Research Papers / The Problem with Web Research [NEW]

So much information, so little time. It is tempting to go online and do your research from the easily found sites. The information is just sitting there, ready to be copied or modified for your own use. Sometimes you can even find essays that have already been written.

There is an old saying: "There is no such thing as free lunch." This can be applied to the easily-found information on the internet. Here is an example. There is nothing to prevent me from writing an article that "proves" that Abraham Lincoln was an alien from the planet Mars. While this is an extreme example, I could just as easily write an article that sounded quite academic and fill it with quotes I made up and that I claimed were things that Lincoln said. I could invent references. While this is an extreme example, there are a lot of essays that are full of mistakes. (If not, everyone would be getting A+ on their papers.) This is the main problem with internet research. It is often not much more than one person's misinformed opinion.

Misinformation can be spread and sometimes overtake the facts of the matter. This is often the case with gossip and urban myths. If people use factually weak information from the internet, not only are they writing inaccurate papers, they add credibility to information that is wrong by trying to bring it into the academic world. In the academic world, the emphasis is on legitimate research that appears in "peer-reviewed" journals. This means that the research is not just blindly accepted but is checked and maybe even improved by other academics who are also experts in the field.

The related problem is that if you can find this information on the internet, so can everyone else who can run a Google search. Imagine the professor reading essay after essay that refers to the erroneous quotes that have been attributed to Abraham Lincoln. The lack of originality would more than likely annoy the person reading the essays and chances are all of the essays would come across as having been written by people as a group. This smacks of lack of originality and the professor would then look to the expert opinions and realize just how easy a road the students took to bat off these essays. Maybe the essays would not be failed - it is not exactly plagiarism but it is definitely a good sign of a mind that really is not all that inquiring.

Even worse, if a number of students in the same class work on a similar project and most of them use the same technique and find the same information, the similarities could be sufficient to make the papers look plagiarized from each other. After all, if six papers use quotes and information that turn out to be made up, a real case could be made by the university that five of the papers were plagiarized from the sixth. Otherwise, why would they all have identical errors?

As for essays that have already been written, just think about how many students have already turned in these essays or variations on these essays. The academic life is full of challenges without setting off warning signals by submitting work that is inaccurate or very similar to essays that the professor has already seen.

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Grammar, Usage / How To Improve Your Writing [NEW]

How well you do in college rests in large part on your communication skills, particularly your written communication. How do professors assess this ability? Well, it is often through the assignment of the dreaded essay, term paper, or research paper, although sometimes it comes in the form of worksheets or presentations. Much of your time in college will be spent writing these assignments.

Each writing assignment can be divided into three stages: preparing to write, writing the assignment, and the editing/rewriting process. This article is concerned with the second step, the actual writing of the assignment.

Having made the appropriate preparation (writing your outline, gathering your materials, and reviewing your writing and grammar rules), you are now ready to begin writing. If you have written a good outline and organized your resources well, the writing process will be much easier. Here are some tips to putting together a well-organized, well-written paper.

- Follow Proper Writing Format. Each written paper or essay that you write should have the following structure: an introduction, a body, and a conclusion. For research papers, you should also have a Works Cited, or References page. Included in the introduction you will want to address what you will be talking about in the paper. If you are required to have a thesis and are proving something in the paper, mention it. The body of your paper will include the majority of the information. Here you will be discussing the main points of your paper, proving your thesis (if applicable), and drawing conclusions. Finally, you need a concluding paragraph or two in your essay or paper. The conclusion should sum up the findings of your research or briefly review what you discussed in the paper. You might also choose to write something anecdotal here, or pose further questions for research that may have come up in your study.

- Use Proper Paragraph Construction. Construct your paragraphs with a topic sentence and supporting sentences. Your paragraphs should have some logical structure, just like the overall structure of your paper. Each paragraph should begin with a topic sentence and the following sentences should support that topic sentence, or provide further information about that topic sentence. For example:

During the President's State of the Union Address, he announced his goals and priorities for the coming year. His first goal was to continue with current foreign policy objectives to support emerging democracies. His second goal for his administration was... His final goal was to do such and such...

Notice in this example that I have my topic sentence, which is about the President's speech where he announced his goals. Then I go on to talk about what those goals were. Those are the supporting sentences for the paragraph. They give further information about my topic sentence by expanding on the idea and clarifying it for the reader.

- Use Proper Citation Style. This is particularly important if you're doing a research paper, but some essays may require citations and a reference page. If it is not given on the assignment, ask your professor which citation style to use. There are several citation styles used in college. The most commonly used styles are the Modern Language Association style (MLA style), American Psychological Association (APA) style. Other citation styles include the Chicago Manual of style, Harvard, Turabian and AP (Associated Press). They are quite detailed, but for the most part these details have more to do with graduate and professional manuscripts than for college research papers. For your purposes, these different style guides show different ways of citing references within the text and writing your Works Cited (or References) page.

If you follow these three tips, your writing will meet college-level standards. At the very minimum, they will help you to stay on track with your essay topic or thesis and keep you from wandering off the topic. See other articles in this forum for further tips on pitfalls to avoid in order to make your academic writing even better.

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Grammar, Usage / Avoiding Common Writing Pitfalls [NEW]

In the first part of this article, you can find several steps that you can take to improve your academic writing. In this article, I present several problems that I have seen over and over in students' essay writing. If you avoid these pitfalls, your writing will be a lot stronger.

- Using Passive versus Active Voice. Thanks to modern spell-checkers on word processing programs, these will usually be identified when you run a spell-check. But if you don't know what it is, you may not see any reason to change it. In general terms, you want to use the active voice as much as possible, unless the action is clearly being "done to" something else. For example, "the teacher was given a book by the student" is the passive voice. Said in the active voice, the sentence would read, "The student gave the teacher a book." It is generally considered to be stronger and also less heavy when written in the active voice.

- Writing Unparallel Sentences. Parallel sentences or sentences fragments are usually found when listing items or a series. The following is a parallel sentence: "The President gives speeches to the public, visits with foreign dignitaries, and attempts to influence Congress." Notice how these are items in a list of what the President does, so the verb needs to always be in the same tense, same person. (In this example it is in the 3rd person singular). The sections in a series would not be parallel if the verbs were in different forms. For example, the sentence would not be parallel if it read, "The President gives speeches to the public, visiting with foreign dignitaries, and attempts to influence Congress" because visiting is the wrong form of the verb.

- Switching Verb Tenses throughout the Paper or Using the Wrong Verb Tense for the Subject of the Paper or Paragraph. If you are writing an historical narratie, make sure you continue to explain in the past tense, and don't switch back and forth. If you are describing something current, then keep your description in the same verb tense. In general, don't switch back and forth for it is confusing to the reader.

- Failing to do a Complete or the Correct Assignment. Make sure you are answering all questions of the assignment. This is an obvious tip, but one that students often ignore, choosing instead to go off on tangents that have nothing to do with the topic of the assignment. This is where good preparation and all the hard work on that outline pay off.

- Failing to Manage Your Time Wisely. Make sure to avoid the most common pitfall-not giving yourself enough time to do the assignment. Good organizational skills come with time, but you will always sacrifice quality when you rush your work, especially if you run into trouble. Always assume that for the first several assignments, you will need more time than you think, as you get used to college-level work and your professor's expectations.

Don't forget to use what you already know! Many college students make the mistake of entering college thinking that what they have already learned is irrelevant and they are starting over. This is not true for the majority of students! Most students have learned how to write essays and research papers in college, and it is simply fine-tuning these skills and applying them at a deeper level that is necessary in college. Don't be intimidated by the fact that it is college, but ask for help when necessary and consult your references and your professor when you get stuck.

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Essays / Writing Timed Essays [NEW]

Many academic tests have timed essays. Often the student freezes when he/she realizes the test has a timed essay. Yet, they are really just five-paragraph essays. The first step is to create a thesis and then to support it with evidence.

While you are not able to research the topic, the question is usually one about a topic that you already know. The topic is probably one that you may have already written an essay about or it has been discussed in class. Think about the topic and make a quick mental brainstorm of what you know about the topic.

Make a quick outline with the thesis and main points you plan to use. What evidence can you use to back the thesis? What specific information do you know that could be evidence?

Think about an anecdote that would be interesting to start the first paragraph. Any personal experiences you might use in the introduction? Once you write the anecdote the thesis is next. An example on the topic of eating disorders:

My little sister worried me when I realized she was only eating food from fast food restaurants and often stored junk food in her bedroom. Sometimes I saw her raiding the cabinets for snacks. Could it be that my little sister has an eating disorder?

Something quick and easy about the topic can be created into an interesting anecdote.

Think about the five-paragraph essay and add three main points to support the thesis. Number one is _______________. Number two is ______________________. Number three is _____________. Try to be as quick as you can in listing the evidence.

The last paragraph is your conclusion. Summarize what you have already stated. Give the audience a take-away point to leave them thinking.

The object of a timed essay is to state what you need to say as fast as you can. Using an outline is a great way to get you started. Simply think introduction, three main points, and the conclusion. Do not panic. Tell yourself to relax and think about the topic.

Ask yourself what you know about the topic. Make some quick notes to the side of the paper if possible. Use these notes to help you write the paragraphs.

Do not worry about grammar or spelling when you write your rough draft. Once your essay is written, then go back over the essay.

Have you used transitions between the paragraphs? This is an important part of a timed essay. Connect each paragraph with a transition as it leads from point one to point three. The introduction is simple with an anecdote and the conclusion could end with a question.

Most people get nervous and freeze. This costs the student valuable time as they sit there saying, "Oh, no." Instead, calmly think about the essay question. What do you know about the topic? Give yourself a few minutes to list what you know mentally or jot it down on paper. Take what you already know to write the timed essay.

If you see yourself freezing, tell yourself to relax. Take a couple of deep breaths. Mentally tell yourself that you can do this. It begins with the thesis, then the main points, and last the conclusion. It is not that difficult because you probably write five-paragraphs essays on a regularly. The only difference is you are being timed. Don't sweat the small stuff.

Do not worry about the spelling or grammar until after the essay is written, and then go back and correct any spelling or grammar mistakes. Once the essay is written simply shake off the worry and know you have done a great job.

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Research Papers / How to Research and Write a Decent Research Paper [NEW]

All tied up in knots? Don't know where to begin? You're not alone. Many students struggle in writing a decent research paper. Often knowing some tips to writing a research paper will make a difference in creating a successful essay. Often students struggle in selecting topics, but knowing how to choose a topic will help. Researching, writing, and editing are three different steps to a research paper.

The first step in writing a research paper is choosing the topic. Some instructors assign the topic, but even then there is room to be more specific. One way to choose a topic is to brainstorm. What do you know about the topic? What do you want to know? Spend ten to fifteen minutes brainstorming and then choose a topic from this. Another way to choose a topic is to freely write for five to ten minutes about what you know about the topic and what you would like to learn. Select a topic from this.

The next step is researching the topic. Begin at home if you own a computer by going to Google and researching the topic. This will give you basic information. Next, go to the library and search with their different search engines such as EBSCO for information about the topic. Make friends with the librarian and ask her to help find the best journal articles and books about the topic.

Begin reading the research material. Use this information to help you create a thesis and to create an outline. A thesis is a road map showing what the paper will be discussing. What is the focus of the topic? What are the three main points? An essay on eating disorders might have the following thesis: Many teenage girls develop eating disorders because they have poor body image, low self-esteem, and no self-confidence. Notice this is a roadmap because it is telling the read that he or she will be reading about teenage girls with eating disorders. Secondly, it is telling the reader that three specific things cause eating disorders in teenagers. This gives the three main points.

It may be necessary to go back to the library and look for specific journal articles or books for the specific focus that you will be taking from the thesis. Create some note cards with quotes, but always be sure to cite where you got the information including the author, title of the article, journal, date, volume, and page numbers. Use the outline to choose the material to create note cards on. Once you finish the research, it will be time to create a rough draft.

The first step in writing a rough draft is to start with the first paragraph. A first paragraph should begin with an attention-getter. This can be an interesting fact, statistics, or anecdote. However, some professors want the thesis as the first part of the paragraph. Ask to be sure whether the professor wants the thesis first or to use an attention-getter.

Next, build the three body paragraphs. These will come from the thesis and outline. What are the three main points of the topic? Select these to write the three body paragraphs. In the thesis of the teenage girls who develop eating disorders, three specific problems are given: poor body image, low self-esteem, and no self confidence.

The last paragraph is the conclusion. This is a short summary of the topic and then the last sentence or two should leave the reader with something to think about after reading the essay.

The final part of writing an essay is revision. Once the rough draft is written set it aside for a few days or hours. Proofread the rough draft. Have you used transitions? What type of voice are you using? Are there any spelling or grammar mistakes? Read the rough draft out loud and listen to any major mistakes. Have a friend read the essay. It is recommended to rewrite an essay at least three times.

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Essays / Have you ever wanted to know something that you did not know? Inquiry Essays [NEW]

Have you ever wanted to know something that you did not know? An inquiry essay tells the reader something. This type of essay is sometimes called an analysis or evaluation essay. Inquire is to seek to find an answer to something you did not know or wanted to know more information about.

What do you know about the topic? What do you want to know about the topic? What do you know about the topic that the audience does not know? Make a list of things you know about the topic, and then make a list of things you would like to know. The next step is to research the topic for things you do not know. When writing an inquiry essay it is important to do a thorough research. What is important about the topic? Why does the audience want to read the essay? Asking yourself questions will lead to finding answers that will be used as evidence in the body of the essay.

The inquiry essay begins with an idea or a topic, and then summarizes the information you learned about the topic. Once you research the topic the next step is to make an outline. Write an introduction using a statistic, fact, anecdote, or questions that grab the heart of the reader to want to know more. The thesis statement should show the reader where he is going as he reads the essay. The thesis tells the purpose of the essay. The thesis is a short roadmap defining the information in the inquiry in a sentence. What is the objective of this essay?

Think about the audience that will be reading the inquiry essay. What do they know about the topic? What do you want them to learn? Do they know the basic concepts and terminology of the topic? What is the focus of the essay? The answers to these questions should be written in the body of the essay with supporting evidence. Use personal experience plus information from the research to clarify the information that is important. Give background information on the topic so it will be clear to the audience where you are going with the essay.

Remember writing an essay is more than just quoting information. It needs to have a strong argument that allows the audience to see why the topic is so important. The introduction of an inquiry essay briefly describes any unknown terms to the audience.

Ask questions as you write the essay. Questions pull the audience into the essay as they begin to think about the questions and what they already know. Some of the questions do not need to have answers. They are there to draw the interest of the reader. Many questions can be answered with evidence from the research or material that you may be analyzing.

The inquiry essay should have quotes coming from the research. Are there any statistics on the topic? Are there any famous people who talked about the topic? What are some interesting facts about the topic? Quotes are important as evidence to support the thesis. Always use citations so the audience will know where the information came from originally.

Read the essay out loud when you begin to proofread it. Listen for mistakes in grammar or spelling. Check for mistakes in the flow of the essay. Do you need transitions? Have you provided evidence that supports the thesis? Have you provided enough information so the audience understands the inquiry? A few minutes reading an essay will make a difference in how well it is written.

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Writing Feedback / The Philosophy of Teaching of the English Language Arts [NEW]

I believe that teaching the English language arts means teaching skills around critical thinking, researching, and the general synthesis of written and oral knowledge in a caring and connected manner-to all students who walk through the door. Because the English language weaves through almost every aspect of life in the United States, those who are skilled at understanding, interpreting, and using it in a variety of manners and situations will stand the best chance of success, as defined in the broadest possible way. It is my job as an English teacher who cares deeply about her students to give them every chance to succeed within the context of the language arts.

Students, even in the most seemingly homogeneous classrooms, are quite diverse. Any attempt to accommodate this diversity can feel daunting. However, a change in mindset from accommodation to appreciation can feel like an exhilarating challenge. The end goals need not shift; rather, the pathways to achievement can be flexible and varied. To achieve this flexible teaching style, I have been guided in large part by teacher-researchers like Nancie Atwell, Linda Rief, Barry Lane, Tom Romano, and others.

I especially resonate with Atwell's (2nd edition) stance of a teacher as one who learns along with her/his students, while at the same time having the ability to transmit, to hand over to them, a depth of knowledge that only time, study and experience can bring. Just as it is true that students need space and respect in which they can learn skills and formulate their own approaches to the English language, it is also true that there is a reason we have teachers in the first place. A good teacher, I believe, guides her/his students, acts as a mentor to them, and uses her/his knowledge and skills to enhance the acquisition of knowledge and skills on the parts of their students.

Research shows that the rigidity of the traditional teaching style in which the teacher lectures and the students sit in rows taking notes is not necessarily useful or effective; particularly when we consider the teaching of grammar, composition, and other language-related skills. However, I also believe that a rigidly-held-to workshop model is not necessarily the answer. The key, for me, is to remember that it is rigidity itself that is so often not effective. Having a wide range of effective approaches and knowing how and when to use them is the way to go.

A modified workshop-style, using thematic units as a base, can be one highly effective way to reach a wide variety of students, largely because it can incorporate many different approaches to teaching within its boundaries. This kind of lesson planning combines structured assignments with student-chosen work, all designed to reach specific goals in the acquisition of language skills. It allows for a flexible teaching and learning style within a larger overall structure. It also lets students know that their teacher expects excellence from them, and helps them to learn to expect excellence from themselves - perhaps the most valuable lesson we can teach across the curriculum.

This style of teaching is also one which encourages students to connect what they learn in the classroom to everything else that is going on in their worlds. I believe that this is a critical piece of any teaching endeavor. True learning does not, and never has, existed within a vacuum. Especially today, when teachers are called upon to be more than teachers in many cases - and as always, when it is vital for all persons to be actively involved in the issues which surround and inform their lives - it is necessary for teachers to provide guidance which reaches beyond the strict confines of curriculum. We must be aware of, sensitive to, and care about, the whole lives of our students. This is a part of being responsible to them. If we do not care about those whom we teach, we have no business being inside a classroom.

To summarize, I believe that the effective teaching of the English language arts takes as its cue the richness of its subject matter. Because people think, understand and make meaning in an infinite variety of ways, the English language itself, as a tool for communication, is written, read, spoken, used and understood in an infinite variety of ways. Why, then, not teach it in a manner that, while keeping intact certain defining goals, shows respect and appreciation for the beautiful variety inherent in language? Why not teach in a manner that gives respect to and appreciation for the beautiful variety of the students comprising any given classroom? I can think of no reason not to.

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Dissertations / Can an Average Student Write a Successful Dissertation? [NEW]

One of the most difficult reasons for students not creating a dissertation is the fact that this is an experience they have never done before. It is like riding a bicycle the first time or the first time behind the wheel of an automobile. Most people who go to graduate school have already written several research topics. They, also, have given many demonstrations and/or speeches. Most students who go to graduate school are good students. What puts the fear into most students is the fact that they have never written a dissertation. Any graduate student with a lot of hard work can create a successful dissertation or thesis.

The first step for an average student to begin a dissertation is deciding to commit to the time and work needed to complete the project. Go talk to other graduate students who have completed their dissertation. Talk to different professors about the dissertation that you have in mind. What do they think of your ideas? Be willing to listen and take advice from experienced graduate students and/or professors.

Choose the topic that is interesting to you. This is a huge project so if the topic does not interest you, do not choose it. What are you interested in? What are you passionate about? Choose a topic that you are passionately enjoy and one that you will be interested in next year or five years from now.

Begin writing your dissertation proposal. This is like writing a research paper with the literature review, the research project that you plan to do, and showing why your topic is worthy to be researched. Think about the variables that will be part of the research. What experiments, case studies, or other parts of the proposal are needed? Talk to your advisor about your topic. Check out other dissertations and read them so you have a better picture of what is needed.

Choose a committee that will offer their expertise and emotional support, because it will be needed. Choose a dissertation advisor that you enjoy talking with and who also enjoys talking about the topic that you have chosen. Often an adviser who enjoys the same topic will have journal articles they have written that they will allow you to read or they will have books on the topic.

Try to work on the dissertation when you have the most energy. If you are tired, rest. If you feel overwhelmed, seek out your advisor or talk to friends. Remember that you are not in competition against fellow class mates. They have their own topics that probably are totally different than what you have chosen. Let them read parts of the dissertation and give feedback about it. Be willing to read theirs if they ask. Ask different instructors about the topic or ask if they would read specific parts of it. Most students and instructors are willing to be helpful.

Set short term and long term goals. Reward yourself when you complete different parts of the dissertation. Sometimes it is necessary to take a break away from the dissertation and then come back to working on it. Being too stressed will not create a successful dissertation. On the other hand, do not procrastinate. Procrastination can be the biggest problem that a graduate student can have.

Proofread parts of the dissertation as you create it. Have fellow classmates, friends, and instructors read part of the dissertation as you complete it. Do one step at a time and then proofread this.

Any average student can create a dissertation by finding a topic they are love, choosing an advisor who also is passionate about the topic, asking classmates for help, setting short term and long term goals, and completing one section at a time.

EssayForum.com

Grammar, Usage / What Is the Best Way of Taking Notes during Class? [NEW]

Many students dread taking notes.. It is important for students to know how to take notes because often professors create tests over what they have lectured on. It is important to prepare for note taking, take good notes, and study these notes for tests. Taking notes actually benefits the student because it forces a student to listen and to try to understand what is being stated. It also gives the student something to review before tests. Personal notes are usually easier to study and reflect upon than another student's notes. The practice of writing something down stays in the memory longer.

Most professors give good hints to taking notes. They may write on the board. Usually if they write it on the board, they are saying that it may be on a test. Some professors repeat something a couple of times in their lectures. Other professors give hints to guide the student in writing main points down. Often important points can be noted in the tone of the professor's voice. For instance, the instructor may raise his voice and then lower it back to his normal tone. When he raises his voice, he is giving a hint that this is important. When taking notes, watch the nonverbal communication of the professor and then listen to what he is saying. The nonverbal communication often communicates important points.

Different students have different ways of taking notes. No one way is correct. However, an important point is to review the notes as soon as possible after class. Rewrite these notes. Often students scribble main points down and they may forget what these scribbles were later on. Rewriting notes helps the student to put the main points in long-term memory. Rewriting the notes also prevents the student from not being able to read his or her own notes later.

Make notes as brief as possible or create your own shorthand. Most of the time shorthand does not work for taking notes. However, it does help to use abbreviations or symbols. However, remember what these abbreviations or symbols mean when you rewrite the notes. Some students use outlines as a way to take notes. Write down key points in class and review these key points after class.

Some students make the mistake of trying to write down everything the professor says, but this is impossible and it can get confusing. Listen to the main points. Learn to recognize the professor's voice. Be alert in class. Write down key points. Try to take notes that may be seen on future tests.

Keep the notes as short as possible, but not so short that main points are not taken down. If you miss a point, don't get upset about it. After class, simply ask another student if they wrote down the specific point.

Take notes in the same notebook for the class. Writing on a variety of different types of paper or on different notebooks can be confusing later. Keep the notes organized so they will be easy to review later for tests.

Begin a group of students who are in the same class and review notes taken by the different students. Write down points that you might have missed. Share points that other students might have missed. Get together on a regular basis and not just before tests.

Remember, it is important to write down key ideas. Make the notes short. Keep all the notes in the same notebook. Listen to non-verbal communication as well as verbal communication. Review the notes after class. Start a note taking group and review each other's notes.

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Research Papers / 4 Lazy Students: How to Write a Research Paper Without Doing Research? [NEW]

The internet is a beautiful thing. The world is at our fingertips, with all its prolific brilliance. We can access books, journals, reviews, articles and websites.

The only problem is, you still have to read them.

Or do you?

How many times have you accessed an academic article online, only to be floored by its exhaustive length? Or worse, stumbled upon a website that claims to have a database full of academic genius, a database which just happens to include an article on the exact topic of your paper, only to find that you are either required to pay or barred from access because you are not a student at their university?

Fret no more. Make these sites work for you, and these frustrating situations can become headaches of the past. The first technique that you can employ is Title-Scouring. Most academic articles have exceedingly long titles which describe the issue and often point to the author's stance on said issue. Use this! Pick a few big words from the title and summary, carefully transcribe the author's name, and you have an intellectual-sounding citation, ready-made for you. "In his article 'Bumblebees and the Coming Apocalypse,' Joe Shakespeare explains the procreation of insects in a way that sheds new light on the deconstruction of society." Pad it with a few thoughts in the voice of somebody who believed in the connection between bees and world distruction, and voilŕ! One authentic academic source.

The aforementioned technique can be easily expanded to incorporate the number and nature of sources that your professor requires. Academic journals? No problem. Find one of those sites that provides for you the first paragraph for free, pick out a few important words, and run with them. The technique of Title-Scouring works with an introductory paragraph as well; just remember that the "scouring" part is key. Every tidbit of information can be useful. The article that you have found was written in 1962? No problem. Use it. "This article shows us that views held several decades ago give crucial background to the issues facing us today." A similar sentence can be used in almost any paper, if you have the ability to expand and support. Run with it.

The "run with it" technique is essential to writing the successful researchless research paper. You can be praising the heavens for the invention of the abstract, that one magical paragraph, if you know how to turn that paragraph into several pages. Take a few important phrases, say them "in your own words," then explain why this person's views are so important and his or her findings so earth-shattering. "study of the successful effects of laundry detergent used as bubble bath" can give you an entire page of interpretation, with the simple insertion of a few cleverly deduced details. "When Pompous P. Smarterthanyou tested the use of detergent as bubble bath, his success opened the door to a wide range of uses for common household cleansers." Then spend a paragraph or two discussing why this particular study is so meaningful. A few of your own insights will steer the professor away from any missing details or hard data. After all, your thoughts are so important, you simply didn't have the time!

With these few techniques, you can write a brilliant research paper with less than ten minutes of research. Scour what you have, then run with it! Your professor will be stunned at your brilliance... and so, probably, will your roommate, when he is up until 3 am doing the research that you didn't have to do!

Killarney, EssayForum.com

Essays / How to Prepare for the Dreaded Essay Exam [NEW]

Are you in a panic over your essay exam? Does the thought of writing under pressure make you squirm? Don't panic, for there are advantages to the essay exam that you probably don't realize.

In a written essay, a teacher can give you partial credit if you know some of the material, whereas with a multiple-choice or objective test the answer is either right or wrong. There is usually no possible way to receive partial credit in answering the question. The same can be said for science tests, in which long calculations and explanations are part of the question. If the question can only be answered by choosing from answer choices, the student can't get partial credit for answering some of it correctly.

You needn't dread the essay exam, but you do need to prepare for it. The key to the essay exam is to include enough pertinent details about the topic in order to receive the most credit possible for the question, without rambling or going off topic. The following are steps you can take in your preparation for the essay exam.

ESSAY EXAM: KEY PREPARATION STRATEGIES

1. Keep up on your reading and coursework. Though most college students will try it, few succeed at cramming for tests. It simply isn't possible to learn so much information in such a short period of time. Preparing for the test is much easier if you have been learning it over time.

2. Answer review questions. These might be found at the end of each chapter of your text or in a study guide. Find out if there is a study guide available for your textbook. Professors often receive them free from the publisher with their copy of the text and are more than willing to put them on reserve for you in the library. When you're writing the review questions, think about how you would structure a response to these questions under a test situation. Write out an outline, like you would write a paper, and then follow it through to answer the question.

3. Analyze major themes and ideas. Ask yourself: What are the main ideas or themes to this section of the course? Many professors organize their courses logically, dividing the semester into sections for teaching and testing purposes. Reviewing your course syllabus and noting this type of organization might help you to understand just what the professor is trying to get you to learn during this portion of the course.

4. Practice writing. Make up some questions about the themes and concepts and practice answering them. Try to duplicate the exam situation as much as possible by setting aside time when you will not be interrupted or distracted. Do not allow yourself any notes or information, and try to write like you will on the test. If you get stuck, simply write yourself a note to go back and review that section. Practicing writing is probably the best preparation you can give yourself, after learning the material.

5. Finally, it never hurts to ask your professor for sample questions, examples that are similar to how he/she might test you. Most professors understand that each teacher is different and will appreciate your concern and desire to do well in his/her class. Tell your professor what you have been doing to prepare and ask for suggestions. Just don't expect them to hand you the actual questions or tell you what is on the test.

6. Get enough rest, relax, and be confident in your preparation! A positive attitude can go a long way.

Good luck!

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Writing Feedback / Taking Classes Online is Not Good for Every Student... [NEW]

What kind of students will succeed or fail when taking online classes?

We live in a world of pop-ups. We have offers coming at us from all sides... well, okay, only from in front of us. I mean, who types on a computer that's behind them?

But I digress. The point is, we've all seen those ads online that tell us we can earn a Master's in under thirty seconds from the University of Yeah, Right. Actually, most of these are legit. A multitude of respectable colleges and universities are offering actual online degree programs, or at the very least, online classes. And it seems like a dream. Suddenly we can go to class in our pajamas - or, gasp!, nothing at all - and no one will care. We can go to class at four o'clock in the morning. Why isn't everyone doing this, we think?

Well, the reason why everyone isn't doing this is because this setup isn't made for everyone. Not every student will succeed at an online course. How do you know if you are or aren't the type that can handle it? Well, let's think about it. An online course involves taking courses online. (Really, I'm going somewhere with this. Stay tuned.) This means that you are studying on your own, without either classmates or teacher in the same room as yourself. This means two things. It means that you have no one around you to distract you, but you also have no one doing interesting and active things at the front of the classroom for you to focus on, or to engage the class and ensure that everyone is following the lesson. (Okay, three things.) While the lack of distracting classmates may seem a boon to a student with a short attention span, remember that you will be taking the class at home instead, where there are infinitely more distractions. So that may not even be an up side, unless you live alone and have the willpower not to turn on the TV or go make popcorn during the boring bits.

So what does that mean to a student who wishes to try online study? Well, ifyou know you need to be kept on task, don't sign up for an online course. Especially not one without any video lecture component. And if you know that you're the student in class who is always raising his hand to ask a question, then online study probably isn't for you either. You can raise your hand until you lose feeling in your fingers, but chances are, no one can see it to call on you. Nor is there, conversely, anyone to notice when you are falling asleep in class. Unless you're studying in your bed, and that person is your boyfriend/girlfriend. But even the most caring significant other might forget to remind you to "go" to class, so if you are not self-motivated, you probably shouldn't be studying online, either.

So what type of person SHOULD consider online study? Well, if you enjoy studying independently, if you would rather go at your own pace, and if you do not need a great deal of supervision or interaction, then an online course would be ideal for you. There are many students out there who, in fact, are self-motivated. There are plenty of students who would rather study and learn on their own time than in a classroom full of people asking questions. And there are plenty of students who would learn better without a professor who likes to ask if everyone "gets it." If you are of this type, then online study may be ideal for you.

Perhaps you aren't sure if you fit into this second type. The fact is that most students are different, and most will not definitively identify with one group or another. In this case, the individual student must weight he pros and cons and decide for him- or herself which situation is best. Particularly if that student is working full-time and raising three kids. That person might wish to weigh the convenience of online study a bit higher than his or her slight educational preferences. In any case, every student should think carefully before signing up for an online course. Online study can be an invaluable benefit, but if a person isn't suited for the experience, it may be worth giving up your Thursday basket-weaving and going to a "traditional" class.

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Essays / Essay Editing Checksheet [NEW]

Name:____________ Date:_____________

1. The piece I wrote is a: ________________ (poem, story, rap, song, other)

2. The main idea I want to convey in this piece is: __________

____________________

3. The symbols I used to contribute to the meaning of this piece are:

____________________

4. Each symbol means the following:

a. __________________ stands for _____________________

b. __________________ stands for _____________________

c. __________________ stands for _____________________

d. __________________ stands for _____________________

5. One way I can use these symbols better is to: ____________

_______________________________________________

6. I have checked to make sure that all punctuation, spelling and grammar are

correct. The things I need to change are:____________

____________________________________________

At this point, use what you have written on this sheet to help you with your final draft. Make sure that your piece is as good as it can be!

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Grammar, Usage / The Right Way to Use Transitions [NEW]

Imagine a story without commas, exclamation marks, question marks, or periods. Yet, without transitions what would a story, essay, or term paper be like? While the greatest ideas in the world might be expressed in fabulous words, but without transitions it just would not sound correct. Transitions are the tools that help one paragraph flow smoothly to another one.

One type of transitions is called transitional tags. These are simple words of and, but, nor, for, yet, or, and so. Simple words, yet, they add meaning to the sentences. Most of these are used in the middle of the sentence. However, sometimes they are used at the beginning of the sentence to add emphasis to a sentence. Look at the sentences above:

Most of these are used in the middle of the sentence. However, sometimes they are used at the beginning of the sentence to add emphasis.

However, at the beginning of the sentence was used to capture the attention of the reader. It is not a good idea to use this method too many times in an essay, but once in a while gives added emphasis to a sentence.

Another type of transitional device is called the conjunctive adverbs or sometimes known as the adverbial conjunctions. These may be used in the beginning of a sentence. Look at the following two examples:

After all, Joanna worked to accomplish her goals.
Finally, the girl accomplished the task.

The transitions add emphasis to the sentence that would not be there without the use of transitions. Conjunctive adverbs can be used in the middle of the sentence as well.

Four men were in the lead for the finish line, and then the guy in the red took over the lead and crossed the finish line three seconds before the guy in blue.

"And then" shows the reader a change in the sentence and adds emphasis to the sentence. It is an addition transitions. Some other addition transitions are again, also, besides, important, first, further, in addition, in the first place, next, second, and too.

Often transitions are used to connect key words, phrases, sentences, and paragraphs. Transitions give an essay a smooth flow to the sentences and paragraphs. The problem is many students forget to use transitions. Look at the following paragraph:

Imagine jumping off the highest building in New York. Believing to be the president of the United States. Charging too much on a credit card. Dancing in the snow. Someone with bipolar disease often feels this way.

Two out of ten people have bipolar disease. They often commit suicide.

While these sentences may be grammatically correct, they are not linked to one another, as they would be using transitions. Look at these sentences now:

Imagine jumping off the highest building in New York, believing to be the president of the United States, charging too much on a credit card, or dancing in the snow; yet, someone with bipolar disease often feels this way.

Two out of ten people have bipolar disease and often they commit suicide.

Doesn't the paragraph flow more smoothly now by adding yet to the first paragraph. Then using "and often" to the sentence makes it seem more connected.

What are some transitional words that can be used to add emphasis or to connect one paragraph from another? Try some of these:

again, besides, important, similarly, although, and yet, at the same time, despite that, even so, in contrast, certainly, indeed, altogether, for example, for instance, in short, it is true, of course, in conclusion, afterward, at last, meanwhile, simultaneously, since, soon, still, thereafter, until, and when.

There are even more than these. Transitions are important in connecting thoughts in sentences and connecting one paragraph to another. Using transitions in an essay, term paper, or story will make a lot of difference in how well the reader enjoys it.

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Essays / How to Avoid Plagiarism? [NEW]

Plagiarism is a serious offense, because it is essentially stealing another person's work and passing it on as your own. This article will help you to understand just what plagiarism is and how it can be avoided.

Plagiarism is using another person's ideas without giving that person credit for the information. There are several ways to plagiarize. The most obvious form of plagiarism is when you directly copy from another work and pass it off word for word as your own. This will get you into trouble the quickest because it is the most obvious to the reader (professor). When you copy word for word, the section you stole will sound different from the rest of your paper, often using more sophisticated vocabulary or a writing style that is not used throughout the paper. You can also get into trouble when you paraphrase someone's ideas without citing them, even though it may not seem or feel like that is what you are doing. Whether you copy word for word or rewrite someone's work, if you do not indicate where the information came from, you are guilty of plagiarism.

Plagiarized information can come from almost anywhere and be anything-- another person's words, ideas, graphics, tables, mathematical formulas or anything else that is attributed to someone else. It can be a source found in written form or through a personal or telephone interview. The point is, when you are writing a paper and you try to use other people's information, you are stealing from them. The best thing to do is to avoid plagiarism in the first place by properly citing your sources consistently throughout your paper. (For further information see article, "How to Cite Your Sources.")

There are several steps that can help you to remember to cite your sources properly.

1. Research: Make sure when you are taking notes that you indicate the source information next to your note. In the old days we used to write our notes onto note cards to make sure that we kept our sources with our facts. However you take notes, whether you type them into a computer or handwrite them onto paper or note cards, just make sure that you write all the pertinent information down about the source: author's full name, title of source (book title, journal article title, etc.) page or paragraph number, publisher, city and year published.

2. Writing: While you are writing your paper, you can use several tricks to make sure you attribute your sources correctly. If you know that the information came from somewhere else but you can't remember the source or have to look it up later, make a note like (need source information here). Don't worry about having the citation style perfect when you write your first draft. The most important thing to remember is to get that citation information in there next to the fact so that you can polish that up later when you look up how to cite it exactly, per the style guide.

3. Editing: When you read your paper and begin rewriting and editing, look for these notes to yourself and any other sections that do not sound like the rest. You may have unintentionally put in some information from a source and forgotten to cite it. Then look those passages up and put in the proper citation.

If you take notes properly, pay attention during the writing process and follow your style guide, you should have no trouble writing a paper that is original, while using good sources to back up your own facts and arguments.

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Grammar, Usage / Writing Better Papers - Time Management Strategies [NEW]

Learning to manage your time is one of the most important skills you will acquire in college, and one that you need to be successful. The modern-day college student is often juggling classes along with a part-time or even full-time job; some have families or careers thrown into the mix. Here are some tips to help manage your time effectively to write better academic papers.

1. Buy a Planner

Consider a planner one of the necessities to good time management. But what kind should you buy? It seems like there are a zillion versions, from the fancy (and expensive) PDAs (personal digital assistants), to PC or Internet-based planners to keep you organized. Microsoft Outlook is a favorite for business types and those that use their computer often. Today's cell phones often come with some planning features as well. But don't be impressed or even distracted by all their capabilities. Sometimes they have many more features than you really need and are not accessible at all times (like the online or PC-based planners). A paper-based planner, simply bound or spiraled works just as well, and you can access it anywhere. Plus for students on a budget, the price can't be beat! Make sure that your planner has enough space so that you can schedule out by the hour, or the half hour, if necessary.

2. Make To-Do Lists

One of the tricks to time management is to list out everything that you must accomplish and prioritize your tasks. This helps you to actually judge the amount of work you have and allocate how and where you spend your time. You can do this on a daily or even weekly basis, and sometimes you will need to do both. Items to include might be homework and reading assignments, papers, and studying for quizzes and tests. Give each item on your list a priority, usually based on their due date. While this might seem like a time-consuming exercise in and of itself, it is necessary to help you see the big picture - your workload and time available. You will learn a lot about yourself by making lists and spending the time organizing yourself - such as where you are most effective and where you need the most work in managing your time.

3. Putting Them Together: Scheduling Your Tasks

The first items you can put into your planner are the times spent at class, work, or other high-priority obligations. Using your to-do list, start filling in the remaining hours in your planner, looking for blocks of time that you can designate to the tasks on your list. The key here is to realize that you needn't have huge blocks of time - if you find 20 free minutes, use it on one of your projects or for reading. Write the due dates and tasks you have assigned yourself into the appropriate day or work session. The items you do not get accomplished move to the next day's to-do list or work session and get re-prioritized with the items you have listed for that scheduled time period.

4. Designate a Distraction-Free Study Space

One of the most important things you can do for yourself is to carve out a good study space or spaces. Depending on your living situation, this might be at a desk in your room, the library, or a designated study room in your dorm. Find a space that is free from distraction, noise, or interruption. It should be well-lit, ventilated, and quiet. You may wish to have a home study area and another place on campus close to your classes and other places you know you must be during the day.

5. Schedule Fun Time

Finally, a good time management plan includes making sure to take some break time. Not only will you be more efficient during your work time if you take regularly scheduled breaks, but you will feel better as well. Some students like to schedule exercise or their meals during these breaks or watch TV, surf the Internet, or read something not related to school.

When should you take breaks? When you notice your productivity taking a dip, you become tired, bored, or you mind begins to wander, that's the time! The break doesn't need to be long, just long enough to recharge you and clear your head. You might think of these breaks as rewards for putting in the work, which will give you something to look forward to.

Learning to manage your time is like any other skill - it will take some practice to get the hang of it. You may not know exactly how much time to allocate for a particular project, and some tweaking will be necessary along the way. But with experience, you will get to know yourself and your capabilities. As with any new skill, practice makes perfect! Good time management will allow you to write perfect essays and research papers!

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Writing Feedback / Virtual Education: Student Perspectives on the Distance Learning [NEW]

Summary

"Virtually Educated: Student Perspectives on the Distance Learning Experience" (McGettigan, 1999) offers an interesting perspective on the addition of distance learning opportunities to the curricula of institutions of higher learning. The author presents a rather scathing critique of the distance learning experience of students enrolled at the "Big State University - Branch Campus" using transcripts of interviews with many of these students. Although McGettigan points to many positive aspects of BSU's distance learning curricula [most notably, the wide variety of both undergraduate and graduate course offerings due to the fact that BSU is a receiving and transmission station for the Distant Education Technology System (DETS)], he also notes three main areas of dissatisfaction of students with their distance learning experiences: angry, unsympathetic instructors; the feeling of being treated as second-class students; and a lack of adequate education and/or training for DETS instructors.

These negative responses were gathered through interviews with distance learning students. McGettigan (1999) notes that they run counter to generally-accepted, positive feedback within the area of distance learning, but posits that such data are skewed due to the fact that most dissatisfied students either drop out before evaluations are filled out; are afraid to voice their real opinions lest their instructors become even more cantankerous; or simply feel their efforts to express negative criticism either won't be worth it or won't be appreciated. In short, McGettigan feels that the cons outweigh the pros. He concludes that "while they (students) may be very appreciative of the opportunities that distance education offers,... they often have significant concerns about the quality of such an education," (p. 70). Moreover, he cites other studies which support this assertion, including Schoellhorn (1994), who found that students consistently maintained that there could never be a substitute for a flesh-and-blood instructor.

My Impressions

Overall, I found the article interesting, if a bit light on its perusal of relevant literature. I was impressed with the teacher-researcher perspective of the author. McGettigan was employed as a temporary sociology instructor for two semesters at "BSU" (not the real name of the institution), and it was as a result of anecdotal evidence brought to him by distance-learning students that he began interviewing them in a more structured way to come to his conclusions.

I also appreciated an alternative perspective on distance learning. In my limited reading, I have noted two main perspectives on distance learning curricula: either a whole-hearted approval of it, or a whole-hearted condemnation of it. It was interesting to find an article, especially in a journal which publishes radical views on education, which found a middle-ground.

Validity of the Author's Perspective and Evidence Supporting It

First of all, considering the fact that this study came from unsolicited student commentaries to him during his office hours, I tend to trust the validity of his findings. Because McGettigan was a "flesh and blood" professor who had made himself available to students who were otherwise distance learners; and because he apparently posed no threat to them (insofar as they confided information to him which they consistently refused to share with others); I tend to trust that what the students told him during the course of their interviews was truthful.

also appreciated the fact that he offered several different theories about why his interviews were turning up data which varied considerably from that gathered from traditional course evaluation sources. This led me to trust him more than I would have otherwise (had he, for example, insisted upon one analysis of the data).

Finally, McGettigan does not represent a technological firm; he is not himself a distance-learning instructor; and he does not appear to be an advocate for a return to the strict traditions of Oxford. For these reasons, which lead him to be rather less biased than others who are publishing in this area, I tend to trust his perspective.

Meeting/Resolving Issues Raised by the Author

I will address this topic by using McGettigan's (1999) three areas of student concern. The first area was, as he worded it, "grumpy, unsympathetic instructors." The concerns in this area were basically what one would imagine given the title. For example, students noted that one instructor himself hated distance learning so much that they were afraid to add their own criticisms to his. I might suggest that a simple random-monitoring system could provide quite useful; deans could sporadically observe instructors' overall tones of presentation, and thus provide constructive feedback. Of course, given current tenure practices, the actual effects of such monitoring might prove to be quite small; but it would be a first step.

The second area was the feeling of distance learners that they were second class students. Specific concerns included the fact that professors required certain things of all students (such as the purchase of materials available only at the school bookstore, or the accessing of certain books available only in the school library) which were inherently much more possible for on-campus students to fulfill than for distance learners. Another concern was the fact that instructors, if they feel that their distance learners are being too disruptive to the class, can actually "mute" them from the overall discussion; this is obviously not an option for real-time, in the flesh students. I might first of all suggest that, in the formation of curricula for distance learning classes, care is taken to ensure an equitable burden for all students in terms of fulfilling requirements. I might also suggest that certain technological "assets" which grant professors options regarding some students and not others be blocked from their use.

A final area of student concern was a lack of adequate training for DETS instructors. For example, one student noted, certain professors had no idea that fax machines were available for their use. As a result, the opportunity for immediate feedback, which was to be a part of the course, was not an option. A simple remedy might be that all DETS instructors be specifically trained in the use and location of all possible technological aids to distance teaching. Student feedback could be solicited in a realistic way to ensure that all such aids were being used (as appropriate).

Author Critique of Education/Educators and its Validity

This entire article is a critique of both distance learning in general and certain distance learning instructors in particular. In a general way, McGettitan (1999) questions whether distance learning can ever compete, in terms of quality, with face-to-face instruction. In a specific way, he critiques the styles of two professors at BSU, one of whom was so generally angry as to alienate distance-learners, and the other who refused (until pressured by her dean) to accommodate the authentically different level of access to certain materials that distance learners had.

Again, as noted above, I find the overall critique of distance learning to be valid given the relatively unbiased positioning of the author. I also feel that it can be appropriate to critique colleagues in a specific manner, in certain venues. We all can learn from concrete examples. However, the author's attempt to hide the identity of the professors so critiqued by simply changing their names is ultimately ineffective. Indeed, his attempt to hide the identity of the university by changing the name is similarly ineffective. By searching under his name alone, I could find (with some effort) the real identities of both the distance-learning institution and the two professors specifically indicted. McGettitan would have had to change his name for true anonymity to be preserved.

Meeting/Resolving Criticisms Leveled by the Author

I would suggest, possibly irreverently but nevertheless truthfully, that until the current system of tenure is radically altered, there really isn't too much to be done about ineffective, even harmful professors. This is nothing new in the world of academia; everyone knows this. So, I have no idea how to, in actuality, deal with ineffective, damaging professors such as those described in this article.

However, in terms of distance learning itself, I can think of ways to alter the curricula such that it at least offers enough of a quality education to be considered worth it by adequate numbers of students in order to make it worthwhile to continue it. For example, as noted above, certain training and technological alterations could be made to solve at least a few of the problems; more frequent student feedback could be enlisted; and, perhaps most hopefully, students could participate in the curricular planning process itself. If distance learners themselves were asked to help plan courses of study which they would deem helpful to them - and especially if they were also asked to help solve the many logistical problems involved in distance learning - this might go a long way in solving future dilemmas.

References:

McGettigan, T. (1999). Virtually Eeducated: Student Perspectives on the Distance Learning Experience. Radical Pedagogy,1(2), 53-70.

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Grammar, Usage / Scholarly Journals vs Academic Business Articles [NEW]

(1) The ability to determine differences between scholarly and trade publications is an important tool for conducting research for business sources. The fundamental difference is that they appeal to different audiences and usually contain articles composed by different types of writers as well. A scholarly journal is also referred to as being refereed, whereby peers in the particular discipline of expertise review, critique and ultimately sanction whether or not submitted material is worthy of being published. Scholarly journals are targeted to the academic world and contain original research and detailed analyses relative to existing standards of documentation determined by leading practitioners in the field. An abstract or a synopsis of the article's thesis, methodology and conclusion is presented at the beginning of most scholarly articles and serve as an accepted language of communication within the academic world. The Journal of Abnormal Psychology for instance would be utilized by researchers and scholars engaged in work in the psychology field. The language used is technical in nature, consist of extensive footnoting and incorporates an expanded bibliography for cross-reference purposes.

In contrast, trade publications are targeted to industry professionals and focus on information that is pertinent to news regarding products and analysis of data that directly relates to the field. An example is Advertising Age. This trade publication would be primarily read by business practitioners in areas of marketing, public relations and advertising as a means of keeping up with the latest trends in the profession. The writers of such articles usually are professionals in the field and occasionally journalists. Whereas scholarly journals are essentially governed by academic professionals, trade publications are driven by industry insiders and working industry professionals whose points of view are based largely from their tangible work in the craft. An article in Advertising Age might address the impacts of the .com revolution on marketing strategies and why some businesses have been able to sustain themselves and others have not. Similarly, an article appearing in Architecture is more likely to be written by one who works for an architecture firm as opposed to one who teaches architecture at a college or university. Again, the fundamental difference here is on emphasis and readership. Trade publications provide insightful and critical work just as scholarly journals do as well. However, the methods used differ from a stylistic standpoint and from the intended readership.

(2) As one seeks to engage in research on business, it is very important that they know the difference between scholarly and trade materials. By being able to distinguish the two forms, a researcher is better prepared to identify what they might find and why certain data is presented in the manner it is in the first place. The skill of distinguishing is also important because the researcher will be better suited to identify writing biases based on the author's reason for publishing their work. Ultimately the skilled researcher will benefit from compiling data from both forms of publication. Academics and industry professionals generally represent diametrically opposing perspectives based on the nature of their respective work. The former tend to be more theoretic in their delivery and the latter more practical. However, by dealing with both vantage points the researcher benefits the most.

Another reason it is important for researchers of business to know how to identify trade and scholarly differences is because it will improve their qualitative efforts of finding data, presenting it efficiently and can strengthen and define how their own style of research and writing will develop. It is also valuable for the researcher because they develop a greater sense of being a critical thinker. For instance, the researcher will learn to recognize how trade publications, comparatively speaking, are more marketing and information driven than scholarly publications. Following this same line of thinking, the researcher will also learn to look more to scholarly journals for compilations of bibliographic material for future projects of their own. A trained and skilled business researcher will ultimately benefit from both forms of publication because they become better equipped to breakdown data and apply useful portions accordingly.

Perhaps the most significant advantage for a researcher of business in the skill of distinguishing types of publication comes from being able to see how each benefit from the other, and adapts according to the intended audience. Since it is the researcher's objective to first learn as much about a specific topic as possible, it becomes critical for them to identify other theoretic works concerning the topic and to consider examples from practicing industry professionals as well. The ability to find balance in how information is communicated is a valuable lesson in research. Moreover, the reality is that most successful theories on business project applicable forms just as most successful business practitioners have, in one form or another, accessed tried and failed theories to guide them.

(3) Treatment of East Asian economic markets and their subsequent impacts through crises were handled differently in two publications that covered the episode. In one study of the financial crunch that severely penetrated Asian countries in 1997, International Monetary Fund (IMF) writers (1998) argued that overextension of external deficits, extensive debt incursion, ineffective internal regulatory measures, lack of research, and overzealous expectations by international lenders were the circumstances that caused the Asian economic crisis. Appearing in the trade publication Finance & Development, the article represents pertinent news on international investment trends in Asia and reviews and forecast potential solutions to prevent such occurrences from taking place in the future. It is important to note that most trade publication articles are written by professional practitioners in the field. Notwithstanding, IMF Writers (1998) are also representing an agenda that is designed to promote and encourage stability within orderly exchange among its member nations.

Language used in trade publications tends to reflect technical jargon that industry insiders all can understand. Monetary policy, financial sector and moral hazard are examples used by IMF Writers (1988) to illustrate the Asian crisis. By exploring excessive currency depreciation, the need for insolvent entities to be eliminated or co-opted by stronger ones and the complexities associated with acting on emotions within in the context of making sound economic decisions, the authors speak in ways that are readily understood by others in the field. Some trade publications use citations, but it is not a required practice in this format. Accordingly, there are none to be found in "The Asian Crisis" despite the fact that a chart of net capital flows appears as an illustration of portfolio investments from developing countries, including Asia.

In another article on the Asian economic crisis in 1997, Nidhiprabha (1998) found that economic recession in Thailand was the byproduct of limitations on public spending and cumbersome government debt accumulated from high interest rates. This article appears in the scholarly journal ASEAN Economic Bulletin and subsequently follows different rules from that of Finance & Development. For starters, the author is an Economics professor at Thammasat University and writes in a manner that offers original research, is an in depth study on a very specific phenomenon and contains an abstract to clearly state his thesis. Unlike trade publications, scholarly journals always list the author by name and incorporate extensive documentation of ideas, primary and secondary sources. Whereas the Finance & Development article is four pages, the ASEAN Economic Bulletin article is nine pages with seven documented end notes and a list of fourteen outside sources for reference purposes.

For researchers in academic circles, it is important to provide sources that many times are referenced by readers who are engaged in their own work. Additionally, it is standard practice for scholarly articles to contain more detailed background information on terms and concepts through what is referred to as a literature review. Hence Nidhiprabha offers readers insight into concepts such as consumption, recession, debt-deflation theory, and balance of payments model and micro and macro economics respectively. Such other scholarly journals as the Journal of Economic Perspectives, American Economic Review and the Journal of Money, Credit and Banking are infused to pass the demanding standards determined by academic publishers. Despite different methods and intended readerships, both articles conclude that debt-deflation issues will continue until more efficient economic principles are applied.

References

Boylston, Susanna. June 2, 2003. Scholarly, Trade, Opinion, or Popular? : A Guide to distinguishing among Articles in Scholarly Journals, Trade Journals, Opinion Magazines and Popular Magazines. Retrieved September 7, 2005.

IMF Staff Writers. (1998). "The Asian Crisis, Causes and Cures." Finance &
Development, 35, 18- 21.

Nidhiprabha, Bhanupong. (1998). "Economic Crisis and the Debt-Deflation Episode in
Thailand." ASEAN Economic Bulletin, 15, 309- 318.

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Grammar, Usage / Simile (figurative language) [NEW]

One of the most frequently occurring and natural sounding parts of figurative language is the simile. We begin using it long before we even know what it is called, and it is one of the first figurative terms we are taught in school. Unlike many such terms, the word simile gives us an obvious clue as to its meaning; simile comes from the same origins as words like similar, so we know from the outset that this term will be used in a comparative way.

The most basic and well-known definition of simile is an explicit comparison between two things using like or as. "The boy fought like a tiger" and "She was as white as a ghost" are very common examples, and have been used so often as to become cliché. However, both very clearly show the key elements of simile construction. In the first example, the two things being compared are a boy and a tiger. The comparison is made using the word like, which makes the comparison explicit; we are saying the boy is like a tiger, meaning we are focusing on an aspect of similarity, which is key to constructing a simile. In order to make this comparison more specific and easily understood, notice that it is not merely the boy and tiger which are being compared. The fighting ability of each is the main point of similarity that the simile brings to light here, rather than any of the other hundreds of characteristics that the boy and the tiger might also share. This specificity is what makes the simile direct, and also part of what distinguishes it from metaphor, which leaves more to the interpretation of the reader.

The second example uses as instead of like, but again this functions as the marker of similarity and equality between the things being compared. In this instance, we have a female person being compared to a ghost, and again we see that the simile specifies the aspect of similarity under consideration, this time being the whiteness of both entities. Notice the subtle difference between the use of like and the use of as in simile construction. In the case of like, we are told the two things are similar, but not necessarily equivalent. As, on the other hand, makes the two things equal with regard to the aspect under comparison.

An often neglected aspect of simile is the need to compare things that are generally dissimilar. This might seem to contradict the very nature of simile, which is to highlight similarity, but the difference adheres in the distinction between the general and specific. Looking back to the first example above, we can see that, in general, the boy and the tiger have very little in common, and constitute very different entities. However, in a single aspect of their being, their ability to fight, they warrant some comparison. The comparison is usually exaggerated to some extent as it is in this case (the boy may be a good fighter, but he is certainly not so good as a tiger), but this is precisely how the simile works. By taking two things that don't have much in common and putting them together, the simile forces us to imagine the situation in more vivid and unconventional ways. The exaggeration inherent in most similes also adds a certain force to the comparison, and makes us feel the power of the thing or characteristic being compared. Be aware, however, that these effects of unexpectedness and novelty are first subdued and then lost completely over time when a given comparison is used too often. The examples above, using a tiger to show fighting ability and a ghost to show whiteness, while being good models of similes, have been used so often that their effects have been all but lost. The ability to create novel similes and to rework old ones in unexpected ways is one of the marks of great writing.

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Graduate / Graduate Admission Projects: How to Beat the Odds [NEW]

It is no secret that in the world of higher academics, competition is fierce and many more applicants apply than can ever be accepted. When you come to apply for a coveted position, several important criteria for success have already been determined: your grades, standardized test scores, publications, relevant work and teaching experience, and the vitally important letters of reference. However, since so many of the applicants have very similar transcripts, scores, and references, the admission essay becomes the factor which can elevate you above the competition. It is often the only sample of your writing the evaluation committee will see, and so gains an exaggerated importance in determining admissions.

The admission essay for graduate school must describe your academic interests in the most explicit terms possible within the specified length, as well as showing how your previous experience has led you to the present, and how these have qualified you for future studies in your field. Linking your past to the future serves to "prove" the statements you are making about your qualifications and potential for success in the program; many applicants thoughtlessly make statements about their potential without reference to their previous accomplishments, resulting in an essay that sounds hollow and cliché. Be sure to reference relevant courses you have taken, as well as papers you have written, and any presentations or publications you have produced. All of these show you are qualified to continue researching in your area, and that you are committed to your chosen field.

Fluency for your subject area is vitally important to convey in the essay, and to achieve this it is useful to mention, and even briefly cite, academics whose research your project will build on. Remember that in such a short paper, using an authority as a base from which to build your own ideas is an efficient way to lay out your foundational premises, leaving you more time to focus on the uniqueness of your proposal. Further, by situating your project in established research, you convey the impression that you understand the field and will contribute to the discussion of your chosen issue. Creativity of thought is important, but unless it is moored in previous research, it will seem tangential at best, irrelevant at worst.

Another often-neglected aspect of the graduate admissions essay is the work you need to do before you ever put pen to paper, or more properly, finger to key. One of the primary reasons nearly identical applicants have varied rates of success is that some match the school and department they want to attend, while others do not. The same application essay will find eager and enthusiastic readers in one department, and yawns or frowns at another, independent of the quality of the school. Make sure to evaluate the department carefully before you apply. What are their strengths, and which areas seem to be the focus? Make your project fit the thrust of the department, or choose departments which are a match for your own interests. Contact two or three professors in your area you might like to work with, and allow them to read your proposal. If they like it, they may well agree to supervise you if you gain admission, which is a fact you can proudly mention in your admissions essay. Further, some will even be willing to suggest improvements, meaning your essay can only get better.

These tips, learned though personal experience, will help you maximize your chances for admission, and may even compensate for a weakness in another aspect of your application. Remember, many others are in your shoes, and every edge you can give yourself will help you land on the top of the pile.

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Grammar, Usage / An Introduction to Figurative Language [NEW]

In order to be successful in English or literary studies at any level, and for that matter, to be considered a good writer yourself, at least a basic understanding of figurative language is absolutely essential. This series will explore the basic types of figurative language that you are likely to encounter in high school and early university settings; without knowledge of these, getting good grades is not a likely outcome, and succeeding in upper level literature courses will simply not happen.

Although many teachers and professors do underline the importance of various kinds of figurative language, not many take the time to define it and explain its importance as a whole. Figurative language can most efficiently and simply be seen as a way of writing and speaking that goes beyond (or even against) the denotation of given words, and begins to explore their connotations. Denotation refers to the literal, dictionary meaning attributed to words or phrases, whereas connotation refers to the various associations that have been added to the words and phrases through their use in a given context. A simple example shows the difference between these two modes of language use: If I make the comment "He is a house," on the level of denotation (the literal level) I am stating that the person to whom I am referring is actually a house. This does not make much sense, unless the person is standing in such a way as to provide a living-place for some life forms, which of course isn't likely what I mean.

Since this statement does not really make sense in a literal, denotative way, I am prompted to look at it as an example of figurative language. The man is obviously not a house literally, so by saying that he is, I mean that he shares some characteristics with a house. In this case, the person is likely very large, and because I have heard this phrase being used in society previously, I know what the speaker means even though, objectively speaking, the comparison of a person to a house could mean dozens or hundreds of things. Figurative language therefore gains its power through use and common social recognition.

Identifying figurative language in general is not too difficult once you have a good definition in mind, but for many students, its function remains puzzling even after they know what it is. After all, if you want to state that a person is large, why not just say that he is large, rather than comparing him to a building of residence? This perfectly legitimate question is deceptively complicated and vitally important to literature itself; in fact, it could be argued that without figurative language, literature ceases to exist.

Think for a moment about a lab report or text book. The focus here is on making the message as clear as possible, and on eliminating misunderstanding. As a result, such writing tends to be clear and concise, but also at least somewhat dull. Compare this to a novel, or a poem, where figurative language is everywhere. The writing can be far more confusing, but it also tends to be far more entertaining and emotionally involving. The reason for this difference is that when I state a bare fact or sentence, I grasp it immediately, and I don't need to think about it much after I read it; I can simply move onto the next sentence. My purpose here is to glean information, and the writer's style of straightforward writing is intended to make this as easy for me to do as possible. In the case of literary writing, however, the purpose is not simply for the writer to convey information, nor is that my purpose in reading. I read literature for enjoyment, to have an interesting encounter with characters I don't know in a different time and place. The goal then is not to press through quickly, but to become involved and to enjoy the experience. As a result, authors employ figurative language. This causes me to move more slowly, lingering on the details, sounds, and interestingly unexpected comparisons that I come across. It allows me to focus on and enjoy the text for itself, rather than for the information I can get from it, meaning that I am able to have an emotional experience, rather than just undergoing a purely mental exercise.

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Grammar, Usage / Metaphor; we are constantly hearing and using it in our daily lives [NEW]

Although we do not always see it so obviously, we are constantly hearing and using metaphors in our daily lives. Even turning on the sports network, a decidedly non-literary source, will reveal countless examples of metaphorical usage: "It was a David versus Goliath match-up," "Their backs are against the wall," and "He launched a rocket over the wall in right field" are all very common sporting expressions that are metaphorical in nature, and this is just a tiny sampling of the thousands of metaphors that have become commonplace in everyday life.

Like simile, metaphor is a comparison of two things which are in general dissimilar. In the case of metaphor, however, the comparison is indirect rather than direct; it is implied rather than stated outright. For example, when I use the simile "the boy fought like a tiger," it is evident that I am comparing the two things, that I am aware of the comparison, and that I am comparing specific characteristics in an exaggerated way. However, when this simile is turned into the simplest kind of metaphor, we see that the directness and specificity of the comparison are lost: "The boy was a tiger when he fought." The first difference is the absence of like or as, keys words in the formation of similes which make the comparison direct. In this case, the comparison is implicit. We have not stated that the boy can be compared to a tiger, but rather that the boy is a tiger. This immediately alerts us to the presence of figurative language, because the statement, taken literally, simply cannot be true. Two dissimilar things may be comparable in some way, as the simile shows, but two dissimilar things cannot be each other, and so the metaphor cannot work on the level of the literal.

Because it need not be so direct as a simile, a metaphor can be conveyed in a far wider variety of forms, ranging from the very simple to the very complex. The shortest and easiest form of the metaphor is the kind mentioned above, where one thing is called another. This achieves the basic function of metaphor, which is to invite us to explore the possible relationships between the two entities which are said to be the same. It allows for vivid description, and even more than simile asks us to consider the two entities together, holding each in our imaginations as we read. Because it is less direct, the metaphor also forces us to think more closely about the basis of comparison between the things under comparison, and this causes us to be more involved in the reading.

More complex metaphors show an even greater divergence from similes, as they do not even have to explicitly state both of the things being compared. Take the following as an example: "As the sun set, night slowly spread its black wings against the clouded sky." At first glance, it is possible to miss the fact that there is a comparison here at all. Looking through the elements of the sentence in order, we come first to the sun, but find nothing to which it is compared. Next we see night, then black wings, and a clouded sky. The clouded sky is merely the background against which the wings are spread, and so is not an object for comparison either. This leaves us with night and black wings. These are not being compared here, but we can see that these wings belong somehow to the night. Again, since this is a literal impossibility, we know we are in the presence of figurative language. So, night is said to possess some feature that is could not possibly possess, black wings. Now, this makes us think what creature might have black wings that would be the origin of the comparison. There are many options here, but a bat, that infamous creature of the dark, seems like the most likely candidate. So, in this subtle metaphor, night is being compared to a bat even though bats are never explicitly mentioned. Even more than the simplest sort of metaphor, this more subtle kind forces us to think more deeply about the situation at hand, and as a result we generate more vivid and unexpected ideas and images, which is the purpose of metaphor.

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Dissertations / How to Deal with a Difficult Dissertation Advisor? [NEW]

How many of us have shown up to an advisor meeting with a stack of carefully acquired research and a stunning first draft, only to be met with criticism and critique? Few things can crush our pride faster. But Professor Devil's Advocate must not be allowed to bring us down. We have worked too hard to allow that to happen..

The first thing we must remember is that which we have probably heard many a time from Professor Bringdown. "I'm only trying to make your argument stronger," he says, or something to that general effect. Well, he's right. But before you ask me whose side I'm actually on here, let me qualify that. The good Professor's heart is in the right place. He knows that someone may ask you the same questions during your defense, and he would rather you have time to think about and investigate your answer. The problem is that no one has informed him of a little thing called positive reinforcement. He believes that by telling you all the things that are wrong with your argument, that you can fix them. He may be right. But a lack of confidence in your work is not going to help you to stand behind it when that day comes to do so.

The sad truth is, he is not going to change. No matter how much you want such a thing to happen, you are not going to walk into his office tomorrow and find that it has instantly become the Land of Warm Fuzzies. So what's a student to do? Ask the Professor, your dissertation advisor, for a bit more support? Not this one. Honest emotional communication is not going to impress this particular pedagogical type. He will simply narrow his brows and tell you that he is not there to hold your hand but to challenge you academically. So basically, you have two choices. You can bend to his will and at least pretend that he's right, then go home and throw a dish or two, or stand your ground and attempt to win if not his unyielding support, then at least his respect.

The first option will make him feel better and will probably lead to a stronger dissertation, but in all honesty, it will be the hardest along the way. Only a student with a strong supply of inner self-confidence can look meekly at Professor Smartypants and say, "So what recommendations would you give for improvement of your dissertation?" when all you really want to tell him is how hard you worked and how many hours you spent and how dare he tell you it isn't acceptable. But if you are able to temporarily swallow that desire to clock him one, and instead dutifully take note of his suggestion, the next meeting will be much more palatable when he realizes that you have taken his suggestions to heart. Even if after incorporating them into your next draft, you used them to wrap your roommate's week-old tuna fish sandwich.

If, however, you have complete confidence in your opinion and know that you have something to say to him, well, more power to you. I'm sorry to say that you will still have to take note of the Professor's suggestions. But the next step is much more empowering. This is the option for the student who is not the appeasing type. Your take the good Professor's "suggestions" back to your research, and find reasons why your approach is valid or even provides new insight of which Prof. Difficult hadn't thought yet. And if it's your style that he is questioning, then go straight to the style manual and come up with a reason why you did things the way you did. Even if it was random. This professor will respect you if you show some mettle, even if he seems disgruntled at first. Either of these techniques will both strengthen your argument and, more importantly, your sanity.

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Letters / An Example of a Written Response to a Dissatisfied Customer [NEW]

Greetings!

I am happy to respond to this customer! While we hate to have any dissatisfied clients, it is also imperative that we as a company protect our writers. The reality is that our writer followed all of this client's specifications. It was only after the paper had been written that she asked him to change it, and in so doing, gave him a set of instructions that were different from those he had been given in the first place.

There were several exchanges in which the writer tried to explain how he had met this client's original specifications, but it seemed clear, after some time, that what had happened was that the client wanted something different from what she had asked for originally. At this point I stepped in to offer a rewrite. We do charge for those when the writer does nothing wrong, but we certainly don't charge as much as we do for writing from scratch.

This writer has never, ever had a dissatisfied client. The same cannot be said for most writers, at any company -- and he is a full-time writer, working almost exclusively on business and finance assignments (which this one was). I am not saying that people aren't human, or that this writer could never make a mistake. But the fact is that in this case -- and I checked thoroughly -- he did not make a mistake.

We as a business have no investment in hurting our clients. We routinely ask our writers to correct small errors (and sometimes large ones), and will even pay for complete rewrites when the writer simply cannot address the original specifications of the client. In other words, we bend over backwards to offer good customer service. But again, it just isn't fair for us to completely rewrite papers that are written correctly the first time (correctly in this case to mean according to customer specifications). This is why, incidentally, we consistently urge our clients to be as clear and thorough as possible when they give their instructions, so as to avoid misunderstandings.

Should this client wish to continue her business relationship with us, we would be more than delighted to offer her a discount on her next assignment. We will also make every effort to assign her projects to the writer whom she likes. But again, we have to walk a line between excellent customer service and being fair to our writers -- and in this case, the decision was clear.

Thank you,

Your name, Company Name

Signature

Essays / What is the Expository Paper? [3]

How do you ensure that your expository paper meets your Professor's Standards?

If you've received an assignment to complete an expository paper and are confused, concerned, or facing writers block, don't worry. Virtually every student will be required to write an expository paper at least once during their academic career and chances are you'll face this requirement many times.

The good news is, expository writing is relatively simple to master and this skill will help you as you learn other forms of writing. Expository writing is a fancy way of saying that you are going to explain something. An expository paper is one in which you offer information about a particular subject to your reader or audience. This checklist will help ensure that you create an expository paper that will meet or exceed your professor's standards.

1. Select a Topic

In some cases, this will be provided for you, making this the easiest step of all. When given a choice, consider a topic that interests you. When you are enthusiastic about a topic, it will translate into your writing, and if you don't care about the topic, it can certainly show! Consider topics that might relate to your career interests, personal background, or potential topics for future research. An expository paper is also a great way for you to explore a new interest or expand on your current knowledge.

2. Craft Your Thesis Statement

Your thesis explains the topic of your expository paper in a focused manner. You'll want to craft a very narrow topic for short papers, and expand into larger topics when your expository paper is expected to be longer.

3. Research!

While some expository papers do not require independent research, most do. Developing strong research skills is important to saving your time and frustration when you write. The research that you uncover may influence your decisions regarding paper style and format. Unless your professor specifically requires particular sources, consider using a variety of references to ascertain topic knowledge, including published books, journal articles, magazines/newspapers, and qualified internet sources. Also, remember to look for recently published references to ensure that you have the most up to date information for writing your expository paper.

4. Choose a Developmental style, which is just a fancy way of asking you how you will present your expository paper.

You may elect to present your expository writing as an extended definition of the topic, or you may instead wish to provide an example of your interest. You may also choose two topics and compare and contrast them in detail. For example, if your expository paper is to be a two page discussion of hybrid cars, you may choose to discuss the development and purpose of hybrid cars in your paper as an extended definition, or you may instead choose a particular hybrid car to discuss as an example. Remember that the purpose of your expository paper is to convey information and not to construct an argument.

5. Design Your Structure

The most common form of the short expository paper is the five paragraph essay, which consists of the introduction, three body paragraphs, and conclusion. Your introduction should include your thesis statement and major points in a way that grabs the reader's attention. Your body paragraphs should be comprised of major points that develop the thesis. Your conclusion should restate your thesis and major points in an effective summary that helps maintain your reader's interest. While longer expository papers will require more than five paragraphs, this format is nevertheless a good foundation for any paper. Whatever the length of your paper, you will always want to include an introduction and conclusion.

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Research Papers / How to Write an Excellent Career Research Paper? [NEW]

Fortunately for the student who is required or requested to write a career research paper, one cardinal rule can guide a writer toward and excellent paper. This rule involves taking the perspective of the reader and asking oneself, have I covered everything that someone in this career would expect?

The methodical writer will first go to the books. Find all the hard data on this career that he or she can find. From average salary to location of positions, companies that hire those who possess the qualifications and what those qualifications may be, the reader will want to know that you have done everything you can to educate yourself on the specifics of this job. Obtain all the hard data that you can get your hands on Most people, considering themselves experts on something, will expect similar expertise from writings on that subject. Whether your target audience is third-grade teacher or a cardiologist, he or she will want to know that you understand what his or her world is like, and that you have no illusions about the job being easier or better-paid than it really is. Be sure that you understand and can effectively communicate the reality of the career on which you are writing.

This point leads us to the next guideline for writing an excellent career research paper. Reality is the key, and a sense of the reality of a career can only be obtained by actual contact with a person who holds a similar position. If you are studying journalism, find a local journalist to interview. If your career of choice is marketing, delve into your local chapter of corporate America and find someone who works in a marketing department. Most students will have little trouble finding a cooperative professional who is willing to dialogue. Email is an excellent way of requesting an interview. Be respectful and express that you know the person is busy, but you hope they will be able to grant you a few moments of their valuable time. Don't lay it on too thick, but don't be too casual, either. If you know someone personally who has the career you desire, all the better for you. If, however, you happen to be considering a career at NASA or as a foreign ambassador to Kathmandu, you may have to confine your interview to the electronic form. Still, whatever you can do for actual contact with a professional in your field will be appreciated.

Combined, factual evidence and real-life contact will lead to a well-received career research paper. But to enhance your work and turn in a truly excellent paper, the word to know is insight. Expand your research. Think about the data you have uncovered and draw some conclusions. Find some trends in salary and hiring rates. Is this career growing, or being replaced by another? And speaking of the future, your reader will be highly impressed if you are able to find, interpret and understand a few articles from trade journals. What is current in your career of choice? What developments are being watched?

These three elements, facts, reality and interpretation, will tell your reader that you are serious about your career of choice and have done all you can to gain a well-rounded sense of it. Remember to structure your paper logically, beginning with an introduction that engages the reader and shows your enthusiasm for your career. Introduce the research you've done, and by the time you reach the conclusion, tie up the paper with a strong conclusion incorporating some of the most important data and what you have learned from it. You are passionate about your career. Now, let that passion shine through your excellent career research paper.

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Research Papers / Example Structure of a Business Assignment [NEW]

Structure of a Business Assignment

- Cover Page

- Table of Contents

- Executive Summary

- Answering of Questions

- Bibliography

- Appendices

Cover Page

On the cover page, the following information needs to appear:

- Subject

- Name and surname

- Cohort (month and year of enrolment)

- Work telephone number

- Cell phone number

- E-mail address

- Postal address

- Word count

(see example below)

EXAMPLE OF COVER PAGE

--- UIC MASTER OF BUSINESS ADMINISTRATION ---

SUBJECT
INFORMATION AND MARKETING

NAME OF STUDENT
JOHN SMITH

COHORT
JUNE 2005

POSTAL ADDRESS
PO BOX 8758
NEW YORK CITY 2017

TELEPHONE NUMBER
+089 44 878 5651

E-MAIL ADDRESS
student@schoolname.edu

WORD COUNT
15,000

DATE DELIVERED
23 NOVEMBER 2006

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Dissertations / Technical Requirements for MBA Assignments [NEW]

STANDARD TECHNICAL REQUIREMENTS FOR MBA ASSIGNMENTS

All MBA assignments should meet the following technical requirements:

- Spacing: Double (typed)

- Single sided, A-4 paper

- Font: Times New Roman, or Arial

- Font size: 12 points

- Margins of at least 2,5 on both sides (for tutor comments)

- Table of Contents with page references

- The Executive Summary:

- Must be included in every assignment
- Length: Minimum - 1 page, maximum, 1˝ pages
- Give a brief summary of the industry
- Then, give a brief summary of the company/brand/specific context
- Mention findings and recommendations that pertain directly to the questions posed.

- Begin every answer with a heading, which is based on the question posed. (Avoid merely repeating the question).

- The text must be written in an essay format with full sentences and paragraphs. (Bullets and telegram-style ideas must be reserved for appendices).

- Make use of headings and subheadings that demonstrate the various aspects of the syllabus under discussion.

- Bibliography:

- Use the Harvard referencing system
- Use at least five textbook references
- Include current information (Internet sources or academic journals)

- Do not exceed the prescribed word limit. (This applies to the main body of the text).

- Appendices must not be longer than 50% of the body of the text.

In addition to these basic requirements, individual tutors may give specific technical requirements that are relevant to a given MBA assignment.

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Essays / How to Write a Case Study? [NEW]

Case studies can be used in any academic discipline. The purpose of a case study is to provide a more thorough analysis of a situation or "case" which might reveal interesting information about that classification of things. For the business student, a case study could be done on a particular company; for the political science student a case study might concern a particular country or government/administration. Case studies could be written about individuals, such as how kids learn to read, for example, about organizations and their management practices, or the results of applying a computer science program or process to a problem. You might be trying to figure out how to solve the problem of illiteracy or environmental degradation. The sky is the limit. The key is to take your large problem and bring it down to the level of the individual or single unit.

A case study is an analytical piece. It involves heavy research and application of theories, concepts, and knowledge commonly discussed in the field of study. It highlights common problems in the field and will illuminate those problems through the in-depth study of its application to one individual, one company, one government, or one of whatever you are studying. Most case studies are an attempt to solve one of these problems that are known in the field.

Steps to Writing the Case Study

1) Determine what your case study will be about. Think about the problems you have discussed in class or you have come across in your reading in this field. Begin by researching at the library and on the internet in order to hone in on a specific problem. Once you have identified a problem, read as much as you can about it in books, journals, magazines, newspapers, etc. Take notes and remember to keep track of your sources for later citations in your case study.

2) Choose a case site. Think of a location, an organization, company, or individuals who are dealing with that problem. Plan and set up interviews with these people. Your interviewees should all be involved at the same company or organization (your case "site"). They can be workers, volunteers, customers, or other stakeholders with an interest in solving the problem you have identified.

3) Begin your interviewing process. Talk to individuals at your case site about the issue. Ask what they have tried to do to solve the problem, their feelings about the situation, and what they might do differently. Ask open-ended questions that will provide you with information about what is working, how the situation developed, which parties are involved, and what a typical day is like. Stay away from yes or no questions, or you may not get the information you are seeking.

4) Analyze your information. You will need to take the information you gathered in your library and internet research along with your "case" information from the interview and determine which items pertain most to the problem. Organize all of your information in the same place.

(5) Write the case study. The case study should have the following sections:

- Introduction to the problem: This is from your library and internet research and describes the problem in a greater sense.

- Background on the case: Information about your case study site, where or who it is, what makes it a good sample of the larger group, what makes it special?

- The next several sections should be about the problem as it pertains to the case. Describe for the reader what you learned in your interviews about the problem at this site, how it developed, what solutions have already been proposed and/or tried, and feelings and thoughts of those working or visiting there.

- The concluding paragraph should wrap it up with possible solutions, without solving the case per se. It might make some final references to the interviewees and their thoughts about possible solutions, while leaving it open to the reader to come up with a different answer.

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