Essay & Research Paper Level
Select from . . * Principles of Composition * Index THE WRITING PROCESS Writer's Block Freewriting Clustering Outlining A Sense of Purpose Tone Maintaining Objectivity Concrete, Specific Language Unbiased Language Building Your Vocabulary Avoiding Plagiarism Being Logical Formatting Papers Editing Process Computer as Writing Assistant Deadly Sins Checklist Proofreading Symbols STRUCTURAL CONSIDERATIONS The Thesis Statement Transitions Beginnings Conclusions The Five-Paragraph Essay PATTERNS OF ORGANIZATION Organizing Principles Mixing the Patterns The Personal Essay Narrative or Descriptive Describing a Process Comparison & Contrast Using Examples Classification / Analysis Developing a Definition Evaluative Essay (Review) Cause and Effect Argumentative Essay Writing about Literature Research Papers (mla-style) Research Papers (apa) Ask Grammar, Quizzes, Search Devices
Select from . . Ask Grammar (questions) Grammarlogs (answers) 170+ Interactive QUIZZES INDEX for Entire Guide Frequently Asked Questions Search Engine Peripherals & PowerPoints
Select from . . Powerpoint Presentations Merriam-Webster's Dictionary Forms of Communication Grammar English's Bookshelf Other Online Resources Grammar as Teacher Writers on Writing Anomalous Anonymies Solecisms of Pres. Bush Caveat Lector Author's Credentials NCTE on Teaching Composition GrammarPoll, Guestbook, Awards
Select from . . Ask Grammar GrammarPoll Referral Form Guestbook Guestbook Archives Trophy Cabinet powered by FreeFind Text-only version of this page The Guide to Grammar and Writing is sponsored by the Capital Community College Foundation , a nonprofit 501 c-3 organization that supports scholarships, faculty development, and curriculum innovation. If you feel we have provided something of value and wish to show your appreciation, you can assist the College and its students with a tax-deductible contribution.
The reason for this problem is because people memorise particular phrases to use to increase their score. You are marked on your ability to adapt sentences and phrases to the particular task and issue, not memorise generalised phrases to get a higher score. One phrase suits all issues isn’t going to work in a language test. Another problem is that students think if they learn a particular phrase this will give them a chance for a higher score. The aim of this lesson and advice is not to rely on learned phrases to boost your score.