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Urbana, IL: National Council of Teachers of English. The Power of Their Ideas: Lessons for America from a Small School in Harlem. Reviving Ophelia: Saving the Selves of Adolescent Girls. The Writing Room: Keys to the Craft of Fiction and Poetry. A Community of Writ- ers: Teaching Writing in the Junior and Senior High School.

The mission of Concordia is to minister to each student as a chosen and redeemed child of God. This Christian mission reflects the background of many students who attend Concordia, a majority of whom graduated from Lutheran elementary schools and attend Lutheran churches. Twenty-two congregations own and operate Concordia. Minority students constitute 1 1 percent of the student population. Many students at Concordia take col- lege preparatory courses since 90 percent of need help writing my paper Concordia gradu- ates continue in postsecondary education. Concordia offers both Advanced Placement and honors courses. Recognized for its aca- demic programs locally and nationally, Concordia has also been noted for its strong athletic, music, and video production pro- grams. In addition, its JROTC, drama, and journalism programs have earned national recognition. Students at Concordia take English courses all four years.

The sopho- more curriculum also includes a semester of speech. Juniors may elect to take creative writing, and seniors may choose to take humani- ties. The senior curriculum includes one semester of expository writing.

College preparatory and honors courses in English are available at all grade levels. Through the years, the research paper assignment has been passed on to each new senior teacher. Having graduated from Concordia, I returned to my alma mater four years later to teach courses I once took as a student. I inherited files of handouts from previ- ous teachers, including handouts I remember receiving as a stu- dent.

Research handouts spelled out instructions for note cards, source cards, sentence outlines, parenthetical citations, and the- sis statements. When I first started teaching the research paper, students did what they had always done: found and read eight to ten sources, took notes from these sources, and integrated sum- mary, paraphrase, and quotations into eight to ten pages of care- fully constructed paragraphs. Students wrote straightforward, detached prose, careful not to reveal personal how to buy a term paper bias, basing obser- vations and conclusions solely on research they could document. I presented accuracy and form as paramount to good research writing.

Although many students met the deadlines I set, their re- search writing seemed stale. My students did not share my excite- ment for research. And the writing I asked them to do failed to have the intensity I wished to essay writing services scams foster intellectually and personally. When I started teaching, I held romantic notions about how I would inspire my students. Quickly I learned that effective teach- ing also means being both organized and structured. I needed clearer expectations of myself and of my students.

Although I wanted to develop my own pedagogy, during my first years of teaching I often relied on those teaching materials and assign- ments previously developed by former teachers of the courses I inherited.

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Those materials provided some of the direction I needed as a new teacher.

Not perceiving them then as a crutch, I used those resources to help alleviate my constant fear that I was not doing what the school expected of me. What I grew to under- stand, however, were the needs, not college term paper writing service of the school per se, but of the students I taught.

My initiation into the profession - 120 - 150 Alternative Forms of Research Writing started with attendance at National Council of Teachers of En- glish (NCTE) and Indiana Teachers of Writing (ITW) conferences and developed further in graduate composition courses.

After trial and error, as well as deliberate reflection, I became more comfortable in my role as writing instructor. I began to realize how the teaching materials I inherited failed to address and foster the growth I wanted in student writing. This observa- tion was important in rethinking what I asked my students to do.

Yet these expectations proved especially problematic when, in my fourth year of teach- ing, I completed the assignments a few steps ahead of my stu- dents. Imposing structure on the research process seemed necessary, yet the very process I was pushing students through did not work for me as a writer. The neatly packaged approach with specific deadlines failed for need help writing my paper me as a writer.

Rather than wrestling with substantive issues and perspectives in my research, I became more concerned about fulfilling the conventions of the specific tasks (e.

Writing the research paper along with my students helped me understand the limitations of the assignment and my expectations. More important, the experi- ence made me think through audience, focus, and documenta- tion. I learned through the process how the final product seemed to overshadow the smaller steps along the way. I learned that students had too many deadlines to meet and that the deadlines assumed all writers write in the same way: basically, the dead- lines I asked students to meet failed to recognize the messy and sometimes chaotic musings of a researcher and a writer. I learned that some skills such as documentation and writing transitions needed less evaluation and more practice. The skills and knowledge I would review would mirror those in previous years: summary, paraphrase, MLA documentation, and integrating quotations. But I wanted to make the research process less rigid, less a cookie- cutter approach to research writing. I wanted the writing of the research paper to be more engaging than the traditional research paper had previously encouraged. My revised approach was a mix of need help writing my paper standard research-writ- ing activities and activities meant to encourage personal connec- tions, reflection, and innovation. All students began their research projects by generating annotated bibliographies, listing and evalu- ating at least ten sources. Students then used at least four sources to develop four- to five-page traditional research papers, which included thesis statement, MLA parenthetical citation, and a works cited list.

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