An essay is a focused piece of writing designed to inform or persuade. There are many different types of essay, but they are often defined in four categories: argumentative, expository, narrative, and descriptive essays.
the aims of argument 7th edition free pdf
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Argumentative and expository essays are focused on conveying information and making clear points, while narrative and descriptive essays are about exercising creativity and writing in an interesting way. At university level, argumentative essays are the most common type.
The introduction of a literary analysis essay presents the text and background, and provides your thesis statement; the body consists of close readings of the text with quotations and analysis in support of your argument; and the conclusion emphasizes what your approach tells us about the text.
The vast majority of essays written at university are some sort of argumentative essay. Almost all academic writing involves building up an argument, though other types of essay might be assigned in composition classes.
An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.
PreambleMembers of the Society of Professional Journalists believe that public enlightenment is the forerunner of justice and the foundation of democracy. Ethical journalism strives to ensure the free exchange of information that is accurate, fair and thorough. An ethical journalist acts with integrity.The Society declares these four principles as the foundation of ethical journalism and encourages their use in its practice by all people in all media.
Avoid conflicts of interest, real or perceived. Disclose unavoidable conflicts.
Refuse gifts, favors, fees, free travel and special treatment, and avoid political and other outside activities that may compromise integrity or impartiality, or may damage credibility.
Be wary of sources offering information for favors or money; do not pay for access to news. Identify content provided by outside sources, whether paid or not.
Deny favored treatment to advertisers, donors or any other special interests, and resist internal and external pressure to influence coverage.
Distinguish news from advertising and shun hybrids that blur the lines between the two. Prominently label sponsored content. Be Accountable and Transparent Ethical journalism means taking responsibility for one’s work and explaining one’s decisions to the public. Journalists should:
Prepare manuscripts according to the Publication Manual of the American Psychological Association using the 7th edition. Manuscripts may be copyedited for bias-free language (see Chapter 5 of the Publication Manual). APA Style and Grammar Guidelines for the 7th edition are available.
AP publishes high-quality historical scholarship on topics of broad interest to psychologists. Successful historical papers should make an original argument, engage appropriate historical methods, and elaborate the implications of the historical analysis for the understanding of the topic, event, figure, or development under discussion. View additional guidelines .
Authors should also use language that is free of bias, or the implied or irrelevant evaluation of the individual, groups, or groups the authors are writing about. A discussion of the use of descriptors involving age, disability, gender participation in research, race and ethnic identity, sexual orientation, socioeconomic status, and intersectionality can be found in Chapter 5 of the Publication Manual.
For additional information regarding these and other APA policies and support for open science practices, potential authors should visit Open Science Badges. APA journals also have an array of options for authors who want their articles to be available to readers free of charge. These options can be found by visiting open access for APA journals authors.
It is a violation of APA Ethical Principles to publish "as original data, data that have been previously published" (Standard 8.13). In addition, APA Ethical Principles specify that "after research results are published, psychologists do not withhold the data on which their conclusions are based from other competent professionals who seek to verify the substantive claims through reanalysis and who intend to use such data only for that purpose, provided that the confidentiality of the participants can be protected and unless legal rights concerning proprietary data preclude their release" (Standard 8.14). APA expects authors to adhere to these standards. Specifically, APA expects authors to have their data available throughout the editorial review process and for at least 5 years after the date of publication. Authors are required to state in writing that they have complied with APA ethical standards in the treatment of their sample, human or animal, or to describe the details of treatment.
NATIONAL COUNCIL FOR THE SOCIAL STUDIES (NCSS) first published national curriculum standards in 1994. Since then, the social studies standards have been widely and successfully used as a framework for teachers, schools, districts, states, and other nations as a tool for curriculum alignment and development. However, much has changed in the world and in education since these curriculum standards were published. This revision aims to provide a framework for teaching, learning, and assessment in social studies that includes a sharper articulation of curriculum objectives, and reflects greater consistency across the different sections of the document. It incorporates current research and suggestions for improvement from many experienced practitioners. These revised standards reflect a desire to continue and build upon the expectations established in the original standards for effective social studies in the grades from pre-K through 12.
Over the past two years since Keys to Literacy published my Keys to Argument Writing professional development module and the associated training book Keys to Content Writing I am often asked by teachers advice for how to teach argument writing (and opinion for elementary grades). The place to start is to introduce students to the structure of argument/opinion writing.
Sometimes argument writing seems very similar to informational writing (Common Core Writing Standard #2). They both incorporate information, and they have similar basic text structures: They must begin with an introduction that states the topic and end with a conclusion. However, their aims are different and the body of an argument organizes information in a different way.
The claim is typically stated in the introduction, and restated again in the conclusion. The information in the body paragraphs is organized as a series of reasons supported by evidence. For arguments that include a counter-claim and rebuttal (a requirement for students in grade seven and beyond), there will be additional paragraphs that represent the counter-claim and rebuttal.
Keys to Literacy has posted a nine-minute video recorded during a teacher training in which I explain the major components of an argument and offer suggestions for teaching them to students. The video, along with several other training video clips is available to the public for free at the Free Resources section of the Keys to Literacy website.
Some of the things to look for in student argument writing are: Is the claim (position taken) supported with logical reasons and relevant evidence? Are the reasons and evidence presented in an organized way? Is the evidence from sources integrated effectively? Is the rebuttal supported with logical reasons and evidence? Are transitions used to link and to create cohesion among claim, reasons and evidence? Is there a formal style and an objective tone established and maintained throughout the piece? 2ff7e9595c
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