Essay help introduction

The Experimental group performance is better than that of the Control group. The t-test analysis of the pre-test and post - essay help introduction test scores of the Experimental Group Variable Test -Type X SD t-cal t- table Content Pre-test 1. This implies that there was significant difference between the pre-test and post scores of the students in the experimental group. The implication of this is that, the performance of the Experimental group after treatment changed for better and the change was significant. The t-test analysis on the pre-test and post-test scores of the students in the Control group Variable Test- Type X SD t-cal t-table df N Content Pre-test 1. The table also shows t-calculated less than t-table at 0. The implication of the above is that the students in the control group had no significant improvement in Published by Canadian Center of Science and Education 27 www. No matter how long an inappropriate approach is employed, desirable results will be elusive. Write a story that illustrates the wisdom of the saying: A rolling stone gathers no moss. Write a letter to the Chairman of the Election Petition tribunal insisting on cancellation of the results of the recently conducted Local Government Chairmanship election in your area and essay help introduction why you are of that view. Write an article on the topic: Examination malpractice and what Government can do to curb it. O 2 means second observation for experimental group. In this study, 500 college writers in Metro Toronto in Canada were interviewed to uncover if they found some essay topics easier than other topics. The interviewees explained that factors determining the writability of an essay topic include knowledge, interest, experience, and data availability. The positive responses are examined along with the negative ones. Cross-comparison confirms consistency between the two groups. In agreement with previous studies, through a statistical approach and by focusing on essay topic writability, this study alerts frontline teachers as well as language testing administrators to the issue of consistency of difficulty of essay topics in examinations, which can lead to improved validity of such writing tests and examinations across disciplines. Keywords: Essay topic writability, College writer, Knowledge, Interest, Experience, Data 1. Introduction According to Applebee, Langer, and Mullis (1987), writing serves as a tool for three thought processes basic to learning: 1) to draw on relevant knowledge and experience in preparation for new activities, write my paper please 2) to consolidate and review new information essay help introduction and experience, and 3) to reformulate and extend knowledge. However, no published studies have sufficiently focused on essay topic writability examined from the perspective of college writers of the new millennium including both native English speakers and ESL speakers.

As difficult to measure as any other form of mental activity, the influence of linguistic competency on an essay topic may not be immediately available in a statistical format. It is with this purpose that the author conducts this study. The data generated from these interviews constitute the primary data of this study. Three of the questions, worded differently, in essence, ask for the same answer or explanation, aiming to verify the validity of their answers. It is the last summary answer or explanation that appears to be the most valid, for it was provided after the interviewees had given examples of easy and difficult topics to support their previous explanations and answers. Data analysis It is no news that student writers essay help introduction of different age groups perform differently.

At the theoretical level, Alexander, Graham and Harris (1996), among others, discern knowledge as strategic knowledge and domain-specific knowledge.

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When high school graduates start their college education, however, this pattern of development does not seem to exist based on analysis of their answers. It is possible that they may dislike essay writing, or find all writing equally difficult, or would rather not distinguish the easier topics from the harder ones. For the two interviewees who said that they were not good writers and that all topics were impossible for them, there was no question of easier topics and harder topics. The author has no intention to review the old issue of whether prior knowledge and interest are highly correlated as some scholars have claimed (e.

Nevertheless, according to the analysis of the answers given by the interviewees, interest in this context is simply defined as willingness, eagerness, and joy that students have or experience in the process of writing. Hardly did any one of the interviewees mention directly or indicate clearly whether or not their topic interest came with prior knowledge. In light of the availability of data, the essay help introduction author thus chooses to avoid further discussion of the issue, and to focus on the jargon-free examination of the data generated from the interviewees. The knowledge and interest subgroups combined form a clear majority of 57.

Then except with the two non-writers, as indicated in Table 2, data and experience other than unreported reasons also contribute to the writability of a college essay topic. After the interviewees explained why a certain topic was easier for them, they were asked to name a topic that was difficult or impossible for them. Nonetheless, the specific topics given by the participants are not our focal discussion. What this study attempts to discover, as mentioned previously, is why they are harder or easier. From another perspective, the interviewees explained that they found an essay topic more difficult if they lacked what is listed in Table 3. As indicated in Table 3, lacking knowledge, interest, data and experience is what makes college essay writing more difficult.

Except the two non-writers, the 498 interviewees each gave a reason why they found some essay topics more difficult than other topics. The explanation further supports the previous one that explains why one essay topic may be easier than another. These two groups combined form a clear majority of 64.

Again, this strongly indicates that knowledge and interest alone may make an essay topic easier for the majority of college students. The rest of the factors, including data, experience and others, may play an equally important role for the other 35. One is reminded that this set of factors corresponds to the explanations given through the positive answers. In their summary statements, all groups combined, 52.

Again 2 people stated they were non-writers and all topics were equally impossible for them. Note that the data in some aspects changed significantly, especially with the Knowledge Subgroup (respectively from 36. Though this may be subject to discussion, as write my admission essay observed during the interviews, most of the interviewees, as the interview progressed, appeared to become more confident and comfortable when they gave their answers, and their answers gained clarity and some previously less logical answers became more logical.

Discussion The analysis of the data generated from the 500 interviews clearly indicates that the majority of college students find some essay topics easier to write on than other topics depending on the knowledge they have.

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