Custom written term papers

The Language Arts curriculum, as articulated in the Western Canadian Protocol for Collaboration in Basic Education (1998) does not specify how teachers should teach writing nor does it provide guidelines as to the types of writing assignments that students are expected to complete.

This leaves writing instruction up to each individual teacher and therefore could explain why students provided the answers they did in the qualitative interviews. Seventy-six percent of the students thought that the feedback they received from their teachers was helpful in improving the quality of their essays.

The students who volunteered to be interviewed were more likely to be the high-achieving students, a supposition that was verified by the comments made in the qualitative interviews regarding how well they did in high school. These students might have been more negative regarding the amount of writing they had to do in high school because they suspected that the essays they would have to produce in university would be longer. Some students reported that their high school teachers were very clear in their directions and gave clear expectations. These teachers also often provided marking rubrics so students understood the basis of the assessment. Nearly half (9 of 20) of the high school students reported difficulties in understanding what was expected of them in individual writing assignments. These students felt their teachers did not articulate their expectations or give UNIVERSITY AND HIGH SCHOOL ARE JUST VERY DIFFERENT 225 students clear directions as to the nature and where to buy a research paper purpose of assignments or the process they were expected to follow to complete them. One of the students reported that when she went to her teacher for help on an assignment, the teacher did the work for her without explaining what she did wrong or how she could have changed it herself. Half of the students, in Phase 2, (10 of 20) reported that their teachers made the effort to teach them how to write. They reported that these teachers provided guidelines, handed out rubrics, and were available to provide assistance if students were willing to ask for help. These teachers set standards that they wanted their students to reach and provided the guidance necessary to help them accomplish their writing goals. The teachers also custom written term papers provided writing models and outlines when preparing students for the provincial exam. The students found these aids to be very useful because they fostered writing growth. In contrast, a few (6 of 20) students criticized the apparent lack of teaching standards they witnessed in high school classrooms throughout grades 10 to 12.

They reported that some students could pass courses without doing any work. For example, one student observed that she missed a week of school without falling behind the other students. The students felt that comments written on papers did not help them improve their writing that the teachers did not seem to be aware of what they should be marking, that the marks received did not indicate to them either the things they did well or the things that needed to be improved. The students also commented that, by the time they got to Grade 11 and 12, it was UNIVERSITY AND HIGH SCHOOL ARE JUST VERY DIFFERENT 226 assumed best thesis writing services that they would already know how to write an essay. It was their perception that their teachers gave them no meaningful writing instruction at all.

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I found the students who were interviewed for this study were very articulate in their assessment of the teaching they required from their classroom teachers. Six of the fourteen students wanted teachers to provide clear expectations and enough direction that they understood what they were expected to do for each assignment. The students (12 of 14) predicted that the kinds of writing assignments they were asked to produce in high school would not be the same as the ones that would be required in university. In addition, eight out of fourteen students articulated the need for teachers to explain why students received the marks they did on their assignments. According to the eight students, this was not immediately clear when they received their papers back. They also expressed frustration that the allocation of marks was often not clearly explained, and that the rubrics that were used to mark papers were not provided before the custom written term papers assignments were due. The eight students said that sometimes they would get back their marked papers with a rubric but, at custom written term papers that point in time, the information was less useful to them. The students were left wondering why the teachers did not give out the rubrics before the assignments were completed as a guide to the writing process. As can be expected, students (8 of 20) reported higher levels of overall satisfaction with their teachers when they perceived that the teachers clearly articulated their expectations and provided them with explicit directions when completing their written assignments.

In contrast, students (6 of 20) were less satisfied with the teachers they had in high school whom they perceived as not making an effort to explain to them what it was they were looking for in their assignments. These students reported that they felt they should not be left to guess what it was their teachers wanted. They also realized that they could not depend on their fellow students to UNIVERSITY AND HIGH SCHOOL ARE JUST VERY DIFFERENT 227 help them with assignments since their peers were often having difficulties as well. This finding has far-reaching implications for instruction, particularly at the university level where students are often already struggling with difficulties related to the new expectations of university instructors, course uc essay help content, their own learning styles, and outside influences. The findings of this study are consistent with the literature concerning instructor expectations that has been articulated by a number of researchers. Carroll (2002) found that students struggle with instructor expectations in university due to a lack of clear and explicit direction. It appears that students want and need clear, explicit direction from their instructors if they are to feel confident in completing assignments in high school and first-year university. Length of Written Assignments It was the perception of the students in this study that they did not do enough writing in their English Language Arts classes. They reported that the assignments were too short to be useful and, as a result, students were not able to explore any type of writing in sufficient detail.

When I was interviewing the students, I was left with the impression that the lengths of the writing assignments in high school were seen as being unworthy of serious attention by the students.

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