Failsafe Essay Writing Methods You Should Never Use

You would probably think that there is a mistake in the title – if the method is failsafe, why on Earth should you avoid using it? The reason is that it is failsafe only in the imagination of the writer. Students often tend to think about their professors as of bumbling idiots who don’t see further than the tip of their nose. When they create yet another ‘clever’ way of writing an essay which is supposed to make up for the lack of real knowledge of the subject, they believe that they are the first to think of it. They cannot be more wrong. Failsafe Methods That Are Sure to Fail Substitution of the question. So, you have no idea what to write about the issue in question, but have a fairly good knowledge of another, more or less close topic. Why not gradually lead the reader from one to another? If you do it skillfully enough, nobody will notice! But you are wrong. Your professor wants to see what you have to say about this particular question. If you try to wriggle out of it, he will notice it immediately – he has seen it hundreds of times. Overuse of academese. You don’t know much about what you are asked, so you try to envelope the little you know in as many scientific terms as possible, the more obscure they are and the more syllables they have the better. To you it looks like a terribly clever idea, and at a glance one may even think that you say something coherent. But if your professor scrapes the tint of terminology off, your ruse will become embarrassingly obvious. Fact-dumping. You remember a lot of facts, statistical data, dates and suchlike but are hard pressed when it comes to answering to the actual question. That’s why you try to cram all the facts about the subject you know into your essay: both to show that you know things and to do it before you forget them. But again – the essay is supposed to answer a specific question. If you don’t do it, the professor doesn’t care how much you know about other things. Some Food for Thought Don’t think that you are smarter than your professors and the students they dealt with before. Any ruse you may think of has been used by scores of people; some of them passed through your current professor. And don’t dismiss the possibility that this very professor tried to use the very same trick when he was a student. Seeing it used by someone else may certainly amuse him – but hardly so much as to give you points for it.

The Downloaded Child Pornography Video Files - 996 Words

I obtained a copy of Agent Sutehall’s report, the downloaded child pornography video files and the log files generated by the law enforcement version of eMule which document the undercover downloads. I reviewed Agent Sutehall’s report and the eMule log files and with my experience and training, I was able to concur that Agent Sutehall had sufficient facts to lead a reasonable person to conclude that there was a probability that the suspect was involved in criminal activity. I viewed the video files and they clearly depicted minors engaged in sexually explicit conduct. Below is description of two files: ï  ± 10-12 year old female being raped by an adult male in several different scenes. ï  ± 10-12 year old nude female being sexually abused. With the totality of the circumstances, I determined that probable cause existed to write a search warrant to Comcast Communications to obtain the subscriber’s information for the suspect IP address. 2. Write a search warrant to Comcast Communications to verify the subscriber of the IP address lives in the City limits of Kirkland. I wrote a search warrant to Comcast Communications to search IP address Test for the subscriber’s information. The warrant was reviewed by King County Prosecutor Cecelia Gregson. I have worked with Prosecutor Gregson on more than a dozen cases and she has become a great resource. Prosecutor Gregson has commended me on my work in ICAC and is confident with my experience and investigations. TheShow MoreRelatedA Discussion On Expressing Yourself1259 Words   |  6 Pagesrobot.txt file. The robot.txt file is a line that web developers can incorporate when developing a website that does not want to be indexed. The deep web is not the dark web but, the dark web is a small part of the deep web. Dark web uses software like Freenet, Jondo, Ip2, Alienet, Tails OS, and the most famous software, Tor to access websites anonymously that are not indexed. 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Children should be taught to speak English properly Essay Example For Students

Children should be taught to speak English properly Essay It is then pointless to enforce a standard dialect if no standard accent (RP) is to be enforced.. As I have pointed out earlier, enforcing SSE in schools devalues non-standard dialects and their speakers. The assumption that they should master it leads to several problems. Assuming that it can be taught, then this would take time. In the meantime, how can a teacher assess in a manner that doesnt disadvantage non-standard speakers? Oral examinations would have to cater for the individual based upon the length of time they have been in contact with SSE. Bex Watts, (1999), argue that: Any assessment of spoken English, which gives undue weight to Standard English, is measuring not the schools effectiveness, not the pupils ability, but their social background. P. 163. As for bullying, I think that imposing a standard simply gives more reason for it. It draws childrens attentions to the differences in dialect, but not in a positive way. They are being given the message that one way is better and this could create a dialect class system in the playground. All the following points have assumed that dialect is something that can be taught. However, there are many arguments that suggest it cannot, rather it is caught. Bex Watts (1999), argue that: The issue here is that to become a speaker of English is to become a speaker of a clearly marked, socially symbolic dialect: and a long tradition of sociolinguistic research suggests that, whatever the teacher may do in the classroom and whatever the overall implications for assessment, children will not learn a dialect associated with a group with which they do not wish to be associated. P. 163. In light of this, are then, all attempts to promote SSE in schools in vain? A persons dialect is a mark of identity. I would argue it is arrogant to assume that part of a persons identity should, let alone can, be changed. I am not disagreeing with the argument that children need to come into contact with SSE, because of the discrimination speakers of non-standard dialect forms experience, but it is something that only the individual can choose to embrace. This leads on to the emotional implications for the child. We must consider the very important issue of self-esteem: All young children must find their own self-worth and sense of place in a community rooted in the languages and dialects of home. Any attack on young childrens spoken language, no matter how well-intentioned, is a recipe for personal, cognitive and linguistic disaster in the early years. Engel, D. Whitehead, M. (1996), P. 44. This quote is important in highlighting the emotional harm we may be doing in tampering with a childs language. A child who speaks with a non-standard dialect is obviously going to be confused and insecure when he hears a dialect different to his own. This is not harmful, but arguably enriching since the child will in time assimilate this experience. But if they are encouraged to speak this way it will, inevitably unnerve the fragile self-concept that they have of themselves. It has been recognised that being taught a new dialect has profound implications, but what is not discussed is how teachers can address them: Teaching pupils a new dialect may be confusing when they are learning many other aspects of language use. The profound implications for pupils relationships with their families and communities should be recognised. Cox, R. (1991), P. 30. I think that the role of the teacher needs more consideration in the light of these implications. Wyse Jones, (2001), suggest: Activities which encourage reflection on language in different contexts are preferable to continual correction. P. 200. It is important for teachers to give their pupils access to language conventions that offer advantages in certain social situations, at the same time avoiding any implicit criticism of their own language by any suggestion that this alternative code is in some way intrinsically more valuable. The childs own language must be recognised: as a motivational and cultural tool for development. .ud5c86ed6e1fa9fdbb6fd142e434bb4eb , .ud5c86ed6e1fa9fdbb6fd142e434bb4eb .postImageUrl , .ud5c86ed6e1fa9fdbb6fd142e434bb4eb .centered-text-area { min-height: 80px; position: relative; } .ud5c86ed6e1fa9fdbb6fd142e434bb4eb , .ud5c86ed6e1fa9fdbb6fd142e434bb4eb:hover , .ud5c86ed6e1fa9fdbb6fd142e434bb4eb:visited , .ud5c86ed6e1fa9fdbb6fd142e434bb4eb:active { border:0!important; } .ud5c86ed6e1fa9fdbb6fd142e434bb4eb .clearfix:after { content: ""; display: table; clear: both; } .ud5c86ed6e1fa9fdbb6fd142e434bb4eb { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud5c86ed6e1fa9fdbb6fd142e434bb4eb:active , .ud5c86ed6e1fa9fdbb6fd142e434bb4eb:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud5c86ed6e1fa9fdbb6fd142e434bb4eb .centered-text-area { width: 100%; position: relative ; } .ud5c86ed6e1fa9fdbb6fd142e434bb4eb .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud5c86ed6e1fa9fdbb6fd142e434bb4eb .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud5c86ed6e1fa9fdbb6fd142e434bb4eb .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud5c86ed6e1fa9fdbb6fd142e434bb4eb:hover .ctaButton { background-color: #34495E!important; } .ud5c86ed6e1fa9fdbb6fd142e434bb4eb .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud5c86ed6e1fa9fdbb6fd142e434bb4eb .ud5c86ed6e1fa9fdbb6fd142e434bb4eb-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud5c86ed6e1fa9fdbb6fd142e434bb4eb:after { content: ""; display: block; clear: both; } READ: Veganism Essay Wyse Jones (2001) P. 200. To conclude, at the heart of any decision about what to teach as English in our schools, should be the consideration of what is in the best social, educational and emotional interests of our children. Whilst we must recognise the prejudicial nature of our society with regard to dialect and accent, and allow children access to the code that will help them to fight this if they so choose, we should never impose this code by way of correction, nor hold it up as an example of better or correct English it is merely an alternative. We must recognise that to do so is at best futile because language is caught not taught, and at worst a means of eroding the young childs fragile self-esteem and sense of self, and an invitation for the child to reject the learning environment as alien. 3 1 Stephanie Howard EDEN 202 The Study of Language Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our University Degree Social Work section.