Inequality of Man Individuality Among People Foreman Supervisor
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
Inequality of Man Individuality Among People Foreman Supervisor
As far as references are concerned the conventions for citing these are as long as your arm and you should begin adopting some of the simpler requirements. The one guiding rule is that you must always cite the sources you have used in gathering essay material. At the end of every essay insert a full bibliography including the writers name, the title of the work (plus the journal, if it is an article) and the date of publication of each of your sources, eg. Book: – Kotas, R (editor) Market Orientation in Hotel & Catering Industry – Surrey University Press, 1975. Article: -Mullins “Is the Hotel and Catering Industry Unique?” Hospitality, September 1981.
If you are directly quoting an author in your own essay, the normal convention is to refer to the writer’s name and publication date directly after the quotation, leaving the full reference for your bibliography. Alternatively, you can use numbered footnotes after each quotation and list the sources at the end of your text. In an examination situation, time is of the essence, and thus predetermine a degree of knowledge.
In this respect, an author’s name and date will suffice. There are a whole range of other rules for the presentation of footnotes and bibliographies which you can learn by attending to how they are produced in the professional journals. By the way, do not bother with the old trick of producing a massive bibliography for its own sake – you should only list books and articles in the bibliography if you have read them. (Examination essays will not contain a bibliography). The essay itself will provide the real evidence of your scholarship.
Timing
While the fundamentals of content and style are obviously key areas in successful essay writing, timing is an area often overlooked.
A well planned, well timed essay will not only ease the pressures of submitting numerous pieces of course work throughout the year but will also improve the quality and structure of your work.
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Allocate time for specific tasks such as the literature search, essay plan, and writing up process, and try to stick to this plan. under examination conditions, allocate time to each question and sub elements of the question. Be strict in sticking to these times and do not over-run. Remember, it is always easier to score the first 50% of the next question than the last 10% of the previous question. Besides, if you have time left over you can always revisit the previous questions to “top them up”.
Although realistic timing can act as an excellent form of motivation, do not be to ambitious, as if targets are not achieved panic can set in.
NEVER SUBMIT AN ASSIGNMENT OR EXAMINATION ESSAY EARLY – it can always be improved.
Voice your values
Obviously, the best essays are those with maximum originality, but no-one can expect to be original all the time, even after years of work on a subject, so don’t despair if you never seem to have any brilliant insights yourself. The next best thing is recognizing which ideas that other people have are brilliant and which are mundane or misconceived.
In other words, every essay can and should include your own personal evaluation of the significance of evidence or the correctness of arguments. The more of your own thought that enters in to an essay the better – even if you turn out to be misguided. Do not be afraid to be unconventional or controversial in what you write, providing you can find some suitable evidence following your own view and can cite it in the essay.
In the early stages of your academic career you will learn a lot more by taking risks and making mistakes than by accepting uncritically what you find in textbooks. Use your own industrial experience and applied knowledge in balance with your academic reasoning.
See off sexism
Another aspect of presentation worth bringing to your attention is the avoidance of sexism in writing. As good scholars you will know that language is our means of classifying and ordering the world and thus can become a means of manipulating reality. One rule which we can see in operation in the language is the of male-as-norm. The word “man”, “men”, “he”, “his” and “him” are often used to describe human beings of either sex. This cannot be dismissed as an insignificant literary convention, for it inevitably gives the impression that women are absent, silent or simply less important. When reference is to either or both sexes the word “man” and “men” can easily be avoided – there are plenty of alternatives such as “person”, “people”, “human beings”, “men and women”. Avoiding “he”,”his”, and “him” can be more difficult, since the repeated use of “he or she”, “his or her”, “him or her” can be particularly clumsy. Sometimes you may be able to use s/he. Also it is usually practicable to change to the plural and use “they”, “their”, or “them” instead.
In general you can do your bit for the cause (if you wish) by looking out for gender stereotyping in all of your scribbling.
Examples Alternatives
The manager….he.. Managers…they The room-maid…she.. Room-maids…they Mankind Humanity / Human beings The man in the street People in general
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Man-made Synthetic / Manufactured The inequality of man Individuality among people Foreman Supervisor
…and so forth.
Avoid first person familiarity
In academic work on the printed page, convention indicates the avoidance of the first person – I or We. This convention has been ignored in this handout, but it is easy to stick to by the inclusion of such terms as – “It may be viewed; it can be concluded;…” and so on.
Prune your plagiarism
We now come to the rather more sinister problem of plagiarism –
“To purloin the published thoughts or words of another”
“The wrongful attempt to pass off another’s literary mark as one’s own”
“Copying without permission or acknowledgments”
However, one cares to phrase it, plagiarism is cheating and is seen as cheating. Unfortunately, almost every year, on perhaps a couple of occasions, we come upon situations in which students reproduce, as though it was their own work, whole passages (sometimes whole essays) copied from the work of other authors. Accordingly, we need to take this opportunity of reminding you of the seriousness with which we regard plagiarism. This applies, most obviously, to those long essays which count towards your assessment but you should avoid the practice in even the humblest tutorial essay / presentation. Avoiding plagiarism is an absolutely straightforward matter. Students are, of course, allowed and, indeed, expected to quote from the writings of key authors in the field. However, they must only do so by setting the copied sentences in quotation marks and by giving a clear reference to the source in the manner indicated above.
Good as this simple piece of advice is, the issue does not end here since the decidedly deviant act of plagiarism bears a familiar resemblance to the more palatable skill of summarizing. An important part of the art of essay writing is the ability to produce clear and precise summaries of the key themes and issues which characterize a particular area. However, the whole point of the sketch and the précis is to produce a new and hopefully clearer rendition of complex sets of ideas. This is a skill which we can all admire in the best text-book writers and so you to should feel free to summarize authors arguments as a preliminary to supplying your own interpretation and critique.
The difficulties arise in the grey area between plagiarism and summarizing and they turn on the use of the paraphrase. Sometimes the use of a paraphrase is quite legitimate, if you use just a few key phrases from the original and make it quite clear that you are summarizing. Thus, you might paraphrase by beginning “As Goldthorpe argues in chapter 1 ….” or “To paraphrase Goldthorpe’s argument …”. At the other end of the scale is the closed and unacknowledged paraphrase in which an author’s text is reproduced with only the small deviation of a word here and a linking phrase there. Another version of this is the “mosaic” in which phrases and passages are lifted out of the original text (or texts) and edited into new patterns. If employed consistently both of the latter cases are to be regarded as plagiarism and hence the same advice applies.
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We are not interested in your capacity to copy out whole pieces of other people’s written material. There are severe penalties for students who plagiarise; it might be a bit heavy handed to threaten you with them here so perhaps we can end on the more heartening note (for students) that even some academics have been caught in this act. (For a lurid tale of sociological plagiarism consult Acta Sociologica, Vol 19).
Read it over
“Come on now : surely you would not submit work that you had not read thoroughly yourself …..would you ?”
Even if you only read over your essay 20 or 30 times you may not spot simple mistakes like spelling or punctuation. Take pride in your work, enjoy it and do not let yourself down by making silly mistakes.
Some advice that you may find useful for assignment essays, is to put your essay away when you think it’s finished, and do not read it until a day or two later. Repeat these three or four times, and you will find new insight – who knows you may even surprise yourself!
Say it in style
You will have gathered by now that acquiring the art of essay writing is a fundamental step in gaining the fullest benefit from an academic course. Only in an essay is one’s ability to adopt an informed and coherent perspective on an issue put to a proper test. Believe it or not learning these skills can be fun and a great source of pride. So, all power to your analytical imaginations and off you go.
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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