Essay Writing Platform Market

Essay Writing Platform Market Also, like fashion styles, writing styles have particular times and places in which they should be employed or restrained. It’s inappropriate to wear white to a wedding if you’re not the bride; similarly, it’s inappropriate to use certain writing styles for specific types of writing. As a good test, I tell my students they should never be more than one sentence away from their thesis. The reader should be left with a vibrant understanding of the topic at hand. How you dress helps others understand who you are, describes a particular sentiment to those who see you, and signals a subconscious message to be interpreted by others. How you write will give similar signals to others that help them understand what you’re trying to communicate. This writing style draws attention to details to outline the topic. Writing a descriptive essay requires clear and vivid language to accurately describe the subject. The senses become very important in descriptive writing because they help to bring ordinary moments to life. Generally, narrative writing is less common in the academic world because the narrative style exists to tell stories. Whether it’s a true story or not is irrelevant; fiction, creative nonfiction, and poetry are all types of narrative writing. In reality, all types of writing exist to argue a specific point. So even though narrative writing is a more creative type of writing, it is still an argument and should be treated as such. The main purpose of descriptive writing is to describe a subject to form a clear idea in the reader’s mind. As you will see below, we remark on why some students may not want cell phone usage policies. We will also suggest how to get around those concerns. Doing this provides the best possible support for your thesis because it shows you have taken every angle into consideration. Follow up with a close reading of your entire paper. If you want to write better essays, you will need to understand the criteria teachers use to score them. In any case, the essay ends somewhere different from where it began. We think the essay form is still the best way for students to think hard on the page -- but we are not fans of formulae. Instead, we’re in favor of inquiry-based learning, evidence-rich analysis and process work. By this, I mean that if, at any point in their essay, they need more than one sentence to connect what they're saying back to their thesis then they are off-track. Your thesis statement is the most important part of your essay. It might only be a bungalow, but at least it will stand. Get all your thoughts on paper, and you can extend or shorten the essay during the editing process. No matter which side of the argument you choose, you should acknowledge the other angle and negate those statements. The reader has learned something, precisely because the author has. In sum, the student essay falls into the same genre as the essays we ourselves write. Although all of those arguments have merit, our own thinking on the subject is both more old-fashioned and more radical. It is the crux of everything and functions as a guide to your entire paper. To build a house, you follow codes that ensure a basic build quality. A house that meets this standard, won't fall over, let the rain in, or let the heat out.

Blended Learning at MIT

Blended Learning at MIT See the original version of this post on the Office of Digital Learning website here. Fourteen years ago, MIT democratized secondary education through OpenCourseWare. Then came edX, a massive online open course (MOOC) provider, created by MIT and Harvard and used by over 70 educational institutions. Now MIT is implementing the latest educational technology in its classrooms. Professors and students alike are engaged in an Institute-wide effort to translate traditional course offerings into an online learning platform, MITx. MITx allows educators to develop and share their knowledge, and provides students with essential tools and resources outside the classroom. It is the 21st century equivalent of a textbook. This week, a panel of four MITx Digital Learning Scientists and educators from four different departments shared their experiences implementing blended learning in residential classes at MIT as part of a series of xTalks hosted by theOffice of Digital Learning. Here are the highlights of their discussion: Structure MITx adapts to meet the needs of different classes, anything from the project-based 3.086 (Innovation and Commercialization) to the problem set/lab-based 3.032 (Mechanical Behavior of Materials). For some courses, the platform is the main source of learning. For others, it allows a blend of lecture and technology-enabled learning. Some tools that professors use within the platform are: Problem-solving and conceptual videos (see MITx videos on the cell cycle and cell cycle terms by blogger Ceri R. 16 here) Online problem sets and exams Immediate feedback for online problems Charts and diagrams to connect class topics and provide visual learning aides Interactive learning sequences, consisting of videos, checkpoints, and online tutorials Discussion forum for instructors and learners Benefits For professors, blended learning provides an escape from the classroom clock. The online resources allow instructors to focus on critical content in the classroom and rely on online components for prerequisites and extensions. It also frees time for simple demonstrations of course content in real life. More complex simulations can be posted online. Project software gives faculty greater insight into students thought processes to facilitate mentoring and feedback. Animated concept videos show not only how a cell thinks, but also how a cell biologist thinks (from Prof. Adam Martin). For students, MITx provides an interactive textbook, invaluable for review and enrichment. Immediate feedback on problems encourages collaboration. Since there is no need to debate the answer, learners can spend more time on problem-solving discussion.New tools, such as embedded simulation/visualization software, allow students to easily explore and test the system response and gain a deeper intuitive understanding of complex concepts. Numbers Data on the implementation of MITx shows incredible results: In fall 2012, only 10% of the students in the traditional2.01 (Elements of Structures) received a final score of over 90%. Three years later, 56% of the students in the blended version of the class (same professor and content) scored over 90%. The class ratings went up also. 95% of students in blended Physics courses say that the professors should keep using MITx for their classes. In 7.012 (Introduction to Biology), MITx software registered 3,000 clicks in a given day on its optional review videos, for a 500-person class. The instant feedback tool was rated by 79% of student survey respondents as extremely helpful and by 13% as very helpful. These statistics are strikingly similar across departments and courses. The numbers are unprecedented in classroom reform. Future The quest to bring MITx to every classroom has just begun, but the movement is growing fast. In the future, the MITx Digital Learning Scientists hope to meet the students needs by offering more course options online. For example, 8.S05 (Special Offering of Quantum Mechanics II), usually a fall course, can now also be taken in the spring in an online format. An initiative is underway to compile a content library for every class with student data, problem sets, and other relevant materials. This project (named LORE for Learning Objects Repository for Education) was developed by MITx Engineering and is being tested in Physics. MITx is breaking stereotypes about online learning, improving student performance, and bringing us closer to a seamless integration of technology into the classroom. See the video recording of the xTalk here. Explore other xTalks here(select archived events). Post Tagged #MIT Office of Digital Learning #xTalks