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¶ … enjoyable to read while it fulfills the requirements of the assignment. The writer keeps the audience in mind, remembering that the professor and classmates will be somewhat familiar with the subject matter. Writing style should be formal but not stilted or filled with too much jargon. Depending on the subject, though, the writing style might need to be technical. Good papers are often original: the writer has a novel idea he or she wants to prove. If the subject does not allow for creativity then at least the writer should explain the topic clearly and concisely. Verbose papers are often poorly-written and show how little the student actually knows about the subject. A thesis or central argument is usually essential in a well-written paper, but many assignments allow leeway in terms of how to structure the paper. Regardless of the formal structure of length of the paper, the writer should be as organized as possible. Points should be arranged in a logical manner.
Finally, well-written papers should follow the rules of grammar and be devoid of plagiarism. The University of Phoenix Center for Writing Excellence offers a wealth of tools for students. Tools include grammar and spelling checkpoints and proper citations styles. Moreover, writing tutors are always available to help students perfect their writing and correct common errors.
2. Complying with the American Psychological Association's (APA) formatting guidelines can be tricky when some teachers demand slight variations. Moreover, electronic media and other non-traditional sources of information can be difficult to cite properly. Books and journal articles are more straightforward. However, the APA format is common and all students should become familiar with it. Because I have written many papers in APA format, I have become familiar with it and when called for I use the format for all in-text citations and reference pages. The style encourages consistency in writing, and readers can easily locate the sources for the text when they are written in a clear format.
References
Dickens, T. (2004). University of Phoenix -- Writing Hints." Retrieved Junly 3, 2007 at http://home.earthlink.net/~tdickens/uofp/writing_hints.html
Our Learning Resources." (nd). University of Phoenix. Retrieved July 3, 2007 at http://30years.phoenix.edu/learning_resources.asp
Reading is fundament skill necessary for our children to compete in a more globalized world. Evidence has shown strong correlations between education and income. These correlations have endured multiple generations and reflect the need for continual improvement on the part of students. The ability to read and comprehend passages therefore is the first of many building blocks needed to be help students within a more competitive and highly dynamic environment.
This particular program is designed for grades K-8 and is both a reading and a language arts program. This reading program has as a foundation "literacy instruction that stimulates, teaches, and extends the communication and thinking skills that will allow students to become effective readers, writers, communicators, and lifelong learners." The program also uses themes to instruct students. In addition to programs that addressed the needs of beginning students, there
Attitude-Influence model of reading involves teaching good attitudes about reading in an effort to influence how children feel about the reading experience. Attitude was chosen as the most important component of the model because it plays such a strong role in research done on a psychological level. However, attitude can be hard to measure, because it is very subjective and can fluctuate wildly. That is one of the cons of
Motivation for Reading: In one reading survey, as reported by Sharon Pitcher and her associates in the article "Assessing Adolescents' Motivation to Read," the investigators found that children will be more motivated to read if it is material in which they are interested or if the material is introduced to them in a way which makes them feel that they have a stake in it. Students who feel engaged in the
The Title I reading instructor will become familiar with the Plato Learning content library. The Title 1 reading instructor will begin supplementing classroom instruction with the mini classroom lab using software from Plato Learning. Title I reading instructor will assess classroom performance and modify lab use accordingly. The STAR Reading test results will be evaluated. Survey results on student attitudes towards reading and learning will be compared to April 2007 results. The state standard scores
graduate experience thus far has exceeded my expectations. I was prepared to do a considerable amount of reading and feared that I might find too much of it to be overly theoretical and dry. I was surprised and pleased to find that much of the reading will apply directly to my work in the field of teaching. The most enjoyable aspect of the graduate experience has been the discussion