Foundation of Graduate Study in Human Service
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Foundation of Graduate Study in Human Service
Running Head: ACADEMIC WRITING 1
ACADEMIC WRITING 4
ACADEMIC WRITING
Kiara Bonds
Walden University
Foundation of Graduate Study in Human Service
Instructor: Felicia Mack
June 30, 2019
Academic Writing
In our day-to-day activities, we are involved in writing in one way or another. For instance, one may be involved in writing emails to friends, companies, and letters of job applications or even writing reports for research or documentation and filing (Swales, 1994). All these ‘parts’ of writing can be grouped into formal and informal types of writing. Academic writing can be described as a type of scholarly writing which fall under the formal type of writing (Swales, Academic writing for graduate students: Essential tasks and skills (Vol. 1), 2004). Scholarly writing communicates original thought, whether through primary research or synthesis, that presents a unique perspective on previous research( Walden scholarly Writing Center 2015). Just like other types of writing, such as technical writing, literary writing, and creating writing, academic writing requires special skills as it is majorly about academic disciplines. The formality of the academic writing makes it distinct from general or informal writing since it is concise, and objective as compared to other writing styles.
Various disciplines which use an academic style of writing includes; abstracts, term papers, conference papers, research projects, and essays, among others. There are set structures and rules which accompany the academic writing style, unlike other types of writing. It identifies itself through the use of strict guidelines on grammar, precision, and punctuation.
Being in the academic writing on my quest as a Bachelor level student for more than two years has given me a average amount of confidence in almost every kind of academic writing requirement. Through writing practically weekly doing college assignments, I have done average, virtually with almost every set of skills and structures required in academic writing (Swales, Academic writing for graduate students, 1994). The daily interaction with different requirements of different projects, researches and essays have equipped me for the most part and transformed me from just an horrible writer to a good writer in writing.
English being my first language has helped me in my journey of writing since the requirements such as excellent grammar and different styles of approaches such as APA, Chicago ,and MLA have been practicing since I have been in high school. I have learned to be average on every instruction and detail of any academic writing requirement, may it be a research or a term paper. I have developed a keen eye to some of the necessary strengths needed for an good academic writer such as reliable research sources, developed argument, proper time management, clear and concise writing, good flow of ideas through having a well organization of thoughts and ideas and knowing the audience I will be addressing in my writing. These strengths do not only qualify me to handle various assignments in academic writing but enable me to excel in most academic program.
My area of concern is when I deliver a paper to the professor or instructor and they give the paper back for revision only because I may have missed the point only slightly. I develop negative feeling and emotions concerning that particular paper such that I may take more time in revising the essay than I took initially writing the paper. This has been a weakness in writing. I have consulted my coaches in academic writing and always advised to have patience when writing a paper and that I should always reread the instructions and details of each paper. I have witnessed this strategy work in the last few months.
References
Swales, J. M. (1994). Academic writing for graduate students. Ann Arbor: University of Michigan Press.
Swales, J. M. (2004). Academic writing for graduate students: Essential tasks and skills (Vol. 1). Ann Arbor, MI: University of Michigan Press.
http://academicguides.waldenu.edu/writingcenter/scholarly
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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