The Effect of Using Kwl (Know, Want, Learned) Strategy on Efl Students’ Reading Comprehension Achievement free essay sample

Non-equivalent groups pretest-posttest design was used in this study. The population was the eightth grade students of SMPN 4 Palembang in academic year of 2009/2010 with a total number of 326 students. Out of this population, 40 students were taken as sample. There were two groups, each of which consisted of 20 students. The data were collected by using multiple choice reading comprehension test. The data obtained were analyzed by using t-test formula. The finding showed that KWL strategy was effective in improving the students’ reading comprehension achievement. The effectiveness was indicated by the result of the Stepwise Regression formula that the contribution of KWL strategy on students’ reading comprehension achievement was 60. 5%. Keywords: reading, KWL strategy, reading comprehension achievement A. Introduction Reading as a field of teaching is considered as one of the important areas of teaching. It is one of the most important academic skills. It is also a major pillar upon which teaching and learning process is built. The reading ability plays a central role in teaching and learning success at all education stages (Addison, 1996: 23). It is because most of the materials of teaching and learning are in written form. It means that the students need to improve their reading skills in order to understand the teaching and learning materials. The students will be on the road to academic failure, if they could not read. Reading comprehension is considered as the real core for reading process. Durkin (1993) assumes that comprehension is the peak of the reading skills and the bases for all reading processes. Teaching students to read with a good comprehension must be teachers’ highest priority. Most of EFL teachers have wondered what they might do to improve their students’ reading comprehension achievement. The students can read words with lack of understanding of what they read. Without comprehension, reading for pleasure or knowledge is impossible. The teachers of English often assume that students will learn to comprehend merely by reading. Students with good comprehension use strategies in reading to learn new concepts, get deeply involved in what they are reading, critically evaluate what they read, and apply their knowledge to solve practical as well as intellectual. But many students fail in doing these things. According to Cuesta (2003:2), many students take reading for granted. They feel too busy to read, or they may not enjoy reading. Generally, EFL students can only read without being able to correlate the reading they have just read with the knowledge they have. According to The International Association for the Evaluation of Educational Achievement, reading score of Indonesian students in East Asia is still low. Indonesian students are just capable of mastering 30 % reading material, and find difficulty in reading items that are in the form of commentary requiring cognitive process (IAE for the Evaluation of Educational Achievement, 2003). In addition, PISA 2009 database shows that Indonesia students’ score is below the OECD average and on the 57th of 65 countries (OECD, PISA 2009 Database). Reading is an active process, because it involves interaction between the reader and the text. In reading a text, the reader needs to proceed the information that he/she gets from the text into his/her brain. Students are constantly confronted with new information, particularly once they progress to the upper elementary grades and transition from â€Å"learning to read† to â€Å"reading to learn† (Chall, 1983). To read to learn effectively students need to integrate new material into their existing knowledge base, construct new understanding, and adapt existing conceptions and beliefs as needed. According to a study by Pearson, Rochler, Dole, and Duffy (1992) on â€Å"Developing expertise in reading comprehension†, a good reader usually using prior knowledge to make sense of new information; ask question about the text before, during, and after reading; draw inferences from text; monitor comprehension; use fix up strategies when meaning breaks down; determine what is important; and synthesize information to create sensory image. To encourage students to develop effective reading skills, there are various teaching and learning strategies that can be used by the teachers in classroom. Most of the teaching and learning strategies usually focus on a particular strategy or skill. KWL (Know, Want, Learned) strategy is one of teaching and learning strategies used mainly for information text (Ogle, 1986). Its aims are more diverse. It helps readers elicit prior knowledge of the topic of the text; set a purpose for reading; monitor their comprehension; asses their comprehension of the text; and expand ideas beyond the text. Ogle (1986) developed the strategy for helping students to access important background information before reading nonfiction. The KWL strategy (accessing what I know, determining what I want to find out, recalling what did I learned) combines several elements of approaches. The first two steps of KWL, students and the teacher engage in oral discussion. They reflect on their knowledge about a topic, brainstorm a group list of ideas about the topic, and identify categories of information. Next the teacher helps highlight gaps and inconsistencies in students’ knowledge and students create individual lists of things that they want to learn about the topic or questions that they want to answer about the topic. In the last step of the strategy, students read new materials and share what they have learned. Based on the observation and interview to the English teachers of SMP Negeri 4 Palembang, it is showed that the students’ ability in comprehending reading texts are at the average level. The writer also found that the teachers are seldom varied their strategy in teaching learning process of English in the classroom. Therefore, the researcher assumes that English teaching and learning at SMP Negeri 4 Palembang should be modified and varied their teaching strategy to more current ways. Shayee (2000) has investigated that KWL strategy has significant improvement on secondary students’ reading comprehension compared to the traditional method. Based on the background above, through this study, the writer is interested in investigating the effect of using KWL strategy on EFL students’ reading comprehension achievement at SMP Negeri 4 Palembang. The writer also wants to find out whether there is a significant difference in reading comprehension achievement between the students who are taught using KWL strategy and that of those who are not. The Problems of the Study The problems of this study are formulated in these questions: 1. Was there a significant difference in reading comprehension achievement between the students who were taught using KWL strategy and that of those who were not? 2. Was there an effect of using KWL strategy on EFL students’ reading comprehension achievement? The Objective of the Study Based on the problems above, the objectives of the study were: 1. o find out whether or not there was a significant difference in reading comprehension achievement between the students who were taught using KWL strategy and that of those who were not. 2. to find out whether or not there was an effect of using KWL strategy on EFL students’ reading comprehension achievement. Significance of the Study This stu dy shows the advantages of using KWL strategy in improving students’ reading comprehension achievement, improves the English teachers’ knowledge about teaching reading strategy effectively, and offers findings on which strategy is applied more fruitfully. The result of this study also gives benefit contribution and information for further related study, especially on teaching reading strategy. B. Review of Literature Reading is an active process. It involves interaction between the reader and the text. According to a research by Pearson, Rochler, Dole, and Duffy (1992) on â€Å"Developing expertise in reading comprehension†, a good reader usually uses these following skills and strategies: (1) use prior knowledge to make sense of new information (making prediction), (2) ask uestion about the text before, during, and after reading (reading between lines), (3) draw inferences from text; monitor comprehension (checking and confirming), (4) use fix up strategies when meaning breaks down (guessing meanings from semantic cues, structural cues and visual cues, self correcting), (5) determine what is important (identify main ideas), and (6) determine what is important; and synthesize information to create sensory image. According to To wnsend (2007), there are three different reading levels for each person. They are; (1) Independent level, student can read books easily with very few words which are too difficult for him/her to read. She/he can read books on his/her own, (2) Instructional level, student can read most of the words, but will be challenged by some words on each page, and (3) Frustration level, student has to stop often and try to decode words. If she/he tries to read a book at this level, she/he will become frustated. Barret’s Taxonomy (1972) cited in Dupuis, et. al. (1989:313) identify that there are four levels of reading comprehension. First, literal recognition or recall. The literal level is the lowest cognitive level where the reader understands just what the words mean. The information that is stated explicitly in the text is retrieved by the reader in the form given. Such literal information may be the main idea, a set of specific details, or a sequence of events. Second, inference level. This level requires the readers understand the literal information from level one and go beyond it to hypothesize about relationship, unstated ideas, and connection between ideas or events. Third, evaluation level. It requires the reader to make judgements about the reading or to demonstrate the value. Fourth, appreciation level. It relates to the emotional responses of readers to a text. It also refers to the reader’s awareness of the literacy and stylistic techniques used by an author to encourage a reader’s emotional response. According to McWhorten (1993), there are three levels of comprehension in reading a text. First, literal, what is actually stated. It includes facts and details, rote learning and memorization, and surface understanding only. Common questions used to illicit this type of thinking are who, what, when, and where questions. Second, interpretive, what is implied or meant, rather than what is actually stated. It includes drawing inferences, tapping into prior knowledge/experience, attaching new learning to old information, making logical leaps and educated guesses, and reading between the lines to determine what is meant by what is stated. The types of the tests in this category are subjective, and the types of questions asked are open-ended, thought-provoking questions like why, what if, and how. Third, applied, taking what was said (literal) and then what was meant by what was said (interpretive), and then extend (apply) the concepts or ideas beyond the situation. It is include analyzing, synthesizing and applying. There is a good amount of research investigating the effectiveness of instructional strategies for activating prior knowledge as a means to support students’ reading comprehension. As a whole, the research base provides good evidence to support the use of prior knowledge activation strategies. Prior knowledge activation is regarded as a research-validated approach for improving children’s memory and comprehension of text (Pressley Johnson, 1989). There are varieties of strategies for helping students to activate prior knowledge: (1) prior knowledge activation through reflection and recording, (2) prior knowledge activation through interactive discussion, (3) prior knowledge activation through answering questions, (4) computer-assisted activation of prior knowledge, and (5) prior knowledge activation through interpretation of topic-related pictures. According to Ogle (1986), there are some steps that should be considered in using KWL strategy: (1) choose a text (narrative or expository texts), (2) create a KWL chart. The teacher should create a chart on the blackboard or on an overhead transparency. In addition, the students should have their own chart on which to record information, (3) ask students to brainstorm words, terms, or phrases they associate with a topic. The teacher and students record these associations in the K column of their charts. This is done until students run out of ideas. Engage students in a discussion about what they wrote in the K column, (4) ask students what they want to learn about the topic. The teacher and students record these questions in the W column of their charts. This is done until students run out of ideas for questions. If students respond with statements, turn them into questions before recording them in the W column, (5) have students read the text and fill out the L column of their charts. Students should look for the answers to the questions in their W column while they are reading. Students can fill out their L columns either during or after reading, (6) discuss the information that students recorded in the L column, and (7) encourage students to research any questions in the W column that were not answered by the text. As the evaluation for the effectiveness, teachers can compare the students scores on comprehension questions or skill sheets or reading tests before and after implementation of this intervention. According to Lenski (2004), KWL strategy helps children become good readers by getting them to do many of the things that good readers do. This strategy gets children to read silently with comprehension. In addition, children relate new information to what they already know when they confirm or disconfirm the information in the K column. Further, the children learn to set their own purposes for reading when they generate questions for the W column. Their reading to answer these questions helps them concentrate while they are reading as they more actively monitor their own comprehension. The L column affords students the opportunity to summarize what they read. When they put the information in their own words, they better understand what they know and what they do not know. This helps them move into a possible next step which involves having them generate more questions and use a variety of resources to learn more information. Finally, taking this strategy into a publication step helps them organize the information and write it for presentation to others. This strengthens their learning of the information, involves them in doing what good readers do, and teaches them about their own reading processes. Several studies had been conducted around the area of improving students’ reading comprehension achievement by using KWL strategy. Ammre Natoor’s (2006) research aimed at investigating the impact of activating previous knowledge by using KWL and the closure strategies on the reading comprehension of a sample of grade four underachieving pupils. They enquired whether there were differences that could be attributed to the pupil gender. The total sample was 60 students, where half were boys and the other were girl pupils. All were grade 4, who suffered from difficulty of learning and were subscribed in the Learning Sources Centers in fourteen state and private schools. Participants were selected randomly. They were divided into two groups; an experimental group that taught reading texts using KWL and closure strategies to activate their previous knowledge; and a control group that taught in the traditional method. Results of this study have proved effectiveness of KWL strategy and closure strategies in activating previous knowledge, and thus, improving reading comprehension of underachieving pupils. However, there were no reading comprehension differences that can be attributed to difference in gender. Stahl (2003) conducted research to find out the impact of three instructional strategies (the oriented thinking, KWL and moving photos) on the reading comprehension and scientific content acquisition of beginning readers. The sample constituted 31 students of basic grade two pupils. The study has shown that moving photos strategy and the oriented thinking activities had statistically significant impact on the participants’ reading comprehension and acquisition of the scientific content, while there was no statistically significant impact on the reading comprehension and acquisition of the scientific content that can be attributed to using KWL strategy. Al Shaye’s (2000) study investigated effectiveness of what is called metacognitive strategies on the second secondary students’ reading comprehension in Kuwait schools. The sample included 100 students who were distributed into four groups: the first group was taught using SQ3R strategy; a second group was taught using KWL strategy; a third group was taught using both SQ3R and KWL strategies; while with the fourth group (the control group) the old traditional method was used. The study findings showed that there was significant improvement in the comprehension level of all groups except the group taught by the traditional method. However, there were no statistically significant difference in the reading comprehension among the three groups (SQ3R, KWL, and SQ3R KWL strategies). Through the review of some previous studies, it can be concluded that most of research on KWL strategy indicated its significance in improving the reading comprehension of students. C. Methods and Procedures This part discusses the following subheadings: (1) design of research, (2) operational definitions, (3) subjects of the study, (4) technique for collecting the data, (5) validity and reliability of the test, (6) technique for analyzing the data. Design of Research This study applied a quasi experimental. This design is often used in classrooms when experimental and control groups are such naturally assembled group as intact classes, which may be similar (Best and Kahn, 1993: 151). The research design is called nonequivalent-groups pretest-posttest design (McMillan, 1990: 178) because two groups of experimental and control were involved in this study. Operational Definitions KWL strategy was a reading strategy that was applied to the experimental group as the sample of this study. KWL strategy is a reading strategy that uses questioning to activate prior knowledge, to understand metacognition, and to write to learn. In the first step students, alone or with others, brainstorm what they know about the reading topic. Next, students write what they want to learn about the topic. In the last, students read the material and share what they have learned. Students’ reading comprehension achievement means the result of the Reading Comprehension test that was gained by the students in experimental group, after they received the treatment. The effect was measured by comparing the scores of pretest-posttest between the students who were on the control group and on the experimental group. Subjects of the Study The subjects of this study was the eightth grade students of SMP Negeri 4 Palembang. The total number of population was 405 students which comprising nine classes. The sample of this study was taken purposively, which was known as purposive sampling. There were 40 students at the same level (40 out of population) that was taken as sample. The researcher took two classes as the sample, where 20 students were taken from each class. They were given pretest and posttest. They were divided into two groups, 20 students for the experimental group and 20 students for the control group. The experimental group was taught by using KWL strategy, while the control group was not taught using KWL strategy. Technique for Collecting the Data In collecting the data, the writer used reading comprehension test. There were two tests, pretest and posttest that was given to the sample of this study. The test means examination or trial of something to find its quality, value, and composition. It is also something for measuring knowledge, intelligent, ability of an individual group (Hatch Farhady, 1982:44). In constructing the test, the writer did some steps: (1) preparing the test. The test was in form of multiple choice reading comprehension test, (2) asking the expert judgement on the appropiateness. It was the judgement from the writer’s advisors, (3) trying out the test. The writer did the try out at SMP Negeri 17 Palembang which had similar characteristic with the sample. (4) analyzing the result, whether or not it is valid and reliable, (5) producing the final test, (6) conducting the test. The writer gave pretest to the control group and the experimental group as the sample of this study, before conducting the teaching experiment to the experimental group. It was to measure the students’ reading comprehension mastery before the experiment. Finally, the post-test was given to the sample, after the experiment conducted. It was to measure the students’ reading comprehension achievement after the treatment. Validity and Reliability of the Test In designing the reading texts as the instrument of this study, the writer had measured the readibility of the reading texts by using Flesch Kincaid formula. It was used to find out whether the reading texts were determine to the reading comprehension level of the sample. Before administering the instrument, the writer validated the items of the test, which is known as content validity. The researcher also found their reliability by trying it out at another school which had similar charasteristics with the sample. The data from the Try Out were analyzed by using Alpha Cronbach. It was assumed that all of the questions were equally difficult. The validity and reliability of the instrument are very important to determine appropriateness and usefulness of a measurement instrument. Validity is the degree to which correct inferences can be made on the basis of results obtained from an instrument. It depends not only on the instrument itself, but also on the instrumentation and the characteristics of the group studied (Ihsan, 1997). From 60 items which were tried out, it is found that not all the items were valid. There were 8 items (13%) were very easy, 13 items (22%) were easy, 23 items (38%) were desirable, 10 items (17%) were difficult, and 6 items (10%) were very difficult. Based on the calculating above, the writer took 40 items which are valid as the instrument of the study. In finding the reliability of the instrument, the writer used Alpha Cronbach formula. The reliability of the instrument was 0. 840. It could be judged that the reading comprehension test was reliable, because the reliability coefficient of reading comprehension test obtained was more than 0. 700. Technique for Analyzing the Data Quantitative data analysis is used in this study. The writer found out the means score. The writer also found out the significant differences within the groups and between the groups in terms of reading comprehension achievement. The writer also measured how much the contribution of KWL strategy in improving students’ reading comprehension achievement. In finding the mean of the tests, the writer found out the normality of the pre-test and post-test, and the homogeneity of the test. Then, the writer found out the means score and standard deviation of the pre-test and post-test to see the difference. Finally, in comparing the means of the test, the writer used t-test in order to find out the difference between the means and decide whether those differences were likely to happen by chance or by treatment effect. D. Findings and Interpretation The Results of Reading Comprehension Test Graphically, the total score of students pre-test and post-test in the experimental group can be seen on Figure 1, where it showed that the posttest score was higher than the pretest score. It meant teaching reading comprehension by using KWL (Know. Want, Learned) strategy could increase the students’ reading comprehension score. [pic] Figure 1. Graph for Pre-test and Post-test Scores in Experimental Group Graphically, the total score of students pretest and posttest in the control group can be seen on Figure 2, where it showed that that the posttest score and the pretest scores were relatively the same. It meant the score of students’ reading comprehension increased gradually. [pic] Figure 2. Graph for Pre-test and Post-test Scores in Control Group Independent Sample t-test Analysis of Students’ Reading Comprehension Achievement In order to find out whether or not there was significant difference in reading comprehension achievement between the students who were taught by using KWL strategy and those who were not, the result of posttest scores of reading comprehension achievement in the experimental group and the control group were compared by using independent sample t-test. Table 1. Independent Samples Test | |Levenes Test for|t-test for Equality of Means | | |Equality of | | | |Variances | | | |F |Sig. |T |df |Sig. 2-tailed) | |Experiment |,778(a) |,605 |60,5% |27,618 |,000 | Based on the obtained data from the table above , it was identified that the contribution of KWL strategy contributed 60. 5 % and the unexplained factor contributed 39. 5 % on students’ reading comprehension achievement. Interpretations of the Study Based on the result of the study, the following interpretations are presented to strenghten the value of the study. First, the result of the study showed a statistically significant difference in reading comprehension achievement between the students who were taught using KWL strategy and those who were not. The mean score posttest of experimental group (2. 100) was higher than the mean score posttest of control group (0. 857). It was also assumed that KWL strategy gave significant contribution in improving students’ reading comprehension achievement. Second, KWL strategy contributed in improving the students comprehension level and in achieving meaningful learning through activating previous knowledge related to the reading text. It gave the students an opportunity to find real conceptual relations and not random ones with those concepts previously made while building up a cognitive structure. Students were continuously active arranging and organizing what they had learned, in order to make hypothesis and predictions in relation to the text and its objectives. For this purpose, they used different intellectual processes such as: comprehension, interpretation, analysis, evidencing and eliciting in order to take appropriate decisions and accomplish their learning goals. The students actively build up knowledge. This knowledge helps them create a portrait for the world around themselves to support their new experience with a meaning and significance. Hence, KWL strategy also could improve the skill of teaching the students how to process the information; and how to think independently and effectively. Using KWL strategy in teaching matches with the course, material, and method, in terms of simplicity and complexity; as it copes with the students’ abilities, acquisition of religious concepts and correction of substitutive concepts they might have got. Because reading comprehension is a meaning composition process, built up through a complementary addition of the information the text provides and the knowledge stored in the students cognitive background. The way of students interpreting the text depends on the previous knowledge they have got. This vidences the significance of KWL strategy in enhancing the reading comprehension level within the students. This is what the results of this study proved. The group which studied the texts with KWL strategy surpassed the group that followed the traditional method. KWL strategy is considered effective in improving students reading comprehension achievement and upgrading them; since it leads to activate previous knowledge within the students and leads to enhance the students’ ability to interpret the reading material and adapt it as to cope with their cognitive background. Third, most of the students were more interested and comprehended the texts where the topic discussed about the local culture. Eventhough, based on Flesch-Kincaid Grade level readibility, the texts were quite difficult for the students’ grade level, their reading score on local culture topic were higher compared to the texts that were comfortable for their grade level of readibililty. Its indicated reading texts which are difficult for the students’grade level did not guarantee that their can not comprehend the texts which known as â€Å"low level with high interest†. It was concluded that as long as the students had high interest to the topic of the reading texts, eventhough quite difficult for their reading level, it will be easier for them to comprehend. E. Conclusion and Suggestions There was significant difference in reading comprehension achievement between the students who were taught by using KWL strategy and those who were not. Since they had been given the treatments, they could improve their reading comprehension achievement. Based on the analysis of data gathered during the experiment and after the experiment, it could be concluded that the students could improve their reading comprehension achievement. Most of the students in the experimental group had better achievement in reading comprehension and were enthusiastic, active, and enjoy in comprehending reading texts by using KWL strategy. Their better achievement toward reading comprehension can be seen based on the scores of posttest were higher than the scores of pretest. There was also an effect of using KWL strategy on students’ reading comprehension achievement. It can be seen from the analysis of the means score within the groups and between the groups by using Stepwise Regression formula, where it is indicated that KWL strategy was effective in improving students’ reading comprehension achievement. Having applied KWL (Know, Want, Learned) strategy for about 16 meetings, the writer considered that it was a good strategy to be applied. In addition, this strategy helped students in understanding the reading material easily. References Academic Cuesta. (2003). Textbook reading strategies. 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Retrieved July 7, 2004, from http://www. SIL. org/Lingualink/ReferenceMaterials/GlossaryOf/LiteracyTerms/WhatAreComprehensionSkills,html-7k Shaye, S. (2000). The effectiveness of metacognitive strategies on reading comprehension and comprehension strategies of eleventh grade students in Kuwait High School. Retrieved April 21, 2007, from http://www. lib. umi. com/dissertations/html Spires, H. A. Donley, J. (1998). Prior knowledge activation: inducing engagement with information texts. Journal of Educational Psychology, 90(2), 249-260. Stahl, K. (2003). The effect of three instructional methods on the reading comprehension and content acquisition of novice readers. Retrieved April 21, 2007, from http://www. lib. umi. com/dissertations/fullcit/fl31009 Stevens, K. C. (1982). Can we improve reading by teaching background information ?.

The Fight Against Topics to Write Essay

The Fight Against Topics to Write Essay The Fundamentals of Topics to Write Essay That You Can Learn From Starting Immediately It is wise to look for the one which has a superior reputation and offers high-quality papers at very affordable rates. The students will likely be supplied a rubric employing the precise essentials of the undertaking and what the aim of the undertaking would be. Use the assistance of true academic experts and receive the service you have earned! It's extremely important to read carefully essay services reviews, because you would like to prevent low excellent services. The Topics to Write Essay Game Great on-line custom writing paper companies write can write papers for money on any topic may play a very important part in a life of contemporary students. Moreover, many movies don't just entertain, but in addition provide tons of information regarding various characteristics of life. As you can observe, the aforementioned selection of controversial top ics is really a blend of themes from assorted elements of life and also are undergoing contrary views from different segments of the whole society ideal-essays. It's better to take a little time and consider what you're attempting to do from the huge picture before you zero-in on the specifics right before you. Due to this very reason, a great deal of individuals think that it is challenging to compose this type of essay. The experience was amazing. When thinking of a short article, think about something that numerous folks try to find in searches. If you're prepared to actually listen, folks will tell you exactly what the problems are. Top Topics to Write Essay Choices Essay should be broken into paragraphs so the reader will find it simple to understand. Then try our essay writing can be employed to the podcast. If you discover that the writer did not provide just what you expected, request a revision, and we'll make the corrections. Our writers have great expertise in writing the essays and they're going to create the essays based on the requirements. Readers should know the facts and who or what may be impacted by them. Great content is comparatively simple to create. If you would like to acquire decent essay on the selected topic, then you ought to submit the directions and guidelines, on which you have to find the essay. Make sure your essay topic isn't broad, as it's going to not be possible that you reveal the principal points. The essay topics are categorized in an assortment of classes solely for the simplicity of subscribers. They are categorized in a variety of groups solely for the ease of readers. The Foolproof Topics to Write Essay Strategy If you're mindful of what it is that they will want to and also what they have been hunting for then you're in a position to start your essay having an approach to trick. You may use front of the rear of the subsequent. How wind energy is targeting to alter the world. The reason you would like to escape from your day-to-day routine and environment is so it is possible to step from the trees and see the forest. If your aim is to educate, select a subject you have already studied. Some errors that are located in leads incorporate the lead having more than one key idea. To guarantee that you will discover a complete answer to every question, we've got a support team that is always online. In the long run, write about what you desire. You are able to even check out several reviews and decide on the business which best suits your requirements and very affordable budget. The idea supporting the procedure is very similar to our information efficiency analysis. Additionally, a customer may ask the writer to submit part of the job for review and, if needed, ask her or him to make corrections. Make a set of people who need to learn more about your subject, and the clients that may have a problem your solution or service may solve.

Research Report Vs Critical Essay - Can Your Project Be Diverse?

Research Report Vs Critical Essay - Can Your Project Be Diverse?If you are a student who is having trouble coming up with a research paper for the semester, then you should realize that it is not as simple as doing the same topic again. Your topic is important because it helps define your writing style and your focus. The problem with an assignment of the same topic all over again is that your students will get bored and forget what it is about.This kind of repetition is not always wrong, but in some cases, it may make your assignment harder to do or understand. By creating a variation of the assignment, you can still help your students come up with fresh, original ideas. When they are not quite sure what the assignment is about, they will be more open to your research report vs. critical essay.For instance, let's say that you have a class on history, and your research report vs. essay on the same topic are about the American Revolution. Students tend to remember the topics that they did well and forget those that were difficult or even boring. Then you might have your research report vs. essay project centered around the most important events in the Civil War. That way, your students can relate more to the Civil War instead of focusing on your colonial history project.You could also do review activities on your assignment as a way to incorporate more of your own research. By combining it with a different course, such as 'Civil War Essays'Romance,' you can still help your students come up with unique and fresh writing skills. Instead of just using the same 'first draft' essay for the same topic, they can also see where they missed something or when they made a mistake, so they can improve their work in other areas as well.The trick to doing your own projects is to think of it as a part of the regular class time. When the teacher is teaching, they want their students to be on task and focused, and this means getting them to complete their work on time. As you ar e doing your research project, you can use your creative side by doing some research for the assignment, so you don't need to do the same as everyone else.The best way to come up with new and interesting things is to set aside some time on your schedule for your own projects. It doesn't matter if you do the same as everyone else, because your projects will be different. At the end of the day, you still have to present your written work, so this makes it a different experience.You can do some of your own research or ask some of your friends who know their stuff, or if you want to stick with the same topic but with a different focus, then that's fine too. Just keep in mind that you should be able to include your own research and if you aren't comfortable with doing that, then find someone who is. Make sure that you are working on your own projects, so you can give them a personal touch.You should never put your writing skills on the back burner or be limited to doing only one year's w orth of assignments. By doing some projects from different disciplines throughout the year, you can still help your students think outside of the box when they write.

Ruthless Jackson Pollock Research Paper Topics Strategies Exploited

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Essay Samples For R.E. A Grade

Essay Samples For R.E. A GradeAfter you've written a good and well thought out essay, but it is not well received by the reader, or it doesn't receive a good grade, your next course of action would be to write expository essays. By this, I mean essay samples for senior high school or if you're in high school yourself, expository essays for third grade. Whatever your grade level, essay samples are essential for you to have a reference point or a plot outline to work with when writing your own expository essay.One of the most common mistakes is the lack of proper footnotes. The main problem that comes about when someone puts forward an essay that is lacking in footnotes is that the reader has no idea as to where to start looking at your thesis statement. And when you do not write footnotes, you will definitely have no idea where to start and end. Another common mistake is not having the proper length to begin with.A good essay will follow an established format that has been proven time and again. This is different from an essay that has been written for junior high schoolers. Such essays are not written for a different grade level.Before you begin writing an essay, take a look at the more important idea that you wish to bring forth. When you're looking at the problem or issue, or even if you're just looking at a particular chapter or subject matter, make sure that you are able to relate it to the reader. If you cannot follow up with what you wrote, then I would say that you should simply remove it and try to refocus on the topic that you were going to write about.An expository essay will vary according to the grade level that you are writing for. In first grade, there will be fewer topics to cover, although topics may still arise. In second grade, on the other hand, the topics become more numerous, and some of the smaller topics may continue to evolve. That is why you will find that if you write a bunch of essays, in the third grade, that they all revolve around the same problem or issue.Writing an expository essay may be as simple as noting one major theme, or it can involve many small points. The topic is the initial foundation that you will build the rest of the essay around. This is why you should always try to include what you feel strongly about, as well as what you think the reader will feel strongly about.If you were given an expository essay for your third grade R.E. A. grade, then you need to make sure that you follow all of the guidelines that were given to you in order to ensure that you do not lose the sense of the overall theme. If you fail to follow the guidelines, then you will not know how to write an expository essay.Being aware of the guidelines is one of the first steps in writing an expository essay. It will help you know what works and what does not, and also, help you avoid the typical mistakes that other writers make when writing their essays.

Sherlock Holmes Essay Example Essay Example

Sherlock Holmes Essay Example Paper Sherlock Holmes Essay Introduction Arthur Conan Doyle was born on May 22, 1859, in Edinburgh, Scotland. As a young man he seemed destined for a career in medicine. In 1876 he attended the University of Edinburgh Medical School. There he met Joseph Bell, whose deductive powers and dramatic flair he would later embody in the character of Sherlock Holmes. In the early 1880s he served as a medical officer on an Arctic whaling ship and ship’s surgeon on a voyage to West Africa. By the summer of 1882, he had settled in the town of Southsea in the south of England. In 1885 he received his medical degree. Even after he was a well-established writer, he continued to pursue his medical education, becoming an eye specialist. His medical practice was unsuccessful, leaving him plenty of free time to write. His first story was â€Å"The Mystery of Sarassa Valley,† published in October 1879 in Chamber’s Journal. He had trouble finding a publisher for his first Sherlock Holmes novel, A Study in Scarlet, which eve ntually appeared in Beeton’s Christmas Annual for 1887. It and its successor, the novel The Sign of Four, published in 1890, were not popular at first. In 1891 Conan Doyle agreed to supply the new magazine the Strand with a series of Sherlock Holmes short stories. â€Å"A Scandal in Bohemia† appeared in the magazine’s July 1891 issue and was a popular sensation. For the rest of his life Conan Doyle was pressured by publishers and the general public to write more stories about Sherlock Holmes. He tried to stop writing the stories a number of times. Then he tried killing Holmes off in â€Å"The Final Problem,† the last of his second run of Holmes stories for the Strand. Sherlock Holmes Essay Body Paragraphs He received hate mail for killing Holmes and was besieged by publishers offering him huge sums of money to write more about Holmes. An American publisher finally offered more money than Conan Doyle could resist, and he agree to write The Hound of the Baskervilles. Conan Doyle died on July 7, 1930, at Crowborough, Sussex. Summary For many years, the region around the Baskerville estate was poor and backward, but when Sir Charles Baskerville returns to claim his estate, the region again begins to prosper. By devoting his vast fortune-earned in business-to better the community, Sir Charles fills the long-empty role of leadership that is the duty of the Baskervilles. But into this otherwise happy and orderly society comes disorder in the form of two utterly evil men. One is a convicted mass murderer escaped from prison, who lurks about on the moors; the other is Seldon, a clever criminal, who is insidious enough to corrupt the faithful Baskerville servants into the service of evil. Even more unsettling is the terrible Hound of the Baskervilles. When the good Sir Charles Baskerville is murdered, an ancient curse on the family is revealed that now threatens Sir Henry, the new heir. For generations, the Baskerville family has been victimized by a giant, spectral hound that prowls the moors. The hound now seems to be loose again; it has claimed Sir Charles and appears ready to strike again. Is this a supernatural creature or merely part of someone’s devious plot to supplant the rightful heirs of Baskerville Hall? Sherlock Holmes is called upon to solve the mystery, and the intricate story builds to an extraordinary climax when the hound attacks: â€Å"Fire burst from its open mouth, its eye glowed with a smoldering glare, its muzzle and hackles and dewlap were outlined in flickering flame. † A fiend from hell seems loosed upon Sir Henry. Critical Appreciation of the Story Character Analysis Sherlock Holmes Holmes represents several things from his role as the great detective. He is the ever practical man, not even caring about the rotation of the Earth, since it does not affect the case. Amidst widespread belief in curses and the supernatural, Holmes is really the only one who never doubts the pursuit of a rational cause. In this capacity, Holmes represents the world of explanations, of order, logic, and science. Out of awe and appreciation for his skills as a detective, Holmes is also seen as a provider of security. Watson mentions several times that he wishes the detective were there, instead of back in London. Sir Henry also wants Holmes to be around, and so both men are relieved when Holmes is found nearby. He has a reputation of being able to handle difficult cases and prevent, or at least lessen, danger, with good reason. He is the one people turn to, as Dr. Mortimer did, when they do not know what else to do. Finally, Holmes represents goodness. He seeks and finds the truth, and brings justice in driving evil to its demise (S tapleton’s death). However, this underlying theme, so familiar in literature, of good victorious over bad, is not always clear cut because of the complexity of the characters and plot. One example of this is Holmes’s deception of Watson. Dr. Watson Though Watson plays a part in the case, he is primarily significant as the narrator of the story. Since he is, like most readers, not a detective, he is able to relate information as the average person would likely see it. This is beneficial because it keeps the novel suspenseful, much more so than if we knew that Holmes suspected the Stapletons from the start. Watson demonstrates a much more sudden, emotion-based way of thought than Holmes. His reports include the psychological feel of the place and speculations on the character of various people that are more significant for the literary purpose than the case. He pursues Selden with Sir Henry despite the danger in trying to confront such a desperate man. He waits with his revolver for the stranger, and when it turns out to be Holmes who explains the situation to him, he is all set to accuse Stapleton in person. Even Watson’s surprise at some of Holmes’s deductions at the beginning of the book indicates this less rigid thinking. Mr. Jack Stapleton First of all, Stapleton represents the corrupting influence of money and power. He killed Sir Charles, attempted to do the same to Sir Henry, and likely committed several other crimes, all in the pursuit of an inheritance and quick money. Stapleton even had to leave South America because of stealing money. Along with that is the theme of dehumanization. In the face of material goods, Stapleton treats everyone from his wife to his victims with the same disregard. To illustrate the point, he comes to collect â€Å"Miss† Stapleton in a manner similar to his pursuit of insects. Even the hound, already a vicious creature, becomes even wilder in his hands. Perhaps the most complex and importan t part about Stapleton is the interplay within his character of crime and science (making him an interesting foil for Holmes, who is also a combination of those). On the one hand, he is a serious entomologist, but on the other hand, he uses what he gains from this to aid in his murders. Also, throughout the book, there are connections between the net Stapleton uses for his insects and the ones Holmes is using to catch him, as well as the one between his collections and the box of cases. As the antagonist, Stapleton is essential to the plot and outcome of the story. It is his crime that initially intrigues Holmes, and his continued skill at executing it, that holds the detective’s interest. The Baskerville family This old line provides the contrast to Holmes when it comes to belief in the supernatural. They take the curse very seriously, to the point that previously Dr. Mortimer suggested Sir Charles get away from the moor for awhile and Sir Henry’s normally independent nature is tamed by Holmes’s warnings and the sound of the hound. Baskerville Hall itself fits in well with the rest of the moor, as still connected with the old ways of thought. Furthermore, there is the matter of family connections. Stapleton is remarkably similar in attitude and appearance to his father Rodger and the wicked Hugo. This suggests that while the property and money are passed down, certain other things are as well. â€Å"The Hound of the Baskervilles† is also in reference to these bad relatives. Dr. Mortimer, The Barrymores Dr. Mortimer is important in that he brings the case to Holmes and relays all the background facts. Though his character continues to appear intermittently, it is at the beginning that he has the greatest impact on the plot. Also, his cane, when deductions are made from it, provides a good introduction to Holmes’s methods. The Barrymores are similarly important characters in the plot. Selden, and their mysterious activities de aling with him, makes for a nicely misleading subplot, drawing Watson’s suspicions to them for awhile. Plot The Hound of the Baskervilleshas a fairly complex, but very intense plot. The plot begins with the strange death of Sir Charles Baskerville. He was found dead on the famous yew alley of Baskerville Hall, but with no markings, and very little evidence on what caused the death. An old family legend about some of his ancestors, and a great black hound, makes the death even more strange – even suggesting devilish and supernatural powers. Meanwhile, Holmes must decide whether it is still safe for Sir Charles’ heir, Sir Henry Baskerville, to go to Baskerville Hall at the moment; would he reach the same fate as Sir Charles? A strange letter and some small, unexplained disappearances follow, and someone seems to be very intrested in Henry Baskerville. When everything fails in London, Holmes sends his faithful assistant, Watson, with Sir Henry to gather as much inf ormation as possible, and though he finds little, he gets just enough little bits of information for Holmes to realize what caused the death, as well as the strange happenings. ut maybe too late? The Hound of the Baskervillesstarts out at a moderate pace, gets really mind absorbing near the middle – the fact collecting phase – and then finishes with great excitement at the Climax, when Holmes solves the case, with great action. Theme Theme is not a major element ofThe Hound of the Baskervilles. This novel is a mystery book, so most of the setup of the book revolves around the plot. There is no obvious main lesson or point this novel is trying to teach; it’s written for entertainment. Sherlock Holmes solves another mystery amazingly with many insignificant looking little clues to lead him to a conclusion, making the plot a major part instead of the theme. When finished reading the book, the theme is more like an afterthought. The author’s primary purpose w as to convey a very complex problem which Sherlock Holmes needs to solve, which the theme element become a secondary part in the novel. This is like most mystery books as well, with the theme not as relevant as the other parts and ideas in the story. Author’s style InHound of the Baskervilleswriting style is direct. There is no figurative language except or the occasional simile due to the fact that Dr. Watson has a lot of ideas to get across. The style is also very suspenseful by dropping small hints toward the guilty one. The voice of Watson can be heard clearly in this novel. Despite the suspense on reflection, the organization and ideas all drive towards the climax and resolution. The word choice is pseudoelevated using some complex words but mostly moderate words. This allows the reader more energy to focus on the plot. This book writing style has the power to keep you reading from cover to cover. We will write a custom essay sample on Sherlock Holmes Essay Example specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Sherlock Holmes Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Sherlock Holmes Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Introduction to the Major Laws of Physics

Introduction to the Major Laws of Physics Over the years, one thing scientists have discovered is that nature is generally more complex than we give it credit for. The laws of physics are considered fundamental, although many of them refer to idealized or theoretical systems that are hard to replicate in the real world. Like other fields of science, new laws of physics build on or modify existing laws and theoretical research. Albert Einsteins  theory of relativity, which he developed in the early 1900s, builds on the theories first developed more than 200 years earlier by Sir Isaac Newton. Law of Universal Gravitation Sir  Isaac Newtons groundbreaking work in physics was first published in 1687 in his book The Mathematical Principles of Natural Philosophy, commonly known as The Principia. In it, he outlined theories about gravity and of motion. His physical law of gravity states that an object attracts another object in direct proportion to their combined mass and inversely related to the square of the distance between them. Three Laws of Motion Newtons  three laws of motion, also found in The Principia, govern how the motion of physical objects change. They define the fundamental relationship between the acceleration of an object and the forces acting upon it. First Rule: An object will remain at rest or in a  uniform state of motion unless that state is changed by an external force.  Second Rule:  Force  is  equal to the change in  momentum  (mass times velocity) over time. In other words, the rate of change is directly proportional to the amount of force applied.  Third Rule: For every action in nature there is an equal and opposite reaction.   Together, these three principles that Newton outlined form the basis of classical mechanics, which describes how bodies behave physically under the influence of outside forces. Conservation of Mass and Energy Albert Einstein introduced his famous equation E mc2 in a 1905 journal submission titled, On the Electrodynamics of Moving Bodies. The paper presented his theory of special relativity, based on two postulates: Principle of Relativity: The laws of physics are the same for all inertial reference frames.  Principle of Constancy of the Speed of Light: Light always propagates through a vacuum at a definite velocity, which is independent of the state of motion of the emitting body. The first principle simply says that the laws of physics apply equally to everyone in all situations. The second principle is the more important one. It stipulates that the  speed of light  in a vacuum is constant. Unlike all other forms of motion, it is not measured differently for observers in different inertial frames of reference. Laws of Thermodynamics The  laws of thermodynamics  are actually specific manifestations of the law of conservation of mass-energy as it relates to thermodynamic processes. The field was first explored in the 1650s by  Otto von Guericke  in Germany and  Robert Boyle  and  Robert Hooke  in Britain. All three scientists used vacuum pumps, which von Guericke pioneered, to study the principles of  pressure,  temperature, and  volume. The  Zeroeth Law of Thermodynamics  makes the notion of  temperature  possible.The  First Law of Thermodynamics  demonstrates the relationship between internal energy, added heat, and work within a system.The  Second Law of Thermodynamics  relates to the natural flow of heat within a  closed system.The  Third Law of Thermodynamics  states that it is impossible to create a  thermodynamic process  that is perfectly efficient. Electrostatic Laws Two laws of physics govern the relationship between electrically charged particles and their ability to create electrostatic force  and electrostatic fields.   Coulombs Law is named for Charles-Augustin Coulomb, a French researcher working in the 1700s. The force between two point charges is directly proportional to the magnitude of each charge and  inversely proportional to the square of the distance between their centers. If the objects have the same charge, positive or negative, they will repel each other. If they have opposite charges, they will attract each other.Gausss Law is named for  Carl Friedrich Gauss, a German mathematician  who worked in the early 19th century. This law states that  the net flow of an electric field through a closed surface is proportional to the enclosed electric charge. Gauss proposed similar laws relating to magnetism and electromagnetism as a whole. Beyond Basic Physics In the realm of relativity and quantum mechanics, scientists have found that these laws still apply, although their interpretation requires some refinement to be applied, resulting in fields such as quantum electronics and quantum gravity.