring. In the example above, note the use of “increased” and “had,” rather than “increases” and “has.” (You don’t know from your experiment that heating always increases the solubility of polar solids, but it did that time.)
You shouldn’t put information in the table that also appears in the text. You also shouldn’t use a table to present irrelevant data, just to show you did collect these data during the experiment. Tables are good for some purposes and situations, but not others, so whether and how you’ll use tables depends upon what you need them to accomplish.
Tables are useful ways to show variation in data, but not to present a great deal of unchanging measurements. If you’re dealing with a scientific phenomenon that occurs only within a certain range of temperatures, for example, you don’t need to use a table to show that the phenomenon didn’t occur at any of the other temperatures. How useful is this table?
As you can probably see, no solubility was observed until the trial temperature reached 50°C, a fact that the text part of the Results section could easily convey. The table could then be limited to what happened at 50°C and higher, thus better illustrating the differences in solubility rates when solubility did occur.
As a rule, try not to use a table to describe any experimental event you can cover in one sentence of text. Here’s an example of an unnecessary table from How to Write and Publish a Scientific Paper , by Robert A. Day:
As Day notes, all the information in this table can be summarized in one sentence: “S. griseus, S. coelicolor, S. everycolor, and S. rainbowenski grew under aerobic conditions, whereas S. nocolor and S. greenicus required anaerobic conditions.” Most readers won’t find the table clearer than that one sentence.
When you do have reason to tabulate material, pay attention to the clarity and readability of the format you use. Here are a few tips:
- Number your table. Then, when you refer to the table in the text, use that number to tell your readers which table they can review to clarify the material.
- Give your table a title. This title should be descriptive enough to communicate the contents of the table, but not so long that it becomes difficult to follow. The titles in the sample tables above are acceptable.
- Arrange your table so that readers read vertically, not horizontally. For the most part, this rule means that you should construct your table so that like elements read down, not across. Think about what you want your readers to compare, and put that information in the column (up and down) rather than in the row (across). Usually, the point of comparison will be the numerical data you collect, so especially make sure you have columns of numbers, not rows.Here’s an example of how drastically this decision affects the readability of your table (from A Short Guide to Writing about Chemistry , by Herbert Beall and John Trimbur). Look at this table, which presents the relevant data in horizontal rows:
It’s a little tough to see the trends that the author presumably wants to present in this table. Compare this table, in which the data appear vertically:
The second table shows how putting like elements in a vertical column makes for easier reading. In this case, the like elements are the measurements of length and height, over five trials–not, as in the first table, the length and height measurements for each trial.
- Make sure to include units of measurement in the tables. Readers might be able to guess that you measured something in millimeters, but don’t make them try.
- Don’t use vertical lines as part of the format for your table. This convention exists because journals prefer not to have to reproduce these lines because the tables then become more expensive to print. Even though it’s fairly unlikely that you’ll be sending your Biology 11 lab report to Science for publication, your readers still have this expectation. Consequently, if you use the table-drawing option in your word-processing software, choose the option that doesn’t rely on a “grid” format (which includes vertical lines).
How do I include figures in my report?
Although tables can be useful ways of showing trends in the results you obtained, figures (i.e., illustrations) can do an even better job of emphasizing such trends. Lab report writers often use graphic representations of the data they collected to provide their readers with a literal picture of how the experiment went.
When should you use a figure?
Remember the circumstances under which you don’t need a table: when you don’t have a great deal of data or when the data you have don’t vary a lot. Under the same conditions, you would probably forgo the figure as well, since the figure would be unlikely to provide your readers with an additional perspective. Scientists really don’t like their time wasted, so they tend not to respond favorably to redundancy.
If you’re trying to decide between using a table and creating a figure to present your material, consider the following a rule of thumb. The strength of a table lies in its ability to supply large amounts of exact data, whereas the strength of a figure is its dramatic illustration of important trends within the experiment. If you feel that your readers won’t get the full impact of the results you obtained just by looking at the numbers, then a figure might be appropriate.
Of course, an undergraduate class may expect you to create a figure for your lab experiment, if only to make sure that you can do so effectively. If this is the case, then don’t worry about whether to use figures or not—concentrate instead on how best to accomplish your task.
Figures can include maps, photographs, pen-and-ink drawings, flow charts, bar graphs, and section graphs (“pie charts”). But the most common figure by far, especially for undergraduates, is the line graph, so we’ll focus on that type in this handout.
At the undergraduate level, you can often draw and label your graphs by hand, provided that the result is clear, legible, and drawn to scale. Computer technology has, however, made creating line graphs a lot easier. Most word-processing software has a number of functions for transferring data into graph form; many scientists have found Microsoft Excel, for example, a helpful tool in graphing results. If you plan on pursuing a career in the sciences, it may be well worth your while to learn to use a similar program.
Computers can’t, however, decide for you how your graph really works; you have to know how to design your graph to meet your readers’ expectations. Here are some of these expectations:
- Keep it as simple as possible. You may be tempted to signal the complexity of the information you gathered by trying to design a graph that accounts for that complexity. But remember the purpose of your graph: to dramatize your results in a manner that’s easy to see and grasp. Try not to make the reader stare at the graph for a half hour to find the important line among the mass of other lines. For maximum effectiveness, limit yourself to three to five lines per graph; if you have more data to demonstrate, use a set of graphs to account for it, rather than trying to cram it all into a single figure.
- Plot the independent variable on the horizontal (x) axis and the dependent variable on the vertical (y) axis. Remember that the independent variable is the condition that you manipulated during the experiment and the dependent variable is the condition that you measured to see if it changed along with the independent variable. Placing the variables along their respective axes is mostly just a convention, but since your readers are accustomed to viewing graphs in this way, you’re better off not challenging the convention in your report.
- Label each axis carefully, and be especially careful to include units of measure. You need to make sure that your readers understand perfectly well what your graph indicates.
- Number and title your graphs. As with tables, the title of the graph should be informative but concise, and you should refer to your graph by number in the text (e.g., “Figure 1 shows the increase in the solubility rate as a function of temperature”).
- Many editors of professional scientific journals prefer that writers distinguish the lines in their graphs by attaching a symbol to them, usually a geometric shape (triangle, square, etc.), and using that symbol throughout the curve of the line. Generally, readers have a hard time distinguishing dotted lines from dot-dash lines from straight lines, so you should consider staying away from this system. Editors don’t usually like different-colored lines within a graph because colors are difficult and expensive to reproduce; colors may, however, be great for your purposes, as long as you’re not planning to submit your paper to Nature. Use your discretion—try to employ whichever technique dramatizes the results most effectively.
- Try to gather data at regular intervals, so the plot points on your graph aren’t too far apart. You can’t be sure of the arc you should draw between the plot points if the points are located at the far corners of the graph; over a fifteen-minute interval, perhaps the change occurred in the first or last thirty seconds of that period (in which case your straight-line connection between the points is misleading).
- If you’re worried that you didn’t collect data at sufficiently regular intervals during your experiment, go ahead and connect the points with a straight line, but you may want to examine this problem as part of your Discussion section.
- Make your graph large enough so that everything is legible and clearly demarcated, but not so large that it either overwhelms the rest of the Results section or provides a far greater range than you need to illustrate your point. If, for example, the seedlings of your plant grew only 15 mm during the trial, you don’t need to construct a graph that accounts for 100 mm of growth. The lines in your graph should more or less fill the space created by the axes; if you see that your data is confined to the lower left portion of the graph, you should probably re-adjust your scale.
- If you create a set of graphs, make them the same size and format, including all the verbal and visual codes (captions, symbols, scale, etc.). You want to be as consistent as possible in your illustrations, so that your readers can easily make the comparisons you’re trying to get them to see.
How do I write a strong Discussion section?
The discussion section is probably the least formalized part of the report, in that you can’t really apply the same structure to every type of experiment. In simple terms, here you tell your readers what to make of the Results you obtained. If you have done the Results part well, your readers should already recognize the trends in the data and have a fairly clear idea of whether your hypothesis was supported. Because the Results can seem so self-explanatory, many students find it difficult to know what material to add in this last section.
Basically, the Discussion contains several parts, in no particular order, but roughly moving from specific (i.e., related to your experiment only) to general (how your findings fit in the larger scientific community). In this section, you will, as a rule, need to:
Explain whether the data support your hypothesis
- Acknowledge any anomalous data or deviations from what you expected
Derive conclusions, based on your findings, about the process you’re studying
- Relate your findings to earlier work in the same area (if you can)
Explore the theoretical and/or practical implications of your findings
Let’s look at some dos and don’ts for each of these objectives.
This statement is usually a good way to begin the Discussion, since you can’t effectively speak about the larger scientific value of your study until you’ve figured out the particulars of this experiment. You might begin this part of the Discussion by explicitly stating the relationships or correlations your data indicate between the independent and dependent variables. Then you can show more clearly why you believe your hypothesis was or was not supported. For example, if you tested solubility at various temperatures, you could start this section by noting that the rates of solubility increased as the temperature increased. If your initial hypothesis surmised that temperature change would not affect solubility, you would then say something like,
“The hypothesis that temperature change would not affect solubility was not supported by the data.”
Note: Students tend to view labs as practical tests of undeniable scientific truths. As a result, you may want to say that the hypothesis was “proved” or “disproved” or that it was “correct” or “incorrect.” These terms, however, reflect a degree of certainty that you as a scientist aren’t supposed to have. Remember, you’re testing a theory with a procedure that lasts only a few hours and relies on only a few trials, which severely compromises your ability to be sure about the “truth” you see. Words like “supported,” “indicated,” and “suggested” are more acceptable ways to evaluate your hypothesis.
Also, recognize that saying whether the data supported your hypothesis or not involves making a claim to be defended. As such, you need to show the readers that this claim is warranted by the evidence. Make sure that you’re very explicit about the relationship between the evidence and the conclusions you draw from it. This process is difficult for many writers because we don’t often justify conclusions in our regular lives. For example, you might nudge your friend at a party and whisper, “That guy’s drunk,” and once your friend lays eyes on the person in question, she might readily agree. In a scientific paper, by contrast, you would need to defend your claim more thoroughly by pointing to data such as slurred words, unsteady gait, and the lampshade-as-hat. In addition to pointing out these details, you would also need to show how (according to previous studies) these signs are consistent with inebriation, especially if they occur in conjunction with one another. To put it another way, tell your readers exactly how you got from point A (was the hypothesis supported?) to point B (yes/no).
Acknowledge any anomalous data, or deviations from what you expected
You need to take these exceptions and divergences into account, so that you qualify your conclusions sufficiently. For obvious reasons, your readers will doubt your authority if you (deliberately or inadvertently) overlook a key piece of data that doesn’t square with your perspective on what occurred. In a more philosophical sense, once you’ve ignored evidence that contradicts your claims, you’ve departed from the scientific method. The urge to “tidy up” the experiment is often strong, but if you give in to it you’re no longer performing good science.
Sometimes after you’ve performed a study or experiment, you realize that some part of the methods you used to test your hypothesis was flawed. In that case, it’s OK to suggest that if you had the chance to conduct your test again, you might change the design in this or that specific way in order to avoid such and such a problem. The key to making this approach work, though, is to be very precise about the weakness in your experiment, why and how you think that weakness might have affected your data, and how you would alter your protocol to eliminate—or limit the effects of—that weakness. Often, inexperienced researchers and writers feel the need to account for “wrong” data (remember, there’s no such animal), and so they speculate wildly about what might have screwed things up. These speculations include such factors as the unusually hot temperature in the room, or the possibility that their lab partners read the meters wrong, or the potentially defective equipment. These explanations are what scientists call “cop-outs,” or “lame”; don’t indicate that the experiment had a weakness unless you’re fairly certain that a) it really occurred and b) you can explain reasonably well how that weakness affected your results.
If, for example, your hypothesis dealt with the changes in solubility at different temperatures, then try to figure out what you can rationally say about the process of solubility more generally. If you’re doing an undergraduate lab, chances are that the lab will connect in some way to the material you’ve been covering either in lecture or in your reading, so you might choose to return to these resources as a way to help you think clearly about the process as a whole.
This part of the Discussion section is another place where you need to make sure that you’re not overreaching. Again, nothing you’ve found in one study would remotely allow you to claim that you now “know” something, or that something isn’t “true,” or that your experiment “confirmed” some principle or other. Hesitate before you go out on a limb—it’s dangerous! Use less absolutely conclusive language, including such words as “suggest,” “indicate,” “correspond,” “possibly,” “challenge,” etc.
Relate your findings to previous work in the field (if possible)
We’ve been talking about how to show that you belong in a particular community (such as biologists or anthropologists) by writing within conventions that they recognize and accept. Another is to try to identify a conversation going on among members of that community, and use your work to contribute to that conversation. In a larger philosophical sense, scientists can’t fully understand the value of their research unless they have some sense of the context that provoked and nourished it. That is, you have to recognize what’s new about your project (potentially, anyway) and how it benefits the wider body of scientific knowledge. On a more pragmatic level, especially for undergraduates, connecting your lab work to previous research will demonstrate to the TA that you see the big picture. You have an opportunity, in the Discussion section, to distinguish yourself from the students in your class who aren’t thinking beyond the barest facts of the study. Capitalize on this opportunity by putting your own work in context.
If you’re just beginning to work in the natural sciences (as a first-year biology or chemistry student, say), most likely the work you’ll be doing has already been performed and re-performed to a satisfactory degree. Hence, you could probably point to a similar experiment or study and compare/contrast your results and conclusions. More advanced work may deal with an issue that is somewhat less “resolved,” and so previous research may take the form of an ongoing debate, and you can use your own work to weigh in on that debate. If, for example, researchers are hotly disputing the value of herbal remedies for the common cold, and the results of your study suggest that Echinacea diminishes the symptoms but not the actual presence of the cold, then you might want to take some time in the Discussion section to recapitulate the specifics of the dispute as it relates to Echinacea as an herbal remedy. (Consider that you have probably already written in the Introduction about this debate as background research.)
This information is often the best way to end your Discussion (and, for all intents and purposes, the report). In argumentative writing generally, you want to use your closing words to convey the main point of your writing. This main point can be primarily theoretical (“Now that you understand this information, you’re in a better position to understand this larger issue”) or primarily practical (“You can use this information to take such and such an action”). In either case, the concluding statements help the reader to comprehend the significance of your project and your decision to write about it.
Since a lab report is argumentative—after all, you’re investigating a claim, and judging the legitimacy of that claim by generating and collecting evidence—it’s often a good idea to end your report with the same technique for establishing your main point. If you want to go the theoretical route, you might talk about the consequences your study has for the field or phenomenon you’re investigating. To return to the examples regarding solubility, you could end by reflecting on what your work on solubility as a function of temperature tells us (potentially) about solubility in general. (Some folks consider this type of exploration “pure” as opposed to “applied” science, although these labels can be problematic.) If you want to go the practical route, you could end by speculating about the medical, institutional, or commercial implications of your findings—in other words, answer the question, “What can this study help people to do?” In either case, you’re going to make your readers’ experience more satisfying, by helping them see why they spent their time learning what you had to teach them.
Works consulted
We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.
American Psychological Association. 2010. Publication Manual of the American Psychological Association . 6th ed. Washington, DC: American Psychological Association.
Beall, Herbert, and John Trimbur. 2001. A Short Guide to Writing About Chemistry , 2nd ed. New York: Longman.
Blum, Deborah, and Mary Knudson. 1997. A Field Guide for Science Writers: The Official Guide of the National Association of Science Writers . New York: Oxford University Press.
Booth, Wayne C., Gregory G. Colomb, Joseph M. Williams, Joseph Bizup, and William T. FitzGerald. 2016. The Craft of Research , 4th ed. Chicago: University of Chicago Press.
Briscoe, Mary Helen. 1996. Preparing Scientific Illustrations: A Guide to Better Posters, Presentations, and Publications , 2nd ed. New York: Springer-Verlag.
Council of Science Editors. 2014. Scientific Style and Format: The CSE Manual for Authors, Editors, and Publishers , 8th ed. Chicago & London: University of Chicago Press.
Davis, Martha. 2012. Scientific Papers and Presentations , 3rd ed. London: Academic Press.
Day, Robert A. 1994. How to Write and Publish a Scientific Paper , 4th ed. Phoenix: Oryx Press.
Porush, David. 1995. A Short Guide to Writing About Science . New York: Longman.
Williams, Joseph, and Joseph Bizup. 2017. Style: Lessons in Clarity and Grace , 12th ed. Boston: Pearson.
You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill
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- 13.5 Research Process: Making Notes, Synthesizing Information, and Keeping a Research Log
- 1 Unit Introduction
- Introduction
- 1.1 "Reading" to Understand and Respond
- 1.2 Social Media Trailblazer: Selena Gomez
- 1.3 Glance at Critical Response: Rhetoric and Critical Thinking
- 1.4 Annotated Student Sample: Social Media Post and Responses on Voter Suppression
- 1.5 Writing Process: Thinking Critically About a “Text”
- 1.6 Evaluation: Intention vs. Execution
- 1.7 Spotlight on … Academia
- 1.8 Portfolio: Tracing Writing Development
- Further Reading
- Works Cited
- 2.1 Seeds of Self
- 2.2 Identity Trailblazer: Cathy Park Hong
- 2.3 Glance at the Issues: Oppression and Reclamation
- 2.4 Annotated Sample Reading from The Souls of Black Folk by W. E. B. Du Bois
- 2.5 Writing Process: Thinking Critically about How Identity Is Constructed Through Writing
- 2.6 Evaluation: Antiracism and Inclusivity
- 2.7 Spotlight on … Variations of English
- 2.8 Portfolio: Decolonizing Self
- 3.1 Identity and Expression
- 3.2 Literacy Narrative Trailblazer: Tara Westover
- 3.3 Glance at Genre: The Literacy Narrative
- 3.4 Annotated Sample Reading: from Narrative of the Life of Frederick Douglass by Frederick Douglass
- 3.5 Writing Process: Tracing the Beginnings of Literacy
- 3.6 Editing Focus: Sentence Structure
- 3.7 Evaluation: Self-Evaluating
- 3.8 Spotlight on … The Digital Archive of Literacy Narratives (DALN)
- 3.9 Portfolio: A Literacy Artifact
- Works Consulted
- 2 Unit Introduction
- 4.1 Exploring the Past to Understand the Present
- 4.2 Memoir Trailblazer: Ta-Nehisi Coates
- 4.3 Glance at Genre: Conflict, Detail, and Revelation
- 4.4 Annotated Sample Reading: from Life on the Mississippi by Mark Twain
- 4.5 Writing Process: Making the Personal Public
- 4.6 Editing Focus: More on Characterization and Point of View
- 4.7 Evaluation: Structure and Organization
- 4.8 Spotlight on … Multilingual Writers
- 4.9 Portfolio: Filtered Memories
- 5.1 Profiles as Inspiration
- 5.2 Profile Trailblazer: Veronica Chambers
- 5.3 Glance at Genre: Subject, Angle, Background, and Description
- 5.4 Annotated Sample Reading: “Remembering John Lewis” by Carla D. Hayden
- 5.5 Writing Process: Focusing on the Angle of Your Subject
- 5.6 Editing Focus: Verb Tense Consistency
- 5.7 Evaluation: Text as Personal Introduction
- 5.8 Spotlight on … Profiling a Cultural Artifact
- 5.9 Portfolio: Subject as a Reflection of Self
- 6.1 Proposing Change: Thinking Critically About Problems and Solutions
- 6.2 Proposal Trailblazer: Atul Gawande
- 6.3 Glance at Genre: Features of Proposals
- 6.4 Annotated Student Sample: “Slowing Climate Change” by Shawn Krukowski
- 6.5 Writing Process: Creating a Proposal
- 6.6 Editing Focus: Subject-Verb Agreement
- 6.7 Evaluation: Conventions, Clarity, and Coherence
- 6.8 Spotlight on … Technical Writing as a Career
- 6.9 Portfolio: Reflecting on Problems and Solutions
- 7.1 Thumbs Up or Down?
- 7.2 Review Trailblazer: Michiko Kakutani
- 7.3 Glance at Genre: Criteria, Evidence, Evaluation
- 7.4 Annotated Student Sample: "Black Representation in Film" by Caelia Marshall
- 7.5 Writing Process: Thinking Critically About Entertainment
- 7.6 Editing Focus: Quotations
- 7.7 Evaluation: Effect on Audience
- 7.8 Spotlight on … Language and Culture
- 7.9 Portfolio: What the Arts Say About You
- 8.1 Information and Critical Thinking
- 8.2 Analytical Report Trailblazer: Barbara Ehrenreich
- 8.3 Glance at Genre: Informal and Formal Analytical Reports
- 8.4 Annotated Student Sample: "U.S. Response to COVID-19" by Trevor Garcia
- 8.5 Writing Process: Creating an Analytical Report
- 8.6 Editing Focus: Commas with Nonessential and Essential Information
- 8.7 Evaluation: Reviewing the Final Draft
- 8.8 Spotlight on … Discipline-Specific and Technical Language
- 8.9 Portfolio: Evidence and Objectivity
- 9.1 Breaking the Whole into Its Parts
- 9.2 Rhetorical Analysis Trailblazer: Jamil Smith
- 9.3 Glance at Genre: Rhetorical Strategies
- 9.4 Annotated Student Sample: “Rhetorical Analysis: Evicted by Matthew Desmond” by Eliana Evans
- 9.5 Writing Process: Thinking Critically about Rhetoric
- 9.6 Editing Focus: Mixed Sentence Constructions
- 9.7 Evaluation: Rhetorical Analysis
- 9.8 Spotlight on … Business and Law
- 9.9 Portfolio: How Thinking Critically about Rhetoric Affects Intellectual Growth
- 10.1 Making a Case: Defining a Position Argument
- 10.2 Position Argument Trailblazer: Charles Blow
- 10.3 Glance at Genre: Thesis, Reasoning, and Evidence
- 10.4 Annotated Sample Reading: "Remarks at the University of Michigan" by Lyndon B. Johnson
- 10.5 Writing Process: Creating a Position Argument
- 10.6 Editing Focus: Paragraphs and Transitions
- 10.7 Evaluation: Varied Appeals
- 10.8 Spotlight on … Citation
- 10.9 Portfolio: Growth in the Development of Argument
- 11.1 Developing Your Sense of Logic
- 11.2 Reasoning Trailblazer: Paul D. N. Hebert
- 11.3 Glance at Genre: Reasoning Strategies and Signal Words
- 11.4 Annotated Sample Reading: from Book VII of The Republic by Plato
- 11.5 Writing Process: Reasoning Supported by Evidence
- 12.1 Introducing Research and Research Evidence
- 12.2 Argumentative Research Trailblazer: Samin Nosrat
- 12.3 Glance at Genre: Introducing Research as Evidence
- 12.4 Annotated Student Sample: "Healthy Diets from Sustainable Sources Can Save the Earth" by Lily Tran
- 12.5 Writing Process: Integrating Research
- 12.6 Editing Focus: Integrating Sources and Quotations
- 12.7 Evaluation: Effectiveness of Research Paper
- 12.8 Spotlight on … Bias in Language and Research
- 12.9 Portfolio: Why Facts Matter in Research Argumentation
- 13.1 The Research Process: Where to Look for Existing Sources
- 13.2 The Research Process: How to Create Sources
- 13.3 Glance at the Research Process: Key Skills
- 13.4 Annotated Student Sample: Research Log
- 13.6 Spotlight on … Ethical Research
- 14.1 Compiling Sources for an Annotated Bibliography
- 14.2 Glance at Form: Citation Style, Purpose, and Formatting
- 14.3 Annotated Student Sample: “Healthy Diets from Sustainable Sources Can Save the Earth” by Lily Tran
- 14.4 Writing Process: Informing and Analyzing
- 15.1 Tracing a Broad Issue in the Individual
- 15.2 Case Study Trailblazer: Vilayanur S. Ramachandran
- 15.3 Glance at Genre: Observation, Description, and Analysis
- 15.4 Annotated Sample Reading: Case Study on Louis Victor "Tan" Leborgne
- 15.5 Writing Process: Thinking Critically About How People and Language Interact
- 15.6 Editing Focus: Words Often Confused
- 15.7 Evaluation: Presentation and Analysis of Case Study
- 15.8 Spotlight on … Applied Linguistics
- 15.9 Portfolio: Your Own Uses of Language
- 3 Unit Introduction
- 16.1 An Author’s Choices: What Text Says and How It Says It
- 16.2 Textual Analysis Trailblazer: bell hooks
- 16.3 Glance at Genre: Print or Textual Analysis
- 16.4 Annotated Student Sample: "Artists at Work" by Gwyn Garrison
- 16.5 Writing Process: Thinking Critically About Text
- 16.6 Editing Focus: Literary Works Live in the Present
- 16.7 Evaluation: Self-Directed Assessment
- 16.8 Spotlight on … Humanities
- 16.9 Portfolio: The Academic and the Personal
- 17.1 “Reading” Images
- 17.2 Image Trailblazer: Sara Ludy
- 17.3 Glance at Genre: Relationship Between Image and Rhetoric
- 17.4 Annotated Student Sample: “Hints of the Homoerotic” by Leo Davis
- 17.5 Writing Process: Thinking Critically and Writing Persuasively About Images
- 17.6 Editing Focus: Descriptive Diction
- 17.7 Evaluation: Relationship Between Analysis and Image
- 17.8 Spotlight on … Video and Film
- 17.9 Portfolio: Interplay Between Text and Image
- 18.1 Mixing Genres and Modes
- 18.2 Multimodal Trailblazer: Torika Bolatagici
- 18.3 Glance at Genre: Genre, Audience, Purpose, Organization
- 18.4 Annotated Sample Reading: “Celebrating a Win-Win” by Alexandra Dapolito Dunn
- 18.5 Writing Process: Create a Multimodal Advocacy Project
- 18.6 Evaluation: Transitions
- 18.7 Spotlight on . . . Technology
- 18.8 Portfolio: Multimodalism
- 19.1 Writing, Speaking, and Activism
- 19.2 Podcast Trailblazer: Alice Wong
- 19.3 Glance at Genre: Language Performance and Visuals
- 19.4 Annotated Student Sample: “Are New DOT Regulations Discriminatory?” by Zain A. Kumar
- 19.5 Writing Process: Writing to Speak
- 19.6 Evaluation: Bridging Writing and Speaking
- 19.7 Spotlight on … Delivery/Public Speaking
- 19.8 Portfolio: Everyday Rhetoric, Rhetoric Every Day
- 20.1 Thinking Critically about Your Semester
- 20.2 Reflection Trailblazer: Sandra Cisneros
- 20.3 Glance at Genre: Purpose and Structure
- 20.4 Annotated Sample Reading: “Don’t Expect Congrats” by Dale Trumbore
- 20.5 Writing Process: Looking Back, Looking Forward
- 20.6 Editing Focus: Pronouns
- 20.7 Evaluation: Evaluating Self-Reflection
- 20.8 Spotlight on … Pronouns in Context
Learning Outcomes
By the end of this section, you will be able to:
- Employ the methods and technologies commonly used for research and communication within various fields.
- Practice and apply strategies such as interpretation, synthesis, response, and critique to compose texts that integrate the writer’s ideas with those from appropriate sources.
- Analyze and make informed decisions about intellectual property based on the concepts that motivate them.
- Apply citation conventions systematically.
As you conduct research, you will work with a range of “texts” in various forms, including sources and documents from online databases as well as images, audio, and video files from the Internet. You may also work with archival materials and with transcribed and analyzed primary data. Additionally, you will be taking notes and recording quotations from secondary sources as you find materials that shape your understanding of your topic and, at the same time, provide you with facts and perspectives. You also may download articles as PDFs that you then annotate. Like many other students, you may find it challenging to keep so much material organized, accessible, and easy to work with while you write a major research paper. As it does for many of those students, a research log for your ideas and sources will help you keep track of the scope, purpose, and possibilities of any research project.
A research log is essentially a journal in which you collect information, ask questions, and monitor the results. Even if you are completing the annotated bibliography for Writing Process: Informing and Analyzing , keeping a research log is an effective organizational tool. Like Lily Tran’s research log entry, most entries have three parts: a part for notes on secondary sources, a part for connections to the thesis or main points, and a part for your own notes or questions. Record source notes by date, and allow room to add cross-references to other entries.
Summary of Assignment: Research Log
Your assignment is to create a research log similar to the student model. You will use it for the argumentative research project assigned in Writing Process: Integrating Research to record all secondary source information: your notes, complete publication data, relation to thesis, and other information as indicated in the right-hand column of the sample entry.
Another Lens. A somewhat different approach to maintaining a research log is to customize it to your needs or preferences. You can apply shading or color coding to headers, rows, and/or columns in the three-column format (for colors and shading). Or you can add columns to accommodate more information, analysis, synthesis, or commentary, formatting them as you wish. Consider adding a column for questions only or one for connections to other sources. Finally, consider a different visual format , such as one without columns. Another possibility is to record some of your comments and questions so that you have an aural rather than a written record of these.
Writing Center
At this point, or at any other point during the research and writing process, you may find that your school’s writing center can provide extensive assistance. If you are unfamiliar with the writing center, now is a good time to pay your first visit. Writing centers provide free peer tutoring for all types and phases of writing. Discussing your research with a trained writing center tutor can help you clarify, analyze, and connect ideas as well as provide feedback on works in progress.
Quick Launch: Beginning Questions
You may begin your research log with some open pages in which you freewrite, exploring answers to the following questions. Although you generally would do this at the beginning, it is a process to which you likely will return as you find more information about your topic and as your focus changes, as it may during the course of your research.
- What information have I found so far?
- What do I still need to find?
- Where am I most likely to find it?
These are beginning questions. Like Lily Tran, however, you will come across general questions or issues that a quick note or freewrite may help you resolve. The key to this section is to revisit it regularly. Written answers to these and other self-generated questions in your log clarify your tasks as you go along, helping you articulate ideas and examine supporting evidence critically. As you move further into the process, consider answering the following questions in your freewrite:
- What evidence looks as though it best supports my thesis?
- What evidence challenges my working thesis?
- How is my thesis changing from where it started?
Creating the Research Log
As you gather source material for your argumentative research paper, keep in mind that the research is intended to support original thinking. That is, you are not writing an informational report in which you simply supply facts to readers. Instead, you are writing to support a thesis that shows original thinking, and you are collecting and incorporating research into your paper to support that thinking. Therefore, a research log, whether digital or handwritten, is a great way to keep track of your thinking as well as your notes and bibliographic information.
In the model below, Lily Tran records the correct MLA bibliographic citation for the source. Then, she records a note and includes the in-text citation here to avoid having to retrieve this information later. Perhaps most important, Tran records why she noted this information—how it supports her thesis: The human race must turn to sustainable food systems that provide healthy diets with minimal environmental impact, starting now . Finally, she makes a note to herself about an additional visual to include in the final paper to reinforce the point regarding the current pressure on food systems. And she connects the information to other information she finds, thus cross-referencing and establishing a possible synthesis. Use a format similar to that in Table 13.4 to begin your own research log.
Types of Research Notes
Taking good notes will make the research process easier by enabling you to locate and remember sources and use them effectively. While some research projects requiring only a few sources may seem easily tracked, research projects requiring more than a few sources are more effectively managed when you take good bibliographic and informational notes. As you gather evidence for your argumentative research paper, follow the descriptions and the electronic model to record your notes. You can combine these with your research log, or you can use the research log for secondary sources and your own note-taking system for primary sources if a division of this kind is helpful. Either way, be sure to include all necessary information.
Bibliographic Notes
These identify the source you are using. When you locate a useful source, record the information necessary to find that source again. It is important to do this as you find each source, even before taking notes from it. If you create bibliographic notes as you go along, then you can easily arrange them in alphabetical order later to prepare the reference list required at the end of formal academic papers. If your instructor requires you to use MLA formatting for your essay, be sure to record the following information:
- Title of source
- Title of container (larger work in which source is included)
- Other contributors
- Publication date
When using MLA style with online sources, also record the following information:
- Date of original publication
- Date of access
- DOI (A DOI, or digital object identifier, is a series of digits and letters that leads to the location of an online source. Articles in journals are often assigned DOIs to ensure that the source can be located, even if the URL changes. If your source is listed with a DOI, use that instead of a URL.)
It is important to understand which documentation style your instructor will require you to use. Check the Handbook for MLA Documentation and Format and APA Documentation and Format styles . In addition, you can check the style guide information provided by the Purdue Online Writing Lab .
Informational Notes
These notes record the relevant information found in your sources. When writing your essay, you will work from these notes, so be sure they contain all the information you need from every source you intend to use. Also try to focus your notes on your research question so that their relevance is clear when you read them later. To avoid confusion, work with separate entries for each piece of information recorded. At the top of each entry, identify the source through brief bibliographic identification (author and title), and note the page numbers on which the information appears. Also helpful is to add personal notes, including ideas for possible use of the information or cross-references to other information. As noted in Writing Process: Integrating Research , you will be using a variety of formats when borrowing from sources. Below is a quick review of these formats in terms of note-taking processes. By clarifying whether you are quoting directly, paraphrasing, or summarizing during these stages, you can record information accurately and thus take steps to avoid plagiarism.
Direct Quotations, Paraphrases, and Summaries
A direct quotation is an exact duplication of the author’s words as they appear in the original source. In your notes, put quotation marks around direct quotations so that you remember these words are the author’s, not yours. One advantage of copying exact quotations is that it allows you to decide later whether to include a quotation, paraphrase, or summary. ln general, though, use direct quotations only when the author’s words are particularly lively or persuasive.
A paraphrase is a restatement of the author’s words in your own words. Paraphrase to simplify or clarify the original author’s point. In your notes, use paraphrases when you need to record details but not exact words.
A summary is a brief condensation or distillation of the main point and most important details of the original source. Write a summary in your own words, with facts and ideas accurately represented. A summary is useful when specific details in the source are unimportant or irrelevant to your research question. You may find you can summarize several paragraphs or even an entire article or chapter in just a few sentences without losing useful information. It is a good idea to note when your entry contains a summary to remind you later that it omits detailed information. See Writing Process Integrating Research for more detailed information and examples of quotations, paraphrases, and summaries and when to use them.
Other Systems for Organizing Research Logs and Digital Note-Taking
Students often become frustrated and at times overwhelmed by the quantity of materials to be managed in the research process. If this is your first time working with both primary and secondary sources, finding ways to keep all of the information in one place and well organized is essential.
Because gathering primary evidence may be a relatively new practice, this section is designed to help you navigate the process. As mentioned earlier, information gathered in fieldwork is not cataloged, organized, indexed, or shelved for your convenience. Obtaining it requires diligence, energy, and planning. Online resources can assist you with keeping a research log. Your college library may have subscriptions to tools such as Todoist or EndNote. Consult with a librarian to find out whether you have access to any of these. If not, use something like the template shown in Figure 13.8 , or another like it, as a template for creating your own research notes and organizational tool. You will need to have a record of all field research data as well as the research log for all secondary sources.
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- HOW TO GET STUDENTS WRITING IN 5 MINUTES OR LESS
Writer’s Workshop Middle School: The Ultimate Guide
Feb 23, 2021
Writer’s Workshop Middle School: The Ultimate Guide defines the writer’s workshop model, its essential components, pros and cons, step-by-step set-up, and further resources.
What is the writer’s workshop model?
Writer’s workshop is a method of teaching writing developed by Donald Graves and Donald Murray , amongst other teacher-researchers.
The writer’s workshop provides a student-centered environment where students are given time, choice, and voice in their learning. The teacher nurtures the class by creating and mentoring a community of writers.
So, why does the writer’s workshop in middle school matter?
Students learn more during the writer’s workshop because you can mentor them toward what they need to know and practice, and they have lots of time to write and read in order to improve at their own pace (to an extent).
For example, if the skill I need to teach is how authors use mood and tone to create meaning , then I would use a mentor text to teach that concept. However, after reading, the focus will not be on answering questions about the text in written form. Instead, I demonstrate how writers choose particular words and the arrangement of those words to create a mood and tone.
Students then try creating mood and tone with their own pieces of writing. Only after students have practiced their own creations, do I then circle back around to other literature for students to practice literary analysis of mood and tone and its effect on meaning.
Why I focus on writing in the ELA classroom?
I’ve found students are more likely to read assigned texts if I’ve given them a reason to use those texts. That reason? To apply what they learn from mentor texts to their choice writing. Middle school students love to express themselves in creative ways, and by giving students this choice, you build engagement and motivation to continue learning.
The essential components of the writer’s workshop in middle school are:
- Time to write daily
- Student choice
- Exploring the writer’s voice
- Building a community of writers
- Mentor teaching
1. Time to Write Daily
Students need a chance to write daily. Various ways you can do this are through Bell Ringers at the beginning of the class, writing during the mini-lesson, and writing projects during workshop time. My students use writing journals because they need a space to think before they face a blank computer screen.
Students do read in my classes. However, their purpose for reading is to become better writers. This reading is either assigned, student choice, or a choice between the assigned reading and student choice, depending on the skill or concept I’m targeting that week.
This is how I break up our daily writing:
- Write Now (bell ringer)
- Mini-lesson and sharing
- Writing/Reading Workshop while I confer with writers
- Short turn and talk, log off computers and pack up
Below is an example of my story writer’s workshop time transformation. This is what I use when we are writing narratives. I’m using a fantasy magic theme here:
2. Student Choice
To keep students motivated to write, you want to build in student choice whenever and wherever possible. Just to clarify, you don’t have to give them choices for everything they do.
For one thing, that would be as overwhelming as shopping on the cereal aisle at your local grocery store. Just too many choices.
When I introduce a concept, I may give them a few choices on how students can practice that concept. If I give them a writing assignment, I often allow them ONE choice in topic, genre, audience, or mode of writing.
If you need students to complete an assignment/activity within a certain time period, tell them ahead of time. Let them know they can turn in an excerpt if they want to write something longer than you expect.
Of course, this is not always possible. They need to learn how to write within certain time parameters. So, let them practice this through timed writings or word sprints .
One way to help students with choice is to have them do listing activities frequently. They could even have a section in their writing notebooks just for lists of ideas.
3. Exploring the writer’s voice
Writer’s voice – that elusive term that most writers have no idea how to achieve until they’ve written for a while, and then finally realize they have it. The ultimate goal for me as a writing teacher is to help my students to find their voice.
I want students to be able to explore what is important to them personally and to explore how they can share this with others. From encouraging students to participate in small group sharing to author’s celebrations, students need the opportunity to see their writing voice matters.
There are so many different ways for kids to publish safely online – Edublogs, Adobe Spark, Google Sites, FlipGrid, etc.
4. Building a community of writers in your writer’s workshop for middle school
Middle school students are very social, but even the quiet writers need to socialize often with other writers. This component of the writer’s workshop for middle school is what makes this model an actual workshop.
Students share their writing with each other. Usually, I allow for natural partnerships and groups to form. However, at the beginning of the year, I often pair up students for short activities. This helps everyone feel more comfortable with each other.
One way I build a community of writers is to play the name game at the beginning of the year. We all stand in a circle and we toss a ball to each other and say our name and all the people who have had the ball tossed to them. It gets fun when students start to forget names. They all start out being self-conscious but end up laughing and smiling.
Another way to build a community is during share time. I have students write in their notebooks as soon as they come into the classroom as a warm-up, starter activity that I call Write Nows. These Write Nows are projected up on the screen, and students write for 2-5 minutes. After this, I ask students to turn and talk to a neighbor about what they wrote.
Sometimes this writing is a review of the previous day or another activity that goes along with the skill we are learning. Other times it is a prewriting activity that helps break writer’s block .
Write a Letter to your Students
To help students get to know me as a community member, I write a letter to them and they write back to me. This starts the relationship-building between my students and me within the first week, and I conference with the students about their letters. This also gets them into the swing of a writer’s workshop.
My students love this letter-writing activity that I’ve done every year for the past 24 years. It’s a hit every year and establishes the tone and mood of our workshop.
5. Teacher as Writing Mentor
One of the most important components of the writer’s workshop in middle school is you – the writing teacher.
To teach writing well, you should write along with your students. Over the years, I’ve written on transparencies, used a document camera, and filmed myself writing. All of these methods work. Generally, I write along with students during the bell-ringer activity, which I call Write Now, but sometimes I’ve prewritten the Write Now.
Additionally, I show students my various writing projects, both published and unpublished, during daily lessons.
My students have seen this blog, heard my podcasts , listened to me read aloud from stories I’ve written and/or published. My students are the ones who pushed me to publish my first YA books . You’ll be amazed at what you come up with and how this creates a bond with your students that lasts a lifetime.
Also, by completing the writing assignments you assign, you’ll be able to empathize with and anticipate the writer’s struggle with each assignment.
Terms to Know for Writing Workshop
This is not an exhaustive list, but one that will be added to as I find more terms that should be added here.
Activity: the practice of a skill or process, especially when gaining new knowledge
Assignment: a product created by the student after practicing a skill or process that may be revised up until a particular due date
Bell ringer: a beginning of the period activity (I call these Write Nows in my class)
Blended learning environment: in-person LIVE teaching and learning or digital learning with recorded lessons
Conference: a meeting between teacher and student about their writing
Journal write: handwriting in a journal for ideas, bell ringers, collecting information, etc.
Mini-lesson: a short 5-10 minute lesson that teaches either a whole or partial skill or process
Mastery Learning: quizzing students on their conceptual knowledge, giving them different activities based on the results of their quizzes – either reteach or extend – and quizzing again. Revisions can also be mastery-learning pieces.
Mentor texts: well-written, multicultural texts used to demonstrate a literary concept or style
Rubric: a breakdown of the skill into levels of learning – students revise to earn a higher level
Writing Workshop Middle School Pros and Cons
- Builds student relationships with you and each other – lots of SEL
- Easier to differentiate for students than the traditional classroom model
- Grading can be accomplished during conferences
- Students are more engaged and begin to enjoy writing
- They might even enjoy reading more, too
- Mini-lessons are short, sweet and to the point, less prep time for presentations
- Breaking through writer’s block
- Teaching students how to use the technology
- Helping students revise if they don’t have access to technology
- Adapting to technology challenges that arise (switch to writing journals or change Internet browsers)
- Deadlines can be difficult to manage sometimes
As far as time management is concerned – one of the things I am going to stress to my students is the need for getting assignments turned in, even if it’s not perfect. I need to be able to keep them to deadlines. So, this year, I’m going to teach my student’s Parkinson’s Law :
How to start a writer’s workshop for middle school
These are the steps I’m taking this year to start my writer’s workshop, and I’ve used these for quite a few years now. Some steps may be done simultaneously on the same day. There will be future blog posts about each of these steps.
- Create a welcoming classroom space.
- Decide what technology you will be using – hardware and software. If you need help with Canvas LMS, click here .
- Send out your course syllabus with materials students will need for your course.
- Create a course outline based on your school’s curriculum guides or state standards.
- Plan and post your first 2 weeks of lessons and assignments into your online course (if you are using technology in your course).
- Establish classroom expectations and routines.
- Build a classroom community of writers.
- Show students how to navigate your course online.
- Write a letter to your students and have them write back to you as their first assignment.
- Confer with your writers as they are writing their letters and make a list for yourself of things students need to work on with their writing.
- Set up writing journals and begin writing workshop routines.
- During mini-lessons, teach the 5 tricks that break writer’s block .
- Students write in journals to gather ideas and begin writing pieces.
- Assign a short writing piece and confer with writers during workshop time.
- Teach ONE revision strategy during a mini-lesson, depending on your curriculum.
- Teach ONE editing strategy during a mini-lesson, depending on your curriculum.
- Allow writers to revise and edit before turning in their first short writing assignment.
- Celebrate your writers with the Author’s Chair presentations.
- Continue writer’s workshop by using daily bell ringers, mini-lessons about writing and reading, sharing, writing/reading workshop, conferencing, and turn and talk.
- Breakaway from the writer’s workshop routine every once in a while to play – escape rooms, read-arounds, watch a movie, celebrate authors, group brainstorm, catching up on overdue assignments.
References for Writing Workshop in Middle School
Atwell, Nancie. In the Middle: A Lifetime of Learning about Writing, Reading, and Adolescence. Heinemann, 2014.
Graves, Donald H. “All Children Can Write.” http://www.ldonline.org/article/6204/
Lane, Barry. After The End: Teaching and Learning Creative Revision. Heinemann, 2015.
Murray, Donald. “The Listening Eye: Reflections on the Writing Conference” https://secure.ncte.org/library/NCTEFiles/Resources/Journals/CE/1979/0411-sep1979/CE0411Listening.pdf
Learning materials for Writing Workshop for Middle School
Writing Literary & Informative Analysis Paragraphs
Students struggle with writing a literary analysis , especially in middle school as the text grows more rigorous, and the standards become more demanding. This resource is to help you scaffold your students through the process of writing literary analysis paragraphs for CCSS ELA-Literacy RL.6.1-10 for Reading Literature and RI.6.1-10 Reading Information. These paragraphs can be later grouped together into writing analytical essays.
PEEL, RACE, ACE, and all the other strategies did not work for all of my students all of the time, so that’s why I created these standards-based resources.
These standards-based writing activities for all Common Core Reading Literature and Informational standards help scaffold students through practice and repetition since these activities can be used over and over again with ANY literary reading materials.
Included in these resources:
- step-by-step lesson plans
- poster for literary skills taught in this resource
- rubrics for assessments standards-based
- vocabulary activities and notes standard-based
- graphic organizers that incorporate analysis of the literature and information standard-based
- paragraph frames for students who need extra scaffolding standard-based
- sentence stems to get students started sentence-by-sentence until they master how to write for each standard
- digital version that is Google SlidesTM compatible with all student worksheets
List Making: This resource helps students make 27 different lists of topics they could write about.
Sensory Details: This resource will help you to teach your students to SHOW, not tell. Descriptive writing with a sensory details flipbook and engaging activities that will get your students thinking creatively and writing with style.
Included in this resource are 2 digital files:
- Lesson Plans PDF that includes step-by-step lesson plans, a grading rubric to make grading faster and easier, along with suggestions for what to do after mind mapping.
- Google SlidesTM version of the Student Digital Writer’s Notebook allows students endless amounts of writing simply by duplicating a slide.
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Privacy Overview
Study Support: Assignment Planning
- Using the Library
- Online Resources
- Study Preparation
- Skills Assessment
- Learning Approaches
- Digital Literacy
Assignment Planning
- Academic Writing
- Critical Thinking
- Presentation Skills
- Referencing & Citing
- Academic Research
- Academic Reading
- Evaluating Resources
- Taking Notes
- Managing Your Time
- Exam Preparation
- Mental Health
- Stress Management
- Reading 4 Pleasure
Introduction to Planning your Assignment
During your studies you will be required to submit assignments which may include essays, reports and reflective writing. It is important that you spend time planning your assignment before you begin to write your first draft which will help to ensure that you answer the question and meet the assessment criteria. This section will provide you with information regarding understanding the assignment question, managing your time, searching for relevant academic research and writing an assignment plan.
Your programme will require your assignments to be structured and formatted in a particular way. You should always follow any instructions or guidance that you have been issued with, if you are unsure, please contact your Personal Tutor or Student Support Officer for advice.
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- Assignment Question
- Time Management
It is important that you read the assignment question several times to ensure that you fully understand what you are being asked to do and avoid losing valuable marks.
Some students find it helpful to highlight the keywords in the assignment task including any verbs such as Assess and Evaluate.
The Impact that the use of Electri c C ars has on the Environment
Also carefully read the assessment criteria, find out what the word count is, the referencing style that you need to use and how the assignment needs to be presented.
If you are unsure about what you are being asked to do you need to speak to your lecturer or tutor.
It is important that you plan when you will be able to work on an assignment to ensure that you make the most of the time available and hand your work in on time. You could use an online calendar to help you manage your time and the assignment writing process can be divided into the following steps:
- Understand the assignment question
- Search for information
- Plan the assignment
- Write the first draft of the assignment
- Edit assignment
- Proofread assignment
- Submit assignment
Further information is also available from the Managing your Time page.
This stage involves searching for print and online sources that will provide you with the information that you need. You could start by thinking about what you already know about the subject. A useful starting point could be your lecture notes and the module reading list.
The Online Library website provides you with access to different resources that you can search to find both print and online resources.
Further information is available from the Academic Research section.
Assignment Plan
After you have read and made notes on the different sources the next stage is to create an assignment plan. It is important that you check the assessment criteria and the word count which will help you you to identify topics that you may need to research further.
Most assignments follow the structure displayed in the table below:
- Assignment Plan Template
Generative AI Online Videos
The following online videos will provide you with information regarding using Generative AI tools in your assignments:
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Assignment Writing
6 July 2023
last updated
Assignment writing is a common task in learning institutions. Basically, teachers give students assignments to complete individually or as a group. Also, the practical completion of an assignment ensures that students not only get good grades but also learn and obtain knowledge. In this case, students must analyze the topic, brainstorm, develop questions, begin research, read critically and draft, rewrite, proofread, and edit to complete an assignment successfully.
Step 1: Analyzing the Topic of the Assignment
The first step in assignment writing an assignment is to analyze the topic. For instance, one must take time to consider the objectives and criteria of the assignment. Basically, these steps ensure that students understand what they should demonstrate to complete their tasks effectively. Also, they identify the requirements for marking the assignment. Thus, analyzing the topic when writing assignment helps people to identify all the requirements.
Step 2: Brainstorming and Writing
The student must brainstorm to identify the critical aspects of the topic and possible ideas. For instance, people should brainstorm to develop the concept map to capture the main ideas. In this case, they should identify the answers to who, what, when, where, why, and how questions related to the topic. Basically, the answers to these questions during the assignment writing help to generate the necessary ideas. Thus, students must brainstorm to make the ideas required for the study.
Step 3: Developing Questions in Assignment Writing
The student should develop questions that help to complete the assignment. For instance, the person should write questions that determine the accuracy of ideas and lead to appropriate evidence. In this case, one should use the insights obtained from brainstorming to develop questions for assignment writing. Thus, scholars should create questions that focus on the primary objectives of the assignment.
Step 4: Researching
The student must use the questions to research to complete the assignment writing. For instance, one should use the questions developed in response to the brainstorm on the topic to look for information. In this case, the person should gather information from the library and the internet. Besides, researchers should collect information from credible sources . Thus, people should gather relevant information to meet assignment requirements.
Step 5: Critical Reading and Drafting of Assignment Writing
The student must read the information gathered critically and use it to draft the assignment. For instance, people must identify the strength and weaknesses of the information collected. Along these lines, they must use strong information to draft the assignment writing. In this case, the first draft should cover all the parts of the assignment. Thus, writers must read the information obtained judgmentally and create a rough draft for the assignment.
Step 6: Rewriting
The student must rewrite the draft to a completed assignment. For instance, the person should use the draft to structure the assignment writing. In this case, people should use the concept map to structure the assignment. Besides, they must ensure that the paragraphs follow the right structure. Thus, students should use the draft to write the essay.
Step 7: Proofreading and Editing
The last step is proofreading and editing. For instance, the student should take time to review the assignment writing. In this case, the person should identify typos and grammatical errors. Thus, people should proofread and correct simple mistakes in the assignment.
Conclusion on Assignment Writing
In conclusion, effective assignment writing should follow various steps to enhance its quality. Basically, students should begin by analyzing the topic, brainstorming for ideas, developing relevant questions, and gathering information. In turn, other actions include reading evidence critically, drafting the paper, rewriting the rough draft, and proofreading and editing the work. Also, they can ask for help by considering professionals from write paper service .
To Learn More, Read Relevant Articles
Academic paper, types of essays.
Writing Program at New College
Writing to learn: assignments, writer’s inventory assignment.
When it comes to writing, we recognize from the onset that everyone has strengths as well as weaknesses. Your instructors, for instance, could readily rattle off a list of things they wish they did better as writers and researchers – punctuate more carefully, spend more time pre-writing, use transitions more effectively, find the courage to invite more outside readers to review their work, and so on.
We also recognize that being aware of one’s strengths and weaknesses as a writer can alleviate some of the anxiety that often accompanies the act because the recognition allows us to map out a plan of action. For instance, if we know that we're not going to spend much time pre-writing, it is best to “own” this issue from the beginning to plan time later to focus on the particular goals for writing. So too must we make plans for checking my punctuation, use of transitions, and finding someone to serve as an outside reader.
These might seem like simple steps and observations, but they are exactly the kinds of steps with which experienced writers, no less than beginning writers, must contend. Likewise, knowing such issues exist in the first place will make planning for overcoming them easier once a problem occurs.
Thus, the Writer’s Inventory exercise is designed to help you identify some of these more general experiences with writing. Just as important, however, this inventory can also bolster your confidence as you also begin to recognize strengths and, we hope, aspects of your writing that you truly enjoy. Please follow the following three steps to complete the assignment.
1. Writer’s Inventory Questions
Respond thoroughly and honestly to these questions. Try to write at least one hundred words in each response:
- What are your general attitudes about writing?
- What kind of writing do you most enjoy? Explain why.
- What kind of writing do you least enjoy? Explain why.
- Briefly describe your best experience as a writer.
- Briefly describe your worst experience as a writer.
- How would you define “good writing”?
- What are your strengths as a writer?
- What are your weaknesses as a writer?
- Discuss a book, article, poem, or some other text you have read from which you learned something about writing.
- If English is not your home language, or if you write in more than one language, discuss what speaking and reading in different languages teaches you about writing. Explain also how working across languages has helped or hindered you in school and in general.
2. Writer’s Inventory Reflection (approx. 250-500 words)
Now choose three of your answers from above and expand on them. This writing should indicate reflection and thought. Your goal here is to show how you came to these initial conclusions. Provide background information, description, and/or explanation to give readers a deeper and richer account of your experiences and attitudes as a writer.
3. Writer’s Inventory Goals
Based on your answers to the Writer’s Inventory and Reflection, write down three to five statements that indicate the kinds of growth and development you will pursue as a writer this semester.
Writing Program
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Writing Assignments
Kate Derrington; Cristy Bartlett; and Sarah Irvine
Introduction
Assignments are a common method of assessment at university and require careful planning and good quality research. Developing critical thinking and writing skills are also necessary to demonstrate your ability to understand and apply information about your topic. It is not uncommon to be unsure about the processes of writing assignments at university.
- You may be returning to study after a break
- You may have come from an exam based assessment system and never written an assignment before
- Maybe you have written assignments but would like to improve your processes and strategies
This chapter has a collection of resources that will provide you with the skills and strategies to understand assignment requirements and effectively plan, research, write and edit your assignments. It begins with an explanation of how to analyse an assignment task and start putting your ideas together. It continues by breaking down the components of academic writing and exploring the elements you will need to master in your written assignments. This is followed by a discussion of paraphrasing and synthesis, and how you can use these strategies to create a strong, written argument. The chapter concludes with useful checklists for editing and proofreading to help you get the best possible mark for your work.
Task Analysis and Deconstructing an Assignment
It is important that before you begin researching and writing your assignments you spend sufficient time understanding all the requirements. This will help make your research process more efficient and effective. Check your subject information such as task sheets, criteria sheets and any additional information that may be in your subject portal online. Seek clarification from your lecturer or tutor if you are still unsure about how to begin your assignments.
The task sheet typically provides key information about an assessment including the assignment question. It can be helpful to scan this document for topic, task and limiting words to ensure that you fully understand the concepts you are required to research, how to approach the assignment, and the scope of the task you have been set. These words can typically be found in your assignment question and are outlined in more detail in the two tables below (see Table 19.1 and Table 19.2 ).
Table 19.1 Parts of an Assignment Question
Make sure you have a clear understanding of what the task word requires you to address.
Table 19.2 Task words
The criteria sheet , also known as the marking sheet or rubric, is another important document to look at before you begin your assignment. The criteria sheet outlines how your assignment will be marked and should be used as a checklist to make sure you have included all the information required.
The task or criteria sheet will also include the:
- Word limit (or word count)
- Referencing style and research expectations
- Formatting requirements
Task analysis and criteria sheets are also discussed in the chapter Managing Assessments for a more detailed discussion on task analysis, criteria sheets, and marking rubrics.
Preparing your ideas
Brainstorm or concept map: List possible ideas to address each part of the assignment task based on what you already know about the topic from lectures and weekly readings.
Finding appropriate information: Learn how to find scholarly information for your assignments which is
See the chapter Working With Information for a more detailed explanation .
What is academic writing?
Academic writing tone and style.
Many of the assessment pieces you prepare will require an academic writing style. This is sometimes called ‘academic tone’ or ‘academic voice’. This section will help you to identify what is required when you are writing academically (see Table 19.3 ). The best way to understand what academic writing looks like, is to read broadly in your discipline area. Look at how your course readings, or scholarly sources, are written. This will help you identify the language of your discipline field, as well as how other writers structure their work.
Table 19.3 Comparison of academic and non-academic writing
Thesis statements.
Essays are a common form of assessment that you will likely encounter during your university studies. You should apply an academic tone and style when writing an essay, just as you would in in your other assessment pieces. One of the most important steps in writing an essay is constructing your thesis statement. A thesis statement tells the reader the purpose, argument or direction you will take to answer your assignment question. A thesis statement may not be relevant for some questions, if you are unsure check with your lecturer. The thesis statement:
- Directly relates to the task . Your thesis statement may even contain some of the key words or synonyms from the task description.
- Does more than restate the question.
- Is specific and uses precise language.
- Let’s your reader know your position or the main argument that you will support with evidence throughout your assignment.
- The subject is the key content area you will be covering.
- The contention is the position you are taking in relation to the chosen content.
Your thesis statement helps you to structure your essay. It plays a part in each key section: introduction, body and conclusion.
Planning your assignment structure
When planning and drafting assignments, it is important to consider the structure of your writing. Academic writing should have clear and logical structure and incorporate academic research to support your ideas. It can be hard to get started and at first you may feel nervous about the size of the task, this is normal. If you break your assignment into smaller pieces, it will seem more manageable as you can approach the task in sections. Refer to your brainstorm or plan. These ideas should guide your research and will also inform what you write in your draft. It is sometimes easier to draft your assignment using the 2-3-1 approach, that is, write the body paragraphs first followed by the conclusion and finally the introduction.
Writing introductions and conclusions
Clear and purposeful introductions and conclusions in assignments are fundamental to effective academic writing. Your introduction should tell the reader what is going to be covered and how you intend to approach this. Your conclusion should summarise your argument or discussion and signal to the reader that you have come to a conclusion with a final statement. These tips below are based on the requirements usually needed for an essay assignment, however, they can be applied to other assignment types.
Writing introductions
Most writing at university will require a strong and logically structured introduction. An effective introduction should provide some background or context for your assignment, clearly state your thesis and include the key points you will cover in the body of the essay in order to prove your thesis.
Usually, your introduction is approximately 10% of your total assignment word count. It is much easier to write your introduction once you have drafted your body paragraphs and conclusion, as you know what your assignment is going to be about. An effective introduction needs to inform your reader by establishing what the paper is about and provide four basic things:
- A brief background or overview of your assignment topic
- A thesis statement (see section above)
- An outline of your essay structure
- An indication of any parameters or scope that will/ will not be covered, e.g. From an Australian perspective.
The below example demonstrates the four different elements of an introductory paragraph.
1) Information technology is having significant effects on the communication of individuals and organisations in different professions. 2) This essay will discuss the impact of information technology on the communication of health professionals. 3) First, the provision of information technology for the educational needs of nurses will be discussed. 4) This will be followed by an explanation of the significant effects that information technology can have on the role of general practitioner in the area of public health. 5) Considerations will then be made regarding the lack of knowledge about the potential of computers among hospital administrators and nursing executives. 6) The final section will explore how information technology assists health professionals in the delivery of services in rural areas . 7) It will be argued that information technology has significant potential to improve health care and medical education, but health professionals are reluctant to use it.
1 Brief background/ overview | 2 Indicates the scope of what will be covered | 3-6 Outline of the main ideas (structure) | 7 The thesis statement
Note : The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.
Writing conclusions
You should aim to end your assignments with a strong conclusion. Your conclusion should restate your thesis and summarise the key points you have used to prove this thesis. Finish with a key point as a final impactful statement. Similar to your introduction, your conclusion should be approximately 10% of the total assignment word length. If your assessment task asks you to make recommendations, you may need to allocate more words to the conclusion or add a separate recommendations section before the conclusion. Use the checklist below to check your conclusion is doing the right job.
Conclusion checklist
- Have you referred to the assignment question and restated your argument (or thesis statement), as outlined in the introduction?
- Have you pulled together all the threads of your essay into a logical ending and given it a sense of unity?
- Have you presented implications or recommendations in your conclusion? (if required by your task).
- Have you added to the overall quality and impact of your essay? This is your final statement about this topic; thus, a key take-away point can make a great impact on the reader.
- Remember, do not add any new material or direct quotes in your conclusion.
This below example demonstrates the different elements of a concluding paragraph.
1) It is evident, therefore, that not only do employees need to be trained for working in the Australian multicultural workplace, but managers also need to be trained. 2) Managers must ensure that effective in-house training programs are provided for migrant workers, so that they become more familiar with the English language, Australian communication norms and the Australian work culture. 3) In addition, Australian native English speakers need to be made aware of the differing cultural values of their workmates; particularly the different forms of non-verbal communication used by other cultures. 4) Furthermore, all employees must be provided with clear and detailed guidelines about company expectations. 5) Above all, in order to minimise communication problems and to maintain an atmosphere of tolerance, understanding and cooperation in the multicultural workplace, managers need to have an effective knowledge about their employees. This will help employers understand how their employee’s social conditioning affects their beliefs about work. It will develop their communication skills to develop confidence and self-esteem among diverse work groups. 6) The culturally diverse Australian workplace may never be completely free of communication problems, however, further studies to identify potential problems and solutions, as well as better training in cross cultural communication for managers and employees, should result in a much more understanding and cooperative environment.
1 Reference to thesis statement – In this essay the writer has taken the position that training is required for both employees and employers . | 2-5 Structure overview – Here the writer pulls together the main ideas in the essay. | 6 Final summary statement that is based on the evidence.
Note: The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.
Writing paragraphs
Paragraph writing is a key skill that enables you to incorporate your academic research into your written work. Each paragraph should have its own clearly identified topic sentence or main idea which relates to the argument or point (thesis) you are developing. This idea should then be explained by additional sentences which you have paraphrased from good quality sources and referenced according to the recommended guidelines of your subject (see the chapter Working with Information ). Paragraphs are characterised by increasing specificity; that is, they move from the general to the specific, increasingly refining the reader’s understanding. A common structure for paragraphs in academic writing is as follows.
Topic Sentence
This is the main idea of the paragraph and should relate to the overall issue or purpose of your assignment is addressing. Often it will be expressed as an assertion or claim which supports the overall argument or purpose of your writing.
Explanation/ Elaboration
The main idea must have its meaning explained and elaborated upon. Think critically, do not just describe the idea.
These explanations must include evidence to support your main idea. This information should be paraphrased and referenced according to the appropriate referencing style of your course.
Concluding sentence (critical thinking)
This should explain why the topic of the paragraph is relevant to the assignment question and link to the following paragraph.
Use the checklist below to check your paragraphs are clear and well formed.
Paragraph checklist
- Does your paragraph have a clear main idea?
- Is everything in the paragraph related to this main idea?
- Is the main idea adequately developed and explained?
- Do your sentences run together smoothly?
- Have you included evidence to support your ideas?
- Have you concluded the paragraph by connecting it to your overall topic?
Writing sentences
Make sure all the sentences in your paragraphs make sense. Each sentence must contain a verb to be a complete sentence. Avoid sentence fragments . These are incomplete sentences or ideas that are unfinished and create confusion for your reader. Avoid also run on sentences . This happens when you join two ideas or clauses without using the appropriate punctuation. This also confuses your meaning (See the chapter English Language Foundations for examples and further explanation).
Use transitions (linking words and phrases) to connect your ideas between paragraphs and make your writing flow. The order that you structure the ideas in your assignment should reflect the structure you have outlined in your introduction. Refer to transition words table in the chapter English Language Foundations.
Paraphrasing and Synthesising
Paraphrasing and synthesising are powerful tools that you can use to support the main idea of a paragraph. It is likely that you will regularly use these skills at university to incorporate evidence into explanatory sentences and strengthen your essay. It is important to paraphrase and synthesise because:
- Paraphrasing is regarded more highly at university than direct quoting.
- Paraphrasing can also help you better understand the material.
- Paraphrasing and synthesising demonstrate you have understood what you have read through your ability to summarise and combine arguments from the literature using your own words.
What is paraphrasing?
Paraphrasing is changing the writing of another author into your words while retaining the original meaning. You must acknowledge the original author as the source of the information in your citation. Follow the steps in this table to help you build your skills in paraphrasing (see Table 19.4 ).
Table 19.4 Paraphrasing techniques
Example of paraphrasing.
Please note that these examples and in text citations are for instructional purposes only.
Original text
Health care professionals assist people often when they are at their most vulnerable . To provide the best care and understand their needs, workers must demonstrate good communication skills . They must develop patient trust and provide empathy to effectively work with patients who are experiencing a variety of situations including those who may be suffering from trauma or violence, physical or mental illness or substance abuse (French & Saunders, 2018).
Poor quality paraphrase example
This is a poor example of paraphrasing. Some synonyms have been used and the order of a few words changed within the sentences however the colours of the sentences indicate that the paragraph follows the same structure as the original text.
Health care sector workers are often responsible for vulnerable patients. To understand patients and deliver good service , they need to be excellent communicators . They must establish patient rapport and show empathy if they are to successfully care for patients from a variety of backgrounds and with different medical, psychological and social needs (French & Saunders, 2018).
A good quality paraphrase example
This example demonstrates a better quality paraphrase. The author has demonstrated more understanding of the overall concept in the text by using the keywords as the basis to reconstruct the paragraph. Note how the blocks of colour have been broken up to see how much the structure has changed from the original text.
Empathetic communication is a vital skill for health care workers. Professionals in these fields are often responsible for patients with complex medical, psychological and social needs. Empathetic communication assists in building rapport and gaining the necessary trust to assist these vulnerable patients by providing appropriate supportive care (French & Saunders, 2018).
The good quality paraphrase example demonstrates understanding of the overall concept in the text by using key words as the basis to reconstruct the paragraph. Note how the blocks of colour have been broken up, which indicates how much the structure has changed from the original text.
What is synthesising?
Synthesising means to bring together more than one source of information to strengthen your argument. Once you have learnt how to paraphrase the ideas of one source at a time, you can consider adding additional sources to support your argument. Synthesis demonstrates your understanding and ability to show connections between multiple pieces of evidence to support your ideas and is a more advanced academic thinking and writing skill.
Follow the steps in this table to improve your synthesis techniques (see Table 19.5 ).
Table 19.5 Synthesising techniques
Example of synthesis
There is a relationship between academic procrastination and mental health outcomes. Procrastination has been found to have a negative effect on students’ well-being (Balkis, & Duru, 2016). Yerdelen, McCaffrey, and Klassens’ (2016) research results suggested that there was a positive association between procrastination and anxiety. This was corroborated by Custer’s (2018) findings which indicated that students with higher levels of procrastination also reported greater levels of the anxiety. Therefore, it could be argued that procrastination is an ineffective learning strategy that leads to increased levels of distress.
Topic sentence | Statements using paraphrased evidence | Critical thinking (student voice) | Concluding statement – linking to topic sentence
This example demonstrates a simple synthesis. The author has developed a paragraph with one central theme and included explanatory sentences complete with in-text citations from multiple sources. Note how the blocks of colour have been used to illustrate the paragraph structure and synthesis (i.e., statements using paraphrased evidence from several sources). A more complex synthesis may include more than one citation per sentence.
Creating an argument
What does this mean.
Throughout your university studies, you may be asked to ‘argue’ a particular point or position in your writing. You may already be familiar with the idea of an argument, which in general terms means to have a disagreement with someone. Similarly, in academic writing, if you are asked to create an argument, this means you are asked to have a position on a particular topic, and then justify your position using evidence.
What skills do you need to create an argument?
In order to create a good and effective argument, you need to be able to:
- Read critically to find evidence
- Plan your argument
- Think and write critically throughout your paper to enhance your argument
For tips on how to read and write critically, refer to the chapter Thinking for more information. A formula for developing a strong argument is presented below.
A formula for a good argument
What does an argument look like?
As can be seen from the figure above, including evidence is a key element of a good argument. While this may seem like a straightforward task, it can be difficult to think of wording to express your argument. The table below provides examples of how you can illustrate your argument in academic writing (see Table 19.6 ).
Table 19.6 Argument
Editing and proofreading (reviewing).
Once you have finished writing your first draft it is recommended that you spend time revising your work. Proofreading and editing are two different stages of the revision process.
- Editing considers the overall focus or bigger picture of the assignment
- Proofreading considers the finer details
As can be seen in the figure above there are four main areas that you should review during the editing phase of the revision process. The main things to consider when editing include content, structure, style, and sources. It is important to check that all the content relates to the assignment task, the structure is appropriate for the purposes of the assignment, the writing is academic in style, and that sources have been adequately acknowledged. Use the checklist below when editing your work.
Editing checklist
- Have I answered the question accurately?
- Do I have enough credible, scholarly supporting evidence?
- Is my writing tone objective and formal enough or have I used emotive and informal language?
- Have I written in the third person not the first person?
- Do I have appropriate in-text citations for all my information?
- Have I included the full details for all my in-text citations in my reference list?
There are also several key things to look out for during the proofreading phase of the revision process. In this stage it is important to check your work for word choice, grammar and spelling, punctuation and referencing errors. It can be easy to mis-type words like ‘from’ and ‘form’ or mix up words like ‘trail’ and ‘trial’ when writing about research, apply American rather than Australian spelling, include unnecessary commas or incorrectly format your references list. The checklist below is a useful guide that you can use when proofreading your work.
Proofreading checklist
- Is my spelling and grammar accurate?
- Are they complete?
- Do they all make sense?
- Do they only contain only one idea?
- Do the different elements (subject, verb, nouns, pronouns) within my sentences agree?
- Are my sentences too long and complicated?
- Do they contain only one idea per sentence?
- Is my writing concise? Take out words that do not add meaning to your sentences.
- Have I used appropriate discipline specific language but avoided words I don’t know or understand that could possibly be out of context?
- Have I avoided discriminatory language and colloquial expressions (slang)?
- Is my referencing formatted correctly according to my assignment guidelines? (for more information on referencing refer to the Managing Assessment feedback section).
This chapter has examined the experience of writing assignments. It began by focusing on how to read and break down an assignment question, then highlighted the key components of essays. Next, it examined some techniques for paraphrasing and summarising, and how to build an argument. It concluded with a discussion on planning and structuring your assignment and giving it that essential polish with editing and proof-reading. Combining these skills and practising them, can greatly improve your success with this very common form of assessment.
- Academic writing requires clear and logical structure, critical thinking and the use of credible scholarly sources.
- A thesis statement is important as it tells the reader the position or argument you have adopted in your assignment. Not all assignments will require a thesis statement.
- Spending time analysing your task and planning your structure before you start to write your assignment is time well spent.
- Information you use in your assignment should come from credible scholarly sources such as textbooks and peer reviewed journals. This information needs to be paraphrased and referenced appropriately.
- Paraphrasing means putting something into your own words and synthesising means to bring together several ideas from sources.
- Creating an argument is a four step process and can be applied to all types of academic writing.
- Editing and proofreading are two separate processes.
Academic Skills Centre. (2013). Writing an introduction and conclusion . University of Canberra, accessed 13 August, 2013, http://www.canberra.edu.au/studyskills/writing/conclusions
Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education, 31 (3), 439-459.
Custer, N. (2018). Test anxiety and academic procrastination among prelicensure nursing students. Nursing education perspectives, 39 (3), 162-163.
Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). Longitudinal examination of procrastination and anxiety, and their relation to self-efficacy for self-regulated learning: Latent growth curve modeling. Educational Sciences: Theory & Practice, 16 (1).
Writing Assignments Copyright © 2021 by Kate Derrington; Cristy Bartlett; and Sarah Irvine is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.
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Handwriting Jobs Work From Home Without Investment or Fees To Get Daily Payment
If you enjoy writing, there are many handwriting jobs work from home without investment are waiting for you.
Despite of today’s digital era and all the technological development going on. There are still good demand for writing work from home in India.
There are vast range of online handwriting work available online. Few popular are: online assignment writing, notes writing, paper writing, and even manual handwriting jobs.
Whether you’re a calligraphy enthusiast or have neat penmanship, you can earn money doing this work at home. The schedule is flexible, the tasks are simple, and there are no upfront costs.
Table of Contents
What Are Handwriting Jobs?
Handwriting jobs involve manual writing as a central part of the job responsibilities. It require excellent penmanship, precision, and some artistic skills. You may need to write out an article, create a novel, or even just take manual notes for someone else.
There are many reasons why someone might need this work done. Maybe they are too busy to write something themselves, or maybe they are not very good at writing.
No matter the reason, there are many people who offer their services as a handwriting writer without any investment. We can say that this work is quite similar to the typing jobs from home, but here you need to hand-write the document.
You need to write error free with no grammatical mistakes . Whereas in the online typing jobs daily payment , you can take help of grammar software to make desired corrections.
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10 Best Handwriting Jobs Work From Home Without Investment
There are many types of handwriting jobs available in India. The work varies as per company’s needs and customer’s demand. The work range from Assignment writing, A4 sheet writing, Novel writing, Record writing, to Notes writing.
Although there are many more online jobs without investment are available. But these jobs involve more manual work, making them a preferred choice for many people who have only basic computer skills.
The work mainly involves copying digital information into physical documents. These jobs are often referred to as manual copy-paste jobs in India.
Here are the best handwriting jobs in India that you can do from the comfort of your home.
1. Online Assignment Writing Jobs from Home
You can find online assignment writing jobs through various platforms and companies. These jobs involve working on academic assignments. To secure these jobs, you must showcase your writing skills and academic knowledge. They provide flexibility and the chance to work from home, assisting students and educators.
- Research assignment writing work : Involves working on research papers, requiring strong writing skills and academic knowledge.
- Thesis and dissertation assignment writing : Opportunity to work on thesis and dissertation assignments, showcasing expertise in academic writing.
- Coursework assignments : Involves assisting with coursework, offering flexibility to work from home.
- Custom assignment writing jobs : Opportunity to apply writing skills in a remote work setting, providing extra income for independent writers.
Online assignment writing jobs offer candidates opportunity to apply their writing skills in a remote work. These jobs are perfect for individuals who enjoy writing and have the ability to work independently. So, if you’re looking to make some extra money, online assignment writing jobs can be a great option. Learn more and apply here .
2. Notes Writing Jobs for Students
Notes writing jobs involve creating written content to summarize particular information. This is often for educational or professional purposes. The jobs vary in nature and requirements, but usually require expertise in a specific field. Some types of notes writing jobs include:
- Academic Notes Writing : Creating study materials, lecture notes, or revision notes for students.
- Conference Note Writing : Capturing key points, decisions, and action items from conferences.
- Report Notes Writing : Producing summaries or briefs that summarize findings from events.
- Editorial Notes Writing : Writing summaries or abstracts of longer content pieces.
Note writing jobs require research skills, subject matter expertise, and excellent written communication. You can do these jobs in part time in many industries. These include educational institutions, corporations, and content production companies.
3. A4 Sheet Writing Jobs Without Investment
A4 sheet writing jobs involve handwriting content on A4-sized paper, often done from home on a part-time or freelance basis. The sheets can be letters, documents, resumes, or other materials as per the employer’s requirements. Some examples are:
- Letter Writing : Composing personal and professional letters for communication purposes.
- Document Creation : Generating official documents such as contracts, agreements, reports, and legal forms.
- Resume Writing : Creating professional resumes and cover letters for job seekers.
- Grant Writing : Developing proposals and applications for funding from organizations or foundations.
- Business Writing : Writing business plans, reports, emails, memos, and other corporate documents.
- Scriptwriting : Writing scripts for movies, TV shows, plays, or any other form of visual media.
Employees with neat handwriting will find these jobs appealing. This is perfect for those who want to work from home but don’t have the funds to invest in equipment or software. Overall it’s a amazing option to make money from handwriting job in India.
4. Paper Writing Work at Home
Paper writing jobs cover a range of professional opportunities. They involve creating written content for various purposes and audiences. These jobs can span several industries and need a range of skills. Here are some key types of paper writing jobs:
- Academic Paper Writing : Creating scholarly content, requires research and citation skills.
- Technical Paper Writing : Explaining complex technical information clearly and concisely.
- Business Paper Writing : Creating business-related content, requires business terminology knowledge.
- Whitepaper Writing : Producing in-depth reports on specific topics or problems.
- Newspaper Writing : Writing news articles and features for newspapers, requires strong research and writing skills.
The demand for skilled handwriting professionals in these areas continues to grow. Content remains a crucial component in every field. Hence, paper writing jobs offer diverse career paths for those with a talent for the written word.
5. Record Writing Jobs Without Any Investment
Record writing jobs involve creating, maintaining, or managing written records of various types. These records can include legal documentation, medical histories, business transactions, and other data that needs accurate documentation and preservation. Different types of record writing jobs have specific focuses and requirements.
- Medical Records Writing Jobs : Maintain accurate and up-to-date medical records in healthcare settings.
- Administrative Record Writing Jobs : Write and maintain records of business operations.
- Data Entry Record Writing Jobs : Enter and update records in digital databases for data entry jobs online .
- Archivist Record Writing Jobs : Organize, catalog, and preserve historical records, and write descriptions and reference materials.
- Financial Record Writing Jobs : Maintain and update financial records for organizations.
These are a few examples of the types of record writing jobs available. The common thread among them is the need for accuracy, attention to detail. As organizations generate more data, the demand for skilled record writers will remain strong.
6. Number Writing Jobs From Home
Number writing jobs entails writing financial data, writing numerical reports, and inputting numerical information into spreadsheets or databases. You need to ensure that information is recorded correctly. Hence the attention to detail and accuracy are crucial for number writing jobs.
Number writing jobs involve analyzing numerical data. This includes detecting trends and producing visual representations, such as charts and graphs.
- Transcribing financial data : Accurately converting numerical information from one format to another.
- Creating numerical reports : Compiling and formatting data into comprehensive reports.
- Inputting numerical information : Accurately entering numerical data into digital formats.
- Analyzing numerical data : Examining and interpreting numerical information for business decisions.
- Creating visual representations : Generating visual aids to present numerical data.
Moreover, they can be done remotely, so you don’t need to leave the comfort of your own home. The primary requirement for number writing jobs is accuracy and attention to detail . It’s important that the numbers are written out accurately.
7. Novel Writing Jobs with Daily Payment
Novel writing jobs refer to employment opportunities that involve the creation and development of novels. These jobs need individuals to write fictional stories, develop characters, plot-lines, and dialogue. There are various types of novel writing jobs, including:
- Novelist : Professional writer specializing in creating novels.
- Ghostwriter : Hired to write novels on behalf of someone else based on their vision.
- Fiction Editor : Reviews and edits manuscripts to ensure coherence and quality.
- Literary Agent : Represents authors and helps them secure publishing deals for their novels.
- Book Reviewer : Provides critical evaluations and opinions of novels.
- Creative Writing Instructor : Teaches novel writing techniques and guides aspiring writers.
- Content Writer : Creates written material for online platforms, involving storytelling and creative writing skills.
There are many novel handwriting jobs from home without investment available online. These are few examples and their types. Each role has specific requirements and responsibilities. They all involve crafting compelling narratives in the form of novels.
8. Calligraphy Jobs Without Registration Fees
If you have beautiful handwriting and can perform neat work, then calligraphy jobs are for you. Skilled calligraphers are always in demand. Employers need professional calligrapher to create special cards, invitations, etc. artwork. Here are different types of calligraphy writing jobs:
- Wedding Calligrapher : Creates elegant calligraphy for wedding invitations and stationery.
- Event Calligrapher : Provides calligraphy services for events and special occasions.
- Custom Calligrapher : Works on unique projects like logos, monograms, and personalized gifts.
- Artistic Calligrapher : Creates hand-lettered artwork, quotes, and illustrations.
- Commercial Calligrapher : Collaborates with businesses for advertising and branding materials.
These are just a few examples of the different types of calligraphy writing jobs available. You can learn the calligraphy online (for free) and master it. Altogether, it is an creative way to earn money from handwriting jobs.
9. Handwritten Correspondence Writing Jobs
In this job, you need to write thank-you notes, invitations, or other correspondence by hand.
- Business Correspondence Writer : Creates business-related correspondence for effective communication.
- Customer Service Correspondent : Responds to customer inquiries, complaints, and feedback while maintaining company voice.
- Public Relations Writer : Creates press releases and communication materials for public and media.
- Internal Communications Specialist : Crafts internal messages such as announcements and newsletters.
- Executive Correspondent : Writes on behalf of company executives, including speeches and official messages.
- Government Correspondent : Handles correspondence for government agencies, from policy documents to public inquiries.
As a writer, your responsibility is to craft thoughtful and personalized messages. These messages should convey the information promptly. To achieve a sense of authenticity, it is important to use the art of handwriting.
10. Greeting Card Writing Jobs in India
These jobs involve in creating handwritten prototypes or designs for cards. This can be a fun and creative job for those who enjoy crafting heartfelt messages and designs. Greeting card writing jobs also involve coming up with touching sentiments to accompany the imagery on the cards.
- Creating prototypes and designs, greeting card writers plays crucial role in brainstorming and developing new card concepts. They often work closely with graphic designers and illustrators to bring their ideas to life. This collaborative process allows for a combination of artistic expression and effective communication.
- Furthermore, greeting card writers must possess exceptional writing skills. They must be able to craft heartfelt messages and sentiments that can touch the hearts of the recipients. Whether it’s a birthday card, anniversary card, or a sympathy card, the words chosen can make a significant impact on the person receiving it.
- Staying up-to-date with current trends and events is also crucial in this role. Greeting cards often reflect popular culture, seasonal themes, and societal movements. By keeping a finger on the pulse of what’s happening in the world, greeting card writers can ensure that their creations remain relevant and appealing to consumers.
Overall, greeting card writing jobs are more than just pen and paper. It’s about creating connections through thoughtful messages and designs. It’s a job that requires creativity, empathy, and a genuine passion for bringing joy to others. The options are endless. There are much more ways to earn money from handwriting work in India. Here are some more examples:
- Homework Writing Jobs
- Manual Handwriting Work of Form Filling Job Online
- Email Handwriting Work Without Investment
- Handwritten Email Sending Job in India
- Book Writing Work
- Content Writing Jobs
- Essay Writing Jobs
Online Captcha Typing Jobs
Copy Paste Jobs in India
However, it is important to keep in mind that there are many more types of handwriting jobs. And not all of them are suitable for everyone. But, if you have the right skills and dedication, you can find a great job that will fit your lifestyle.
Job Responsibilities
The responsibilities of the handwriting job at home include creating neat handwritten papers. This may also require using different handwriting styles for different purposes. In addition, an online writing job may also involve proofreading and editing before the final output.
Similar to the data filling jobs in India, this work also needs accurate writers. It is also important to know that most handwriting jobs require excellent writing skills, as well as experience working with different types of software programs.
Skills & Requirements
The work from home handwriting jobs without investment require a certain skill set that is not found in many other professions. In fact, the ability to write legibly and with purpose is a requirement for many jobs. As a result, employers often look for candidates who have strong handwriting skills.
Overall, these are the key requirements for the handwriting jobs. A knowledge of different handwriting styles is also helpful.
Advantages of Online Writing Jobs for Students
There are many advantages of handwriting jobs work from home without investment. Lets know more about some benefits.
- Handwriting jobs can be done anywhere with just paper and pen or pencil.
- They offer great flexibility in setting your own hours and work volume.
- Some handwriting work offer daily payment, providing immediate financial rewards.
- Many handwriting jobs can be lucrative and offer opportunities for earning more.
With a little practice, you can start earning money from the Internet from your handwriting. No matter you’re a beginner or an experienced writer. So if you are good at hand-writing, you can make a lot of money working from home.
Disadvantages of Handwriting Jobs From Home
There are several disadvantages you should consider before starting. Lets understand about the challenges associated in this work.
- Handwriting can be time-consuming due to the slower pace compared to typing.
- Continuous handwriting can cause physical strain and discomfort, particularly in the hands and wrists.
- Handwritten documents lack the convenient tools available in digital text, such as spell check and grammar check, increasing the chances of errors.
- Editing handwritten text is less efficient and may require rewriting portions of the document.
- Freelancers in handwriting jobs may experience an unpredictable schedule and workflow, which can affect work-life balance.
Please note that while some industries and niche markets still value handwritten work, these points highlight the drawbacks that handwriting jobs may present in general.
How Much You Can Expect To Earn?
Now let’s take a look at how much you can expect to earn from handwriting jobs from home without investment.
Initially, the first few times you do a handwriting job, it will probably pay less than you would expect. But after getting some experience, your earnings will increase definitely, as well as the number of jobs you can do in a day.
As you get better at handwriting jobs, your earnings will also increase. When you start delivering quality work, more and more companies will be willing to pay well for your services.
Doing daily payment handwriting jobs from home can be a great way to make money without having to invest any money upfront. Plus there are number of different ways to find these types of jobs.
How To Get Started with Online Writing Jobs From Home?
In recent years, the internet has made it possible for people to work from home and make a living without having to leave the house. There are now a number of different ways to make money from home, including through online surveys, freelance writing, and data entry. One often overlooked way to make money from home is through handwriting jobs work without any investment.
- Start by looking for legitimate companies that offer handwriting jobs. There are many online job boards that list these opportunities.
- Read the job descriptions carefully to make sure you understand the requirements. Some companies may require experience or specific qualifications.
- Get your materials ready before applying. This may include a resume, cover letter, and examples of your work.
- Apply to as many jobs as you can. Don’t get discouraged if you don’t hear back from every company; just keep applying until you find the right opportunity.
- Make sure you are sending your materials to the correct address. If you are not, you may never hear back.
- Be patient and persistent when applying for jobs.
- Always follow up with a thank you note or email when you are not selected for a position.
Where To Find Genuine Handwriting Jobs Work From Home Without Investment?
There are a number of places to find handwriting job openings. Some of the most common include online job boards and classified ads. However, there are also a number of other places to look for the freelance handwriting work, including company websites and social media platforms.
You can try looking for online writing jobs without any investment on websites like:
- PeoplePerHour
The best way to find a job is by using a website Truelancer. This website provides a wide range of part time jobs for students and professionals who want to work from home. The site offers full security for freelancers.
Since these websites offer genuine work, the handwriting jobs becomes a great way to make money from home.
Things To Consider Before Starting Online Handwriting Jobs
When looking for a handwriting job from home, it is important to consider a few things first. There are many different types of writing jobs , and each one has its own set of job requirements and expectations. When looking for a handwriting job, it is important to make sure that you understand the specific duties involved in the role.
When applying for a job, let them know you’re interested by following up with a personalized note or email after submitting your application. This will help to set you apart from the other applicants and could give you an edge in the pre-hire assessment .
Keep in mind that companies often require references and work samples from applicants for employment. So if you have any previous handwriting work experience, be sure to list them on your resume!
In conclusion, handwriting jobs offer a unique and fulfilling opportunity for individuals who have a passion for the writing. Whether it’s assignment writing, lettering, or notes writing work from home, there are various avenues to explore in this field. The online writing jobs allow you to showcase your artistic skills and provide a personal touch in a digital world.
With the right training and dedication, you can turn your love for handwriting into a rewarding career. There are plenty of ways to make money through the handwriting jobs work from home without investment. You can do most of these jobs in part time. This means you don’t even need to quit your day job to start earning some extra income.
So, if you have a knack for beautiful penmanship, consider handwriting jobs and unlock your creative potential.
World's youngest newspaper columnist reveals writing secrets to inspire others
In the enchanting realms of literature, where magic and adventure intertwine, a young author from Saudi Arabia has carved her name in history.
Ritaj Hussain Alhazmi is not just an inspiration for other young writers but for anyone who dares to dream big. At the tender age of 15 years and 37 days, Ritaj was verified as the youngest newspaper columnist (female) , an achievement that speaks volumes about her passion and dedication to the art of storytelling.
Ritaj's literary journey began early. By the age of six, while accompanying her family abroad for studies, she was already weaving tales and exploring the realms of imagination.
"I started writing at the age of six while I was accompanied by my family to study abroad," she said.
@gwrarabic خطّت الكاتبة الشابة من المملكة العربية السعودية، رتاج حسين الحازمي، اسمها في التاريخ بعد أن حققت لقب أصغر كاتبة لأعمدة صحفية في العالم في عمر الخامسة عشرة وسبعة وثلاثين يوماً. 📹 تعود ملكية بعض الفيديوهات إلى موقع pexels.com ♬ original sound - Guinness World Records Arabic
At only seven years old, Ritaj started visiting libraries in Saudi Arabia and eventually started writing short stories. She published her first novel, written in English and titled Treasure of the Lost Sea , in 2019. Her second book, titled Portal of the Hidden World , was published in November 2020.
After her second book was published, Ritaj qualified for the record for the youngest person to publish a book series (female) . Ritaj followed this up with her third novel, Beyond the Future World .
Read this story in Arabic here and check out more content in Arabic here .
In an interview, Ritaj shared insights into her creative process, the challenges of writing, and her aspirations. Ritaj is very diverse in the topics she reads about, let alone the journals she reads from.
She believes that a good story lies in having a great structure. However, to achieve a well-written story, it must be memorable, so ensuring the story is consistent and adding compelling character details can help with that.
“I always thought the writers of my favorite childhood stories just woke up one day and sat down to write the most amazing stories. I only realized how serious writing was when I understood how structure played a crucial part in storytelling,” said Ritaj.
Ritaj learns by reading reviews of her own books. She says: “They give me a chance to realize what kinds of things I am good at and what I need to improve.”
Revealing a secret to aspiring authors, she warned that relying on things you cannot control for motivation can lead to disappointment. She explained: “Aspiring writers would make sure that motivation is not driven by something that can be affected by mood and quickly disregarded the minute the writer feels uninspired.”
Curiosity is the main driver for many teens when it comes to reading; however, it is not easy to achieve in storytelling. Alhazmi said writer’s block is not a myth and it is something she experienced during her eight-year journey. “The solution to writer’s block is to slow your mind and think from a different perspective.”
Alhazmi believes every writer needs training, saying: “The best money I spent as a writer was on courses that genuinely helped me develop my skills. One of the biggest mistakes I made when writing my first book, Treasure of the Lost Sea , was thinking I could do it without experience or guidance.”
A soon-to-be-published fiction entitled The Passage to the Unknown and several others such as The Day Before 2050 are on the way from Ritaj. She might also come up with an idea for a non-fiction book in the future.
Becoming someone who can influence people to reach their biggest goals is one of the reasons I strive to break Guinness World Records titles. I think this record-breaking journey is helping me realize my full potential.
As Alhazmi continues to break barriers and explore new worlds, both literal and literary, her journey serves as a beacon of inspiration.
Her story is a vivid reminder that age is but a number, and that with passion and perseverance, the realms of imagination are limitless.
Want more? Follow us on Google News and across our social media channels to stay up-to-date with all things Guinness World Records! You can find us on Facebook , Twitter/X , Instagram , Threads , TikTok , LinkedIn , and Snapchat Discover . Don't forget to check out our videos on YouTube and become part of our group chat by following the Guinness World Records WhatsApp channel . Still not had enough? Click here to buy our latest book, filled to the brim with stories about our amazing record breakers.
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Write a paper on subject assigned, with an undefined number of sources. Write a specific type of paper with a predefined topic, number of sources and other mandatory requirements. Proofread writing to make sure there are no spelling or grammar mistakes. Paraphrase assignment in way that its clears plagiarism checks.
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These OWL resources will help you understand and complete specific types of writing assignments, such as annotated bibliographies, book reports, and research papers. This section also includes resources on writing academic proposals for conference presentations, journal articles, and books.
What this handout is about. This handout provides a general guide to writing reports about scientific research you've performed. In addition to describing the conventional rules about the format and content of a lab report, we'll also attempt to convey why these rules exist, so you'll get a clearer, more dependable idea of how to approach ...
You will use it for the argumentative research project assigned in Writing Process: Integrating Research to record all secondary source information: your notes, complete publication data, relation to thesis, and other information as indicated in the right-hand column of the sample entry.
Writer's workshop is a method of teaching writing developed by Donald Graves and Donald Murray, amongst other teacher-researchers. The writer's workshop provides a student-centered environment where students are given time, choice, and voice in their learning. The teacher nurtures the class by creating and mentoring a community of writers.
Introduction to Planning your Assignment. During your studies you will be required to submit assignments which may include essays, reports and reflective writing. It is important that you spend time planning your assignment before you begin to write your first draft which will help to ensure that you answer the question and meet the assessment ...
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4. Quantify your writing skills and experience. Gather data and track your work to add value to your resume. Use numbers and data to quantify your writing experience and achievements to add quality and make it easier for hiring managers to verify. For instance, if you write for a publication or have a personal blog, you can indicate how often ...
In this case, the first draft should cover all the parts of the assignment. Thus, writers must read the information obtained judgmentally and create a rough draft for the assignment. Step 6: Rewriting . The student must rewrite the draft to a completed assignment. For instance, the person should use the draft to structure the assignment writing.
Designing Effective Writing Assignments. One of the best ways for students to determine what they know, think, and believe about a given subject is to write about it. To support students in their writing, it is important to provide them with a meaningful writing task, one that has an authentic purpose, clear guidelines, and engages students in ...
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Writing to Learn: Assignments Writer's Inventory Assignment When it comes to writing, we recognize from the onset that everyone has strengths as well as weaknesses. Your instructors, for instance, could readily rattle off a list of things they wish they did better as writers and researchers - punctuate more carefully, spend more time pre-writing, use transitions more effectively, find the ...
Kerrie Flanagan, author of the brand-new, comprehensive Guide to Magazine Article Writing, shares her best tips for writing for magazines.To learn more, check out her book, and don't miss Kerrie's session Build Your Author Platform Through Magazine Articles at the Writer's Digest Annual Conference, August 10-12, 2018. Writing for magazines is a lot like catching a fish.
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Writing Assignments Kate Derrington; Cristy Bartlett; and Sarah Irvine. Figure 19.1 Assignments are a common method of assessment at university and require careful planning and good quality research. Image by Kampus Production used under CC0 licence. Introduction. Assignments are a common method of assessment at university and require careful planning and good quality research.
The work range from Assignment writing, A4 sheet writing, Novel writing, Record writing, to Notes writing. Although there are many more online jobs without investment are available. But these jobs involve more manual work, making them a preferred choice for many people who have only basic computer skills.
Ritaj Hussain Alhazmi is not just an inspiration for other young writers but for anyone who dares to dream big. At the tender age of 15 years and 37 days, Ritaj was verified as the youngest newspaper columnist (female) , an achievement that speaks volumes about her passion and dedication to the art of storytelling.
a) it can be dealt with by using a single major source. b) it can be covered with less than a day of research. c) it can be covered within the limits of the assignment. d) it can be dealt with using mostly prior knowledge. c) it can be covered within the limits of the assignment. Avram has found a book that seems perfect for his research topic ...