Many college entrance exams in the early s were specific to each school and required candidates to travel to the school to take the tests. The College Boarda consortium of colleges in the northeastern United States, was formed in to establish a nationally administered, uniform set of essay tests based on the curricula of the boarding schools that typically provided graduates to the colleges of the Ivy League and Seven Sistersamong others. Terman in particular thought that such tests could identify an innate " intelligence quotient " IQ in a person.
It does not come easily; it takes quite a bit of work and thought. However, if you realize that all writing is a conversation between yourself and an audience, then the task becomes a little bit easier.
If you envision your work as a response to an existing prompt, the way you write will be shaped by the reader with whom you are "speaking. You will need to approach every writing project with that same awareness of audience.
We will also work to recognize writing as a process rather than a product. You often need to start writing in order to know what you think about a subject.
Keep this in mind as you work through this unit. Throughout Unit 1 you will be asked to complete a number of activities which build up to writing an essay. As you work through the unit, keep the topic in mind: Academic Writing As a student at the Courses i have taken essay level, you will need to know how to write an effective academic essay.
At its core, any academic essay is an argument. By argument, we do not mean a series of aggressive verbal attacks; instead, we mean language used to persuade someone to adopt a perspective.
For example, you might be assigned an essay on how the Revolutionary War changed American culture. You may not have known it, but your response to this question is an argument. It is designed to persuade your audience that the War changed American culture for the three or four precise reasons you have identified.
As you prepare to draft your essay, you will need to identify evidence, intuit possible inconsistencies or contradictions that your argument involves, and anticipate counterarguments those that will argue that American culture did not change or that there are actually twenty different reasons why it changed, not just the three or four you identified.
This unit will go over these issues in great detail and will provide you with a highly structured approach to writing an argument. By the end of this unit, you should be ready to write an academic essay. Throughout Unit 2 you will be asked to complete a number of activities which build up to writing an argumentative essay.
Focus, Cohesion, and Style Style refers to the way in which you write a sentence and assemble it within a sequence of sentences. A sound writing style is not a luxury; it is a necessity if you intend to communicate your ideas clearly and effectively.
You may write with perfect grammar, but if your style needs work, your audience may not understand what you are trying to say. The goal of this unit will be to teach you to write as clearly, persuasively, and elegantly as possible.
Completing this unit should take you approximately 15 hours. Using The Work Of Others A well-placed quote can make all the difference when you are making an argument. A quote can convince your reader that other respected, intelligent individuals have shared your perspective; it can argue your point with winning style or rhetorical power; it can prop up your argument where you may need help; and so forth.
This unit will teach you how to use the work of others in order to strengthen your argument while ensuring that you avoid letting others take the spotlight. This unit will also address the problem of plagiarism--and how and why to avoid it at all costs.
Completing this unit should take you approximately 16 hours. Study Guides and Review Exercises The activities in this section will help you to assess your mastery of the key learning outcomes from the course, and will provide opportunities for review.
Each workbook is set-up to first pose a self-reflective question that asks you to evaluate whether or not you think you have achieved a specific learning outcome. If you feel that you have, you can move to the next page of the activity to test yourself on that knowledge. If however, after reviewing the learning outcome and considering the self-reflective question, you feel that you need to refresh and engage more with the course content, then you are first encouraged to use the link provided and review the course material.
Once you have finished your review, you can move forward with attempting the exercises.Our courses are located in historic and beautiful buildings in Oxford, Cambridge, London, Ascot, St Andrews and the USA.
At the University of California, we know that you are continually seeking to further your education and take that next step.
One of these courses may be a perfect fit . Students who have not participated in the senior essay program but who have taken an independent study and completed an essay of comparable length may also be considered for honors; please check with the D.U.S.
Concentrators are not eligible for departmental honors. menu (C), select To Do (D).. You can also access assignments from your Calendar (A) and choose to see them by day, week or month (B). To see assignments due on a particular day, simply click the day. To access all of the assignments within a particular class, click the class name (A).
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Here you will learn how to improve a course you have taken. Things like attending all class periods, doing all assignments on time, taking good notes, and studying. First, you 3/5(1).