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Thesis Creator

Thesis Creator
Directions: This web page explains the different parts to a thesis statement and helps you create your own. You can click on the example button in each section to see an example of a thesis statement. Question: Write the the question you have been assigned or the prompt you are going to answer with your essay in the box below. 1. The “topic” of your essay is the general category your essay is about. Type the topic of your essay in the box below. 2. What is one thing about your topic that you believe to be true, and that you wish to argue? Write your position in the space below. 3. Is what you say always true always? 4. In general why do you believe your position to be correct in spite of your qualification? Write your reason in the space below. 5. In one or two sentences, present your thesis, including a qualification, a reason, and a position. Click on the My Thesis button to see your thesis statement. Related:  BioPsychCourses2

C. Creating an Outline Construct an argument that answers the writing prompt by arranging your notes linearly.Unless your teacher wants a 5 paragraph essay (an introductory paragraph, three body paragraphs, and a conclusion paragraph), don’t feel constrained by that model. Now that you’ve grouped your notes, thought about your transitions, and developed a high-powered thesis, its time to build the scaffold upon which you’ll structure your paper: the outline. Some teachers prefer a standard 3 body paragraph format. Tip: Keep in mind that the outline needs to be flexible. There are several different ways to format an outline, but the MLA method (below) is a solid way to do it. Links to sample outlines:

Academic Dishonesty and Plagiarism Academic DishonestyAcademic dishonesty includes cheating, plagiarism, and any attempt to obtain credit for academic work through fraudulent, deceptive, or dishonest means. Below is a list of some forms academic dishonesty may take. Using or attempting to use unauthorized materials, information, or study aids in any academic exerciseSubmitting work previously submitted in another course without the consent of the instructorSitting for an examination by surrogate or acting as a surrogateRepresenting the words, ideas, or work of another as one’s own in any academic exerciseConducting any act that defrauds the academic process PlagiarismPlagiarism is the presentation of someone else’s ideas or work as one’s own. As such, plagiarism constitutes fraud or theft. If an instructor determines there is sufficient evidence of academic dishonesty on the part of a student, the instructor may exercise one or more of the following options:

Graded English language dictations free online Thesis Statements What is a Thesis Statement? Almost all of us—even if we don’t do it consciously—look early in an essay for a one- or two-sentence condensation of the argument or analysis that is to follow. We refer to that condensation as a thesis statement. Why Should Your Essay Contain a Thesis Statement? to test your ideas by distilling them into a sentence or two to better organize and develop your argument to provide your reader with a “guide” to your argument In general, your thesis statement will accomplish these goals if you think of the thesis as the answer to the question your paper explores. How Can You Write a Good Thesis Statement? Here are some helpful hints to get you started. How to Generate a Thesis Statement if the Topic is Assigned How to Generate a Thesis Statement if the Topic is not Assigned How to Tell a Strong Thesis Statement from a Weak One How to Generate a Thesis Statement if the Topic is Assigned Q: “What are the potential benefits of using computers in a fourth-grade class?”

Tom March :: Thesis Builder - The Original Persuasive Essay Maker ElectraGuide is a tool that wants to help high school students: find a topic (see example topic questions?)create a good thesis statement (see an example?) Let's get started! What's the topic you want to write about? What's your main opinion on this topic? What's the strongest argument supporting your opinion? What's a second good argument that supports your opinion? What's the main argument against your opinion? What's a possible title for your Essay? Once you are happy with your thesis statement,you can crank out a quicky outline by clicking the button below. The WWW Virtual Library Writing Exercises Your writing group may want to spend some of its meeting time actually writing. Writing your responses to different kinds of writing prompts and exercises can provide your group with material to discuss in your meetings, even when no one has brought a draft for the group to read. Using writing exercises can also help you develop an effective writing process and practice writing in a relatively stress-free and productive way. Comparing your responses can help you get to know the other group members better and learn from one another in a constructive setting. Below are several writing exercises that your group might try. You could spend anywhere from five minutes to an hour on these exercises, depending on your interest and the directions your conversations take. Writing about your group If you could change one thing about this writing group, what would it be? Writing about your writing process Every writer is different, and so, too, is every writer’s writing process. Creative writing

How to Write an Essay Introduction (with Sample Intros) Steps Part 1 Building a Concise Introduction <img alt="Image titled Write an Essay Introduction Step 1" src=" width="728" height="546" class="whcdn">1Start with an example. <img alt="Image titled Write an Essay Introduction Step 6" src=" width="728" height="546" class="whcdn">6Transition into your first paragraph to wrap everything up. Part 2 Prewriting For Your Introduction <img alt="Image titled Write an Essay Introduction Step 7" src=" width="728" height="546" class="whcdn">1Think about your “angle” on your topic. Part 3 Tips The World-Wide Web Virtual Library: Neuroscience (Biosciences)

Spelling Tips - How to improve your spelling English spelling may be a nightmare - but Spellzone shows you there are many things you can do to help yourself improve. This Page gives you tips on the best approach to spelling problems: how to cope in everyday lifehow to learn those difficult wordsspecial tips for homophones - mistakes the computer spellchecker won't spot 1. 2. Look closely at a word, try to remember what it LOOKS likeThink about the SOUND of a word - that will often give you clues about the spellingTo learn a word, WRITE it or TYPE it - or both In this way, you are using three senses to learn a word: sight, hearing and movement - the method most experts agree is best. words are grouped by soundlists of words show you the different ways of spelling that soundthere are exercises to practise each set of words by writing and/or typing. Your pen 'knows where to go' - it is automatic. The same thing happens with some sounds:, when you hear the sound /ing/, your hand automatically writes the letters: Spelling dictionaries:

Writing an Introduction- CRLS Research Guide CRLS Research Guide Writing an Introduction Tip Sheet 17 Ask these questions: What is it? An introduction is the first paragraph of a written research paper, or the first thing you say in an oral presentation, or the first thing people see, hear, or experience about your project. It has two parts: 1. Why do it? Without an introduction it is sometimes very difficult for your audience to figure out what you are trying to say. When do I do it? Many books recommend writing your introduction last, after you finish your project. How do I do it? Start with a couple of sentences that introduce your topic to your reader. Then state your thesis, which may be done in one or more sentences. Some Examples: For the example, the regular text is the general introduction to the topic. Example 1 Teenagers in many American cities have been involved in more gangs in the last five years than ever before. An introduction gives the reader an idea of where you are going in your project so they can follow along.

The Learning Brain: Neuroscience - BioEd Online Your browser does not support JavaScript! Understandings about brain function in health, aging, learning and disease are growing with breathtaking speed. The Learning Brain project is developing and evaluating science teaching resources on emerging areas in neuroscience for use with elementary and secondary school students. Topics include brain structure, neurons and the nervous system, human senses and movement, learning and memory, diseases of the nervous system, and the effects of drugs on the brain and body. The links on this page contain complete teacher guides, individual lessons on the brain, digital slides, video presentations and related content to enhance your instruction. The Learning Brain project is part of the National Institutes of Health’s Blueprint for Neuroscience Education program, and is funded by the National Institute on Drug Abuse and the Science Education Partnership Award program, Office of the Director, National Institutes of Health. Complete Teacher Guide Reading

Purdue OWL Writing Exercises Revise these sentences to state their meaning in fewer words. Avoid passive voice, needless repetition, and wordy phrases and clauses. The first sentence has been done as an example. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Go to Answers Striatal Functional Alteration in Adolescents Characterized by Early Childhood Behavioral Inhibition Introduction Temperament refers to stable individual differences in psychological and physiological responsivity to stimuli (Rothbart et al., 2001). Perhaps the best understood temperamental construct is behavioral inhibition (Fox et al., 2005). Behaviorally inhibited children exhibit heightened vigilance, negative affect, and reactivity to novelty compared with non-inhibited counterparts (Kagan et al., 1988a; Kagan and Snidman, 1991). Although attentional aspects of behavioral inhibition traditionally have been attributed to enhanced amygdala reactivity in response to cues that provoke withdrawal (Kagan et al., 1987; Schwartz et al., 2003), virtually no research on behavioral inhibition has examined attention to cues that engage approach behaviors. The present study uses fMRI and the MID task in a unique cohort of adolescents characterized since infancy on temperament measures. Results Behavioral data No significant group differences were found on any of the task performance variables.

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