Buy a literature review paper
In an article I wrote for Bridges, the journal for the Western Pennsylvania Council of Teachers of English, I said: We maintain that writing and thinking are one and the same thing. Writing, however, presents a schema of thinking much the same way a bubble chamber in physics presents a schema of pion collisions instead ofthe actual collisions. A buy a literature review paper finished musical score, a pai niing, or a sculpture also present such schemata. Because of this schema, I can no wbetter diagnose the problems writers are having in thinking about their paper and help to prescribe before they write rather than try to remedy matters after they have written. I now have a working model of the relationship of the planner and supporter, I also have a better concept of the earmarks of a good planning session.
What essentially happens in a good planning session is a dynamic and, in a sense, an organic process.
I said earlier that the successful use of these plan- ning tools or any other planning tool is dependent on the attitude that writers bring to a planning session and noton the planning tools themselves. I feel that if I did this debrieflng consistently, I would lead the writers to understand the seriousness of purpose that is necessary for a good planning session. Talking about a planning session would allow writers to see the strengths and weakness of their planning and allow them to understand the relationship that a plan- help in essay writing ner and supporter need to nurture. In A Brief History of Time, Stephen Hawking says: In order to talk about the nature of the universe and to discuss questions such as whether it has a beginning or an end, you have to be clear about what a scientific theory is. I shall take the simple- minded view that a theory is just a model of the universe, or a restricted part of it, and a set of rules that relate quantities in the model to the observations that we make. It exists only in our minds and does not haveany other reality (whatever that might mean). A theory is a good theory if it satisfies two requirements: It must accurately describe a large class of observations on the basis of a model thai contains only a few arbitrary elements, and it must make definite predictions about the results of future observations. With that model, I can then start making some assump- tions and start drawing some conclusions. As a general statement, I would say that the quality of the planning session depends on the quality of the supporter. Leonard Donaldson, a history teacher online research paper writer at Peabody High School and a member of the Making Thinking Visible project, said this at one of our eariier meetings. I tucked that information away, not fully appreciating what he meant. With my own work this year, I now see the ramifications of his remarks. A good supporterisabletohelptheplanner work with design and rhetorical concerns through questioning, active listening, and re-questioning. These skills, however, need to be modelled for the writers until they buy a literature review paper become proficient in using them. By using the metacomprehension diagram, I can show writers how their planning sessions can help one another gain the knowledge they need for their writing. They should, then, come to an understanding of what they know, what they do not know and how to rectify this.
It is one thing to look at a finished product and to second guess the thinking behind it. It is quite another to watch that thinking in action and realize how it will affect the final product. Planning, to me now, is one of the more important parts of the writing process. It allows me to recognize which window of metacomprehension I was operating in this past year and how to tell where my writers might be.
Tor many students, what occurs between the inchoate and the tangible remains an enigma. However, many inexperienced writers are unaccustomed to thinking about writing in this mindful manner and attending to what often seems like an overwhelming number of time-consuming consider- ations.
If we look at the process experio r ed writers engage in as exemplifying a paradigm, we begin to discover some useful activities and strategies that can be shared with inexperienced writers. An important question, then, is how does a writing instructor set about portraying the subtleties and nuances of planning a paper? Although the shadent-teacher conference frequently occurs between drafts of a text, this same sort of collaborative arrangement could offer perhaps one of the most effective methods of providing an inexperienced writer with a fruitful plan- ning session.
After all, who better to have collaborate with an inexperienced writer than an experienced writer who has a keen sense of the types of questions and concerns that need to be addressed. Yet, while this kind of dialectical interaction may bean extraordinarily successful way tohelpstudentscometounderstand some of the dimensions of the writing process in general and the planning process specifically, it represents an inefficient method of teaching students, given the large class sizes and a heavy paper load that most writing instructors face. An alternative to the student-teacher conference that preserves the interactive dialectic is peer collaboration. Peer collaboration is a label that represents an assortment of activities in various forms and generates a lot of discussion among people in the field of writing. And, inexperienced writers collaborating while they plan papers may present a viable approach to helping students with the planning process.
Much of the talk among teachers regarding col- laborative projects centers on the students and weighs the advantages and disadvantages that might originate from having a collaborative setting in a typical class- room. But if you attend to these conversations closely, there are other principal issues that can be heard as well.
For some teachers it is difficult to break out of the educational tradition of the solitary student doing his or her own work.
Teachers fre- quently experience some degree of difficulty while adjusting to any new approach in the classroom. Teachers report that they feel anxious and uncomfortable with a new procedure and realize that it shows through in the class. In many instances, it is not uncommon for teachers to take up to a year to accommodate the new practice. Collaborative Planning In light of these key concerns, one creative method for helping students make their thinking and planning processes more visible while they attend to and reflect upx)n the various dimensions of writing websites for essay writing is a technique called collaborative planning, which has a flexible structure that permits teachers to adapt the technique to their own teaching styles. However, the organiza- tion of the collaborative planning session is such that the authority for the paper rests with the writer during the planning sessions and decisions regarding content, style, etc.