Which branch of government can be considered the most powerful? What role did stem-cell research play in the 2004 presidential election? Or, explore the construction of race through Toni Morrisons The Bluest Eye. Each of these require you to build an argument to show the instructor that you know the information and can logically think through it to clearly express a point or position.
Select several poems to read together in class. Have students note the length of lines and breaks, use of punctuation, and use of descriptive phrases, fragmentation, and incomplete thoughts.
Point out that rhyme is not always used in poems. Ask students if they can find other examples of rhythm besides rhyme. How does the poem sound when it is read? How should/could one read the poem? Quickly? Slowly? Loudly? Quietly?
Most journals allow 100-150 words. Obey this limit now. The main function of the abstract is to communicate the one central and novel contribution, which you just figured out. You should not mention other literature in the abstract. Like everything else, the abstract must be concrete. Say what you find, not what you look for. Here too, don’t write “data are analyzed, theorems are proved, discussion is made..”
“The fundamental purpose of scientific discourse is not the mere presentation of information and thought but rather its actual communication. It does not matter how pleased an author might be to have converted all the right data into sentences and paragraphs; it matters only whether a large majority of the reading audience accurately perceives what the author had in mind.”
We thought it would be useful to produce a booklet of tips to make your materials easier to read and understand, especially for adults with literacy difficulties. These people may find it hard to understand the information they need to exercise their rights and meet their obligations. It makes sense to present this information as clearly as possible to give everyone a fair opportunity to understand and act on what they read.
