Writing Resource Guide Version 1.0, Fall 2002 By Lucy Honig Contents Introduction Writing for the MPH: A W/Rite of Passage A message to BUSPH students Useful writing references for SPH students The writing process: some practical tips Common problems The Paramedic Method of editing Referencing: Styles of citation Citation of electronic sources A note about plagiarism Using direct quotations and paraphrases Boston University writing resources 6 9 10 15 21 25 27 29 31 2 3 INTRODUCTION Public
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completing the assignment students will: • Learn to compose an argumentation-oriented thesis • Defend their thesis with academic-quality research that is properly sourced and cited as per the standard of university level writing • Anticipate and respond to counterarguments • Learn to critically engage the revision process through draft writing, instructor conferencing, and peer commentary • Respond the work of their peers as peer reviewers while providing relevant, productive feedback
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1. What search terms did you use to locate this research study to analyze? What database did you use? What was your rationale for selecting this particular study to analyze over the others identified in the search results? What is the full reference for the study in APA format? Terms: Adult ESOL Literacy Nonacademic Database: UNF One Search – Advance Search –Limited to Full Text and Peer Reviewed Why selected: I selected this study because I thought it might teach me
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My Self Evaluation I am writing this paper as a self-evaluation of myself as a writer and my growth in writing as a college student. College is something many people try to tackle in their lifetime and also a fear many people never tackle during their life. At eighteen years old I was one of those people fearful to become a college student and because of that I did not attend college until I was twenty one years old. When attending my first semester of college I thought that the English class I
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skills are critical in the workplace and that technical writing is used in virtually every work environment. For this discussion, locate a technical document from your workplace or from home or the Internet, preferably one that might be found in your career field. Note that Figure 1-1 (page 4) provides a list of technical communication examples. Using the five goals and features of technical communication listed in the textbook (page 4), describe how the document addresses these characteristics. Then
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* About Us * Samples * FAQ * Our Prices * Order now * Writers * Contact Us We write: * Essays * Research Papers * Coursework * Thesis * Dissertations * Term Papers * UK Essays ------------------------------------------------- Top of Form Bottom of Form ------------------------------------------------- Top of Form Count of pages: Number of words: Choose your academic level: Term: Discount Code (optional):
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critical, but it is rarely used. For the purpose of your research project, students will be required to write an informative abstract. Descriptive abstracts A descriptive abstract indicates the type of information found in the work. It makes no judgments about the work, nor does it provide results or conclusions of the research. It does incorporate key words found in the text and may include the purpose, methods, and scope of the research. Essentially, the descriptive abstract describes the
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I dreaded writing academic papers because I found many of the topics monotonous, provoking little desire in me to work hard. The writing process intimidated me because I was often unaware as to where I should begin a paper and once I did, how I should develop my thoughts in an effective manner. My appreciation of writing, both academically and artistically, did not surface until my sophomore year in high school. When I transferred from public to private school, I realized that my writing skills were
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learning outcomes: writing, reading, researching, and reflecting. The writing learning outcome included creating an effective and flexible writing process to evaluate various rhetorical situations. The reading learning outcome included reading complex sources from a variety of Medias to also evaluate rhetorical situations. The researching learning outcome included searching for print and electronic sources and imply their information to ideas and integrate them into the writing projects. The reflecting
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I put in, ending with grades that reflected this effort. My overall knowledge on the active writing process, revision stages and analytical skills has increased immensely, allowing myself to feel greatly prepared for the many future classes that will benefit from my learning. Through the many course outcomes of this class, I have been able to improve my overall writing skills. Right away it was clear how
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