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A Conclusion Paragraph

We’re going to look at how to write a conclusion paragraph for your tests essay or task 2 essay IELTS TOEFL whatever English test you’re taking the s the conclusion is actually very simple very standard way to end your essay but at the same time it’s very important this is the last impression that you’re giving the grader that you’re giving the reader and you want to make sure that you don’t confuse the reader that you don’t give a make any errors in grammar or vocabulary last chance not to lose points okay I’m going to talk about that a little bit more as we go on now very simple in that there are set structures there’s a certain way to start your conclusion there are certain elements that have to be in it in certain elements that should not be in it okay so we’re going to look at all these starting with how to begin how to begin your conclusion now I have here a few expressions that you can use. Look at examples of conclusion paragraphs at Robotdon.

Now I want you to remember that you only need one you only need to know one of these and you can use the same one every single time so you don’t need to know all of these but I know that some of you like to have a little bit of variety that you like to have a little bit of a few options basically when it comes to starting your conclusion so you can begin with in conclusion go to it to conclude go to it to sum up to summarize in summary now these are a little bit boring everybody uses them so some people want to be a little bit different but don’t experiment too much in the conclusion right just get to it you’re probably running out of time anyway better to use whatever time you have left to finish the conclusion quickly and have a little bit of time to look at your essay maybe make a few edits make sure you put all the right elements in there and not missing anything so but if you want a different expression.

You can say thus with the above and mine means basically what came in the body in the introduction and then go on to give your conclusion or thus it is fair to conclude that and then go on with your restatement of your thesis which we’ll talk about again in the final analysis now some people wrongly and there or sorry begin their conclusion with finally lastly finally and lastly are not ways to begin a conclusion finally and lastly are the ways to begin the last paragraph of a list first second finally first second lastly it’s not a conclusion it’s just the last entry in a list so don’t use these to start your conclusion all in all is basically okay to start a conclusion but it’s a little bit casual don’t use it for the IELTS or TOEFL this is a formal academic essay although this is a good introductory phrase for a conclusion avoided.

Evidence For A Statement

Paragraphs need to give a clear statement evidence and an explanation of how the evidence proves the statement be sure to include all three sections in each body paragraph you write it’s a practice take a minute or so to read the following three sections which is the statement which is the evidence and which is the explanation put them in logical order according to how paragraphs should be structured you here’s the answer for even better practice right one of the body paragraphs that you plan to use in your essay remember to begin with the statement use evidence and explain how the evidence proves the statement always remember that quote should never begin or end a paragraph a quote cannot begin a paragraph because you the writer have not even made a statement yet what can a quote prove if there is no opening statement using a quote to start a paragraph would be like a lawyer in court saying that the police found fingerprints but nobody knows what the fingerprints prove demand your innocence first then use fingerprints to prove it the same goes with paragraphs.

Make your statement first then present the quote to prove the statement quotes should not be used to end paragraphs either ending a paragraph with a quote simply gives evidence without any explanation just as the second lawyer did in our example make sure that the jury understands how the fingerprints prove your innocence or else you could be in very deep trouble paragraphs need to explain how quotes and other evidence is important remember that all quotes and other forms of evidence need to be cited citations need to appear at the end of a sentence after punctuation in the quotation marks there are several different ways to cite sources MLA is perhaps the easiest and is used in most subjects MLA uses parenthetical citations which means the information appears between parentheses after the quote like this MLA citations are often easiest because they use so little information from the source often only the author’s last name and page number other citation styles require you to insert a small number after the quotation mark endnotes.

Use that small number to match that citation to information on the source listed at the end of the essay sometimes on a separate page to create an EndNote go to the end of the quote click on review and then click on insert EndNote the number should pop up automatically here we see the quote with a small number at the end which corresponds to a number on the works cited page again the number 2 at the end of another quote leads us to the source information listed in number 2 on the work cited page using footnotes is a bit trickier you still add your small number at the end of the quote but make sure to click on the insert footnote option this will divide your essay into two pieces you will see the main text at the top with a small section at the bottom where you will type in the sources information.

Mission and Objectives For Case Study

You just cannot randomly say oh you and open more stores to cut you know to deal with the sales drop because there are no resources this case study is telling you that right so in that sense you have to make sure that the alternatives fall within the organizational constraints once you have the alternatives or recommendations you need to run them through a few questions right I divide these questions into four one how well do the alternatives address the problem or the issue as stated that is how directly are you solving the specific problem the second thing is or are the alternatives consistent with the organization’s mission and strategic objectives. More about that on Edusson.

Your alternatives or solutions cannot be random they have to fall within the strategic direction objective mission of the organization is that really what the organization wants to do if that is not the case then your recommendations really don’t mean anything number three the does the organization have the ability and resources to achieve the goals or your solutions right again as I said you cannot give them solutions that they cannot execute or they don’t have resources to execute consequently the final question that you need to ask would be if not if let’s say the organization does not have let’s say XYZ resources to implement your solution or alternative then you need to recommend as to what kind of additional resources and at what cost should the organization allocate or procure to achieve these specific solutions right.

So essentially what you’re doing is from the point of identifying a problem to the point of providing alternatives to a point where you’re also saying that this is the way you actually achieve these solutions that is the whole point of a case study analysis and of course eventually you write the report in the classroom you want to do a lot of that in your PG program but in the pre-programmed docket case we will not have a report probably a minor report we don’t care about that but we will use the blog as a way to have robust discussions regarding each and every case so in that sense we will keep pushing you we will keep engaging with you in terms of how best we can discuss the situations in each case study that’s just a way of having fun for us right given that we are a university right so these are all the things that I wanted to cover in this video I hope the short video is useful to you I hope that this is the first step in thousands of interactions that you and I will have over a period of the next one or two years and I truly truly look forward to having all of you on the campus meanwhile keep engaging with us keep writing on the blog and then if at any point you have any questions all you have to do is just and we will respond all right well nice talking to you and I hope to see you again.

Teacher Pupil Education

Schools were found to have an inadequacy of existing educational procedures and provisions in which the UK government made sure that the schools were
identifying and developing gifted and talented pupils as part of an Excellence in Cities (EiC) scheme (DFEE, 2000). Bailey et al, (2004).

Read useful information about:  What You Need To Know About Accredited Online Degrees

the excellence in Cities Scheme (EIC) this was introduced in march 1999 and had a strategy to raise education standards promoting education and partnership
and disseminating good practice to the wide education community. Bailey et al (2004). The EIC scheme works closely with DFES and want to develop the
quality of PE and sport Provision to ensure that pupils get the best opportunity to develop. Through the use of inclusion the government mentions that the
needs of very able pupils are truly inclusive and can cater for the abilities within the whole group Bailey et al (2004 p. 135).

Another way in which development of talented children can be helped is through enrichment programmes. This is common to provision and includes out of
school opportunities. Enrichment can develop a child’s knowledge within a subject area, and in different environments and situations. There is also
opportunity for the talented pupils to be worked with by sports coaches in after school clubs Bailey et al (2006).

The Qualifications and Curriculum Authority (QCA) mention the enrichment process and how knowledge can help a child develop within an activity at their
pace of learning providing there is good support by a teacher.

‘Broadening the range of pupil’s knowledge and experience by providing different types of activity from within the same area of activity. For example, in
gymnastic activities, talented pupils could use apparatus for rhythmic gymnastics rather than traditional apparatus; pupils learning basketball and netball
could be given opportunities to use their knowledge and skills in handball’

These activities require the teacher to use certain teacher styles to develop each pupil towards working at tasks at their own ability level. This is
supported by Bailey et al (2006), who mentions that if teachers identify the right skills by supporting children through activities and having a focus on
specific abilities so that each individual student gets assessed at their own level Bailey et al (2006 p.217).

Teachers can support and develop each pupil’s ability through using appropriate teaching styles which is suitable to the lesson being taught. This enables
each child to get the best learning and quality of teaching which is linked with Mosstons theory of teaching styles. Mosstons theory is how different
teachers use their own personal preference to installing learning towards their pupils. Mosstons theory was originated in 1966 and was a detailed analysis
of teaching styles and behaviours amongst teachers and student interactions

‘The spectrum established a framework of possible options in the relationship between teacher and learner (Mosston & Ashworth, 1986) and was based on
the central importance of decision making ‘ The spectrum teaching styles was broken down into three areas;

  • Pre impact, which teachers would need to consider preparation, learning objectives, organization and presentation before the practice commenced.
  • Impact, which teachers would have to make decisions relating to the performance and execution of the activity.
  • Post impact, which includes evaluation of performance and feedback to learner from teacher

The spectrum has ten styles of teaching where a teacher may be completely direct towards a lesson or where he/she can allow the student to have a role
where more responsibility is needed to make decisions with the teacher just overlooking the lesson to make sure it is safe and to provide any feedback The ten teaching styles are;

  • Command- teacher makes all decisions
  • Practice- students carry out teacher-prescribed tasks
  • Reciprocal- students work in pairs; one performs, the other provides feedback.
  • Self check- students assess their own performance against criteria
  • Inclusion- teacher planned. Student monitor own work
  • Guided discovery students solve teacher set movement problems.
  • Divergent- students solve problems without assistance from the teacher.
  • Individual- teacher determines content. Student plans the programme.
  • Learner initiated- student plans own programme. Teacher is advisor.
  • Self teaching- student takes full responsibility for the learning process.