Academic literature on the topic 'Essay writing service'
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Journal articles on the topic "Essay writing service"
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Díaz Larenas, Claudio, Lucía Ramos Leiva, and Mabel Ortiz Navarrete. "Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing." PROFILE Issues in Teachers' Professional Development 19, no. 2 (July 1, 2017): 87–100. http://dx.doi.org/10.15446/profile.v19n2.60231.
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This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay. The data were collected through two think-aloud protocols while 21 Chilean English as a foreign language pre-service teachers completed an essay task. The findings show that strategies such as summarizing, reaffirming, and selecting ideas were only evidenced during the post intervention essay, without the use of communication and socio-affective strategies in either of the two essays. All in all, a process-based writing intervention does not only influence the number of times a strategy is used, but also the number of students who employs strategies when writing an essay—two key considerations for the devising of any writing program.
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Neal, Michael R. "Review Essay: Assessment in the Service of Learning." College Composition & Communication 61, no. 4 (June 1, 2010): 746–58. http://dx.doi.org/10.58680/ccc201011337.
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Effective Grading: A Tool for Learning and Assessment in College, 2nd ed. Barbara E. Walvoord and Virginia Johnson Anderson San Francisco: Jossey-Bass, 2010. 255 pp. A Guide to College Writing Assessment Peggy O’Neill, Cindy Moore, and Brian Huot Logan: Utah State University Press, 2009. 218 pp. Organic Writing Assessment: Dynamic Criteria Mapping in Action Bob Broad, Linda Adler-Kassner, Barry Alford, Jane Detweiler, Heidi Estrem, Susanmarie Harrington, Maureen McBride, Eric Stalions, and Scott Weeden Logan: Utah State University Press, 2009. 167 pp. Teaching and Evaluating Writing in the Age of Computers and High-Stakes Testing Carl Whithaus Mahwah, NJ: Erlbaum, 2005. 169 pp. Composition in Convergence: The Impact of New Media of Writing Assessment Diane Penrod Mahwah, NJ: Erlbaum, 2005. 184 pp.
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Martono, Nur Arifah Drajati, Dewi Rochsantiningsih, and Surya Agung Wijaya. "Intertextuality in Pre-service Teachers’ Argumentative Essay in Raising AI: Practices and Beliefs." Register Journal 16, no. 2 (November 28, 2023): 186–206. http://dx.doi.org/10.18326/register.v16i2.186-206.
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English as Foreign Language (EFL) pre-service teachers arguably face more challenges regarding rhetorical moves in argumentative essays, and one of them is intertextuality because EFL pre-service teachers' arguments require sufficient and high-quality support and evidence from other scholars. Intertextuality was mainly studied, grounding in texts without external tools, for instance, Artificial Intelligence (AI). In raising the AI era, the objective of this study is to investigate Indonesian EFL pre-service teachers' intertextuality in argumentative essays assisted by AI. Ten EFL pre-service teachers who attended sixteen courses in Academic Writing with neither teaching nor writing experience were recruited as participants. We employed a case study design to portray the nature of the phenomena, and the data were collected through documents (academic essays) to portray the practices, and interviews to represent teachers' beliefs on explicit and implicit intertextuality beyond their argumentative essays in facing AI. We employed content analysis from academic essays and interviews. The findings shows that that 1) EFL pre-service teachers mostly used reporting phrases and iconic references, but it was oriented to local references that targeted local audiences, so international references should be more practiced; and 2) EFL pre-service teachers' beliefs that assisted AI while writing argumentative essay was limited to writing accuracy, but it helped them to focus on intertextuality. Although they were enough to give sufficient intertextuality references in practice, they could not present their voices to tailor their arguments. Moreover, the intertextuality praxis and policy implications will be discussed in EFL pre-service teachers' argumentative essays assisted by AI.
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Martono, Nur Arifah Drajati, Dewi Rochsantiningsih, and Surya Agung Wijaya. "Intertextuality in Pre-service Teachers’ Argumentative Essay in Raising AI: Practices and Beliefs." Register Journal 16, no. 2 (November 28, 2023): 186–206. http://dx.doi.org/10.18326/register.v16i2.186-205.
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English as Foreign Language (EFL) pre-service teachers arguably face more challenges regarding rhetorical moves in argumentative essays, and one of them is intertextuality because EFL pre-service teachers' arguments require sufficient and high-quality support and evidence from other scholars. Intertextuality was mainly studied, grounding in texts without external tools, for instance, Artificial Intelligence (AI). In raising the AI era, the objective of this study is to investigate Indonesian EFL pre-service teachers' intertextuality in argumentative essays assisted by AI. Ten EFL pre-service teachers who attended sixteen courses in Academic Writing with neither teaching nor writing experience were recruited as participants. We employed a case study design to portray the nature of the phenomena, and the data were collected through documents (academic essays) to portray the practices, and interviews to represent teachers' beliefs on explicit and implicit intertextuality beyond their argumentative essays in facing AI. We employed content analysis from academic essays and interviews. The findings shows that that 1) EFL pre-service teachers mostly used reporting phrases and iconic references, but it was oriented to local references that targeted local audiences, so international references should be more practiced; and 2) EFL pre-service teachers' beliefs that assisted AI while writing argumentative essay was limited to writing accuracy, but it helped them to focus on intertextuality. Although they were enough to give sufficient intertextuality references in practice, they could not present their voices to tailor their arguments. Moreover, the intertextuality praxis and policy implications will be discussed in EFL pre-service teachers' argumentative essays assisted by AI.
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Muhammad Asif Iqbal, Muhammad Zeeshan Khan, and Faiza Maryam. "FUNCTIONAL INDEXES OF SUCCESS IN CSS/PMS ARGUMENTATIVE ESSAY WRITING." Inception - Journal of Languages and Literature 2, no. 1 (June 25, 2022): 14–25. http://dx.doi.org/10.36755/ijll.v2i1.37.
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This study aims to explore different linguistics patterns of Argumentative essays written for Central Superior Services/ Provincial Management Service (CSS/PMS) in Pakistan by using Biber’s Multidimensional approach (MDA). This is a corpus based study which is experimental in nature. The function of this approach is to explain the functional association of linguistic patterns systematically. This study has been performed by using second level of MD (New MD). The researchers have collected the corpus of 30 essays which are argumentative in nature. These essays are downloaded from the popular online forums which are used for the preparation of competitive exams/ current affairs issues in Pakistan. The researchers claim that Pakistan CSS/PMS aspirants focus more on sharing information rather than building arguments in their essay writing papers at CSS/PMS level. Doing so, they do not fulfill the linguistic requirement of the said papers. The ideas presented by them are without logical reasoning or research based facts. The results of these essays show that these aspirants share information in these essays rather than building arguments through cohesion and coherence. Most of the Pakistani leaners of English Language do not have the basic knowledge of grammar. So, they don’t know how to develop personal viewpoints while attempting essay paper. The researchers have analyzed these linguistic gaps through multidimensional analysis of selected essays that may help the CSS/PMS aspirants to fix these linguistic gaps.
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Beccaria, Lisa, Megan Kek, and Henk Huijser. "Using "just in time" online feedback to improve first year undergraduate nursing students' essay writing performance." Journal of University Teaching and Learning Practice 16, no. 4 (October 1, 2019): 91–109. http://dx.doi.org/10.53761/1.16.4.7.
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Undergraduate nursing students often find essay writing challenging, and feel underprepared, yet the impact of using online feedback to support essay writing has been underexplored. First-year nursing students from a regional university were involved in a project that encouraged them to access an online tutoring service, as part of their development of an essay task. Significant differences were found in students’ final essay marks for those who accessed the online writing support. Students who accessed online writing support were also more likely to be deep, rather than surface learners. The findings indicate that the provision of prompt or ‘just in time’ feedback, using an online feedback mechanism, can greatly enhance students’ essay writing performance.
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Fitria, Risa, Grace Amialia Anfetonanda, and Ika Kana Trisnawati. "Pelatihan Penulisan Esai Opini dan Mentoring Studi Lanjut bagi Pendidik Perempuan Indonesia." Jurnal Pelayanan dan Pengabdian Masyarakat (Pamas) 7, no. 4 (October 31, 2023): 378–87. http://dx.doi.org/10.52643/pamas.v7i4.2608.
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This Community Service aims to help enhance the writing skills of female educators and help them prepare the documents needed for further studies. For this reason, female educators such as lecturers and teachers from various regions in Indonesia were invited to attend virtual tutoring through the Zoom platform. This training and mentoring activities were carried out in several meetings and delivered by several resource persons regarding the techniques of writing opinion essays and supporting documents such as study objective and personal statement, needed to continue studies, especially at foreign universities. Nevertheless, despite having received a positive response from the participants, this training was still limited only to the introduction of opinion essays and structure in essay writing and only concerned with writing study objective and personal statement. Therefore, the recommendation for the following programs is providing training that discusses other types of essays on the IELTS test and other skills needed to improve the English competence of Indonesian female educators. In addition, other writing workshops for female educators are also necessary for postgraduate studies in the future.
Keywords: Postgraduate Studies Mentoring, Female Educators, Opinion Essay Writing
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Papaevangelou, Olympia, Rousaki Soultana, Dimitrios Syndoukas, and Stavros Kalogiannidis. "Applying rhetorical methods to teach writing techniques to pre-service teachers." International Journal of Education and Practice 12, no. 2 (March 28, 2024): 406–20. http://dx.doi.org/10.18488/61.v12i2.3694.
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This study explores the impact of rhetorical strategies on the writing techniques of pre-service teachers. It specifically examines how process-based writing instruction, rooted in Systemic Functional Linguistics (SFL), enhances the ability of student teachers to employ effective writing methods in crafting argumentative essays. Utilizing a sample of 98 student teachers from Greece, the research was conducted through a performance-based essay task, supported by two think-aloud protocols. This approach allowed for a detailed examination of the writing techniques used by pre-service teachers, both before and after receiving process-based writing instruction. The study focuses on the application and improvement of writing methods through the use of a rhetorical process approach. The results highlight the significance of rhetorical strategies, such as idea generation and rewriting, in the development of effective writing skills. The study reveals a clear improvement in the ability of students to choose and integrate relevant ideas into their essays after mastering these techniques. Additionally, the findings suggest the frequent use of translation strategies from native to foreign languages in concluding an article. This research underscores the importance of teaching rhetorical strategies in pre-service teacher training programs. By focusing on these techniques, educators can better equip student teachers with the skills necessary to become proficient writers, capable of addressing various audiences effectively. The study advocates for a greater emphasis on process-based instruction to enhance writing competencies in educational settings.
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Bakri, Haytham. "Rhetorical Strategies for Teaching Essay Writing: A Case Study Involving Saudi ESL Students." Arab World English Journal 14, no. 2 (June 24, 2023): 126–37. http://dx.doi.org/10.24093/awej/vol14no2.9.
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The use of rhetorical strategy in teaching writing has been a topic of discussion in ESL training programs since most teaching methodologies do not give the mother tongue a substantial role. This article presents findings from research on the rhetorical techniques pre-service teachers employ in writing both before and after receiving process-based writing instruction. The study focused on determining the writing techniques student teachers employ to complete an argumentative essay, and finding out how much pre-service teachers’ usage of writing methods is improved by using a rhetorical process approach to writing. The significance of the present study lies in the fact that it examines the writing abilities of Saudi students with different levels of language abilities and evaluates how rhetorical strategies help them in writing English easefully and with little or no flaws. The fundamental question to be probed through this study is to what extent rhetorical strategies can help teach successful writing to Saudi ESL learners. The data was obtained via the performance of an essay task utilizing two think-aloud protocols and based on a sample of 98 student teachers from Saudi Arabia. The findings of this study show rhetorical strategies such as generating ideas and rewriting are very essential in writing final essays by students. It is clear from the results that after students have mastered the choosing ideas process, they may include concepts that are relevant to the text. Professors should spend time, particularly teaching this kind of approach to help students become competent method users and writers generally, regardless of their audience. In concluding writing an article, it seemed like the strategy of translating from the native tongue to a foreign language was being utilized
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Novi Rahmania Aquariza and Tatik Muflihah. "Solving The Students’ Problems In Writing Narrative Essay Through Pentigraf Writing Technique." EDUJ : English Education Journal 1, no. 2 (December 24, 2023): 87–91. http://dx.doi.org/10.59966/eduj.v1i2.568.
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This study looks into how an English lecturer used the Pentigraf writing technique to teach writing during the second semester of English pre-service lecturers. The employment of the Pentigraf writing approach by the English lecturer and the students' perceptions of it were the subjects of a narrative inquiry, which was chosen as the research design. The study's findings show that: 1) The professor employs Pentigraf writing because it is straightforward, entertaining, and efficient. 2) The preservice lecturer's poor language competence was the biggest issue the lecturer faced when employing the Pentigraf writing approach. 3) Before implementing the Pentigraf writing approach, teaching materials must be prepared. 4)Students in classes three and four demonstrated positive attitudes toward the Pentigraf writing style by acknowledging that it made writing easier for them to learn, motivated them more, and made it more pleasant. This study's implications are meant to aid in the development of writing instruction methods.
Dissertations / Theses on the topic "Essay writing service"
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Greene, Cantice G. "Writing and Wellness, Emotion and Women: Highlighting the Contemporary Uses of Expressive Writing in the Service of Students." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/english_diss/63.
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In an effort to connect women’s spiritual development to the general call for professors to reconnect significantly with their students, this dissertation argues that expressive writing should remain a staple of the composition curriculum. It suggests that the uses of expressive writing should be expanded and explored by students and professors of composition and that each should become familiar with the link between writing and emotional wellness. In cancer centers, schools of medicine, and pregnancy care centers, writing is being used as a tool of therapy. More than just a technique for helping people cope with the stresses of loss, pain, and abuse, teaching personal writing techniques enables writers to transfer their skill in writing narratives to other forms of writing, including the more traditional academic essay. By presenting interdisciplinary blending of composition and performance studies, the discussion introduces contemporary tools of writing that engage digital environments and digital storytelling techniques already familiar to students. An important highlight of the research, that allowing students to treat personal themes in the writing classroom boosts students’ overall academic performance, is a discussion relevant to professors outside of the English department. Spurred by the public health calls for intervention in the HIV and HPV spread on minority, tribal, and HBCU campuses, the essay also considers the appropriateness of offering the Life-Support Class (a mainstay of Pregnancy Care Centers) in campus clinics. The subject of emotion is treated in the essay in relation to women’s relationships on campus and the evasion and stigmatization of emotion among professors in the academic setting. Further, the essay highlights research which suggests that a fear of feminist retaliation interferes with campus psychologists’ recommendations for the best outcomes for sexual health. This dissertation follows the trend of feminist research methodology by explicitly exposing the author’s hopes and goals, which connect women’s spiritual formation to expressive writing.
Books on the topic "Essay writing service"
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Chŏng, Ŭn-yŏng. Chosŏn hugi t'ongsinsa haengnok ŭi kŭlssŭgi tamnon: Kŭlssŭgi pangsik kwa Ilbon tamnon ŭl chungsim ŭro = Writing discussion of envoy's travel essay in the late Joseon dynasty : focusing on writing method and discussion about Japan. [Sŏul T'ŭkpyŏlsi]: Kyŏngjin, 2015.
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Harris, Joseph. Teaching with student texts: Essays toward an informed practice. Logan, IL: USU Press, 2010.
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Harris, Joseph. Teaching with student texts: Essays toward an informed practice. Logan: Utah State University Press, 2010.
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Huffman, James. The Rise and Evolution of Meiji Japan. GB Folkestone: Amsterdam University Press, 2019. http://dx.doi.org/10.5117/9781898823940.
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Considered a doyen of Meiji studies, particularly in the field of the newspaper press in Japan, former journalist Jim Huffman and H. Orth Hirt Professor of History [Emeritus] at Wittenberg University, was recently honoured (2017) with the Distinguished Service Award by the Association of Asian Studies (AAS), marking his outstanding scholarship and service in the field of Asian Studies. Huffman is the author of eight acclaimed books, including Creating a Public: People and Press in Meiji Japan, A Yankee in Meiji Japan : The Crusading Journalist Edward H. House, Japan: A History in Documents and most recently Down and Out in Late Meiji Japan. Supported by an introductory mini memoir, this collection of Huffman’s writings comprises thirty journal papers and scholarly essays, thematically structured under (1) Media, (2) Society, Culture and Environment, and (3) Democracy, Government and Nationalism. Part 4 offers a selection from his portfolio of book reviews. The Rise and Evolution of Meiji Japan provides a valuable one-stop access to the scholarship of Jim Huffman that both complements and enhances his existing published works.
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Essay writing service review. Essay writing service review, 2021.
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Custom essay | Custom term paper | Essay writing service. paul jhon, 2009.
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Help with law essays | Essay writing service | Custom essays. paul jhon, 2009.
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Solutions at Your Fingertips: The World of Essay Writing Services. Mary William, 2023.
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Compare And Contrast Essay Tips From The Best Essay Writing Service. Nicholas Thomson, 2022.
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Philosophical Essay Writing: for UPSC Civil Services Exam IAS Mains & State PCS Examinations. India: UPSC GUIDE, 2023.
Find full textBook chapters on the topic "Essay writing service"
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Hopkins, Chris. "Re-presenting Wrens." In British Women's Writing, 1930 to 1960, 123–42. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781789621822.003.0008.
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Chris Hopkins focuses on how wartime participation in the Wrens was represented during and immediately after the war by exploring the written forms in which Wrens were characterized and how these forms were put into the wider context of wartime popular writing about servicemen and particularly about the Royal Navy. Writing about women’s service experience has not yet been adequately studied, though a significant number of women took part. The essay deals with some of the documentary writing that forms a rich context for the only wartime novel written by a servicewoman about the Wrens, Edith Pargeter's She Goes to War (1942), a Naval fiction/documentary unexpectedly engaging with the agenda of the People's War. The essay argues that this neglected writing tells a significant story about women in war-time Britain and as such is important for understanding the experience of servicewomen, opening debates about society, gender and class.
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Faszer-McMahon, Debra. "Design Thinking, Pre-Service Teachers, and the Advanced Grammar Course." In Engaging Teacher Candidates and Language Learners With Authentic Practice, 186–205. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8543-5.ch011.
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This chapter focuses on the theoretical concept of design thinking and how it has helped reinvigorate upper level grammar instruction for one Spanish teacher education program, particularly through the integration of community engagement, technological innovation, and writing proficiency assessment. The chapter begins by discussing the challenges of helping students reach ACTFL's advanced low proficiency level in oral and written communication, and argues that design thinking, particularly as described by Gwendolyn Barnes-Karol in the Centenary edition of Hispania, can empower university faculty to re-envision the upper-level curriculum in creative, engaging ways that lead toward higher oral proficiency attainment. After analyzing design thinking and the challenges of oral and written proficiency for pre-service teachers, the essay details four specific projects that have been used at a small liberal arts college in Western Pennsylvania to reinvigorate grammar and writing instruction, engage the community, and help students move up the proficiency scale.
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Russell, David. "Relief Work." In Tact, 111–41. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691196923.003.0006.
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This chapter explores the work of Walter Pater. It shows that he wanted more from life. His essays raise the question of what this more might be, and where it might come from. They ask how we might become both more at home in and more penetrable by the vivid world. In an early essay, “Diaphaneitè” (1864), Pater rather mysteriously proposed: “He who is ever looking for the breaking of a light he knows not whence about him, notes with a strange heedfulness the faintest paleness in the sky.” All of Pater's subjects seem engaged in this strangely heedful notation, as if on the lookout for a particular quality of life. “The service of philosophy, of speculative culture, towards the human spirit” says Pater, glossing a statement by Novalis, “is to rouse, to startle it to a life of constant and eager observation.” Pater's writing thus speculates at the boundary point of a “quickened sense of life.”
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Applewhite, James. "Southern Writing and the Problem of the Father." In The Future of Southern Letters, 20–32. Oxford University PressNew York, NY, 1996. http://dx.doi.org/10.1093/oso/9780195097818.003.0002.
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Abstract My ideas about the future of southern writing are intimately bound up with certain qualities it has had in the past, as a result of its origins in a region with a particularly determining history. In order to forecast the future, I shall have to delve rather extensively into this past. I will begin by clarifying remarks about earlier twentieth-century southern poetry that I put forward in “The Poet at Home in the South” (The Southern Review and Modem Literature 1935-1985, Louisiana State University Press, 1988). Dave Smith, in his essay in the present volume, questions whether there is any recognizable distinctiveness among the poets I and others have treated as southern. I will respond to issues he raises. At the heart of my earlier definition was the paradox I had felt in southern poetry from about the time of John Crowe Ransom and Allen Tate through the earlier James Dickey: that the enormous intelligence of such work was expressed largely in aesthetic terms, through the fused elements of irony, or narrative implication, and rhythm and musicality and formal invention. It was a mix that seemed to me analogous to the more extreme version one finds in Edgar Allan Poe, wherein the atmosphere surrounding the death of a beautiful woman was rendered with the most elaborate aesthetic calculation. I tried to locate this paradox of highly sophisticated artistic craft in the service of primordial, diffused (or atmospheric), predominantly emotional motives-hardly ideas-in a geographical region given to atavistic blood allegiances and to rhetoric in defense of indefensible causes.
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Nadel, Ira. "Coda: “It’s a Miserable Life”." In Philip Roth, 440–50. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780199846108.003.0013.
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This chapter begins with Roth’s comic assessment of his own career as an author shared with a young writer and then analyzes his final volume, the essay collection Why Write? It then examines how he spent his time after he gave up writing fiction, while noting his final public reading on 8 May 2014 in New York. His death in New York on 22 May 2018 and the international reaction to the news follows. His funeral at Bard College in May 2018 and his memorial service held at the New York Public Library on 25 September 2018 were occasions to honor and remember the writer. His efforts to complete his personal story, even from the grave, via instructions to his biographer and others. He always meant to be in control.
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Okoye, Ifeyinwa, Keith Maull, James Foster, and Tamara Sumner. "Educational Recommendation in an Informal Intentional Learning System." In Educational Recommender Systems and Technologies, 1–23. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-489-5.ch001.
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Recommender systems have become part of the standard toolkit of web personalization. These same tools and techniques are now making their way into educational and adaptive e-learning systems. In this chapter, we will discuss aspects of a prototype system, the Customized Learning Service for Concept Knowledge (CLICK), an application designed to provide digital library resources recommendations based on user’s concept knowledge demonstrated through automated evaluation and approximation of their knowledge state from essay writing. We present the underlying concepts behind recommender systems, review learner models as they are designed within the CLICK environment, and review the lessons learned. We will discuss aspects of how CLICK supports intentional learning as well as extensions to the existing technology to improve such support. Future challenges and directions for CLICK and related technologies are also discussed.
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Hesse, Douglas. "‘Lived’ Experience, ‘Sought’ Experience and the Personal Essay." In The Edinburgh Companion to the Essay, 114–29. Edinburgh University Press, 2022. http://dx.doi.org/10.3366/edinburgh/9781474486026.003.0008.
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This chapter proposes a theoretical schema upon which we can locate the essay and its differences from other genres. The schema comprises three continuums, which Hesse plots on a two-dimensional figure: that of ‘lived experience’ and ‘sought experience’; ‘self-full’ writing and ‘self-less’ writing; and ‘reflection’ and ‘report’. The essay, for Hesse, tends toward self-full writing inspired by lived experience and aspiring to reflection, but the chapter shows the ways in which this definition of the essay, while serving as a useful model for definitional purposes and in pedagogic contexts, is subject to exceptions and qualifications that are illustrative of the slipperiness of the form.
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Wright, Tom F. "Carlyle, Emerson, and the Voiced Essay." In On Essays, 206–22. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198707868.003.0011.
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This chapter presents the writings of Carlyle and Emerson as key examples of the nineteenth-century ‘voiced essay’. It explores how, in Britain and America during the period, a new vogue for public lectures meant that essayists were increasingly becoming orators. Rather than being simply an aesthetic or formal quality, however, the chapter also shows how, in the case of Emerson and Carlyle, the ‘voiced essay’ also allowed writers to engage with ideas of orality and speech on the level of theme: reimagining their readerships as circles of listeners, and using tropes of ventriloquism and vocal orchestration in the service of distinct political visions. Thinking about nineteenth-century essays as multi-levelled charismatic vocal and social performances provides a new way of thinking about the genre and its audience at a moment of productive tension between competing forms of social authority.
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Chang, Daniel, Qinghua Chen, and Angel Mei Yi Lin. "Writing Centers' Praxis Is Not Neutral but Raced." In Advances in Educational Marketing, Administration, and Leadership, 218–40. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-9029-7.ch010.
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This chapter begins by questioning the existing practices of writing centre tutoring. Based on the first author's writing centre tutoring experience and some artifacts, such as consultation notes, consultation forms, and feedback on student essays, the authors question whether the writing centre is truly a safe and neutral space for post-secondary writers and whether writing tutoring feedback contains some Eurocentric racial discourses that are complicit and coded in a way that sounds so called objective. Drawing on Lemke's principle of intertextuality, the authors highlight how standardized academic writing expectations have been unconsciously normalized and naturalized in writing centre tutoring discussions, thereby reinforcing the tutor's authority. In the end, we are in the position to look for an alternative, transformative change in the writing centre tutoring practice and a structural shift that can go beyond “remedial writing service provider.”
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Leuchtenburg, William E. "Mr. Justice Holmes and Three Generations of Imbeciles." In The Supreme Court Reborn, 3–25. Oxford University PressNew York, NY, 1995. http://dx.doi.org/10.1093/oso/9780195086133.003.0001.
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Abstract When Melvin I. Urofsky of Virginia Commonwealth University invited me to give a paper at a conference that he and A E. Dick Howard of the University of Virginia Law School were organizing on Virginia and the Constitution, I saw the occasion as an opportunity to explore a case that had long fascinated me but that I knew little about. Buck v. &II, I sensed, would provide an unusual perspective on the Supreme Court in the 1920s, a decade in which the Court had a decidedly conserVative tilt under Chief Justice William Howard Taft, Edward T. Sanford, and especially “the Four Horsemen”-Pierce Butler, James McReynolds, George Sutherland, and Willis Van Devanter-but was hearing dissenting views from an emerging liberal trio: Louis D. Brandeis, Oliver Wendell Holmes, Jr., and Harlan Fiske Stone. Writing about this case would also, I anticipated, give me a chance to integrate political and social history, which! I had recommended in my presidential address to the Organization of American Historians in 1986 (“The Pertinence of Political History: Reflections on the Significance of the State in America,” Journal of America” History, 73 (December 1986): 585-600). The paper was delivered in Richmond in the fall of 1989 at a conference co-sponsored by the Virginia Commission on the Bicentennial of the United States Constitution, Virginia Commonwealth University, and the Virginia Department of Education, and published in a limited edition in A. E. Dick Howard and Melvin I. Urofsky, eds., Virginia and the, Constitution (Charlottesville, Va.: Virginia Commission on the Bicentennial of the United States Constitution, Center for Public Service, University of Virginia, 1992). I have reworked the paper for The, Supreme Court in the Age, of Roosevelt. As this essay was going to press, I benefited from reading two papers on eugenics presented at the 1994 meeting of the Organization of American Historians by Edward J. Larson and Steven Noll.
Conference papers on the topic "Essay writing service"
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Fischer, Ole. "Design Research Methods--Applied Theory and Studio." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335061.
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Today, the curriculum at schools of architecture is generally subdivided into design studio (practice) and the adjacent scientific or scholarly subjects ranging from natural sciences to technology to humanities, often with their own separate faculty, degrees, and institutional structures. This separation is widely experienced as a fragmentation of a discipline that claims to be integrative and wholistic. This essay provides a sketch for an alternative pedagogical format of integrated design research methods and studio at the graduate level, which could help bridge these perceived institutional gaps, but also offer a research agenda of its own kind. Design Research Methods is framed here as an applied theory, since exemplary design approaches themselves are selected, analyzed, comparatively discussed, and serve as a primer in the studio environment, while in turn the studio tests various theoretical concepts, design approaches, tools, and methods, and provides feedback to theory. This applied theory is not meant to replace traditional forms of critical inquiry, reading, and writing but should serve as a complementary addition that empowers students to define their own research and design agenda for their thesis year and beyond.
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Moreno Moreno, María Pura. "A propósito del documental “Arquitectura Emocional 1959”: elaborar un artículo de crítica." In Jornadas sobre Innovación Docente en Arquitectura. Grup per a la Innovació i la Logística Docent en l'Arquitectura (GILDA), 2023. http://dx.doi.org/10.5821/jida.2023.12269.
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This communication deals with the methodology, elaboration and results of a first immersion in architectural research and criticism by students of the fourth year of the Degree in Architecture: an opportunity to explore bibliographic and archival tools, and in parallel an exercise of critical essay that It will serve for the preparation of their future TFGs. The documentary "Emotional Architecture, 1959" by Elías León Siminiani was the perfect excuse to conceive the statement of this teaching experience that mobilized skills such as: the exercise of criticism, knowledge of theories of form, composition and composition. typology, or of the disciplines that condition the analyzed architecture itself, such as sociology, politics, economics or technology. The conflict between information obtained and reflective knowledge valued in the group writing of a text in scientific article format will frame some conclusions that justify the experiment. Esta comunicación aborda la metodología, elaboración y resultados de una primera inmersión en la investigación y la crítica arquitectónica de los alumnos de cuarto curso de Grado de Arquitectura: una oportunidad para explorar herramientas bibliográficas y archivísticas, y en paralelo un ejercicio de ensayo crítico que servirá para la confección de sus futuros TFGs. El documental “Arquitectura Emocional, 1959” de Elías León Siminiani sirvió de excusa para concebir el enunciado de esta experiencia docente que movilizó habilidades para adquirir competencias como: el ejercicio de la crítica, el conocimiento de teorías de la forma, la composición y la tipología, o de las disciplinas que condicionan la propia arquitectura analizada como la sociología, la política, la economía o la tecnología. El conflicto entre información obtenida y conocimiento reflexivo, puesto en valor gracias a la redacción grupal de un texto en formato artículo científico, enmarcará unas conclusiones que justifican el experimento.
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Sjölinder, Marie, and Jonas Söderberg. "Designing a Future City – Applying Design Fiction with High School Students." In 8th International Conference on Human Interaction and Emerging Technologies. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002723.
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This work was conducted in the framework of Viable Cites, which is a national strategic innovation program in Sweden with a focus on the change towards climate-neutral and sustainable cities. Viable Cities is catalyst for new ways of collaboration between cities, industry, academia, research institutes and the civil society. The overall goal is to provide support to the cities to convert to a way in line with national and international climate goals. The work described in this paper was one project within this framework. The project consisted of the City of Enköping, RISE Research Institute of Sweden and Europan with is an Pan-European architect organization witch organise a biennial competition for young architects. As a part of this project, a collaboration was conducted together with Westerlundska gymnasiet, a high school in Enköping. The overall goal was to engage young people, and to get their ideas about how to achieve a sustainable environment and to develop sustainable products and services. It is this group that both will be forced to handle the decisions that are made today, and they are also the generation that knows best how the want to live their lives in the future. The aim with this work was both to get ideas and suggestions from high school students about how they wanted their future city to be designed, and to explore how high school students could apply and use the method “Design Fiction” when conducting work with designing future cities.According to Bleeker (2009), Design Fiction is a mix of science fact, design and science fiction. It combines the traditions of writing and story telling with the material crafting of objects. It is a creative process that encourages human imagination and give support in telling stories that provoke and raise questions (Bleeker, 2009). Design Fiction is a method to explore future possible scenarios or contexts. A concept could be described in several ways by using narratives and prototypes. The story can be told and the concept can be visualized in many different ways (Wakkary et al, 2013).In the project there were about 20 students from the school’s technology program. They had all chosen architecture as their special focus during their last year. The students both participated in a Design Fiction workshop and organsied Design Fiction workshops themselves with first-year students as participants. Results from the workshops and insights related to the design process are presented in this paper.ReferencesBleecker, J. (2009). Design Fiction: A short essay on design, science fact and fiction. Near Future LaboratoryWakkary, R., Desjardins, A., Hauser, S., & Maestri, L. (2013). A Sustainable Design Fiction: Green Practices . ACM Transactions on Computer-Human Interaction, Vol. 20, No. 4, Article 23, Publication date: September 2013.
Reports on the topic "Essay writing service"
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Семеріков, Сергій Олексійович, Світлана Миколаївна Амеліна, and Ростислав Олександрович Тарасенко. Enhancing foreign language learning with cloud-based mind mapping techniques. Криворізький державний педагогічний університет, November 2023. http://dx.doi.org/10.31812/123456789/8484.
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This paper explores the potential of using cloud-based mind maps as a tool for learning foreign languages. It is concluded that their use is suitable for both language classes and students’ independent work. Criteria have been developed for evaluating cloud services in terms of their effectiveness in the educational process of creating mind maps. The paper characterises the conditions for accessing free versions of 16 cloud services for creating mind maps. Based on an experimental study, five cloud services are compared: Ayoa, Mindomo, Miro, Smartdraw, and Xmind. The paper demonstrates examples of using mind maps based on these cloud services’ templates for various types of language learning activities, including studying grammar topics, learning or repeating vocabulary, and writing essays. The paper identifies several advantages of using mind maps, such as visualising lexical material, structuring terminology by sector, enabling control and self-control in checking listening and reading comprehension, and serving as support for writing essays and composing oral stories.