Revise to better integrate the material with the argument. Revise to integrate the thesis, its arguments, the supporting material, and the conclusion. Revise to show respect for the reader, moving the essay along and pursuing more analysis and insights. Integrate a new idea or evidence into the conclusion. Revise and edit toward a well-read, intelligent, and demanding reader. F - attributes Essay evades the assignment entirely or attempts the assignment dishonestly. Inadequate preparation, style, or faulty mechanics prevent the reader from following the essays argument, if any argument exists. Toward revision A conference is required with the instructor.
Paraphrase and, summary - university college
Revise conclusion to provide a new idea or piece of evidence. D - attributes Essay minimally addresses the assignment. Body of essay and thesis do not krampus align. The writer has largely substituted"tions, paraphrasing, summary, and obvious factual statements for argumentation, analysis, and insight. The writer has lost control of the essay. Inadequate preparation, style, and/or mechanics force the reader to re-read many portions of the essay. The writer may have edited, but has overlooked business basic problems. Toward revision Conference recommended with the instructor. Global revision, perhaps an entirely new start, is required. Begin with a different idea, thesis, and plan. Choose material "tions, research, ideas) for your specific argument, for a narrower scope.
The writer - relying on summary, paraphrasing, and other less engaging forms of argumentative support - has treated the reader with fairly low regard. The writer may have edited the paper, but has overlooked problems. Essay requires substantial global revision. Revise for a more specific and argumentative thesis. Revise for a clearer argumentative outline. Choose material (support, texts, ideas) appropriate to the new hibernation thesis and arguments: use texts to substantiate your own ideas and insights, rather than bowing to the obvious arguments. Revise to connect the essays whole argument with unusual insights, thoughtful analysis, and meaningful transitions between ideas and paragraphs. Revise introduction to lead naturally into the thesis.
Writer sometimes mistakes summary or paraphrasing of great the material for analysis or insight. Writer summarizes secondary material and/or report leans upon secondary material as incontrovertible authority without integrating it into his/her argument. Writers own ideas and insights are not easily apparent in the essay. The introduction does not provide full support for the thesis. The conclusion merely summarizes the essays main arguments. Inadequate preparation, mechanics, and style sometimes force the reader to review portions of the essay. Writer has treated the essay as just another deadline.
The writer has edited the essay well. Essay requires moderate global revision, often a more specific thesis and arguments. Revise to connect the arguments with better insights, more thoughtful analysis, and meaningful transitions. Revise the introduction and/or conclusion to highlight the essays relevance. Revise the essay for your own and your readers enjoyment. C - attributes, broad thesis barely manages to corral an assignment of this length. Support sometimes escapes the boundaries created by the thesis.
Paraphrasing, summarising and"ng unsw current Students
Conclusion adds further significance and relevance to the thesis and the essays major points. Writer assumes that the reader understands resume the material well, and treats the reader with the utmost respect. Writer illuminates both the reader and the readings, making the reading both enjoyable and revelatory. The essay is written in comfortable, clear, and precise diction. Toward revision, minor stylistic revision, at most, necessary. B - attributes, writer has managed the assignment well with a narrow, argumentative thesis that considered the assignments length and limitations. Writer has chosen interesting and appropriate passages or ideas to support the thesis.
The thesis is referred to occasionally in the body of the essay. Introduction does not wander, and the conclusion does more than restate the thesis and main arguments. The writer handles most of the material well, but may misstep occasionally with the arguments development or understanding of the texts. The writer engages with secondary material at a basic level. The writer is engaged with the assignment and the material. The writer assumes the reader knows the material.
Each academic subject has its own rules for writing references and your lecturer should supply you with clear guidelines on which system you should use. Be consistent when formatting references. Two common formats are the American Psychological Association (APA) and the modern Language Association (MLA). There are websites that have up-to-date information on these systems, along with examples of in-text and bibliographic references. Academic writing books will also contain sections on these systems.
Some are listed in the further reading section. Further reading Here is a selection of websites and books that will tell you more about academic writing: Usage notes you can find Usage notes on Academic Writing at the following entries in the macmillan English Dictionary : cause example" significant compare list related. Writer's Handbook: Academic Writing - a detailed instructional guide to general issues in writing academic essays, research papers, reviews and scientific reports, covering how to develop a thesis statement,"ng and paraphrasing, documentation, writing annotated bibliographies and more (Rating:.02 Votes: 2137 rate this site. A - attributes, explores and illuminates the assignment as thoroughly as possible. Razor-sharp, incisive thesis piques the readers interest. Writer shows clear command of the assignment, thesis, texts, and arguments. Writer engages the thesis throughout the essay and provides more than adequate support for the argument at hand. Writer engages thoughtfully and sophisticatedly with secondary material used. Introduction comes quickly and elegantly to the point, establishing the necessary context for the thesis.
How to, summarize and, paraphrase, owlcation
Make sure you include the reference directly after the paraphrase in your text so that it is clear where you got the information from. There are many ways of book showing that you are reporting the words of others. For example, you can say that the author: argues asserts believes claims concludes confirms emphasizes explains hypothesizes insists maintains observes notes points out questions says states something. You can also say: According. You can learn other ways of reporting and paraphrasing from your reading. You should include the page number in the reference because you are reporting on a particular part of a reference. Referencing in texts and in bibliographies In-text referencing is used when you are"ng or paraphrasing sources in your essay. A bibliography is a list at the end of your essay that shows which sources you have read or used to help you prepare your essay.
This is helpful as you can make the ideas fit into your writing style. You need to follow the rules of paraphrasing carefully in order rider to avoid being accused of plagiarism. Here is a procedure you can follow for paraphrasing: read the original passage very closely to make sure that you are clear about what it says. put the text to one side. Write the main points of the passage down on a separate piece of paper. compare your notes with the original and check that you have got the main points. Check that you have not added anything that is not in the original. Check that you have used your own words, and that you have fairly represented what the author stated.
that you might get. Copying directly from another writer and pretending that their words or phrases are your own is called plagiarism. You must avoid this as it is a form of intellectual theft and is treated very seriously when it is discovered. You can avoid plagiarism by using the correct methods for"ng, paraphrasing, and referencing. Why and how should you"? When you" someone, you use their exact words in your text. Keep"tions as short as possible by"ng only the essential part of what the author says. Try to restrict yourself to"ng only if the original statement is forceful, well written, or contains ideas that are so controversial that you feel it is best that the exact words of the author are used, so that there can be no misunderstanding. Paraphrasing, whereas"ng means you use the exact words of the writer, paraphrasing means restating the words or ideas from a book or article in your own words.
read the bibliographies of these sources and look for any useful materials you find listed there. Think carefully about the purpose of the writer and any possible bias they might have in writing. read selectively, taking brief notes that will help you to feasibility answer your questions. note any areas of disagreement between your sources. Sometimes experts disagree, and this is worthy of discussion. set a time limit on your reading to ensure that you start writing early. Avoiding plagiarism and"ng sources directly.
Difference between, summary and, paraphrase
Academic Writing: finding and referencing sources by, averil Coxhead, academic Writing tasks aim to find out how well you can research a front topic, argue a point of view, evaluate evidence, and organize your thinking. In this series on Academic Writing I would like to provide general advice about different aspects of academic writing and what resources you can use for more specific advice. Identifying and evaluating resources, once you have identified the different parts of an essay topic and established a basic framework, it is time to gather evidence, statistics, and other information. You should start by surveying a wide variety of books and other material that might be useful. These are what we call your 'sources' - the evidence you will need in order to write the essay. Your lecturers may supply a reading list. Here are some other things to consider: look for up-to-date books and articles.