When you are writing collaboratively‚ how does one determine whether an argument represents one’s own position? Sticking to your position while writing collaboratively can be tricky‚ often times it can be downright impossible. To ensure that one maintains its own position it is important to know well and to constantly stick to your position. You can pretty well guarantee that your portion of the paper is a reflection of yourself and your views by sticking by them and being sure to give support for
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UNIVERSITI TUNKU ABDUL RAHMAN ACADEMIC YEAR 2012 / 2013 FHEL 1024 ACADEMIC ENGLISH Assignment: Collaborative Group Writing PROCEDURE PART 1: PRE WRITING & OUTLINE (5 MARKS) a. You will work in groups of 4/5 members from the same lecture group b. During lecture 5‚ a topic will be given to you. Develop a thesis statement and brainstorm the structure of the essay c. Find at least 4 different texts from sources such as books‚ journals‚ newspapers‚ magazines‚ etc. (Remember that ideally
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College of Laoag School of Education Laoag City “IMPROVING THE CLASSROOM PARTICIPATION DURING ENGLISH CLASS OF III-CHARITY THROUGH COLLABORATIVE LEARNING” AN ACTION RESEARCH Presented to: PROF ESTRELLA P. APOLLO In Partial Fulfillment of the Requirements for Practice Teaching (PTeach) for the Degree Bachelor in Secondary Education Presented by: CHING MAY MARIE B. LABUGUEN BSEd-4 MARCH
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AUSTRALIAN RUGBY UNION COMMUNITY RUGBY STRATEGY 2012-2016 Message from aru ceo Our goal‚ purpose and strAtegic target As part of the ARU strategic imperatives developed in 2008‚ it was recognised there was a strategic imperative to achieve significant gains in participation. In 2010‚ the ARU identified a range of transformational initiatives. The initiatives that particularly pertain to Community Rugby include enthusing our customers‚ on and off the field; more effectively commercialising
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parents ’ views and contribution which‚ in turn‚ can only enhance children ’s attitudes to learning. Effective Home-School collaborative education stimulates and imbues
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Learning Team Leadership Analysis Beth Calvano‚ Ryan Davis‚ Mark James‚ Sharra Jones‚ University of Phoenix Abstract Learning Team Leadership Analysis Learning Team C‚ in the Leadership Theories and Practice course‚ consists of five members. Each member possesses their own learning style. These learning styles translate into specific leadership behaviors and practices. The differing leadership styles of the team members reflect established leadership theories studied in the course. Team members
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Strengths‚ Weaknesses‚ COMMUNITY WORKING GROUP - Case Opportunities‚ and Threats Western Reserve University School of Medicine Analysis Strengths What are our competitive advantages? ● ● What are our core competencies Internationally recognized institution located in the heart of a vibrant community. Numerous existing ties to the community that can be leveraged for future endeavors ● ● Community-based participatory research Health disparities ● Community initiatives within SOM. (Please continue
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The future of community ethnic newspapers depends on the future of the community it serves‚ migration and second and subsequent generations accessing it. Most present-day migrants arriving in Australia have sufficient knowledge of the English language‚ thus its former role of interpreting and translating a new culture and that of social integration is now less important. With the advent of digital communication technologies‚ little is known at this point how they will affect community ethnic newspaper
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RESULT Microbial community analysis Table 1 illustrates the phylogenetic affiliation and the similarity of the bands marked in Fig. 4a which shows the bacterial DGGE fingerprint obtained when ferrous sulfate was used as the energy source (batch-1). Initial sludge had 18 dominant bands out of which 7 bands were not detected on the 2nd day (Fig. 4a) due to changes in the physical condition of the sludge such as aeration and the pH decrease. Dynamics in the microbial community profiling was studied
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reading and writing of expository and argumentative prose‚ including summaries‚ analysis‚ and research. Focus will be on critical reading‚ research methods‚ gathering‚ evaluating analyzing‚ and synthesizing ideas and evidence and documentation. The course is designed to help you understand and acquire the habits of mind central to academic inquiry and to exercise skills in reporting documented research. Learning Outcomes: • Ability to paraphrase‚ to summarize‚ synthesize and communicate
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