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Argument Essay写作绝对不能犯的三个错误

Essay作为美国大学最常见的作业形式,虽然比其他类型作业的写作难度低,但Essay类型太多,很容易让大家弄混,不同类型的Essay,写作是不一样的,但很多留学生却不知道,像Argument Essay,绝对不能犯下面这三个错误,不然就糟了。

Argument Essay写作错误,Argument Essay写作犯错,assignment代写,代写,美国作业代写

一、在Thesis statement中列出下文要写的所有论据:

相信肯定有不少留学生总是或曾经在写首段的Thesis statement(论点)时,将所有的论据都列了出来。

Example: I believe that universities should be free because the poor could more opportunities to receive higher education and the gap between higher class and lower class could be narrowed.

这样的写法叫做list statement.到底为什么这样写是不太好呢?

1.当你在thesis statement列出你的论据时,读者会下意识的认为后面的段落将会以Thesis statement中所排列的顺序来组织。

然而,很多时候,thesis statement中的论据顺序并不符合后面主题段的顺序。这样就造成了结构紊乱的感觉,即使实际上你的论据是logical和persuasive.

2.这种写法属于不太成熟的写法,更直接的说,比较幼稚。

以下是美国大学一位professor的观点:

There is some disagreement in the US on the content of the thesis statement. Some teachers will say that the thesis should tell the main idea of the essay plus list all the sub-points in the essay. Most teachers, though, especially in advanced courses, do not think this is necessary. In fact, I believe that thesis statements which list all the essay’s sub-points are not only unnecessary but also childish and annoying. It is important to note, however, that scientific writing is different; it does list sub-points in thesis statements(and the scientific conclusion to a research study will be at the end of a research report, not at the beginning).The purpose and context of writing always determine the structure of an essay, including the structure of the thesis.

大概来说:除了科学类论文外,其他的论文最好不要使用list statement的写法。

二、不写Conclusion(总结及总结段)

Conclusion会在两个地方出现

第一:主体段结尾

第二:全文最后一段

有些留学生认为写Conclusion是不必要的,因为它只是在重复之前的观点。然而这种想法是完全错误的。

美国学术界对于论文的写作是有确切的要求的,Conclusion是其不可缺少的一部分,它的作用是强调观点,并告知读者段落和文章完结。如果没有Conclusion,文章则会被视为未完成。一篇未完成的且结构缺失的文章,很有可能就会被扣分。

三、中立观点

当面对essay写作的问题选择时,两边的观点都可以选择,只要能够进行强力的支持。然而,有些人就另辟蹊径,两边都不选,选中立。

看起来独立特行的写法,其实是违背了Argument Essay写作的基本原则:对于有一个有争论的话题,选择其中一边,进行论证。

Argument Essay写作考察的就是你是否能够对己方观点进行有力支持。如果选了中立,从某种意义上来说,等于没有观点。这样的文章不仅仅不会给你带来优势,更有可能拿到一个平庸的分数。

以上就是关于Argument Essay的写作,希望同学们以后在写作Argument Essay的时候,都能避免这三种错误。

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Paper代写:Critically Analysis the Role of Data Plays in Marketing

下面为大家整理一篇优秀的paper代写范文- Critically Analysis the Role of Data Plays in Marketing,供大家参考学习,这篇论文讨论了批判性地分析数据在市场营销中的作用。《在营销中最大的谎言》中,作者认为数据不能造就更好的营销人员,只有洞察才能。确实,营销人员不能依赖数据,因为数据有可能是错误的,这会导致更糟糕的结果,而且数据也不能反映事实。如果没有人能用数据来满足客户的需求,那么数据也没有意义。

Marketing,市场营销数据分析,essay代写,paper代写,作业代写

After reading the article “The Biggest Lie in Marketing”, I agree with the author’s idea that data cannot make better marketers, only insights can. In my opinion, I think that good marketers should not rely on data because firstly, data can be wrong, so wrong data will lead to worse outcome. Secondly, data cannot reflect the “truth” or “facts”. Lastly, data can be meaningless if no one can apply them to meet customers’ demands.

First of all, data can be wrong. Many investors will make their decision on investment based on the financial report of a company. However, a company can make false data or have misstatement in their financial reports. For example, in 2001, Enron Corporation was involved in the financial scandal and the CEO of the company confessed that the company used false data to cheat the investors and the public (Healy and Palepu, 2003).

Secondly, data cannot reflect the “truth” or “facts”. For example, before 2015, the data on oil and gas reserves show that the amount of crude oil and gas decreased rapidly due to the increasing fuel demands from the market. Thus, since oil and gas are the non-renewable resources, human beings would soon face the energy crisis. Thus, some oil and gas companies such as Saudi Oil Company raised the prices of oil and gas according to the facts drawn from the data (Lynch, 2018). However, such data could not reflect the truth that human beings have owned the technologies to develop renewable energy. Thus, the truth is: the demands for oil and gas will soon decline when the renewable energy is largely used in our society. Today, due to the development of renewable energy, the demands for oil and gas have reduced, and prices of oil and gas also reach its bottom.

Lastly, data can be meaningless if no one can apply them to meet customers’ demands. Facebook can be the company which has the most data on its users. However, Facebook now did not apply the data to improve its business. What’s worse, it even sells customers’ data to other companies to make profits (Wagner, 2018), and Facebook’s behaviors have violated people’s rights or privacy.

Reference:

Healy, P. M., and Palepu, K. G. (2003). “The Fall of Enron.” Journal of Economic Perspectives. 17 (2): 3-26. https://www.webcitation.org/5tZ0YEF6T?url=http://www-personal.umich.edu/~kathrynd/JEP.FallofEnron.pdf.

Lynch, M. (2018). What ever happened to peak oil? Forbes. https://www.forbes.com/sites/michaellynch/2018/06/29/what-ever-happened-to-peak-oil/#762b9d3d731a.

Wagner, K. (2018). This is how Facebook uses your data for ad targeting. Recode. https://www.recode.net/2018/4/11/17177842/facebook-advertising-ads-explained-mark-zuckerberg.

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Summary的写作讲解

Summary,即摘要,是一篇英文论文中的精华所在,所以Summary的质量也决定着论文的质量。Summary的目的,是为了提供论文的核心内容以及中心观点,所以简洁高效是其亮点,下面就给大家讲解一下Summary的写作

Summary写作讲解,Summary写作,英国代写,essay代写,paper代写

Summary写作步骤

1)通篇浏览全文,不做任何标记,理解作者想要表达的内容,用自己的语言写下全文的主旨。

2)重读全文,做笔记记下支持文章主旨的分论点。不必关注作者使用的论据。

3)写作摘要的第一稿。摘要的起始部分要点明原始文章或文献的题目、来源、作者和主旨,(举例:In the feature articleFour Kinds of Reading,the author, Donald Hall, explains his opinion about different types of reading.)然后不参照笔记,仅凭记忆用自己的语言写出每个部分的主要观点,及分论点。

4)反复修改。将第一稿与阅读笔记对照,确保不遗漏任何要点,并删除重复的内容。组织语言,必要时使用合适的过渡词,检查语言和拼写错误。控制长度,一般来说,一篇文章的摘要,长度不能超过原始文章的四分之一。

Summary写作注意事项

1)确保使用自己的语言,而非照搬原文。如果一定要使用原文词句,要使用引语形式。

2)确保摘要仅是对原文内容的总结,因此不能掺杂任何自己的观点或解释。

3)使用总结性的语言进行写作,例如the article claims, the author suggests.

Summary写作常用和句型

Summary写作不仅有规律可循,还有一些非常常见的和句型供大家参考。

The essay/passage/author highlights

The essay/passage/author argues in support of,stating that

The essay/passage/author argues that

The essay/passage/author discusses

The passage/author compares

The passage/author outlines

According to the passage, we know

This article is mainly about

The writer states that

As can be learned from this passage

The passage says that

In this passage, the writer mainly tells us about his experience of

以上就是关于英文论文的Summary的写作讲解,写不好Summary的同学们可以试一下这样去写,希望对大家的写作有所按照。

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Paper代写:Citizenship education in British schools

本篇paper代写- Citizenship education in British schools讨论了英国学校的公民教育。在以前,英国学校公民教育的实施,主要通过其他途径开展。随着英国现代教育的改革与发展,其学校的公民教育也在不断发展。如今,直接的公民课程也由国家政策规定被引入了中小学教育。本篇paper代写51due代写平台整理,供大家参考阅读。

Citizenship education,英国学校公民教育,paper代写,代写,essay代写

The long-term absence of citizenship courses in British schools does not mean that there is no civic education in British schools, nor can it be concluded that there is a general lack of civic awareness in the British public. The overall education of British society and schools provides some form of civic education at several levels: the democratic system of British capitalism influences the civic education in schools at the macro level; The whole life of British school education plays the role of civic education in the middle level; Many subjects in British schools have elements of civic education at the micro level. Citizenship education in British schools is coordinated and progressive in the mutual integration of tradition and change.

It is difficult to interpret citizenship education in British schools. Of the few domestic studies on citizenship education abroad, Britain has always been a missing piece. The limited research on citizenship education in the UK has also produced dismal results. The reason is the lack of a citizenship curriculum in British schools. It seems difficult to explain the basic reality of Britain as a western capitalist democratic society.

This paper argues that the lack of citizenship curriculum in British primary and secondary schools does not mean the lack of citizenship education in British schools, nor can it be concluded that the British people generally lack of citizenship consciousness. An examination of the general state of British school education reveals many elements of civic education. Citizenship education in British schools is mainly carried out through other means. With the reform and development of modern education in Britain, the civic education in its schools is also developing continuously. Direct citizenship courses are introduced into primary and secondary education by state policy.

As in other countries, schooling is the main channel of citizenship education in Britain. However, for a long time, the development of British education is inconsistent with its social, political and economic development, and the development of public education system has been slow and lagging behind. Due to historical tradition, political and social reasons, specialized courses of civic education appear and disappear, without forming a systematic model.

Citizenship education for young people is not a new phenomenon in British schools. In fact, civic education began to appear in English schools in the last decade of the 19th century. In 1933, The Nazi invasion prompted educators to establish The Association for Education in Citizenship in 1934, whose fundamental purpose was to use school Education as a means to strengthen liberal democracy and resist The threat of fascism and communism. In 1936 the Educationfor Citizenship inSecondary Schools was published by the society for civic education. In a foreword to the book, haydo, President of the society for civic education, argues that civic education is now "a common and urgent task". During the war, civic education was frequently introduced into the discipline as a response to European totalitarianism. But in most schools, it is not yet a formal curriculum and is taught in a variety of ways, often personal. The spence report of 1938, the norwood report of 1943, and the butler education act of 1944 did not encourage direct civic education, and the government never set out to regulate civic education.

With the development of the situation, the central government's attitude towards civic education has gradually changed. In 1949, the ministry of education issued its first official publication on civic education, citizens are growing, but it has done little to help teachers beyond advocating a reinterpretation of values such as humility, contribution, self-control and respect for individuality. Civic education was also covered in secondary education-related publications issued by the ministry of education and the school advisory board between 1959 and 1968. In practice, however, it is difficult for teachers to apply these guidelines to classroom practice without more robust support from the department of education and the royal inspectorate.

In sharp contrast to the official approach, some non-official organizations have provided professional support for civic education, such as the social science teaching association, the political association, the civic foundation, and the national center for civic studies at the university of leicester. However, the support of these organizations is not enough to change the situation that civic education is not valued and lacks unified guidance.

The situation of civic education finally changed in the last decade of the 20th century under the promotion of domestic and international situation and the gradual centralization of national education management. In 1990, the national curriculum committee promulgated curriculum guidance 8: civic education. This is the second official publication directly aimed at civic education after citizens grow up in 1949, which formally included civic education as one of the five cross-curriculum topics in the national curriculum. In the same year, the lower house of parliament released a report entitled "encouraging civic education", emphasizing the importance of civic education. Citizenship education was finally established by official documents as a legal part of British school education. Then, in its first white paper on education, "good schools", the new Labour government decided to strengthen civic and political education in schools. In November of the same year, David Blunkett, minister of the ministry of education and employment, announced the establishment of an advisory group on civic education and school democracy education headed by Bernard Crick, with the purpose of providing effective Suggestions for civic education in schools. The panel conducted a series of consultations and discussions, and in 1998 produced their final Report, known as The Crick Report, which played an important role in shaping The subsequent national citizenship education policy. The crick report explains the necessity, purpose, content, method and emphasis of civic education. In 2000, the government introduced special civics courses to primary and secondary schools, and civics became a basic subject in the national curriculum system, which was formally implemented in secondary schools from September 2002. In the new national curriculum for primary and secondary schools, the rights and duties of citizenship are a basic subject that requires pupils aged between five and 16 to develop the following skills: research and critical thinking; Discussion and debate; Negotiation and mediation; Get involved in school and community activities. Among all high school students, the rights and obligations of citizenship become one of the basic subjects in the statutory national curriculum, and everyone must take it. So far, it can be said that the central government has fully undertaken the management of civic education, which occupies an important place in the national formal curriculum.

The main methods and emphasis of the korik report were generally accepted in the implementation process, and the subsequent policies related to civic education were generally accepted. There is consensus on many fronts that introducing citizenship education into the revised national curriculum is a step in the right direction. While civic education is not a sufficient condition for active citizenship in a healthy democracy, it is, in the view of many, at least a necessary one.

Compared with other countries, Britain is indeed lagging behind in providing a systematic civic education dictated by national policy. However, as an old capitalist democratic country in the west, it is impossible for British schools to have some form of civic education and British citizens to have some degree of civic consciousness. Otherwise, the British capitalist democratic system lacks a deep foundation.

Almond, a famous American political scientist, and others have conducted an empirical study of five countries, and their research conclusions support this point. In their definitive work on comparative studies of political culture, civic culture, they point out that in Britain and the United States, two "more stable and successful democracies," "there exists a model of political attitude and a whole set of implicit social attitudes to maintain a stable democratic process." Thus, it comes to the conclusion that "the political culture of these two countries is similar to the civic culture." "In Britain, there are a lot of people involved in politics. The level of exposure to politics, interests and involvement, and the sense of competence is relatively high." This conclusion should be more realistic.

Looking at the overall education of British schools, we believe that the implementation of citizenship education is carried out at the following levels:

What is discussed here is the function of civic education in democratic system, which goes beyond the scope of school civic education. However, it has a profound influence on the formation of civic consciousness of the whole society including school teenagers, and thus constitutes an important aspect of school civic education. Britain was the first to establish capitalism and has a complete capitalist system. Therefore, its democratic system has advantages in executing civic education function. The democratic system itself can provide a development platform for citizens to gain political cognition, cultivate their independent character and political qualities of tolerance and compromise, and improve people's civic awareness in modern political life.

First, democratic practice enables people to learn knowledge, skills and experience related to political participation. Democratic practice is the most important form of civic education. In the practice of democracy, people learn democratic norms and rules of political games by participating in politics, evaluating political public figures, understanding national public policies, expressing their own interest demands and political opinions, and mastering many skills of bargaining and dealing with complex relations. Therefore, young students living in Britain, a capitalist and democratic society, continue to receive real education of democratic citizenship through extensive participation in various civil society organizations.

Secondly, democratic life helps to improve people's subjective consciousness, cultivate their political character of independence, tolerance and compromise, and further stimulate their civic consciousness. In the practice of democratic politics, people can not only acquire political knowledge, political skills and experience, but also form their own independent and tolerant political personality. In a democratic society, the state's management and control over the society is weak, and the institutional space for people to act freely is large, and the ability to act independently is increasing. As participation channels is more, people can according to their own interests and interest, choose the appropriate way, method and way, to influence public policy, public figures, gradually enhance their sense of political efficacy and political obligation sense, gradually set up their own rights and responsibility consciousness, letter, law-abiding consciousness, get used to with the attitude of tolerance and compromise, rational approach to all kinds of political issues.

Thirdly, democratic activities can profoundly transform people's spiritual outlook and ideological morality. An important function of the political system is to shape people's political psychology and political consciousness through the process of political socialization, so that its members can accept a certain political information, political feelings and political beliefs, and conduct political activities in accordance with a common pattern. The rule of law society emphasizes the supremacy of system and equality in the face of law, system and rules, which provides a good institutional platform for people to participate in public affairs and develop a spirit of cooperation and tolerance. The function of democratic practice is to shape people's civic consciousness and create an atmosphere of equality and participation. People under the democratic regime have been influenced and infiltrated by democratic values in the process of practice and formed their identity and belief in democracy.

In short, with the help of the educational function of the democratic system, the civic consciousness of young students has been nourished and developed gradually. In particular, regular democratic practice makes them familiar with the democratic system from unfamiliar to familiar, from familiar to accept, from accept to adapt, and finally form the habit of democracy, and internalize the democratic system into their own value system, becoming part of their personality temperament.

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Essay代写:Genius education in the United States

下面为大家整理一篇优秀的essay代写范文- Genius education in the United States,供大家参考学习,这篇论文讨论了美国的天才教育。早在19世纪初,美国就出现了天才教育的雏形,正规的天才教育始于1918年。历经百年的发展,美国天才教育体制日渐成熟,已经成为世界上天才教育最普及和从教人员力量最大的国家。对于天才班的课程设置,学校拥有较大自主权,州及地方教育部门通常没有具体规定。多数天才班主要以语文和数学为主,科学课及社会课方面的内容也很普遍。

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Ability to organize objects, people and ideas; Ability to learn new knowledge quickly and apply it immediately: good memory; Ability to stay focused for long periods of time and show empathy for others: strong sense of justice; Pursue America by doing things; Highly energetic; Enjoy imaginative and creative activities; Like to keep company with the elderly: commonsense; Broad or exclusive interests:

Show an interest in exploring and experimenting, always looking for different ways to do things; Ability to find connections between things, identify similarities, differences, categories: vocabulary rich; An extraordinary sense of humor; Ability in puzzles, mazes, and Numbers: mature for age; Be inquisitive and persistent; They may be particularly attentive: showing unusual attention to detail, or paying no attention at all;

It's easy to recognize patterns; Show a spirit of perseverance in areas of interest: possible questioning of authority; High intellectual performance: understanding abstract ideas, understanding complex concepts: may show strong emotional and physical sensitivity; Being treated as a leader by the students.

Of the 28 characteristics of gifted children in the United States recorded above, only five are directly academically relevant and result in a written test: one is vocabulary, one is numerical ability, one is the ability to identify similarities and differences, one is the ability to recognize patterns and patterns, and one is the ability to understand abstract concepts. In addition, all the characteristics are to measure a student's personality, thinking, ethics, interests and other aspects, can not be concluded in a paper examination.

Gifted children are a diverse group that needs different methods of education. Joyce vantassei-baska, professor of education and executive director of center for gifted education, William and Mary university of the United States, put forward three models of gifted education after studying the program of gifted education in the United States:

The content model emphasizes the importance of learning skills and concepts in a predetermined area of inquiry, which is most commonly used in traditional math, foreign language, and reading fields, and can basically be done with existing textbooks and courses at no additional cost.

The process-1 product model emphasizes the learning of scientific and social inquiry skills, enabling students to develop high-quality products. This is a high-level collaborative model that requires teachers, practitioners and students to work together as a team to explore specific topics. This model is mainly used in the study of scientific subjects, including problem-solving oriented mathematics and writing.

The epistemological model focuses on the understanding and appreciation of system knowledge by gifted students. In this model, the teacher's role is to ask the questioner, propose explanatory issues and stimulate discussion and debate, while the students focus on reading, reflection and writing, showing powerful thoughts and aesthetic perception through different presentation forms. This model is mainly applied to social studies and literary creation such as humanities, history or economics.

Most of the popular "science experimental classes" in China use content models, while the other two models are relatively rare. In the discipline domain, the traditional mathematics, physics, chemistry do more, some systems, and in other fields is little or some aspects are almost blank. At the beginning of this period, the rudiment of genius education appeared in the United States. The formal genius education began in 1918. After nearly a century of development, the genius education system in the United States has become increasingly mature, and has become the most popular genius education in the world, and the largest strength of research and teaching personnel in the country. American legislation stipulates that gifted children have the right to receive educational services suitable for them. Therefore, American public schools attach great importance to the identification and special education of gifted children, and almost all public schools run "gifted and gifted education program".

Millions of children in the United States are highly intelligent and creatively gifted, according to a child education expert. According to the statistics of Texas education bureau from 1999 to 2000, there are more than 4 million registered students in the state's public schools from kindergarten to grade 12, among which there are more than 330,000 gifted students, accounting for 8.2% of the total number of public school students.

The program of gifted education from kindergarten to high school is an important and indispensable link in the national gifted education system. As a direct result of the development of these programmes, a large number of gifted children are enrolled in advanced courses and exams to achieve early success. In 2004, more than 1 million students in the United States took 1.9 million advanced level exams, completed the corresponding college courses, and earned college credits. Without any of these, the next stage of gifted education is a castle in the air.

Schools have greater autonomy in the curriculum of gifted and talented students, and state and local education authorities often have no specific rules. It is understood that most of the gifted classes are mainly Chinese and mathematics, science and social studies are also very common. Teachers will make them read more books, do more interesting research, and write poems and novels than regular students.

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