Which of the following Writing Topics Is Narrow Enough for a Short Essay ? Features

Which of the following Writing Topics Is Narrow Enough for a Short Essay ? Features The One Thing to Do for Which of the Following Writing Topics Is Narrow Enough for a Short Essay ? The secret to writing your very first draft isn't to be concerned about whether it's any good just get something on paper and go from that point. Be a building you understand well. Now you know how to write a college essay, we've got a whole lot more specific resources for you to excel. Argumentative essay is a rather intriguing sort of an assignment, as you must gather a great deal of materials to back up your standpoint. The Which of the Following Writing Topics Is Narrow Enough for a Short Essay ? Stories The above-mentioned topic selection may give you a very clear understanding of what things to write about. As it's such a huge subject, you're going to want to narrow your paper down to a particular angle. 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It's more interesting to compose an argumentative text about love. All the data in the text ought to be checked before it'll be shown. The body ne eds to be built out of several paragraphs that tell your principal point. Learn more about the way the essay is scored. It needs to be personal. It gives you an opportunity to show how effectively you can read and comprehend a passage and write an essay analyzing the passage. You've got to compose an informative essay. Possessing this information lets you plan the ideal approach to every essay and makes it possible to cut back on work by determining whether you may use an essay for over one prompt. Well, now you have to return to that list and determine which essays you still will need to write. If you would like to begin your essay having a more overall description of what you will be discussing, it's still true that you must help it become specific and unique enough to stand out. You may not possibly write a fantastic essay about such a huge topic in just a few pages. Hope this list provides you an excellent essay writing help. As you continue to adhere to the writing procedure, you will notice how Mariah uses critical reading skills to estimate her very own prewriting exercises. The very first step is where a lot of students become stuck. If you attempt to take on an extremely extensive subject, you will end up with a whole lot of general statements and boring lists of your accomplishment s. Also, bear in mind that numerous individuals, even teachers, might not be familiarized with what colleges search for in an essay. The current financial downturn was mostly due to financial leaders who wanted to earn plenty of money.

Possible Topics For Midterm Essay In American Literature

Possible Topics For Midterm Essay In American LiteratureThis brief introduction to possible topics for the midterm essay may be too short, or it may contain all of the materials you will need. American literature has a great deal to offer. During our study, we learned of Abraham Lincoln's use of poetry and literature, as well as novels such as Gatsby.One of the main fields of study at Minnesota is English. We will present a broad range of literature for our midterm essay: fiction, autobiography, biography, philosophy, culture, popular culture, and more. You will learn how literature can influence your thinking, and how different forms of literature can influence the course in which you are taking. All of the different students in our class will receive their own textbooks, and the teacher will encourage each student to have a hand in the selection process.Of course, the coursework will revolve around the study of American history. In addition to the four sections of American History, we also need to learn about a variety of other topics. We need to learn about the nation's founding, civil rights, the Civil War, and many other issues. The ways that religion and society have affected society is one of the most fundamental questions of American society. Studying the effects of religion on society will help us understand American society in general.Minnesota is fortunate to be in a college town. Being in a small college town can make your life a little easier in many ways. Most of our activities are centered around getting together with your fellow classmates and enjoying yourself.Whether you are a freshman or a senior, Minnesota offers an exciting atmosphere to study. You will find that this school is incredibly dedicated to helping students achieve success. It provides a huge campus to choose from, and all students are assigned to a specific dorm. Students are encouraged to meet others in their dorm to build friendships and have fun, especially if they are requir ed to take many classes together.Living in Minnesota gives you the opportunity to interact with people who share your interests. The atmosphere is friendly and fun, and you will feel comfortable wherever you are. If you want to experience an educational environment that is conducive to learning, then you should check out Minnesota. Everyone loves to experience a high quality education!Academic writing is a big part of life at Minnesota. Your professor will use a variety of different methods to help you with your essay. The use of syllabuses, student workbooks, essay editing software, and your own computer, will help you get through your class. If you find your writing to be lacking in some way, you can rest assured that there are resources available for your use.Writing essays is an important skill, and you should look to learn as much as you can. Studying literature and analyzing texts is something that is especially important, because it gives you a deeper understanding of America n society and American history. If you are interested in literature and studying American history, this is a great college to attend.

Secret Facts About College Essay Proper Way to Quote Revealed by the Experts

Secret Facts About College Essay Proper Way to Quote Revealed by the Experts You might be thinking about why you should think about using inspirational quotes in your essays. To be able to incorporate a quote in your paper, you will also have to create a corresponding reference page at the conclusion of the essay. When putting a quote at the launch of an essay, remember the suitable formatting for it. Use double-spacing for the whole essay, for example, title headline. Superior writing doesn't necessarily mean lengthy writing. The rules for writing a great essay are the same. When you proceed through the job of different writers, you are going to learn about various quotes obtainable for application. Restate what you've read in your words, and be certain to provide the author credit employing an in-text citation. Because the college essay isn't the identical sort of essay that you write for your high school English teacher, it doesn't need to have the common essay introd uction, which delivers a thesis statement. Get your creative juices flowing by brainstorming all the potential ideas you can imagine to handle your college essay question. Irrespective of your grades or test scores, you will probably struggle writing your private statement, often called the college essay. You might see college essay templates on the internet that offer guidelines about how to structure your essay and what things to say in each individual paragraph. Have a look at our article on the most frequently made mistakes in college essays for more tips to make sure your essay reads well. To learn about essays, it's important to see why essays are such an important portion of academics. You may also find lots of successful sample essays online. As you see, writing high-scoring essays can be challenging and time-consuming but we hope our simple suggestions on how to begin a fantastic essay can help you succeed in creating impressive beginnings for your admissions, argumentative, persuasive and other sorts of essays. When you're writing something which is an immediate quote, meaning that it's the precise words that someone spoke, you have to use double quotation marks. Simply breaking a paraphrase into multiple sentences doesn't mean you're writing it in your words. It is similar to a summary because you are rewriting the source in your own words. It only changes a few words. Your objective is to persuade the audience your text is worth reading. If you don't know how to quote a dialogue, then you ought to avoid it since it will mess up your work and change meaning. You should discover the proper quote that is suitable for your purpose and utilize it within the framework of your own words. Based on the context of your essay, or the essence of your topic, there are instances once an inspirational quote may be the glue which you want to tie it all together. A Secret Weapon for College Essay Proper Way to Quote Don't hesitate to speak to us and describe the problem you've got. Upon earning your purchase, you will secure a totally free quote based on the kind of paper that you need. In any particular case, it truly is contingent on the quote itself. Check the subsequent comparison table to observe the difference between a dependable essay help business and a fraud one. The 30-Second Trick for College Essay Proper Way to Quote Generally speaking, there aren't any concrete rules for titles. Irrespective o f how you are going to wind up submitting your essay, you should draft it into a word processor. To begin with, there's no citation. The duration of a conclusion depends upon the duration of your paper and its complexity and there's no any established formula how to do it right. Check different articles on our blog at which you can locate a list of the greatest argumentative essay topics for college students. Quality essay research provides a wealth of advantages for students. On the flip side, it shouldn't be so broad that some resources would outweigh the info you could squeeze into one paper. Before you even begin writing, make certain that you are familiar with the information which you are working with. There are a couple points, which can help you to recognize a business to keep away from. In university it's important that you're able to present a complete story in a brief space. At the close of the day, colleges wish to accept someone who's going to graduate, be ef fective in the world and have the university connected with that success. Where to Find College Essay Proper Way to Quote Swap sophistication for self-awareness There's a designated part of the application section designated to showcase your repertoire of words. Sometimes, lots of people find them overwhelming but should you break the writing process into small components and attempt to finish your draft step-by-step, you can expect you are going to feel more confident and work more productively. With keywords particular to the subject matter of each section, it needs to be a lot easier to identify its direction and potential informational criteria. Choose and pick a crucial part of the passage required to support your purpose of paraphrasing.

Sample Common Application Essay For Option #1

Sample Common Application Essay For Option #1The sample common application essay for option #1 is one of the most important documents you will have to prepare for your hiring decision. It provides the potential employer with a good idea of what your educational background is like and can help him or her decide if you will be a suitable employee. Also, it gives you a chance to express your abilities and aspirations.If you are an applicant or are preparing to be one, you will find that your chances of being hired increase considerably if you pass your exam results. You do not have to worry that the results you receive may not be well-qualified for the job you are applying for, because this sample application essay for option #1 can help you pass and be hired as an academic.This is a good essay to start your academic career on the right foot. It will help you get some points for admission to the graduate program of your choice. If you have already received a bachelor's degree and would like to pursue further studies in a different field, it will help your current employer to understand how you can successfully transfer your knowledge from one area of study to another. However, this does not mean that it is a true sample application essay for option #1.Your educational background will still be very important to determine whether or not you will be able to pass the test. Therefore, you need to develop a sample application essay for option #1 that can be useful for each and every question that you need to answer during the interview. In other words, if you are applying for the job of an instructor, you should not write an essay that can be used for a nurse's assistant test.As you review your sample common application essay for option #1, you may discover that there are certain questions that are quite similar to the types of questions that you will have to answer in your interview. The answer choices you include in your essay will be ones that you can use in your int erview, but they should be ones that will be more helpful to you. For example, if you are applying for the position of a teacher, you need to write about the school you would like to work in, your field of study, any special qualifications you have, and so on. The essay will allow you to present yourself as a candidate in a clearer light.Although it can be very difficult to remain relevant and fresh for a long time, you need to keep writing a regular schedule. You can use this sample common application essay for option #1 as a template to begin writing another one for the next test, and so on.The purpose of the essay is to present yourself as a good candidate for the job, and this can help you build up your reputation as a future employee who has been around the block once or twice. In this way, you will be better equipped to answer any questions that the employer may have.To learn more about application essays, visit the W.A. Nichols Employment Prep Center.

Teaching a Specialist Subject Essay Example

Teaching a Specialist Subject Essay Wider Professional Practice Assignment 1 How Recent Changes to UK Immigration Legislation Affect ESOL Provision in the Further Education Sector (Level 6) BryAnne Conley 7 January 2011 Introduction In recent years the English for Speakers of Other Languages (ESOL) sector has been dramatically affected by top-level UK immigration legislation. Immigration changes emanating from the Home Office, as well as corresponding funding changes for ESOL through Skills for Life, have significantly impacted public-sector Further Education (FE) teaching of ESOL. This essay will outline the recent history of national legislative changes affecting English-language teaching and identify the current operating policy and include a description of my education sector and learners. Following this description will be a detailed analysis of how the policy has been implemented in the public FE sector and especially within my own organisation. The analysis will begin by examining funding issues that affect the implementation, followed by a point-by-point discussion of positive benefits as well as negative impacts of each aspect. Both pre-existing and pending funding changes which impact ESOL provision will also be briefly mentioned. Historical Overview Hamilton and Hillier (forthcoming, p 1) could not have been more accurate when they stated It is clear from the historical record that ESOL has received uneven and often unhelpful attention from government. In the early 2000s the UK began significantly tightening immigration controls in an effort to reduce the number of immigrants to this country, and many amendments were added to the main law controlling immigration to the UK: the Immigration Act 1971. We will write a custom essay sample on Teaching a Specialist Subject specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Teaching a Specialist Subject specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Teaching a Specialist Subject specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Prior to this time, the law specified only that any immigrant desiring British citizenship should have a sufficient knowledge of English (British Nationality Act 1948). In the last decade, however, an astounding 267 Statutory Instruments and 5 Acts dealing with immigration have been approved. These changes began with the Nationality, Immigration and Asylum Act 2002 and eventually led to the complete restructuring of the UK immigration system. A new Five-Tier Points-Based System (HC 439) was introduced and phased in during 2008 and 2009. This system tightened language regulations considerably, requiring different levels of English for different types of immigrants. HC 439 is the pertinent policy which this report will analyse, and one which significantly affects the FE ESOL sector, as it further restricts specifications regarding proof of English language progress and proficiency: A person is deemed to have sufficient knowledge of English and of life in the UK if he has attended a course using teaching materials derived from ‘Citizenship Materials for ESOL Learners’ and has thereby obtained a relevant accredited qualification in ESOL (or if he has passed the test known as the Life in the UK Test). [that] evidenced progress from one [ESOL] level to the next is required and that qualifications can only be obtained through attendance at a college that is subject to inspection by [approved agencies are listed]. This means that immigrants seeking to settle in the UK must now submit formal proof of their initial level of English in addition to proof of their final level, thus confirming an improvement of one whole ESOL level. In addition, instruction must now be provided by an approved, inspected college a change that could leave many private English language colleges without enough students to survive. (Tahir, 2010) Sector and Learners However, I teach in the public (approved) sector of Further Education: specifically in Adult and Community Education. ESOL provision in our sector is divided into several types of courses; the two areas I currently teach in are Skills for Life and Family Learning. Skills for Life ESOL, at the lower levels, has experienced significant cuts, whereas Family Learning ESOL is the only type of course for which funding has remained relatively stable. (NIACE, 2007) Our students are a mix of those who are settled, or wish to settle, permanently in the UK, and those who arrive from EU or EEA countries and want to improve their English for work purposes. As the Home Office has no power to regulate EU/EEA citizens in this country, this report will deal with the former group of students and how we help them achieve the required levels of proof of language proficiency and cultural knowledge for settlement (Indefinite Leave to Remain or ILR) and ultimately British citizenship. Implementation of Home Office Policy Backdrop: Funding Cuts An analysis of the implementation of Home Office policy in the Further Education sector would not be complete without mention of the effects of recent FE-wide funding cuts, for they have dramatically increased the negative impact of changes in immigration legislation. In 2007, the UK government introduced a major restructuring of the funding for the FE sector which included monetary cuts, reworking of fee remission structures, an increased emphasis on certain areas of Skills for Life, as well as workforce reforms requiring the upskilling of teachers in the FE sector (Learning and Skills Council, 2007). According to the 2007 NIACE report, all providers of FE and Adult Education experienced a reduction in LSC funding, which was their major source of revenue. The institutions surveyed by NIACE cited a few positive changes, such as becoming more focused and efficient, and learners benefiting from a sharper focus on quality. However, most of the changes cited were negative: †¢ reduction in learner numbers †¢ increased course fees and other supplementary charges (eg exam fees) †¢ significant barriers raised for low-income learners including ESOL learners staff reductions including teachers, support staff and managers †¢ reduction in administrative capacity †¢ cuts in the range and locations of provision †¢ reduction of course lengths †¢ shorter planning horizons †¢ need to invest in additional staff training In my own organisation, I have seen the following impacts of these funding changes: †¢ Job losses have caused demoralisation and increase d stress for tutors, and especially for managers, as an increased workload is shared among fewer people. †¢ The target-driven climate has resulted in more paper shuffling by tutors and learners. Much time has been wasted by tutors and managers tracking targets on computer programs that dont work, trying to force the reality of students learning and progress into pre-determined aims, and the necessity of managing the numbers to satisfy funding requirements. †¢ Fewer locations of provision have meant that learners and tutors must travel further to classes, resources such as libraries have been considered luxuries and closed, and there has been a constant reshuffling of offices resulting in cramped, or a complete lack of, office space for many staff. Cuts in administrative staff and services have meant extra planning and workload for tutors, and learners are short-changed by receiving reduced resources and support. †¢ Selection of students is now often based on factors such as motivation or ability to complete exams rather than the need to learn the language. Our funding is now inconsistent, erratic and short-term, leading to general confusion, lack of continuity and increased spin-up time for everyone involved. As early as 2003, Lea noted problems with this approach to funding, stating that an environment in which FE is considered a profitable business †¦ could affect which ESOL students we take in or not. Requirement One: Life in the UK HC 439 requires proof that our courses include materials from the approved Citizenship Curriculum. These must be used in our planning, and we must specify what we have covered on each students Individual Learning Plan. This specification has an overall positive impact in that learners gain greater cultural knowledge of the UK; the negative impact is a small amount of extra paperwork for tutors. Requirement Two: Increase English One Full ESOL Level This requirement of the law is significantly more involved in its implementation, and has several aspects which will be discussed in turn. Aspect 1: Initial proof of English level is now required in addition to final level proof. Before, a quick initial assessment of learners’ skills levels sufficed, but now we must perform a more-thorough and well-documented diagnostic assessment. This assessment forms critical evidence that may be inspected by agencies such as Ofsted. The impact of this is significant: nearly all of the first one or two class sessions are now devoured by extensive assessments. These are stressful for the students and require huge amounts of time for tutors to prepare, mark, record and file. Additionally, because this is the public sector, Ofsted monitoring and funding concerns have led to creating a new electronic Data Return to track this assessment data. It has taken phenomenal amounts of time over two years to implement this system and train staff to use it. An unintended positive impact of these assessments has been a more detailed knowledge of students’ strengths and weaknesses, which targets the delivery of learning more precisely. Aspect 2: Students must pass exams to show an increase of one complete ESOL level from their initial assessment. This requirement has led to more teaching to the test which puts pressure on students and tutors alike to have exam success. Areas of vocabulary, grammar or knowledge which fall outside the scope of the exam are less likely to be covered in class. In the short term, this can be frustrating to learners and does not positively contribute to the quality of educational provision; in the long term, it may negatively impact other areas of students lives such as their job or family where they may need this extra information to function well and enhance their quality of life. This can lead to negative consequences for learners’ equality of opportunity in society. A further negative impact is the pressure on tutors to under-assess students levels initially, so that they can achieve an increase of one complete level in one year. It is essential for funding that students pass a minimum of one exam annually. ) Some students may not be accepted to learning programmes if it is not felt that they can achieve the required exam results; this can potentially lead to a lowering of the diversity in the class. One positive benefit, however, has been greater motivation by students to attend classes, focus on their studies and do well. Aspect 3: The Home Office is only interested in increased proficiency in speaking skills; reading and writing skills are not a priority. As a result of this, reading and writing skills can tend to fall by the wayside, and this can impact on students employability, especially for higher-skilled or higher-paid jobs. Students may be quite qualified in their own country, but unable to obtain jobs in the UK in the fields in which they were trained. A possibly-unintended consequence of this is keeping immigrants job prospects low, thus preserving higher-skilled jobs for British nationals; this is in direct contradiction to the points-based immigration scheme and the stated intentions of government policies! Future and Wider Issues At the time of this writing (Nov 2010) another change to the point-based immigration system is about to be implemented (Command Paper Cm 7944, 2010). The rule change will require spouses of UK settled individuals to have level A-1 level English before they can even enter the country. This pre-entry spouse language requirement has the potential to impact our sector significantly by reducing the number of students and making it more difficult to reach our target group of priority ESOL learners under the governments ‘New Approach to ESOL’ scheme. (DIUS, 2009), thus leading to further reductions in the diversity of our classes. It may even violate human rights and race relations laws. (Travis, 2010). Although this policy does not emanate from the Home Office and is therefore not considered directly in this report, it will nevertheless impact our sector with perhaps even greater intensity. The New Approach to ESOL was introduced by the UK government in the summer of 2009 as a joined up approach for handling ESOL provision (ibid. , p 23). A New Approach does indeed echo many of the aims of the Home Office legislation such as a refocus on ESOL priority learners, ESOL as part of preparing for work, and English to gain citizenship and integrate into communities. However, no new funding is provided to accomplish these additional tasks, and this will be intensely problematic. The Union of Colleges and Universities (2008) has stated categorically: Laudable government aims to lift migrant workers out of poverty and to deliver its community cohesion strategy [will] not happen unless appropriate funding is found. Conclusion The research done for this report suggests that ESOL provision in the Further Education sector is reaching a crisis point. More requirements are being piled on by government legislation emanating from a variety of agencies, while at the same time crippling funding cuts are being made across the sector. Staff in the sector are being stretched and stressed to the maximum. Barriers are being raised for learners that will keep immigrants in an economically-disadvantaged position in direct opposition to touted government ideals. It appears to be mainly funding policies, rather than requirement policies, which drive improvements or lack thereof in educational provision. In my opinion, the current situation is untenable, and prospects for the near future of ESOL provision are bleak. word count = 2164 Bibliography Ainley, B. (2007). Guide to Race Equality in FE. London: Continuum. Avis, J. (2007). Education, Policy and Social Justice. London: Continuum. Borders, Citizenship and Immigration Act 2009. (20 January 2010). [Electronic version. ] The Guardian. Retrieved October 2010 from: http://www. guardian. co. uk/commentisfree/libertycentral/2009/feb/13/civil-liberties-immigration. British Nationality Act 1948 (11 12 Geo. VI. c. 56) British Nationality Act 1981 (1981 c. 1). Command Papers. (2010). Statement of Changes in Immigration Rules, presented to Parliament by Command of Her Majesty October 2010. (Cm 7944). London: HMSO. Department for Innovation, Universities and Skills (DIUS). (n. d. ) Skills for Life: ESOL for Work — A new suite of qualifications. 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Singh, R, QC, and McColgan, A. (21 September 2010). In the Matter of Pre-Entry English Language Requirements. [Download, PDF. ] Available: http://www. liberty-human-rights. org. k/human-rights/asylum/pre-entry-language-req-matrix-legal-advice-sept-2010. pdf. Tahir, T. (2010). English language schools fear new visa rules. The Guardian, 19 January 2010. [Online]. Retrieved Nov 2010 from: http://www. guardian. co. uk/education/2010/jan/19/foreign-student-visas Tett, L; Hamilton, M; and Hillier, Y. (2006). Adult Literacy, Numeracy and Language: Policy, Practice and Research. Ma idenhead: Open University Press. Travis, A. (27 September 2010). Human rights lawyers condemn English tests for spouses coming to UK. [Electronic version. ] The Guardian. Retrieved November 2010 from: http://www. uardian. co. uk/uk/2010/sep/27/lawyers-condemn-migrants-english-tests. University College Union (UCU). (2007). Increasing exclusion, raising barriers: the real costs of charging for ESOL. [Download, PDF. ] Available: http://www. ucu. org. uk/media/pdf/l/6/ucu_esolbriefing_nov07. pdf. University College Union. (2008). UCU warns community cohesion cannot happen without English classes for migrants. (2 April 2008). UCU News. [Online. ] Available: http://www. ucu. org. uk/index. cfm? articleid=3183. UK Border Agency. (July 2009). Earning the Right to Stay: A New Points Test for Citizenship. [Download, PDF. Available from the European Archive: http://webarchive. nationalarchives. gov. uk/20100422120657/http://www. ukba. homeoffice. gov. uk/sitecontent/documents/aboutus/consultat ions/earning-the-right-to-stay/earning-the-right-to-stay/earned-citizenship-consultation? view=Binary. United Kingdom country information sheet. (n. d. ). [Online. ] European Web Site on Integration. Available: http://ec. europa. eu/ewsi/en/info_sheet. cfm? ID_CSHEET=21. Windsor, V and Healey, C. (2006). Lifelines 20: Developing ESOL, Supporting Achievement. Maidenhead: Open University Press. WorkPermit. com. UK Immigration English language requirements for spouses and