...Example 1 Summary: This presentation is designed to introduce your students to a variety of factors that con- tribute to strong, well-organized writing. This presentation is suitable for the beginning of a composition course or the assignment of a writing project in any class. Contributors:Ethan Sproat, Dana Lynn Driscoll, Allen Brizee Last Edited: 2012-04-27 10:46:02 Example 1: “I Have a Dream” Speech A lot of what was covered above may still seem abstract and complicated. To illustrate how diverse kinds of texts have their own rhetorical situations, consider the following examples. First, consider Dr. Martin Luther King’s famous “I Have a Dream” speech. Because this speech is famous, it should be very easy to identify the basic elements of its particular rhetorical situation. Text The text in question is a 17-minute speech written and delivered by Dr. King. The basic medium of the text was an oral speech that was broadcast by both loudspeakers at the event and over radio and television. Dr. King drew on years of training as a minister and public speaker to deliver the speech. He also drew on his extensive education and the tumultuous history of racial prejudices and civil rights in the US. Audiences at the time either heard his speech in person or over radio or television broadcasts. Part of the speech near the end was improvised around the repeated phrase “I have a dream.” Author http://owl.english.purdue.edu/owl/resource/625/08/ Page 1 of 9 Purdue OWL: The Rhetorical...
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...Fayette County Schools Research Paper Survival Guide June 2009 (revised November 2011) Compiled by: Jillian Bowen, Joanne Dirring, Monica Dorner, Greta Jackson, Shery Kearney, Ann Richardson, and Cheryll Thompson-Smith Based on the work of: Linda Brem, Kathy Franks, Cathy Nix, Ann Richardson, and Cynde Snider Table of Contents Plagiarism………………………………………………………………. Plagiarism Statement - Middle School……………………………..... Plagiarism Statement - High School……………………………….... English Research Requirements…………………………………….. Middle School Requirements…………………………………... 9th Grade Requirements………………………………………… 10th Grade Requirements………………………………………. 11th Grade Requirements………………………………………. 12th Grade Requirements………………………………………. Frequently Asked Questions…………………………………………. Annotated Bibliographies……………………………………….. Citation Formats…………………..……………………………... Common Mistakes………………………………………………. Documentation and Plagiarism…………..…………………….. Internet and Databases…………………………………………. MLA Manuscript Form…...……………………………………… Note Cards…..…………………………………………………… Outlines…………………………………………………………… Paraphrases and Quotations..…………………………………. Parenthetical Documentation……………………………...…... Quoting Poetry……………………………..……………………. Research Papers..………………………………………………. Research Process……………….……………………………… Research Projects……….……………………………………… Source Cards..…………………………………………………… Works Cited Page……………………………………………….. Research Glossary……………………………………………………. Online Resources……………………………………………………… Works Cited…………………………………………………………….....
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...T HE P H .D. G RIND A Ph.D. Student Memoir Philip J. Guo philip@pgbovine.net Third Anniversary Reprint with margin notes from the perspective of a first-year assistant professor To read the original version without margin notes, visit: http://www.pgbovine.net/PhD-memoir.htm Current release: May 28, 2015 Original release: July 16, 2012 Copyright Philip J. Guo To the unexpected. Contents Prologue 1 Year One: Downfall 5 Year Two: Inception 21 Year Three: Relapse 33 Intermission 45 Year Four: Reboot 53 Year Five: Production 69 Year Six: Endgame 85 Epilogue 99 Preface This book chronicles my six years of working towards a Ph.D. in com- These margin notes are puter science at Stanford University from 2006 to 2012. A diverse years after The Ph.D. variety of people can benefit from reading it, including: At this time, I have just written in mid-2015, three Grind was published. finished my first year as an assistant professor • undergraduates who might be interested in pursuing a Ph.D., • current Ph.D. students who are seeking guidance or inspiration, of computer science, so these notes reflect my current opinions as a new faculty member. To download a version without these notes, visit • professors who want to better understand Ph.D. students, • employers who hire and manage people with Ph.D. degrees, • professionals working in any creative or competitive field where ...
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...TALLINN UNIVERSITY OF TECHNOLOGY School of Economics and Business Administration A Methodological Guide FOR WRITING AND FORMATTING STUDENT PAPERS Tallinn 2012 Authors: Virve Siirde, Monika Nikitina-Kalamäe, Kaja Lutsoja, Tarvo Niine, Liis Saks. 2 CONTENTS INTRODUCTION ...................................................................................................................... 6 1. THE NATURE OF STUDENT PAPERS .............................................................................. 7 1.1. Papers to be written during the studies ............................................................................ 7 1.1.1. Essay.......................................................................................................................... 7 1.1.2. Refereative paper....................................................................................................... 8 1.1.3. Internship report ........................................................................................................ 9 1.1.4. Research paper .......................................................................................................... 9 1.1.5. Other papers ............................................................................................................ 11 1.2. Graduation theses ........................................................................................................... 11 1.2.1. Bachelor’s thesis .......................
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...Accounting Professor: A Concise Career Guide for Doctoral Students in Accounting Brooke Beyer, Don Herrmann, Gary K. Meek, and Eric T. Rapley ABSTRACT: The purpose of this paper is to provide a concise career guide for current and potential doctoral students in accounting and, in the process, help them gain a greater awareness of what it means to be an accounting professor. The guide can also be used by accounting faculty in doctoral programs as a starting point in mentoring their doctoral students. We begin with foundational guidance to help doctoral students better understand the “big picture” surrounding the academic accounting environment. We then provide specific research guidance and publishing guidance to help improve the probability of publication success. Actions are suggested that doctoral students and new faculty can take to help jump-start their academic careers. We finish with guidance regarding some important acronyms of special interest to doctoral students in accounting. Keywords: career guidance; doctoral students; research; publishing. INTRODUCTION igher education faces a severe, and growing, shortage of accounting professors. As a result, the job prospects for new accounting doctoral graduates are very good and are getting better. Starting salaries are increasing, but so are the requirements for tenure and promotion. In particular, the requirements to produce more and better research are growing in most schools. An ad hoc committee of the...
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...How to Be a Successful PhD Student (in Computer Science (in NLP/ML)) Mark Dredze (Johns Hopkins University) Hanna M. Wallach (University of Massachusetts Amherst) Version 1.0, March 20, 2012 Being a graduate student can be extremely rewarding and a lot of fun, but it’s also hard work. Like anything in life, there are ways to succeed and ways to fail. Hopefully, you will find a good support network that can help you learn what it takes to be a good graduate student. However, not everyone is able to find such a network, and it’s important to learn these lessons early. This guide was written based on our experiences as graduate students and our experiences advising graduate students, specifically, PhD students in NLP and machine learning; however, we hope many of the points are applicable to a wider audience. Where possible, we have indicated when advice is field-specific. Beyond that, the advice is listed in no particular order. No doubt there will be points with which you disagree. That’s totally fine -- there are certainly points about which even we had differing views; however, before you decide to ignore these points, it’s well worth taking the time to understand why we included them. Becoming a PhD Student Why Get a PhD? This question is dealt with extensively in other documents, so we will not discuss it in detail here; however, we want to emphasize the importance of asking this question. Getting a PhD will change your career path dramatically. Not only does getting...
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...ABOUT MY SCIENTIFIC RESEARCH AND PROSPECT OF MY SCIENTIFIC CAREER Firstly I want to introduce myself. I’m E. Suvd. I graduated from Mongolian University of Science and Technology in 2006 and got my bachelor degree in an engineer of gas supply and transmission but after I acquired to specialize in engineering teacher. Now I’m the first year postgraduate student of Novosibirsk State Technical University. I study at the faculty of Humanities, at the department of Psychology and Pedagogy. In the course of my postgraduate studies I’m to take candidate examinations in Philosophy, English and the special subject. That is why I attend courses of English and Philosophy. I’m sure the knowledge of English and Philosophy will help me in my research. I think what science can answer any question we have about the universe, while scientific research allows us to follow our interests, to learn something new, to give our problem solving skill. Therefore, learning to do scientific research is very important but hard. Every field of study has its own research problems and methods. After I got my master degree, I started to be interested scientific research. For this reason I enrolled to postgraduate course. I’m doing research in the field of pedagogy. My scientific research is devoted to the theory of value and engineering education in Mongolia. My dissertation topic is “Axiological aspect of engineering education in Mongolia”. I was interested in this problem when I was worked in the field...
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...MPhil/PhD Research, Presentation and Professional Skills Workshops, 2009/10 James Banks and Andrew Chesher These reading and presentation workshops will take place Wednesdays from 11-1 in room 321. The first meeting will be on 7 October 2009. Overview The goal of this set of courses is to teach 2nd year MPhil/PhD students the basic knowledge and skills required for conducting top level research in Economics, writing a PhD thesis, communicating PhD research to others, and interacting with the academic community. We also give an introduction to some of the basic tasks, responsibilities and duties of being a PhD student and then, subsequently, an academic economist. Finally, the courses are intended to support students in the first stages of their written PhD work which leads to the transfer seminar, by providing structured advice and discussion, and by stimulating discussion among students about their work. Courses (dates subject to confirmation) 1: Introduction to PhD research in Economics at UCL Dates: 7, 21 October What is this set of workshops about? Brief introduction of everybody What does UCL Economics department expect from its research students? What does UCL Economics expect from its Teaching Assistants? What does it mean to be an Economist? Professional Etiquette Readings: Don Davis’s guide to choosing a research topic http://tinyurl.com/brsfv8 Richard Hamming, “You and Your Research” http://www.cs.virginia.edu/~robins/YouAndYourResearch.pdf Dan Hamermesh’s website:...
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...Student Handbook 2012 WELCOME TO WAIKATO Welcome to the University of Waikato. I hope you make the most of your time here and the opportunities that will present themselves during the course of your study. You have come to an excellent university that is ranked top in 10 subjects under the Government’s Performance Based Research Fund. We are also internationally connected; we have research connections and student exchanges with some of the world’s top universities. I urge you to consider taking part in these while you are with us. Here at the University of Waikato, you will be taught by lecturers who are leaders in their fields of research and who win national teaching awards. We are proud of our academic quality and the fact that we turn out sought-after graduates who go on to take up important roles in all parts of the world. You will already have noticed our beautiful campus which is set in 68 hectares of gardens, green space and lakes. At the heart of it all is the new Student Centre, which was completed in 2011. With its accessible areas, Library services and multitude of facilities, it is a place for students to study or just gather together and we are very proud of this building. In 2011 we celebrated 10 years of another important building, the Gallagher Academy of Performing Arts. This world-class facility was the vision of a group of driven Waikato people. It quickly became a focal point in the campus and continues to be an important venue for the performing...
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...REFLECTION PAPER(2012-06-22 17:52:41)转载▼标签： mba-essaysamplereflectionpaper财经 分类： DIY留学PS/Essay/简历/推荐信 MBA-Essay Sample：SAMPLE REFLECTION PAPER (submitted by a student in CRIM 1006E, Fall term 2003) Mark: 4/5 Please NOTE: This paper is presented as a model based on the way the author began the inquiry, (i.e. narrowing the reflection by posing a question and focusing on it). There are areas for improvement in the piece (e.g. carrying through with the author's initially posed question; focusing more critically on Bodi's argument and/or her responses to this author's comments), however, it is offered as a formidable example of how to initially tackle a critically reflective piece by focusing on only one point, argument, (or in this case, sentence). -------------------------------------------------------------------------------- I found the article written by Sonia Bodi was very informative and interesting. Although many of the ideas she presented I agreed with, there were also a few points that I'd like to argue against. First I would like to answer the question that was proposed in the title of this article: How do we bridge the gap between what we ( professors) teach and what they ( students) do? To fill in that gap, both sides need to work together. Students need to push themselves to expand their knowledge and help themselves become more inquisitive, critical, and reflective. Professors, on the other hand, should push and challenge the students to become...
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...Student name: Chal-mari Harmse Student Number: S2878297 Course Code: COM15: Course Name: Developing Research and Analytical Skills Assignment Title: Assessment Item 2: Critical Analysis Title Strategies for success in education: Time management is more important for part-time students than full-time community college students. Maccann, C., Fogarty, G. J. and Roberts, R. D. 2012. Strategies for success in education: Time management is more important for part-time than full-time community college students. Learning and Individual Differences, 22 (5), pp. 618--623. Topic This paper studies the relationships between the Big Five personality factors, time management, and A grade-point average in 556 community colleges students. A path model controlling for vocabulary, gender, and demographic covariates demonstrated that time management arbitrates the relationship between thoroughness and students' academic achievement at community college. Context From the internal evidence of the sources that the authors cite, it is apparent that numerous overlapping fields provide a context for the paper. The academic journal the article is published usually presents results and discussion of the given study that was being held between 556 community college students. Another paper that I examined that was relevant to m y study was An Analysis of Student Satisfaction: Full-Time vs. Part-Time Students written by Ana I. Moro-Egido Æ Judith Panades. This paper studies how full-time or...
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...informs the research design, research method, the population, the intervention and the outcomes of interest. There are three factors for focusing questions 1. Facilitating the search for relevant evidence, 2. deciding whether the evidence is applicable to the group in question, and 3. sorting best evidence from weaker, less valid evidence (LoBiondo-Wood et al, 2002). The question was framed around the elements of PICO; standing for “patients,” “intervention,” “comparison,” and “outcome” (Boston University Medline Plus, 2000a; Craig & Smyth, 2002). The PICO approach was developed around Evidence-Based Medicine (Richardson & Wilson, 1997), and was therefore designed for clinical studies, it can though be adapted to any research context. | | |People, patients or population - who are you asking the question about? | |Intervention - what intervention are you interested in? | |Control or comparison - what are you comparing the intervention to? | |Outcome - what outcome are you interested in measuring? | Table 1: PICO criterion People or population of personal interest means the intended study subjects, for example, Post qualifying nursing students studying Anaesthetic...
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...Topic: Plagiarism Title: Student Plagiarism and the use of a Plagiarism Detection Tool by Community College Faculty Rationale This study sought to better inform community college administrators and faculty regarding possible factors that contribute to higher levels of student plagiarism and to suggest appropriate preventative or responsive interventions. The specific purpose of the study was to investigate a set of faculty related factors that may be associated with particular levels of suggestive plagiarism. Suggestive plagiarism is an intentionally chosen term to capture the fact that TII reports on submitted papers only and that may, but not necessarily, infer actual plagiarism. It does not assess a student’s intent or ignorance of the rules of source attribution. This reality of the tool is discussed at greater length later in this study. This study guide aims to help you to understand what plagiarism is in the context of academic work, and offers guidance on how to avoid it. Introduction Plagiarism, and the larger issue of ownership of the written word, is not as easy to define as it might first appear. Many writers on the topic of plagiarism and academic honesty have attempted to define the term. It comes as no surprise that the use of the Internet is on the rise and that the high school and college students of today see it as an integral and vital tool for their learning. The combination of the ubiquitous nature of computers, the internet and other information technologies...
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...LIBERTY UNIVERSITY SCHOOL OF DIVINITY A Sample Paper for the Purpose of Correct Formatting Submitted to Dr. <Insert Name>, in partial fulfillment of the requirements for the completion of <Insert Course Prefix and Number – Section Number> <Insert Course Title> by <Insert Student Name> <Month Date, Year Submitted> Contents (not Table of Contents) Introduction (First Level) 1 First Major Section (First Level) 3 First Subhead (Second Level) 3 Second Subhead (Second Level) 4 Second Major Section (First Level) 5 First Subhead (Second Level) 5 Second Subhead (Second Level) 5 Examples of Citing the Bible (First Level) 6 Conclusion (First Level) 8 Bibliography (First Level) 10 Introduction (First-Level Subheading) Since most beginning students will have difficulty learning how to write papers and also format papers correctly using the eighth edition of Kate L. Turabian’s, A Manual for Writers of Research Papers, this sample paper can be used as a template for inserting the correct parts. For the purpose of instruction, it will use second person, but third person must be used in student papers. You will notice that the first time Turabian’s name is written in the paper, her full name is given, but the second and subsequent uses of her name will be her last name only. Though some written assignments will not require a table of contents...
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...Honors and Awards………………………………………………………………. 4 8 9 10 12 Elements of Graduation with Distinction The Written Honors Thesis………………………………………………………. 14 The Research Poster……………………………………………………………... 16 The Oral Defense…………………………………………………………………. 18 Helpful Hints for Graduation with Distinction Designing a Plan for Writing: Creating a Timeline and Sticking to It………… How to be a Good Mentee……………………………………………………….. Tips for Navigating the Mentoring Relationship……………………………….. Words of Wisdom from Former GwD students………………………………… Appendix A: Forms Independent Study Form…………………………………………………………. Graduation with Distinction Application Form………………………………….. Evaluation of the Written Thesis………………………………………………… Evaluation of the Oral Thesis Presentation…………………………………….. 20 23 26 29 31 35 37 38 2 Graduation with Distinction Basics 3 General Information What is Graduation with Distinction (GwD)? The Graduation with Distinction Program (GwD) in Psychology & Neuroscience is intended for students interested in completing a significant research project during their undergraduate career. This project is more than an independent study. In fact, it’s like a mini-dissertation. You will complete a research project, write a thesis, and defend it in front of a committee in order to graduate with distinction. Why Pursue GwD? Pursuit of independent academic research under the guidance of a faculty mentor is an opportunity to forge a close working relationship with one or more professors in your field of intellectual...
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