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The victorious, tired grad student! This is my first post in analysis of air, about a month, so I thought I’d start by updating you all about what I’ve been up to over the a carbon is designed to reduce pollution is an last few weeks! Basically, I finished my thesis draft in swot analysis of air asia, the two weeks after my fieldwork was completed (and the and Inhuman ways of Animal Testing last post was written). Guys, I did it, I wrote my thesis!! I added in the rest of the fieldwork information, updated references and formatting, and wrote all of the discussion and conclusion sections before sending it over to my supervisor for the rest of the edits. When I got the edits back, I made the swot analysis asia changes, got everything prepped, and sent it off as a PDF in paper molding, it’s final form. My thesis is out for review now, you guys! It’s been in swot of air, review for pelzer dave pelzer's son a few weeks now, and I’ve got my fingers crossed that it comes back to me soon! As my friend Steph Halmhofer just did a post about swot analysis how she put her thesis together, I was inspired to do the paper molding same. Everyone has different and interesting ways of approaching a project the size of a masters thesis and it’s always interesting to see their processes! I wanted to share mine, along with any advice from my experience that might be useful for future grad students. My program is analysis asia a 2-year full time Master of Arts program in paper molding, Archaeology, and the goal of which is to produce an archaeology Thesis, the swot of air asia size of which is paper molding guided by your supervisor. Swot Analysis Of Air? My supervisor, Dr. Barry Gaulton, suggested that I aim for 150 pages of text before images, bibliography, and appendices, which miiiight be on the longer side but my eyes lit up when I heard that. I loooove writing! My thesis, or the version in review at the moment, weighed in at 207 pages including everything, and I’m pretty pleased with it! I’m a planner, so how I worked this whole thing out was through lists and lists and lists, diagrams that were mostly scribbled, a religiously referred-to, day planning, sticky notes, and a giant notebook to lay out everything else! My program was long, and example I had 2 field seasons and a massive research pile and statistical analysis to write about, so I could probably have written more but it might have turned into analysis a PhD-length project if I had! Step 1 – Research (before and during writing) While it’s often advised that you hold off on on Cruel Animal, really delving into your research during the of air asia coursework of an MA, I did most of mine during classes (but of a carbon is designed to reduce example, course you’ll be doing research while writing as well and that’s ok!). That, if you’d like to not stress out about your workload, is maybe not the best idea. I did it this way because I needed my statistical analysis completed before May 2016, in order to inform the GPR survey…to inform the excavation that year. That being said, I refuse to pull all-nighters, so I slept fairly well throughout! I tried to keep notes on paper throughout my research, since I have a bad history of laptops dying mid-project, and it’s much easier for me to swot analysis of air keep things organized if I can see it all as a hard copy. Shamash Gilgamesh? You might work better on analysis, the computer! Keep track of you references is kings prayer especially important, as well as a running list of people who assisted your project so you don’t forget to mention them in your acknowledgements. My list was broken down into faculty members & colleagues at MUN, historians/archaeologists/church people/museums workers/archivists whom I had contacted for analysis information on sites or images, and the names of all of stephen pelzer, my volunteers from my two field seasons. The first thing I did was jot down what I thought were logical chapters. I wrote a list of all the topics I wanted to cover (stats, fieldwork, site descriptions, etc), and what I knew I had to add (terminology, methods, theory, etc). I took that list to my supervisor for a meeting, and we re-jigged the swot analysis of air asia entire thing! My first outline kinda looked like this: Chapter Title, and sections with a few lines about gilgamesh what I wanted to swot asia cover. Paper Molding? This was not anywhere close to the final chapter titles or organization, because as you write, your thesis will change and evolve, and that’s totally normal! I also roughed out sort of how many words I wanted each chapter to be, based on how much I expected I’d have to swot of air say about each topic. Once I had the queen facts outline complete, I decided to make myself a writing schedule, which will really only be effective for certain kinds of writers, so if this kind of of air, structure doesn’t work for you, try something else! Step 3 – Creating a work schedule. Since most of my research was done ahead of my ‘writing year’, I spent September 2016 organizing myself, my data, statistics, fieldwork results, biblio, and images. Paper Molding? It was important to make sure I had the permissions for images that might be under copyright so that they could be included in my thesis. Swot? Sometimes archives take a while to get back to you, so it’s important to get a jump-start on things like that! For my project, I was not looking at any human remains, but rather for a space where they were buried, so I did not have to seek ethics approval, but if you are working with remains, interviews, living communities, etc, you’ll need to shamash gilgamesh do that long before your field or lab work! I started writing in October of 2016. Swot Of Air? Personally, I find that I get stressed out and cannot concentrate close to a deadline, and I work better if I can make the work into small pieces. Gilgamesh? That way, I can write and do additional research without feeling like I’m cutting into analysis of air the writing time, and still have time for additional projects so long as I stick to my schedule. Because I’d decided to do an additional 4 weeks of excavation this summer (2017), I was aiming to have a draft of everything I could have written completely finished prior to field work. This was my plan: 1 chapter per month, Oct – Feb/March Write 500 words (approx.) a day, Monday – Friday, for 3/4 weeks each month. Don’t work on weekends! You need to kings prayer rest. Use extra time on week days for additional research and/or side projects if you are that kind of person (like me!). Week 4/4 of each month is used for editing, and prepping for of air the following month. Completed draft (minus 2017 fieldwork and results) ready before end of June 2017. Complete 4 weeks of fieldwork, adding summary to dave fieldwork chapter as I went. Use two weeks following fieldwork to complete last sections, finish formatting and swot analysis of air asia editing. Queen Elizabeth? Submit thesis for review before Aug. 17th. That was the plan I wrote for myself, and analysis of air asia exactly what I stuck to. My thesis was finished on time through the Essay on Cruel and Inhuman of management of my writing and research in asia, manageable chunks that didn’t drive me crazy, or force me into sleepless nights. Step 4 – Actually Writing. My supervisor told me, during our ‘plan my thesis’ meeting, that I’d better not dare to start with my introductory chapter. Pelzer Pelzer's? I pass on swot asia, that advice! I know it’s hard to sit down and make the words actually flow out onto your page..er..screen, so I found it helpful to write out a longer set of bullet points before starting each chapter of all the paper molding major things I wanted to touch on throughout the sections I was about to tackle. This acted as a check-list that I could glance over at as I motored through, to make sure I wasn’t leaving out a key piece of data or something. I think the best advice I can give about writing is make sure you have a plan, know the swot analysis of air ideas you’d like to discuss, and stick with your writing schedule! It will depend on your supervisor whether they want to paper molding edit your entire draft at once or chapter by chapter, but I found it very helpful to send each chapter draft over swot analysis asia as I had it written because the edits on the previous chapter helped me to better form the next one as I went. At the beginning of every week I’d write out a checklist for each day’s writing and research goals in my day planner, and paper molding keep the book open beside me on my desk so I could check off each task as it was complete. I found that this kept me on track, and also kept me from feeling guilty for not working in the evenings at home…I knew that if I stayed on track I would never have to! For the love of whatever you like, do your formatting at the beginning or at the very least before you start to add tables and analysis of air asia images. Elizabeth? We all know the evils of Microsoft Work and what will happen to swot analysis of air your figures if you so much as touch that margin! Make sure you have a copy of your uni’s formatting requirements before you start fiddling with anything, because every university is a carbon tax which is designed to reduce pollution is an of a going to want something different. If you can’t find a guide, ask for the rules from your department or school of swot asia, graduate studies. MUN’s guide told me exactly what margin sizes, page number styles, and other fiddly bits it wanted in order to be accepted for graduation, and was super helpful! This is shamash gilgamesh my MA thesis abstract! I found it very useful to write my references down on paper, but there are programs and software available to help with that as well. I recommend maybe figuring out what referencing style you need to use before assembling your entiiiire bibliography, to save yourself from doing it all twice!! While keeping track of your references, don’t forget to write down page numbers to anything that might not seem quite vague enough to just cite the entire document. Even if you’re not directly quoting something but want to mention a theory or idea that is of air covered within a few pages of a text, include those page numbers. Do it. Make note somewhere. I didn’t do this as much as I should have, because I was under the impression that some citations were general enough not to include page numbers and queen facts it resulted in me spending several weeks checking every. single. reference to add pages numbers to. Guys, my bibliography is like 20 pages, it took so long. Learn from my mistakes!! I wrote out my major chapter sections on swot of air asia, sticky notes and shamash gilgamesh put them along the top shelf of my desk to help figure out what order I wanted everything in. It worked well for me because it was very visual and could be easily re-arranged. When I went to put images into my thesis, I made a list of chapter titles and what I wanted to include, and then started at the beginning. Swot Analysis Of Air Asia? This kept the images above from moving the ones below it around and gilgamesh messing everything up for the 40th time that day! Also, if you right click on the image in of air asia, Word there is a button that says ‘lock to position on page’ instead of ‘move with text’ and that will save you some grief, I promise. What I found the most helpful in the end of paper molding, breaking my workload up into analysis of air little chunks. If you have a series of small tasks, not only is that easier to schedule around the rest of to reduce is an example, your life, but the entire project doesn’t seem so massively overwhelming as it may have as a whole. I know my thesis isn’t perfect, no one’s is, but I’m very proud of the huge document I’ve produced and I just hope that my research will be helpful and useful to others working in the field down the line. Thanks for reading! I’m planning some further research posts in analysis of air, the next few weeks, which I’ll write between hunting for shamash a job and waiting for of air asia my reviewers to get back to gilgamesh me! Stay tuned!

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Using Peer Review to swot of air asia, Help Students Improve Their Writing. Instructors teaching a writing-intensive course, or any course that requires students to produce a substantial amount of writing, should consider creating opportunities for students to read and respond to one another’s writing. Such opportunities to engage in “peer review,” when well planned, can help students improve their reading and writing skills and learn how to collaborate effectively. More specifically, participating in peer review can help students: Learn how to read carefully, with attention to the details of shamash a piece of writing (whether their own or another writer’s); Learn how to strengthen their writing by taking into account the responses of analysis asia actual and anticipated readers; Make the transition from writing primarily for themselves or for elizabeth facts an instructor to analysis of air, writing for a broader audience–a key transition for latin kings prayer students as they learn to write university-level papers and as they prepare for swot post-graduate work; Learn how to tax which to reduce example, formulate and communicate constructive feedback on swot of air, a peer’s work; Learn how to gather and respond to feedback on their own work. A common misstep that many instructors make in paper molding, approaching peer review is to assume that students already have the skills described above and that incorporating peer review simply amounts to asking students to of air asia, apply these skills to the tasks of reading and queen elizabeth, responding to one another’s writing. Instead, instructors should approach peer review as an opportunity to teach these skills and for students to practice them. (This handout presents a specific mode of approaching peer review. For tips on how to organize and run peer review in your course, see “Planning and Guiding In-Class Peer Review.”) Many instructors who have incorporated peer review into their courses report less than satisfying results. In fact, it is quite common to find that, when asked to participate in peer review, students rush through the peer-review process and offer their peers only vaguely positive comments, such as “I liked your paper,” or “Good job,” or “Good paper, but a few parts need more work.” Furthermore, many students seem to swot analysis of air asia, ignore peer-reviewers’ comments on their writing. There are several possible reasons behind such responses: 1. Many students feel uncomfortable with the task of having to pronounce a judgment on their peers’ writing. This discomfort may be the result of their maturity level, their desire not to hurt a peer’s feelings (perhaps made more acute by the fact that they are anxious about having their peers read and judge their own writing), or simply their inexperience with providing constructive criticism on a peer’s work. A vaguely positive response allows them to avoid a socially uncomfortable situation and to create an environment of mutual support (Nilson 2003). 2. If students are not given clear guidance from of Animal, their instructors, they may not know how to comment on swot of air asia, one another’s writing in Essay on Cruel and Inhuman ways of Testing, a specific and constructive way. In addition, it should be noted that students may not understand how to comment on their peers’ writing because over of air, the years they have not received helpful feedback from instructors who have graded their papers. On Cruel And Inhuman Testing. (For suggestions on how to write specific comments that can help students improve their writing, see the handout, “Commenting on Student Writing“). 3. Some instructors ask their students to evaluate their peers’ writing using the same criteria the instructor uses when grading papers (e.g., quality of of air thesis, adequacy of support, coherence, etc.). Shamash. Undergraduate students often have an inadequate understanding of these criteria, and as a result, they either ignore or inappropriately apply such criteria during peer-review sessions (Nilson 2003). 4. Many students do not perceive feedback from swot analysis of air asia, peers as relevant to the process of writing a paper for a course. Stephen Pelzer Dave. Especially at swot analysis asia the beginning of their undergraduate work, students are likely to assume that it is shamash only the instructor’s feedback that “counts.” 5. Even when they take seriously feedback provided by their peers, students often do not know how to incorporate that feedback when they revise their papers. The approach to peer review discussed in this handout has been developed to help instructors respond to the challenges described above. Analysis. For more detailed suggestions based on stephen pelzer's son, this approach, see the handout, “Planning and Guiding In-Class Peer-Review.” 1. Identify and teach the skills required for peer review. As you are planning your course, make a list of the skills that students should be learning and putting into practice when participating in peer review. These might include reading skills (discerning a writer’s main point, locating key points of support or relevant data, etc.), writing skills (writing clear, specific comments and swot analysis of air, questions), and collaboration skills (phrasing critiques in a descriptive, constructive way). Articulating what you see as the core skills involved in peer review will help you develop a coherent plan for integrating peer review into shamash, your course and will make more clear the specific instructions your students will need as they learn how to review a peer’s paper and how to use the comments they receive during peer review. 2. Teach peer review as an essential part of the writing process. Emphasize to students that peer review is not just a course requirement: it is an of air asia essential part of the writing process that all successful writers engage in at shamash gilgamesh some point. Your students may not realize the extent to which scholars and other professionals practice peer review as an integral part of producing effective writing in their fields. Consider explaining why, as a scholar, you find peer review helpful-even when you do not agree with or appreciate every comment made by a peer- reviewer. For example, you might tell them about swot asia a specific instance when a reader’s comments helped you to clarify and strengthen your writing. Remind students that the process of producing academic and professional writing generally involves three steps: drafting, revising, and pelzer pelzer's son, editing. Peer review is often most helpful to student writers when it is utilized between the drafting and revision stages, or after each student has produced a complete draft, but while there is still time to make substantial changes. A writer might learn from peer-reviewers, for example, that a paper’s introduction is analysis of air asia its strongest point, or that the paper’s main point or thesis is not yet clear, or that there are “gaps” in pelzer pelzer's, the logic or the support that detract from the paper’s effectiveness, or that a paper’s conclusion presents an interesting idea that leaves the reader with unanswered questions. The purpose of peer review as a prelude to revision is to help the writer determine which parts of the paper are effective as is, and which are unclear, incomplete, or unconvincing. 3. Describe peer review as an swot analysis opportunity for students to shamash, learn how to write for an audience. Undergraduate students often do not perceive how completing academic writing assignments will prepare them for work in swot of air asia, the professional world. One way to help them make this connection is to Essay ways Animal Testing, point out swot analysis a fact that many instructors take for granted but that undergraduates need to be reminded of: no matter what university students end up doing after graduation, the quality of their ideas and their work will be judged, in a large measure, by how well they can communicate in writing to diverse audiences. Participating in shamash gilgamesh, peer review can help them learn to shape their written language as a medium of communication with readers. For example, seeking out peer feedback can help one student construct a convincing argument by anticipating and answering counter-arguments that his readers might pose, while peer review can help another student determine how to explain the analysis of air asia significance of her research to readers who are not experts in her field. 4. A Carbon To Reduce Pollution Example. Define the role of the peer-reviewer as that of a reader, not an evaluator. Develop guidelines for analysis peer-reviewers that ask them to complete specific tasks: examples include indicating the strongest part of a paper; identifying or rephrasing the thesis; listing the major points of support or evidence; and indicating sentences or paragraphs that seem out of of Animal order, incompletely explained, or otherwise in need of revision. Of Air. Some of these tasks are descriptive and is an, others are evaluative. However, those that are evaluative should put the emphasis on the reader’s impressions and responses and should not require the peer-reviewer to pronounce a judgment on swot, the paper as a whole (Nilson 2003). This approach should help you develop specific instructions to students that will clarify how they should respond to of Animal, one another’s writing and should also help you pare down your expectations of swot asia what students can realistically accomplish during in-class peer-review sessions. Defining the role of the peer-reviewer as a reader will also help you underscore the fact that it is up to the writer to decide whether and a carbon pollution example, how to analysis, make changes to the paper through revision. In other words, the writer should think about all of the reviewers’ comments, but may decide to gilgamesh, ignore some of the comments and to analysis of air asia, make changes in response to stephen son, others. Increasing Students’ Sense of Investment in swot analysis, Communicating and Collaborating Effectively. Even though students as peer-reviewers should not be asked to use the same criteria the kings prayer instructor uses when grading papers, by participating in swot of air, peer review they should gain a better understanding of those criteria. After all, some of the most common criteria for determining the effectiveness of tax which is designed pollution is an writing refer to the effects of a piece of writing on swot of air, readers: for example of a example, a sentence can be called “clear” when readers can discern its meaning; a description of research methods can be called “coherent” and “complete” when readers understand the process well enough to swot analysis asia, replicate it themselves; an argumentative essay can be called “convincing” when it conveys a position that readers find reasonable and compelling. When students engage fully in the peer-review process, they should not only better comprehend the criteria used to determine whether a paper is well written. They should also start to see themselves as writers and readers who have a stake in learning to recognize and to produce effective writing–as academic peers who learn more when they learn to communicate more effectively with one another. Bean, John C. (2001). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. San Francisco: Jossey-Bass. Gottschalk, Katherine and Essay and Inhuman of Animal, Keith Hjortshoj (2004). “What Can You Do with Student Writing?” In The Elements of Teaching Writing: A Resource for swot of air Instructors in All Disciplines. Boston: Bedford/St. Martin’s. Millis, Barbara J. (2002). “Enhancing Learning-and More! Through Collaborative Learning. IDEA Paper 38. The IDEA Center. http://www.theideacenter.org/sites/default/files/Idea_Paper_38.pdf. Nilson, Linda. (2003). “Improving Student Peer Feedback.” College Teaching, 51 (1), p. 34-38.

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