In connection to the last point it should be emphasised that any essay should be about ideas and interpretation of the literature being studied. Of course your ideas may, and indeed should, develop through discussions with friends, fellow students, tutors and through the consultation of books and articles, but it is your ideas which should form the basis of the essay. Whilst you will use material that is not your own, it is the way that you use, add to, adapt and modify this material that makes the argument your own and original. Your own voice should be heard. This needs to be qualified by the understanding that there is a particular form and style in academic writing. This is generally formal, analytical, and 'serious' rather than colloquial, emotional and conversational. Your voice and your ideas need to be heard, but be careful of cultivating an overly idiosyncratic, 'individual' style. Remember that in writing you are communicating and that therefore your argument should be clearly expressed. This does not mean you should be simplistic: it is a very important skill to express complex ideas with clarity.
Researchers are busy in their attempts to map out the full structure of the chromosome, including the Human Genome Database. Because of the small size of the 21st chromosome and its association with Down syndrome, it is the second-most heavily mapped human chromosome. Research is focusing on trying to identify genes and their effects when overexpressed.
Knowing how to brainstorm is going to save you from writing a weak essay. Also, knowing how to support your claims with evidence from outside sources will further strengthen your essay. For that reason, this assignment requires the use of two references (no internet sources). In addition, you will add a Works Cited page at the end of your essay. Finally, your Works Cited page will be in MLA (Modern Language Association) format so that all information provided will be easy for your reader to find.
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Throughout your years at the University of Liège you will be writing essays on literature which will inevitably include numerous quotations, either from the literature you are working on or from secondary sources, be they books or articles on historical context, literary criticism or other relevant areas. These quotations can obviously add much to the texture and quality of your work, but they are often handled very badly by students. Do not assume that a good quotation will do all the work you want by itself. Poor essays are often merely a patchwork of quotations stitched together by the briefest of comments, and it is a mistake to leave quotations hanging in mid-air, as it were, without comment or explanation. Quotations need to be framed. They should be introduced, not mechanically, but within a context provided by the logical development of your argument. (See at the end of this guide). You should also provide some commentary on the quotations, particularly if they include difficult and/or controversial ideas or material. This is often likely to be the case as there is really little point in including 'bland' quotations in your essay. You may want to gloss, explain, qualify or modify the quoted words, or you may have included quotations whose assumptions or arguments you strongly disagree with. The latter case can be useful, if handled well. Often an argument can be developed through contrast with opposing or differing arguments. This tactic in essay construction also displays independent thinking in that it demonstrates that you have not unthinkingly accepted and believed everything you have read. One final point on quotations: . Using other people's work without saying so is a serious crime. Tutors have read widely on the subjects you will be writing on and are very likely to recognise when you are plagiarising. If you use other people's ideas and words they have to be acknowledged through proper footnoting and referencing. (See at the end of this guide).
The usual inspiration for methodologies is engineeringdisciplines such as civil or mechanical engineering. Such disciplinesput a lot of emphasis on planning before you build. Such engineerswill work on a series of drawings that precisely indicate what needsto be built and how these things need to be put together. Many designdecisions, such as how to deal with the load on a bridge, are made asthe drawings are produced. The drawings are then handed over to adifferent group, often a different company, to be built. It's assumedthat the construction process will follow the drawings. In practicethe constructors will run into some problems, but these are usuallysmall.
A common method for writing an expository essay is the five-paragraph approach. This is, however, by no means the only formula for writing such essays. If it sounds straightforward, that is because it is; in fact, the method consists of:
Which genes are involved? That's been the question researchers have asked ever since the third 21st chromosome was found. From years of research, one popular theory stated that only a small portion of the 21st chromosome actually needed to be triplicated to get the effects seen in Down syndrome; this was called the Down Syndrome Critical Region. However, this region is not one small isolated spot, but most likely several areas that are not necessarily side by side. The 21st chromosome may actually hold 200 to 250 genes (being the smallest chromosome in the body in terms of total number of genes); but it's estimated that only a small percentage of those may eventually be involved in producing the features of Down syndrome. Right now, the question of which genes do what is highly speculative. However, there are some suspects.
CLT has recently become a popular and authentic method of learning, and this has become the norm of the field. There is a long history of language-learning teaching, and different approaches have been used for this purpose (Brown, 2014).In the era of 1940 and 1950, the major aim of the learning was to develop the behavioristically programmed curriculums based on the scientific aspects of learning using the linguistic structures and impinging them on the mind of the learners. In the 1960s, Chomsky introduced generative grammar and the purpose of which was hot to inject the cognitive code of language into the process of absorption. This approach was to root the language learning at the cognitive level rather than surface level; therefore, it allowed the learners to think in the particular language. This is the reason that the change of thought can be observed among the bilingual persons when they use different languages for writing and speaking. In the 1970s, there emerged experimental methods, and the early 1980s saw the beginning of CLT. Between 1980 and 1990, this approach was furthered developed, and this was made to fit into the classroom environment by the development of curriculum, incorporating authenticity, real-world simulation, and maneuverability with the meaningful tasks.
A particularly distressing weakness in the past, but hopefully not the future, has been the absence of serious discussion of imagery and literary language. Some students have merely stated that the author uses imagery, illustrated this with an example, and then moved on to the next point on the list. If you discuss images, metaphors and other literary devices, then say how and why they are being used in the piece of fiction, and maybe if you think the imagery works or not. If you do not say how and why an image is being used then don't mention it. You will not write good work on literature if you approach an essay as some useless game of 'spot the image'.
Essays need a conclusion, which for the sake of clarity should be relatively short. It is generally best not to include new ideas or new material in your concluding comments, particularly since many people think that a conclusion should be a summary of the prior arguments. You may, however, point to alternative conclusions or arguments, or briefly suggest areas of interest that have not been dealt with directly by the essay. People often get the wrong idea about conclusions and believe that this is the place to state firm convictions, and that a conclusion has to make a stand and come down on the side of one argument or another. This can be the case but it is not necessarily so. If an essay title comes in the form of a question, for example 'Is James Joyce seeking to distance himself from traditional forms of Irish culture?', and you cannot decide, do not think that this is a problem. It is as much a sign of intelligence to state that you cannot decide as it is to sift through the evidence and decide one way or the other. Think about why you cannot decide. Perhaps the evidence is conflicting. Perhaps the literary text and its use of imagery is ambiguous, or even contradictory; as is often the case. If you cannot decide, then say so, outlining why you cannot decide. Alternatively, you may partly agree or partly disagree with the statements or questions raised by the title, or by questions raised directly in responding to the title. If so, say so. A forced conclusion to an essay can be as bad as the essay having no concluding remarks at all.