Concluding Discussion Essay

An effective way to argue a point can be to present the opposing view first then counter this view with stronger evidence.Examples of this type of essay include assignments where you are given data such as a case study or scenario, a diagram, graphical information, or a picture and expected to interpret this information to demonstrate your application of knowledge when answering the task.This reduces the impact of the argument(s) you have developed in your essay.

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These essay questions often require you to structure your answer in several parts.

An example may be to ask you to investigate a problem and explore a range of solutions.

In an analytical structure you are required to break the topic into its different components and discuss these in separate paragraphs or sections, demonstrating balance where possible.

Examples of this type of essay include questions which ask you to take a position on a topic, such as a particular decision or policy, and present arguments which support your position.

Strategies to help you move beyond merely summarizing the key points of your research paper may include any of the following strategies: Failure to be concise Your conclusion section should be concise and to the point.

Conclusions that are too lengthy often have unnecessary information in them.

You may also be asked to choose the best solution and justify your selection, allow space for this in your essay.

Examples of this type of essay include questions which ask you to state or investigate the effects or outline the causes of the topic.

More information on directive words is contained in the QUT cite|write booklet (PDF, 726KB). The most logical way to approach a multi-part assignment is to address each part of the task in the order that it is stated on the assignment task sheet.

The first sentence of each section of the assignment should be a direct response to each part of the task. Examples of this include questions which ask you to discuss, analyse, investigate, explore or review.

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