Respond to two parts – English

Please write a one paragraph critique of your peer’s summary of at least 200 words or more for each part.

· In the critique identify what was well written and explain why-how does it align with the reading from Lesson? Attached document below for Lesson so you can skim through what was in the lesson.

· In the critique recommend possible improvements and explain why they are needed-align the recommendation to the reading from the Lesson.

Please be sure to validate your opinions and ideas with citations and references in APA format including in-text citations.

Part 1

Article: 8 Ways to Prepare to Write Your Nonfiction Book in a Month

http://www.writersdigest.com

/online-editor/8-ways-to-prepare-to-write-your-nonfiction-book-in-a-month

Many seasoned writers may find themselves with deadlines that may seem unattainable. Life sometimes does not give us time to accomplished certain tasks. To have a good result, we should plan for this road blocks that come our way. This article is a guide to helping writers overcome obstacles and create body of work within a limited amount of time. The summation the writer to me hits a few critical points in accomplishing this task; they entail planning, organizing and executing.

When planning to write a body of work you much have an idea of the amount of free time you’ll have to dedicate to writing. Make an attempt to clear your schedule so that this time is uninterrupted; emergencies are acceptable, anything else is not important. Gather all of your research on what the topic of the book is this will help when writing so that you are able to pull data quickly when needed.

The next step is to organize all of the information you planned to use for writing the paper. List out your chapters for the book with details such as research and the general framework or flow of the piece. This is also the time to do critical brainstorming. You want to be able to write without stopping, or what they call writers block. Organizing your thoughts will help you to meet your daily quota.

Lastly is time to execute. All of your chapters should be organized and in place. This will enable to write without end. You’ve research your information in detail, therefore mentally regurgitating this information will be a simple process.

My thoughts on the article is that it’s very good material. I’m able to picture myself under the guidelines of the author, writing a book of my own. In general, the advice given is relatable to any task that needs to be accomplish and done so successfully. The only problem I have is that the article is guided towards seasoned or experienced writers. The writer mentions that the daily quota should be at least 1500 words. This for many new writers is more than difficult task and can discourage new writers. The numerical quota should be removed.

Source:

Klems, B. (2014, October 24). 8 Ways to Prepare to Write Your Nonfiction Book in a Month. Writer’s Digest. Retrieved from http://www.writersdigest.com

Part 2

Why Is Academic Writing So Academic?

https://www.newyorker.com/books/page-turner/why-is-academic-writing-so-academic

More often than not when I go back to my father’s hometown and talk to my extended family, the topic of college is inevitable. Typically, this conversation turns into a generalized attack claiming that people who go to college are arrogant, rude, and believe they are too good for the working and farming class. When looking for an article on academic writing, this column in the New Yorker was personally relatable. Throughout this column the author challenges the notion that academic writing is cultish and lacks engagement outside of academia (Rothman, 2014). Rothman argues that academic writing does not lack inclusivity, but rather our current culture of academia is pushing academic writing to be more marginalized (Rothman, 2914).

The article was published in the New Yorker, so the audience is of that who would read this magazine, typically college educated individuals with the income to afford a subscription. Along with the aforementioned audience type, the authority of the author does fall into this respect. Throughout the column he bases his argument off of Nicholas Kristof’s assertion that academic writing glorifies “a culture of exclusivity” (Rothman, 2014). The author’s authority is well recognized because he is an academic himself and looks deeply at the statement, basing his whole article asserting the flaws of Kristof’s lamenting logic as well as the notion of a “paradigm shift” (Rothman, 2014). The article is relevant and current to this era still, even though it it four years old, it notes how styles and the way information is presented changes with the times, such as now where copious amounts of information is shared over the internet. Along with that I found it interesting how Kristof asserted that academic writing does not hit the general public as frequently now as it did decades ago, while Rothman argues that the same, if not more information is shared to the public, it is just presented differently. Rothman covers a broad scope defending his argument, giving examples ranging from academia, general news broadcasting, online blogging as well as GIF’s, and to his own personal experience as a graduate student trying to be published (Rothman, 2014). Lastly, the author even understands his own bias in the situation, drawing on his past experiences as a brief stint working in academia as well as being a graduate student. He even states how he can relate to Kristof’s argument on the topic, but ultimately disagrees with him. Every human is biased to their own viewpoint, however, Rothman does take the necessary checks to provide as minimal bias as possible.

Rothman approaches his audience using a compelling argument that is multifaceted and does not lack relevancy. Throughout the article the author looks at the flaws logic of the rebuttal as well as the reasons as to why he is correct. Overall, the in depth view of the audience, use of authority, scope, currency, and review of bias enhances the argument of the column.

References

Rothman, J. (2014, February 20). Why Is Academic Writing So Academic? Retrieved January 22, 2018, from https://www.newyorker.com/books/page-turner/why-is-academic-writing-so-academic

Topic 1: Academic Writing

This topic addresses the following objectives:

Use academic texts as models for writing.

Estimated time to complete topic: 30 minutes

Identify

and Explore: Common Academic Purposes

The purpose for a piece of writing identifies the reason for writing it, by basically answering the question-Why? For example, why write a play? To entertain a packed theater. Why write instructions to the babysitter? To inform him or her of the schedule and rules. Why write a letter to a congressman? To persuade him to address the community’s needs.

In academic settings, the reasons for writing typically fulfill four main purposes:

· to summarize

· to analyze

· to synthesize

· to evaluate

Summarize

A summary shrinks a large amount of information into only the essentials, using original writing; although shorter than the original piece of writing, a summary should still communicate all the key points and key support of the original document (Crowther et all, 2015).

Analyze

An analysis, on the other hand, separates complex materials into their different parts and studies how the parts relate to one another. In the sciences, for example, the analysis of simple table salt would require a deconstruction of its parts—the elements sodium (Na) and chloride (Cl). Then, scientists would study how the two elements interact to create the compound NaCl, or sodium chloride: simple table salt.

In an academic analysis, instead of deconstructing compounds, the essay takes apart a primary source (an essay, a book, an article, etc.) point by point. It communicates the main points of the document by examining individual points and identifying how the points relate to one another.

Synthesize

The third type of writing—synthesis—combines two or more items to create an entirely new item. Take, for example, the electronic musical instrument aptly named the synthesizer. It looks like a simple keyboard but displays a dashboard of switches, buttons, and levers. With the flip of a few switches, a musician may combine the distinct sounds of a piano, a flute, or a guitar—or any other combination of instruments—to create a new sound. The purpose of an academic synthesis is to blend individual documents into a new document by considering the main points from one or more pieces of writing and linking the main points together to create a new point, one not replicated in either document (Crowther et al, 2015).

Evaluate

Finally, an evaluation judges the value of something and determines its worth. Evaluations in everyday life are often not only dictated by set standards but also influenced by opinion and prior knowledge such as a supervisor’s evaluation of an employee in a particular job. Academic evaluations, likewise, communicate an opinion and its justifications about a particular document or a topic of discussion. They are influenced by the reading of the document as well as any prior knowledge and experience with the topic or issue. Evaluations typically require more critical thinking and a combination of summary, analysis, and synthesis skills.

There are four purposes that may be encountered during academic reading, but also when reading for work or pleasure, and, because reading and writing work together, writing skills will improve the more you read. Remember that the purpose for writing will serve as a guide through the development of each part a paper, and help to make decisions about content and style.

When reviewing directions for assignments, look for the verbs that imply a need to summarize, analyze, synthesize, or evaluate. Instructors often use these words to clearly indicate the assignment’s purpose. These words serve as a cue on how to complete the assignment so the exact purpose of the assignment is clear (Crowther et al, 2015).

Article Summaries

This topic addresses the following objectives:
Use academic texts as models for writing.

Estimated time to complete topic: 1 hour

Identify: The elements of Article Summaries

Define: Summaries

An article summary is a short, focused paper about a single scholarly article. This paper is created from the critical reading of an academic article. For academic argumentative articles, the summary identifies, explains, and analyzes the thesis and supporting arguments; for academic articles, the summary identifies, explains, and analyzes the research questions, methods, and findings.

Although article summaries are often short and seldom account for a large portion of a course grade, they are a strong indicator of reading and writing skills. Professors assign the writing of article summaries to help develop essential skills in critical reading, summarizing, and clear, organized writing. Furthermore, an article summary requires reading a scholarly article quite closely, which provides a useful introduction to the conventions of writing within a discipline (e.g. Political Studies, Biology, or Anthropology) (Crowther et al, 2015).

Review:

Sample Outline for an Academic Article Summary

Introduction General topic of study Author’s research question Variables and hypotheses Methods A. B. C. Participants Experiment Design Materials used Findings and discussion (could be 2 paragraphs) Key results Did the results support the hypotheses? Conclusion Implications or applications of the study Major limitations of the study (Crowther et al, 2015).

Identify: Common Problems in Article Summaries

The most common problem that students have when writing an article summary is that they misunderstand the goal of the assignment. In an article summary, the student’s job is to write about the article, not about the actual topic of the article. For example, if summarizing Smith’s article about the causes of the Bubonic plague in Europe, the summary should be about Smith’s article: What does she want to find out about the plague? What evidence does she use? What is her argument? You are not writing a paper about the actual causes of Bubonic plague in Europe.

Further, as a part of critical reading, it is part of the process to consider a personal position on a topic or an argument; it is tempting to include an assessment or opinion about the thesis or findings, but this is not the goal of an article summary. Rather, it is to identify, explain, and analyze the main point and how it is supported (Crowther et al, 2015).

Structuring: Academic Articles

As you read an academic article, consider the following questions:

1. What is the topic?

2. What is the research question?

3. What are the predictions and the rationale for these predictions.

4. What methods were used (participants, sampling, materials, procedure)?

5. What were the variables and controls?

6. What were the main results?

7. Are the findings supported by previous research?

8. What are the limitations of the study? What are the implications of the findings?

Consider: The Reverse Outline

Creating a reverse outline is one way to ensure that there is a full understanding of the article. Pre-read the article (read the abstract, introduction, and/or conclusion). Summarize the main question(s) and thesis or findings. Skim subheadings and topic sentences to understand the organization; make notes in the margins about each section. Read each paragraph within a section; make short notes about the main idea or purpose of each paragraph. This strategy will help to see how parts of the article connect to the main idea or the whole of the article (Crowther et al, 2015).

Structure: The Summary

A summary is written in paragraph form and generally does not include subheadings. An introduction is important to clearly identify the article, the topic, the question or purpose of the article, and its thesis or findings. The body paragraphs for a summary of an argumentative article will explain how arguments and evidence support the thesis. Alternatively, the body paragraphs of an academic article summary may explain the methods and findings, making connections to predictions. The conclusion explains the importance of the argument or consequences of the findings.

This structure ensures that the summary is focused and clear. Professors will often provide a list of required topics to include in the summary and/or explain how they want the summary organized (Crowther et al, 2015).

Review: Sample Outline for an Academic Article Summary

As you watch the video, think about the following:

· What is the purpose of an academic summary?

· What are the elements included in an academic summary?

https://www.youtube.com/watch?v=In0jZ59xuvA

Identify: Challenges to Writing a Summary

One noteworthy challenge in writing an article summary is determining what information or examples from the article to include. Remember, article summaries are much shorter than the article itself. There is not have the space to explain every point the author makes. Instead, explain the author’s main points and find a few excellent examples that illustrate the points.

Also keep in mind that article summaries are original writing. Scholarly writing can use complex vocabulary to explain complicated ideas, which makes it difficult to understand and to summarize correctly. In the face of difficult text, many students tend to use direct quotations, saving them the time and energy required to understand and reword it. However, a summary requires summarization, which means “to state briefly or succinctly” (Oxford English Dictionary) the main ideas presented in a text. The brevity is in the original writing, which demonstrates understanding of the article (Crowther et al, 2015).

Watch: How to Write a Summary

No transcript is currently available

Estimated time to complete: 3 minutes

As you watch the video, think about the following:

· What are the points included in a summary?

· What are the elements in a summary?

Topic 3: Using the Library Database

This topic addresses the following objectives:
Use academic texts as models for writing.
Estimated time to complete topic: 1 hour

Compare: The Web or the Library Database?

During the process of writing summaries and other assignments in this class, students will need to use the Herzing University Library databases. Therefore, it is important to understand what databases are and why they are preferable to Web searches.

Define: A Database

A database is an electronic (online) catalog or index that contains information about published items. Databases are searchable. Herzing University library subscribes to main databases. The library database allows you to find articles located within journals, magazines, and newspapers. There are also references such as encyclopedias and dictionaries, as well as books. Databases provide reference and citation information about the items that they index. Some library databases also provide abstracts of the items they index. An abstract is a brief summary of the article. Some libraries provide the full text (the entire article) for items they index. Library databases index items from many subject areas.

Watch: What are Databases and Why You Need Them

No transcript is currently available

Estimated time to complete: 3 minutes

As you watch the video, think about the following:

· Why should you use a database when doing research?

Herzing University Library Databases

Watch: Research Ready 1 – Research Assistance

This video discusses how and when to contact a Herzing Library for research assistance. It also presents what databases are and why to use them. The video provides guidance on how to find and select databases, with three different database examples and a variety of resource types.

https://www.youtube.com/watch?v=9_6kVhyKdhI

Watch: Research Ready 2 – Database Search Features

The video focuses on using the search and advanced features within databases as well as criteria for evaluating results and how to manage search results.

https://www.youtube.com/watch?v=WsZtxDwi6OM

Compare: The Web or the Library Database?

The Web (Google, Wikipedia, About.com, etc.) Varies at best, and the information is often difficult to verify. When using the web, it is difficult to limit to professional, scholarly literature. The information on the Web is seldom regulated, which means authority is often in doubt. On the web, there is much of the same information repackaged or duplicated. When doing a web search duplicates are not filtered out. Lack of subject focus can result in numerous irrelevant hits – or “junk” – to wade through when performing a web search. There is a lot of Web information that is opinionated and biased. Unless a subject-specific search engine is being used, the individual doing the search can expect “everything and the kitchen sink” in the results. It is important to remember that quantity ≠ quality. The internet also varies by search engine, but is often limited. There are ways to limit by document type ( , ) or language, but limiting by publication date, format (article, book, etc.), scholarly/peer-reviewed and more is unavailable. Web information often lives and dies on the Web and can come from anyone with Internet access. Seldom does the information come from legitimate published sources: magazines, academic journals, books, etc. When it is, the user usually has to pay to access it.

Databases (Academic Search, Lexis-Nexis, etc.) are easy to determine. Most databases have scholarly/peer-reviewed filter or contain only scholarly literature. Authority and trustworthiness are virtually guaranteed within a database. When using a database there can be dozens to hundreds of hits (sometimes 1000’s but not 100’s of 1000’s). The hits result in a more manageable number, and duplicates can be filtered out. When using a database there is a focus by subject (business, art, American history) and/or format (journals, books, book reviews). This means more relevant information and less time wasted dealing with junk. Information comes from legitimate, quality- controlled sources. Numerous advanced search features are determined by database subject focus, for example, limiting by publication type, date, language, document format, and scholarly/peer-reviewed status. The list of features is as long as the number of databases available. Databases deal only with published information; information that originally appeared in print: magazine and journal articles, books, etc. The library database is more reliable than the web. Through the library’s paid access, all of this information is available to you, the user, for free.

Evaluate: Websites

To determine whether a site’s contents (or any media’s contents – books, newspapers, television, etc.) can be trusted, it is best that that you carefully evaluate the site. See below for questions to ask when determining whether a site (or other media) contains sound information.

Audience

To whom is the site directed – children, adults, students; a certain ethnicity, gender or political affiliation? Is it understandable by the layman, or is it highly technical requiring specialized knowledge?

Authority

Is the author of the site listed? Can you determine his/her expertise? Is contact information given – phone number, address, e-mail? With what organization is he/she associated?

Bias

Does the language, tone, or treatment of its subject give the site a particular slant or bias? Is the site objective? Is it designed to sway opinion? Organizational affiliation can often indicate bias.

Currency

Currency – Is the site up-to-date with working links? Are dates given for when it was created and last updated? Is the topic current?

Scope

Is the site an in-depth study of the topic going several pages deep, or is it a superficial, single-page look at the subject? Are statistics and sources referenced properly cited? Does the site offer unique information not found anywhere else, e.g., print sources?

Watch: Critically Evaluating Websites

As you watch the video, think about the following:

· How do you know if a website is credible?

Define: What are “the Sciences”?

When referring to sciences, it generally means the life sciences (like physics, chemistry, biology, technology, and all the specialized areas in each) and the social sciences (like sociology, psychology, education, history, and specialized areas in each). The aim in writing in the sciences is fundamentally different from writing in humanities and self-expression. In the humanities, the tendency is to analyze or interpret a work.

In the sciences, the aim is observing and synthesizing facts. What is observed is situated in context. In reporting, what is observed about an object of study and where we situate it, is structured as persuasion, using precise language, evidence, data, proofs, case studies, testimony, and logical reasoning to help the reader place an object in the same context the observed placed it. Sometimes writing in the sciences involves solving a problem. Presenting the problem and its possible solution(s) also tends to use a persuasive structure.

Of course, analysis and expressive writing may use persuasion, and science writing may use analysis and an observer’s perspective; these kinds of writings are really a mix. For practice, however, persuasive structures twill be used to accomplish most writing tasks in the sciences because these are the structures that tend to be most valued in the sciences (Poulter, 2013).

Acknowledge: Hierarchy

“Situating in context” in the sciences usually means categorizing the object of study, the issue, the problem, the idea, and so on, according to its differences from other things in the same category. In Biology, organisms may be placed into such categories as genus, species, family, and so on. This categorization may be visualized as an upside-down “tree” diagram. In linguistics (the science of spoken language), similar “structures” have sometimes indicated how meaningful sounds relate to each other. This categorization results in a hierarchy, which is usually visualized as a diagram or chart that shows how things relate to each other (Poulter, 2013).

Comprehend: APA Style

The focus in the sciences is on understanding the place of new information in context, the way this information is reported demands a style format that emphasizes this way of ordering things. APA style format connects the stated observations with sources that support those statements, and reflects the hierarchical order and precise language that science values. This style is more exacting and structured than MLA, and fits the reporting of factual information better (Poulter, 2013).

Watch: APA Style for Academic Papers 6th Edition

As you watch the video, think about the following:

· How do you cite and reference materials used in writing in APA 6 formatting?

· How do you format a paper to follow APA 6?

Recognize: Objectivity

Objectivity means taking as much of our personal biases and preconceived notions out of the reporting what is done in the sciences. APA style helps to structure and order the larger format to keep writers objective when reporting. There are a few language-oriented preferences to remember about readers as well. These preferences help to keep the language in an objectively oriented tone and with an academic voice (Poulter, 2013).

Identify: Third Person Preferred

Student-writers frequently ask, “Can I use ‘I’ in my papers?” The pronoun “I” is considered “first person” in grammar (along with “me,” “my,” and “mine”). In order to remove personal “self-oriented” views and biases from the language used, is to avoid personal references by using these words. The use of first-person also closes the distance between readers and writers (the information passes from “I” – a person – to a reader). If we want to remain at a distance from the reader (the information passes from the language to the reader), then avoid first person. Objective writing favors this distance.

Rewrite: “You”

Second person “you” is also a problem in writing because either it implies that the author is speaking directly to the reader, which closes the author/reader distance in the same way “I” does, or it means something like “people in general,” which is not as exact as science writing prefers. Avoid “you” in writing (Poulter, 2013).

Watch: How to Write in Third Person

As you watch the video, think about the following:

· How can you rephrase statements to be third person?

Eliminate: Passive Voice

Instructors frequently scribble “passive” in the margins and helpfully underline the offending bits of sentences. This is most un-helpful. Passive constructions tend to be imprecise, because the subject can be implied rather than stated outright, and science writing prefers precision. Word processing programs also point out passive constructions and even offer suggestions to make them active constructions. Just be careful that the new word order says what it is meant to say.

Probably the easiest way to recognize and fix the kind of passive voice that hinders precision (some passive constructions are more precise) is to identify the action in a sentence (the verb) and to ask, “Who or what is performing (or performed) this action?” If the subject is stated, the voice is “active.” If the actor or object is implied, or ignored completely, the voice is “passive.”

Active Passive Voice Example

Eliminate: Figurative Language

Precise language is simple language. Precise language tends to be literal language as well. For this reason, avoid forms of figurative language. Clichés, metaphors, figurative comparisons, figures of speech, and other “poetic” or “literary” devices that are subject to interpretation, science writers tend to avoid them. Keep your language simple, direct, and literal (Poulture, 2013).

Watch: Academic vs. Creative Writing

As you watch the video, think about the following:

· What are the differences between creative writing and academic writing?

Topic 5: Sections of an Academic Research Paper

Review: Sections of an Academic Research Paper (Poulter, 2013)

Getting Started: Drilling Down to a Topic

A “topic writing” is an exercise designed to arrive at a starting place with a topic or subject. As a practical matter, the goal for a topic writing is to write through a brainstorming technique to a starting sentence for the Abstract (Poulter, 2013).

Select: A Topic

Sometimes research problems are articulated (assigned) and choices are limited. However, in some cases students are allowed to choose a topic. If this is the case, here are some questions to ask to arrive at a topic that fits the assignment and interests at the same time.

Draft Checklist

After thinking about the items from the checklist, answer each of the prompt questions below in a single sentence. This begins the process of creating a draft (Poulter, 2013).

Prompts from Draft Checklist

For further help to answer these questions, use the template below. The template is taken directly from the questions above (Poulter, 2013).

Template from Prompts

The draft is generated from the checklist, prompts, and template.

Draft from Template

Most Common Question

“Shouldn’t I ‘do research’ before I begin writing?”

Not if the issue chosen is already something you know quite a bit about. Doing research after beginning to write can be more efficient if you have a specific problem and key words to limit searches. It is necessary to “do research” before writing if the topic is assigned. Otherwise, begin writing and, as questions arise, look up answers (Poulter,2013).

Watch: Academic Conventions

Analyze: Writing the Abstract

Knowing how to write a summary is important in writing the abstract. An abstract is a summary introduction for the project. For academic writing, abstracts serve as a planning for writing. This takes the place of an outline. Each element below should be addressed or each question should be answered. It also serves as an Abstract for others to read and ask questions about. It will serve as a summary to for the project. It also may be submitted before finishing the project or serve as part of the detailed introduction to the project.

Remember to consider it as a tentative document until all of the sections of the project are finished. This is beneficial because there is only a small amount of writing invested in the abstract, so even wholesale changes (or starting again) will not be too difficult (as opposed to writing five or more pages – or even a whole paper – only to have to admit it is not going to work). Plan to spend some time on the abstract and the introduction; the other sections will come more quickly the more time spent on the abstract and the introduction (Poulter, 2013).

Draft Checklist

Write the abstract by answering the questions below. Think about each one carefully. Then type an answer to the question in a new, blank document. Each answer is a sentence or sentences in the abstract draft, so indent the first answer and place each of the rest of the answers, one after another, in paragraph form (Poulter, 2013).

Prompts from the Draft Checklist

For additional help answering these questions, use the template below. The template is taken directly from the questions above (Poulter, 2013).

Template from Prompts

Draft from Template Abstract

How to Answer the Prompts

In the prompts from the draft checklist, think about how to answer the prompts in writing.

Prompt 1: In general, what topic, subject, or problem do I want to explore?

Prompt 2: In particular, what do I want to explore, solve, or change about this topic, in very specific terms?

Prompt 3: How may I summarize the statements I have made so far in other words?

Watch: Writing the Abstract

Introduction Paragraph – Thesis/Claim Statement

The Introduction is a more specific summary of your project than the Abstract and contains these kinds of statements. Below is a way to visualize the process of arriving at a thesis/claim statement by writing a Topic Writing, then an Abstract, then an Introduction. First experiment with different statements on a general-to-specific continuum to reach a summary statement in the Abstract. In the Introduction, try different statements on a theoretical-to-practical continuum (at the intersection with our summary statement) to reach a thesis/claim statement (Poulter, 2013).

Draft Checklist

Remember, change and adjust the answers to the prompts below while writing, researching, talking about them, thinking about them, or listening to someone else. In other words, each statement written is tentative. Each time there is a change to the statement, the final thesis statement will change as well (Poulter, 2013).

To arrive at a thesis/claim statement in a methodical way in writing, formulate and reformulate each answer to the following prompts. Write the introduction by answering the questions. Think about each one carefully. Then create an answer to the question in a new, blank document. Each answer is a sentence or sentences in the Introduction draft, so indent the first answer and place each of the remaining answers, one after another, in paragraph form.

Prompts from Draft Checklist

For help answering these questions, use the template below. The template is taken directly from the questions above (Poulter, 2013).

Template from Prompts

The draft below is generated from the checklist, prompts, and template above.

Draft from Template

How to Answer the Prompts
In the prompts from the draft checklist, think about how to answer the prompts in writing.

Prompt 1: What is the summary statement?

Prompt 2: Why do I think my summary statement will work (or why should it be accepted)?

Prompt 3: What are some practical steps to implementing the summary statement?

Prompt 4: How to restate the summary statement as a claim

Most Common Question

“After this introduction, what is all the rest of the paper about?”

The last statement of the introduction is also the claim statement. Every other question in the essay will be directed to this statement. In other words, each question moving forward, will be asked of the claim statement (Poulter, 2013).