The One Thing to Do for Top Ten Argumentative Essay Topics

The One Thing to Do for Top Ten Argumentative Essay Topics Simply, you ought to aim to make them interested in furthering their discussion by themselves even when they are finished with the reading the writing. Or you're able to think about a few fresh topic able to draw the interest of the audience. If you are in possession of a valid issue and you may offer sufficient arguments on it, then go with this. To accomplish a compelling subject, you will need to focus on a single issue as opposed to using several thoughts which have a tendency to confuse the reader. Inspiration to make your own advertising or media argumentative essay topics isn't difficult to discover. If you didn't figure out how to locate a fantastic idea among the TOP-10 persuasive essays topics that fit your style, be certain you produce your own, by focusing on something you wish to create people believe in. It isn't so challenging to grasp a very good theme as you imagine it. The Chronicles of Top Ten Argumentative Essay Topics The first thing you might want to do once you've chosen your topic is to start with writing an outline. If you get to select your own topic, that's wonderful. Therefore, the topic ought to be debatable! You will probably locate a different and wonderful topic you will love to write about. The entire idea is to receive your audience thinking and when you decide on an interesting topic to write about, you do exactly that. In choosing your topic, it's frequently a good notion to start with a subject which you already have some familiarity with. So make sure you select a subject, which has values in it. Deciding on an emotional topic is also an excellent idea. If you select the incorrect subject, you might get stuck with your writing and have a difficult time moving forward. The procedure for getting good argumentative research essay topics is hard. 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There are just a few things that define whether an essay you're working on is going to be a good one. Bear in mind you could make funny argumentative essays if you do a few things. The Basics of Top Ten Argumentative Essay Topics For instance, in college, you might be requested to compose a paper from the opposing viewpoint. You may continue to keep your argumentative essays for your upcoming job portfolio in case they're highly graded. Our crew of essay wr iters works with any types of academic papers for many decades. When students are writing their argumentative essays which need to find, read and analyze plenty of material to do good. There are many steps which you should take so as to compose a fantastic essay. When writing an important composition, it's recommended to pick contradictive topics. With the assistance of our tips for writing and our interesting collection of topics, you're guaranteed to acquire a high grade! Maybe you thought you learned more due to the internet format. When it has to do with writing an argumentative essay, the most significant point to do is to select a topic and an argument which you can really get behind. The second thing which you should take care of once you choose the title is to maintain in mind five varieties of argument claims. First of all, you should be mindful of how the sole aim of such essay is to convince the reader of a specific opinion. You wish to select something which is controversial since you can't really argue to refute facts. A Secret Weapon for Top Ten Argumentative Essay Topics During argumentative essay writing, you ought to be prepared for a discussion on it. You have to have skills to compose a great essay. When you are finished with your essay, you must not simply check it for spelling and grammatical errors, but nevertheless, it also has to be checked for logical fallacies. To locate argumentative essay topics easy on various platforms, you want to comprehend about the argumentative essay. You don't need to acquire super technical with legal argumentative essays, but remember to do your homework on what the present laws about your preferred topic actually say. There are several intriguing topics that could be become a persuasive essay if you take the opportunity to think about doing it. Should you need professional help with argumentative essay topics, don't hesitate to speak to us. At times you might require some expert help with argumentative essay topics.

Persuasive Article For Middle School Students

Persuasive Article For Middle School StudentsOne of the best ways to teach your students about writing is by engaging them in an informative persuasive article for middle school students. This article will give you some ideas about writing persuasive articles for middle school students. Take a look at these suggestions, and apply them to your own article for middle school students.Write to the point. Use short sentences that are direct and to the point. Try to make sure that each sentence has only one word, so that your students can easily skim your material and determine how important it is to them. A good way to do this is to avoid using any capital letters. If you must use capital letters, make sure they're well placed.Start with a question. Start your article with a question. That's how students learn to organize their thoughts. They need to know what you're asking them before they can decide what you're actually saying.Be brief. When you write an article for middle school studen ts, don't spend an entire paragraph on what you're trying to say. You want to get your points across quickly and succinctly. So, be brief. Add a couple of sentences worth of information in each paragraph.Finish with a conclusion. After you have finished your article, make sure you conclude your introduction with a request. This is where you tell the reader what your students should do next and ask them to help you get there.Use visuals to help you convince your readers. Visuals are a great way to communicate what you're trying to say to your readers. If you can tell your readers a little bit about what you're talking about, they'll more likely respond to your presentation. If you can't convey your point visually, then try to show them your point in the form of a picture.What should you write in your persuasive article for middle school students? When you think about it, there are two types of students you should be writing to: Those who aren't very good at writing, and those who are very good at writing. For the first group, you can add lots of jargon and educational terms. For the second group, you can simplify your material by explaining it simply.By using these ideas in your persuasive article for middle school students, you can improve the effectiveness of your writing. And remember, your students can read your work out loud. By engaging them in a persuasive article for middle school students, you will be able to reach even those who can't put words together themselves.

Why I Need Money For College Essay Examples

Why I Need Money For College Essay ExamplesThe reason I need money for college essay examples is not because I'm stupid. It's because some of my friends' parents just got really rich and they're going to take all of my college funding with them. Do you know what they want? Why do I need money for college essay examples?When I'm asked why I need money for college essay examples, I tell them it's so I can write my own thesis. Right. What does that mean?Basically, if you go back to my first paragraph, I said that money was very important to me. The reason I needed money for college essay examples was so I could write my own thesis.Now, I could have gotten money for college and spent it all at the grocery store on multiple levels of food. But then I wouldn't have anything to do with my thesis, I would be a lazy bum and by the time I finish my thesis, I'd be ready to start taking classes again. So in this scenario, you're getting more than you need or want by spending a dime.Now, I've got to ask; why would I even need money for college essay examples? Is there any real use for something like that?This is where I need money for college essay examples most: To be able to write a good-looking essay and to do so without spending the money from my parents' cashmere rugs. And what's more, I'll be able to do this because I know all of the formatting basics, I'm familiar with the subject matter, and I have lots of good examples to give off in order to impress other professors and make my work easier to understand. If I don't have money for college essay examples, I'll probably end up doing a lot of research.The purpose of money for college essay examples is more than a way to get people interested in taking your college class. In the long run, I don't think that's all that helpful, but it's a way to get a semester or two out of them. As long as you know how to write good-looking essays, I think it will be a worthwhile investment for the student.

How to Write a Sample of Good Narrative Essay?

How to Write a Sample of Good Narrative Essay?Writing a sample of good narrative essay spm is one of the most important skills that you can learn. If you want to write a sample of good narrative, you must first learn how to structure your piece. This can be difficult because writing is a process and there are many different ways to format a story.Good narrative essay spm will be composed of three parts - Story, Setting and Characters. In the beginning, you need to define the characters that are going to make up your sample. With a little research, you will find out which person or people you would like to include in your sample.There are many different styles of writing; however, there are also many types of writing that are considered acceptable. As a writer, you should be able to understand the different styles and how they fit into the genre. It's best to check your essay with an editor before submitting it to any publication.Having a good idea of how your audience will react to y our sample of good narrative essay spm is important. When you plan out your story, try to figure out what emotions the audience will experience. Depending on the emotions you are trying to express, you will know what type of theme to develop in your piece. If you are writing about a conflict, for example, you will need to know which character the readers will find most sympathetic.The most important step when writing a sample of good narrative is creating a plot line. As soon as you have written your story, it is important to create an outline. This helps you make sure that you have the most basic information for your sample of good narrative.Writing a sample of good narrative essay spm is a process that is important for writers. If you want to know how to write a good story, you must understand how to create a plot, outline and characters. You need to understand what kind of emotions to create and what mood to set up. By doing this, you can create the desired ending and the perfect tone for your writing.If you want to learn how to write a good narrative, make sure that you know all these steps. For example, if you are writing a story about a murder, you must understand the underlying motives of the murder and the persons involved. Once you have this knowledge, you can create a sample of good narrative essay spm that is both informative and fun.

Research methods in education free essay sample

This topic will give you the overview of a research report and an example of a research report. After completing this topic, you should be able to explain the chapter contents of: (a) Research Problem; (b) Review of the Literature; (c) Research Method; (d) Research Findings; and (e) Conclusions (Figure 2. 1). Figure 2. 1: Topic Contents 2. 2 EXAMPLE OF A RESEARCH REPORT â€Å"THE EFFECTS OF PREREQUISITE MATHEMATICS ABILITY, TEACHING METHOD AND ENGLISH LANGUAGE SKILLS ON MATHEMATICS ACHIEVEMENT† CHAPTER 1 RESEARCH PROBLEM 1. 1 Introduction State the purpose of research and explain the brief contents/subtopics of section/ chapter. The purpose of this research was to determine whether prerequisite mathematics ability, teaching method and English language skills affect mathematics achievement. This chapter will explain the background of research, statement of the research problem, purpose of research, importance of research, limitations of research, definition of terms, and summary. 1. 2Background of Research Explain the motivation for carrying out this research in terms of theoretical issues or practical problems. We will write a custom essay sample on Research methods in education or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Lately, mathematics achievement of most students in both the primary and secondary schools is deteriorating. The teaching of mathematics in English does affect mathematics learning for some students, but it creates significant problems for others. Schools had tried to solve some of these problems, but still could not improve mathematics achievement of these students. 1. 3 Statement of Research Problem Explain the factors/variables to be included in this research, show the conceptual/theoretical framework of research, and state the research problem. The literature on teaching and learning mathematics indicated that prerequisite mathematics ability is necessary for students to understand any new mathematics content. Beside prerequisite mathematics, most of past research showed that proper teaching mathematics can improve students’ performance in mathematics. Lately, research on mathematics learning discovered that English language skills facilitate mathematics learning. The theoretical framework of the research is given in Figure 1. 1. This research attempted to determine whether prerequisite mathematics ability, English language skills, and teaching method affect mathematics achievement. Figure 1. 1 Theoretical Framework of the Research 1. 4Purpose of Research Explain the purpose of research, research objectives, research questions and research hypotheses (if any). The purpose of this research was to determine whether prerequisite mathematics ability, teaching method and English language skills affect mathematics achievement. The objectives of this research were: 1. 4. 1 Research Objectives This research was carried out with the following objectives: (a) To determine the effect of prerequisite mathematics ability on mathematics achievement. (b) To determine the effect of teaching method on mathematics achievement. (c) To determine the effect of English language skills on mathematics achievement. 1. 4. 2 Research Questions This research was carried out to answer the following research questions: (a) What is the effect of prerequisite mathematics ability on mathematics achievement? (b) What is the effect of teaching method on mathematics achievement? (c) What is the effect of English language skills on mathematics achievement? 1. 4. 3 Research Hypotheses The following null hypotheses were formulated to answer the research questions: (a) There is no difference in mathematics achievement between students with low and high prerequisite mathematics abilities. (b) There is no difference in mathematics achievement between students who are taught using direct instruction and cooperative learning. (c) There is no difference in mathematics achievement between students with low and high English language skills. 1.5Importance of Research Explain the importance of research findings in terms of theory confirmation/building or their implications to practitioners. The findings of this research hopefully will create awareness among school administrators and mathematics teachers of the necessity to prepare students with English language skills and prerequisite mathematics knowledge before teaching new mathematics content. The findings also will h elp mathematics teachers to choose appropriate mathematics teaching method to improve students’ mathematics achievement. 1. 6Limitations of Research Explain the limitations of this research in terms of population, sample, instruments, data analyses or other related problems to the research. This research was carried out in two secondary schools in Petaling Jaya area with a sample of 120 students. The prerequisite mathematics ability, teaching method and English language skills were classified into only two categories each. The instruments were limited to prerequisite mathematics test, English language test, and mathematics post-test. Interaction effects of prerequisite mathematics ability and English language skills with teaching method were not investigated in this research. 1. 7Definition of Terms Give the constitutive (conceptual) and operational (measurement) definitions of the terms/variables used in the research. The followings were the key terms used in this research and their constitutive and operational definitions: (a) Mathematics achievement Mathematics achievement can be defined as the ability of a person to solve mathematical problems at a difficulty level that is appropriate to the person. In this research, mathematics achievement was measured using a mathematics post-test that covered the syllabus on area of triangle,rectangle, and circle. (b) Prerequisite mathematics ability †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1. 8Summary Give a summary of important aspects explained in this section/chapter. This research was carried out to improve students’ mathematics achievement. The purpose of this research was to determine whether prerequisite mathematics ability, teaching method and English language skills affect mathema tics achievement. The research, which was conducted in two secondary schools in Petaling Jaya area, used teacher-made tests to collect the required research data. CHAPTER 2 LITERATURE RREVIEW 2. 1 Introduction Explain the brief contents of section/chapter. This chapter presents the Literature Review which is divided into Related Literature and Related Research. The Related Literature explains prerequisite mathematics, language skills, direct instruction and cooperative learning. The Related Research presents some research on the effects of prerequisite mathematics ability, language skills and teaching method on mathematics achievement. 2. 2 Related Literature Explain concepts, theories, principles or models that are related to the research problem. The purpose of this research was to investigate the effects of prerequisite mathematics ability, teaching method and English language skills on mathematics achievement. This section will explain the two teaching methods that were used in this research, namely, direct instruction and cooperative learning; and also the roles of prerequisite knowledge and language skills in teaching and learning. 2. 2. 1 Direct Instruction Slavin (2006) defined â€Å"direct instruction† as â€Å"an approach to teaching in which lessons are goal-oriented and structured by the teacher†. The teacher transmits information directly to students by structuring class time so that the students achieve the clearly stated objectives as efficient as possible. It is efficient for teaching a well-defined body of knowledge or skills such as mathematics. Direct Instruction comprises of the following seven (7) steps of activities: (a) State Learning Objectives and Orient Students to Lesson; (b) Review Prerequisites; (c) Present New Materials; (d) Conduct Learning Probes; (e) Provide Independent Practice; (f) Assess Performance and Provide Feedback; and (g) Provide Distributed Practice and Review. 2. 2. 2 Cooperative Learning Slavin (2006) defined â€Å"cooperative learning† as â€Å"instructional methods in which students work together in small groups to help each other learn†. The students are prepared with specific skills that will help them work better in a group. These skills include active listening, giving clear explanations, avoiding negative comments, etc. An effective cooperative learning model is called Student Teams-Achievement Divisions (STAD). STAD comprises of the following four (4) steps of activities: (a) Teach – the teacher present the lesson; (b) Team Study – students work on worksheets in their teams to master the material; (c) Test – students take individual tests; and (d) Team Recognition – team scores are computed based on team members’ improvement scores and class newsletter recognizes high-scoring teams. 2. 3 Related Research Explain and comment about previous research/ studies that are related to the research problem in terms of population, sample, instruments, analyses, findings and limitations. Based on the research framework, this section will present the previous research/ studies related to the effects of prerequisite mathematics ability, teaching method and English language skills on mathematics achievement. Specifically, this section will present the research on direct instruction (Systematic Instruction) and cooperative learning (Student Teams-Achievement Divisions STAD). 2. 3. 1 Research on Direct Instruction The Systematic Instruction (SI) is one form/model of Direct Instruction. SI is a comprehensive Direct Instruction approach with a high degree of structure. Studies on the evaluation of nine programmes using Direct Instruction were carried out (in Slavin, 2006). DISTAR and Behaviour Analysis, the two highly structured Direct Instruction programmes, were found most successful in improving students’ reading and mathematics achievement. Of the nine programmes, only DISTAR was successful in improving low-achieving disadvantaged students close to the national average achievement. DISTAR and Behaviour Analysis students were also highest in self-esteem. About 60% of DISTAR students graduated from high school, compared to only 38% of other students in the same school. 2. 3. 2 Research on Cooperative Learning Slavin (1986) had done a research on Student Teams-Achievement Divisions (STAD). The research found that students learn substantially more in cooperative learning than in traditional/direct instruction, if two conditions are made. First, there must be some reward or recognition given to students, such as certificates. Second, each group must make sure that all of their members are learning, not just the good ones. When these conditions are met, cooperative learning is effective in grades 2 through 12, in all subjects and in many types of schools. Other than academic achievement, cooperative learning had positive effect on race relations, self-esteem, and attitudes toward school (Slavin, 1990). 2. 4 Summary Give a summary of important aspects explained in this section/chapter. This chapter presented the Literature Review for this research. The Related Literature discussed about direct instruction, cooperative learning, and the roles of prerequisite knowledge and skills and language skills in teaching and learning. The Related Research discussed about the research on direct instruction, namely, Systematic Instruction, and cooperative learning, namely, Student Teams-Achievement Divisions. CHAPTER 3 RESEARCH METHOD 3. 1 Introduction Introduction Explain the brief contents of section/chapter. This chapter presents the Research Method which is divided into Research Design, Population and Sample, Research Instruments, Procedure for Data Collection, Procedure for Data Analyses, Pilot Study, and Summary. This research used experimental design to investigate the effects of prerequisite mathematics ability, English language skills, and teaching method on mathematics achievement. 3. 2 Research Design A factorial experimental design was used to investigate the effects of three independent variables; namely, prerequisite mathematics ability, English language skills, and teaching method; on the dependent variable of mathematics achievement. This section will explain the factorial design with each of the independent variable having two levels. The two levels of prerequisite mathematics ability were low and high; the two levels of English language skills were low and high; and the two levels of teaching method were direct instruction and cooperative learning. A (2x2x2) factorial design was used in this research with a total of eight groups/cells. The factorial design is shown in Table 3. 1. Table 3. 1: (2x2x2) Factorial Design on Mathematics Achievement Prerequisite Mathematics Ability Low High English Language Skills: Low Direct Instruction Direct Instruction English Language Skills: High Direct Instruction Direct Instruction Prerequisite Mathematics Ability Low High English Language Skills: Low Cooperative Learning Cooperative Learning English Language Skills: High Cooperative Learning Cooperative Learning 3. 3 Population and Sample Explain the scope/limitation of research in terms of population and sample how respondents are selected. This was a part of an action research planned for a public secondary school in Petaling Jaya, Selangor, Malaysia. The research population comprised of all the Form 4 students in the school for the school year of 2009. A total of 240 Form 4 students were randomly selected as research sample. Other population and sample were not considered in this research, since it was an action research for the school. 3. 4 Research Instruments Explain research instruments to be used and how they are developed/ constructed. There were four instruments used in this research, namely: (a) Backgrounds Questionnaire to collect data on backgrounds of respondents; (b) Prerequisite Mathematics Pretest to measure students’ prerequisite mathematics ability; (c) English Language Pretest to measure students’ English language skills; and (d) Mathematics Posttest to measure students’ mathematics achievement. The four research instruments were developed by two mathematics teachers and two English Language teachers from the school. The Backgrounds Questionnaire was focused on students’ gender, ethnic, stream, and PMR Mathematics grade. The Mathematics Pretest and Posttest were developed based on the topic of Probability and Statistics, while the English Language Pretest was developed based on Form 4 syllabus. 3. 5 Procedure for Data Collection Explain step-by-step of the procedure for data collection from obtaining the permission to do research to how the data were collected. The 240 Form 4 students were called to meet the School Principal and researchers at the school’s hall. They were briefed about the research and were given the Backgrounds Questionnaire, Prerequisite Mathematics Pretest, and English Language Pretest. After the results of the Prerequisite Mathematics Pretest and English Language Pretest were obtained, the students were classified into four groups of 60 students each, namely: (a) studentswith â€Å"low† Prerequisite Mathematics scores and â€Å"low† in English Language scores; (b) students with â€Å"low† Prerequisite Mathematics scores and â€Å"high† in English Language scores; (c) students with â€Å"high† Prerequisite Mathematics scores and â€Å"low† in English Language scores; and (d) students with â€Å"high† Prerequisite Mathematics scores a nd â€Å"high† in English Language scores. Each of the four groups of students was later assigned randomly to two groups of 30 students each to form a total of eight groups. One mathematics teacher was trained on how to teach mathematics using Direct Instruction, and another mathematics teacher was trained to teach mathematics using Cooperative Learning. After the training, one of the mathematics teachers taught four of groups of students on the topic of Probability and Statistics for a period of three weeks using Direct Instruction. The other four groups of students were taught by the other mathematics teacher on the topic of Probability and Statistics also for a period of three weeks using Cooperative Learning. At the end of three weeks, all students were given the Mathematics Posttest. 3. 6 Procedure for Data Analyses Explain step-by-step of the procedure for data analyses from marking the test(s) to how the data were analyzed to answer each research question. One English language teacher was asked to mark the English Language Pretest answer scripts, one mathematics teacher was asked to mark the Prerequisite Mathematics Pretest answer scripts, and another mathematics teacher was asked to mark the Mathematics Posttest answer scripts, based on the marking schemes provided by the researcher. The backgrounds information of the students and their Prerequisite Mathematics Pretest scores, English Language Pretest scores, and Mathematics Posttest scores were entered into a computer file for analyses. The Statistical Package for Social Sciences (SPSS) was used to analyze the research data. Frequencies and percentages were used to analyze the backgrounds of students who participated in the research. The Analysis of Variance (ANOVA) was used to test the following null hypotheses on the main effects of the independent variables investigated at 0. 05 level of significant. The following null hypotheses were formulated to answer the research questions: (a) There is no difference in mathematics achievement between students with low and high prerequisite mathematics abilities. (b) There is no difference in mathematics achievement between students who are taught using lecture method and cooperative method. (c) There is no difference in mathematics achievement between students with low and high English language skills. 3. 7 Pilot Study 4 Explain how you carried out the pilot study and improvements you made on your research after the pilot study. A pilot study for the research was carried out in the same school when the two mathematics teachers were given the training on how to teach mathematics using Direct Instruction and Cooperative Learning. A small sample of 20 students was used in the pilot study, whereby the students were given the Backgrounds Questionnaire, English Language Pretest, Prerequisite Mathematics Pretest, and Mathematics Posttest. The students were interviewed by the researcher on their understanding of the Questionnaire, Pretests, and Posttest. The researcher had refined the Questionnaire, and a new set of equivalent English Language Pretest, Prerequisite Mathematics Pretest, and Mathematics Posttest were developed by the same two mathematics teachers and two English Language teachers based on the comments from students. 3. 8 Summary Give a summary of important aspects explained in this section/chapter. This chapter presented the Research Method that was focused on the Research Design, Population and Sample, Research Instruments, Procedure for Data Collection, Procedure for Data Analyses and Pilot Study. The research was carried out on 240 Form 4 students from a public secondary school in Petaling Jaya, Selangor. A Backgrounds Questionnaire, an English Language Pretest, a Prerequisite Mathematics Pretest, and a Mathematics Posttest were used as research instruments. A pilot study was carried out at the same school and the instruments were refined based on students’ comments. Descriptive statistics were used to explain the backgrounds of respondents, while ANOVA was used to test the null hypotheses of the research. CHAPTER 4 RESEARCH FINDINGS 4. 1 Introduction Explain the brief contents of section/chapter. This chapter presents the Research Findings which is divided into the Backgrounds of Respondents and the Results of Data Analyses and Research Findings. The Backgrounds of Respondents discuss the composition of respondents by gender and ethnic. The Results of Data Analyses and Research Findings explain the results of Analysis of Variance on Mathematics Achievement and the hypothesis tests on the effects of Prerequisite Mathematics, Teaching Method, and English Language Skills on Mathematics Achievement. 4. Backgrounds of Respondents Explain the backgrounds of the research respondents, e. g. their gender, age, family income, etc. This research was carried out at a public secondary school in Petaling Jaya, Selangor, Malaysia. A total of 240 Form 4 students were randomly selected as research sample. These students were assigned to four groups based on the results of Prerequisite Mathematics Pretest and English Language Skills Pretest. The background of respondents in terms of gender, ethnic, mean score and standard deviation (SD) of Prerequisite Mathematics, and mean  score and standard deviation (SD) of English Language Skills are given in Table 4. 1. The respondents comprised of 120 male students (50%), 120 female students (50%); which were made up of 120 Malay students (50%), 96 Chinese students (40%), and 24 Indian students (10%). In terms of Prerequisite Mathematics and English Language Skills, Group 1 (Low Math English) comprised of 60 students with mean of 31. 8% in Prerequisite Mathematics and 42. 6% in English Language Skills. Group 2 (Low Math High English) comprised of 60 students with mean of 32. 1% in Prerequisite Mathematics and 72.