College term papers involve organized research, proper formatting and a strong argument that you provide evidence for in the paper. It's important to talk with your professor first before working on the paper, because you want to be sure you're on the right track. Also, choose a research topic for which you can find enough information to write a detailed term paper.
Instructions
1.Write the term paper in the proper format. Some professors may want you to format it in Modern Language Association style, while others want you to use the Chicago Manual of Style. Ask your professor which style to use. Then visit the campus library or bookstore to get books on the style you're using.
2.Start with a good introduction. The purpose of the introduction is to tell readers what your main argument is in the paper and why this claim is valid. Before stating your main argument, you should give some background information on the topic for those who are not knowledgeable about it. For example, if you're arguing that traditional black Creole culture in New Orleans is slowly dying out, give a historical background on the culture and why it's important to New Orleans.
3.Stick to the facts, not personal opinion. The purpose of the paper is to prove your argument with factual evidence. Avoid using first-person tense in the paper. Be sure that the research you gathered is current, unless it's a history paper and you need to use some historic research materials.
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Sunday, November 28, 2010
How to Choose the Topic of a College Paper
How to Choose the Topic of a College Paper -- powered by eHow.com
Saturday, November 27, 2010
The Procedure of Making Meatballs
Procedure text is kind of text which teaches on how to make something completely. Procedure text is dominantly structured with imperative sentence since it actually an instruction. Procedure text usually explain the ingredient or material which is need, though sometime it is omitted, after that procedure text will explain step by step how to make the thing. See the following example of procedure text!
The Procedure of Making Meatballs
What you need for the ingredients
* 1 kilo of very fine minced meat (preferably beef)
* 2 eggs
* 300 grams of tapioca-flour
* 4-8 cloves of garlic
* 1 red onion
* 1 teaspoon of white pepper
* 2 teaspoons of salt
The steps to make meatballs
These steps are instruction on how to make meatballs, just meatball, the soup is made separately.
First of all,mix garlic, red onion, salt, and white pepper in a mortar or mixer.
Second step, mix the spice-mixture with the eggs, the tapioca-flour and the minced meat.
After that, use your fingers, add a cup of water, and keep on working until the mixture feels soft and smooth.
Then, boil some water in a rather large pot, at least about 2 liters.
Next step, start rolling the mixture into small meatballs.
Finally, lower the meatballs into the boiling water. When they float up to the surface the meatball are ready to serve.
The Procedure of Making Meatballs
What you need for the ingredients
* 1 kilo of very fine minced meat (preferably beef)
* 2 eggs
* 300 grams of tapioca-flour
* 4-8 cloves of garlic
* 1 red onion
* 1 teaspoon of white pepper
* 2 teaspoons of salt
The steps to make meatballs
These steps are instruction on how to make meatballs, just meatball, the soup is made separately.
First of all,mix garlic, red onion, salt, and white pepper in a mortar or mixer.
Second step, mix the spice-mixture with the eggs, the tapioca-flour and the minced meat.
After that, use your fingers, add a cup of water, and keep on working until the mixture feels soft and smooth.
Then, boil some water in a rather large pot, at least about 2 liters.
Next step, start rolling the mixture into small meatballs.
Finally, lower the meatballs into the boiling water. When they float up to the surface the meatball are ready to serve.
Tsunami: Explanation Text Example
Tsunami
The term of “tsunami” comes from the Japanese which means harbour ("tsu") and wave ("nami"). A tsunami is a series of waves generated when water in a lake or a sea is rapidly displaced on a massive scale.
A tsunami can be generated when the sea floor abruptly deforms and vertically displaces the overlying water. Such large vertical movements of the earth's crust can occur at plate boundaries.
Subduction of earthquakes are particularly effective in generating tsunami, and occur where denser oceanic plates slip under continental plates.
As the displaced water mass moves under the influence of gravity to regain its equilibrium, it radiates across the ocean like ripples on a pond.
Tsunami always bring great damage. Most of the damage is caused by the huge mass of water behind the initial wave front, as the height of the sea keeps rising fast and floods powerfully into the coastal area.
The term of “tsunami” comes from the Japanese which means harbour ("tsu") and wave ("nami"). A tsunami is a series of waves generated when water in a lake or a sea is rapidly displaced on a massive scale.
A tsunami can be generated when the sea floor abruptly deforms and vertically displaces the overlying water. Such large vertical movements of the earth's crust can occur at plate boundaries.
Subduction of earthquakes are particularly effective in generating tsunami, and occur where denser oceanic plates slip under continental plates.
As the displaced water mass moves under the influence of gravity to regain its equilibrium, it radiates across the ocean like ripples on a pond.
Tsunami always bring great damage. Most of the damage is caused by the huge mass of water behind the initial wave front, as the height of the sea keeps rising fast and floods powerfully into the coastal area.
Monday, November 22, 2010
Literature in Education
For us in the field, the answer is just that we love it. We study it for years, then we look around for a chance to make a living off it. That's understandable, but if that's all, we're con artists, selling insubstantial dreams to the susceptible young to help maintain our own habit. I don't think this is true, though. We have important things to teach.
1. Literature offers the best way of teaching extensive reading skills. Non-literature reading programs, and especially programs for non-native speakers, focus on short passages. Big international surveys such as PISA (or tests of basic skills) are based on many readings of very short passages. Yet extensive reading is a different kettle of fish. To read something longer, you need to stay aware of macrostructures such as plot.
2. Literature offers a way of linking the emotional with the intellectual. If students are to learn reading effectively, they have to remember significant turns in plot, and this will only happen, in the first instance, if those turns have emotional impact. So it harnesses the emotional to the cognitive. When literature does what it should, though, it acts against the alienation of the emotional and the intellectual.
3. Literature teaches values with emotional force. To take an American example, To Kill a Mockingbird is at once a condemnation of America, and a celebration of an archetypal American hero: the man who stands up to defy his whole community in defence of what's right (the same character as John Proctor of The Crucible, in a way). Khaled Hosseini does something similar in A Thousand Splendid Suns when Mariam stands up to accept her death in defence of her co-wife and her co-wife's children. Students need to feel the force of these things, or values will not be strong in their lives--but they also need to be able to defend themselves. There's nothing about literature that says it always has to be moral. Many people think that the Yugoslav war comes down in part to poetry, to the sort of thing Serbian students learned in school. Karadzic is an expert on folk ballads.
4. Literature has the power to change destructive ways of thinking on many levels. In my life, poetry has been a wonderful thing. When your emotions bear down on you to see the world in a negative light, and believe that it's not you, it's just real, at a time like that, you need something as powerful as poetry. It can crystalize what you feel at that moment, or it can transform it into something better. I believe in memorizing poetry. If you memorize a poem, it will become a part of your emotional structure, and it can only do that because its structure is unyielding. It will not give, and that's why it is worth it to you. When I was in teachers' college in Montreal in 1983, I read George Gabori's wonderful book When Evils Were Most Free. He was a political prisoner in Stalinist Hungary. When he was in solitary confinement, he exercised his mind by trying to remember all the poetry he ever knew. He says by the time he got out, he could recite for eight hours at a stretch without repeating himself. That is how important literature is.
5. Literature is about reality. Some of you out there have probably read deconstructionist criticism from the eighties that goes on about literature being only about itself. What nonsense. Literature is about itself in so far as it is a self-contained system. But so is mathematics, and yet the bridges built by mathematical calculation stay up. "Poems are imaginary gardens with real frogs in them." Who said that?
I suppose I am preaching to the choir here, but I think these are good reasons, and maybe you would like to know them, too.
1. Literature offers the best way of teaching extensive reading skills. Non-literature reading programs, and especially programs for non-native speakers, focus on short passages. Big international surveys such as PISA (or tests of basic skills) are based on many readings of very short passages. Yet extensive reading is a different kettle of fish. To read something longer, you need to stay aware of macrostructures such as plot.
2. Literature offers a way of linking the emotional with the intellectual. If students are to learn reading effectively, they have to remember significant turns in plot, and this will only happen, in the first instance, if those turns have emotional impact. So it harnesses the emotional to the cognitive. When literature does what it should, though, it acts against the alienation of the emotional and the intellectual.
3. Literature teaches values with emotional force. To take an American example, To Kill a Mockingbird is at once a condemnation of America, and a celebration of an archetypal American hero: the man who stands up to defy his whole community in defence of what's right (the same character as John Proctor of The Crucible, in a way). Khaled Hosseini does something similar in A Thousand Splendid Suns when Mariam stands up to accept her death in defence of her co-wife and her co-wife's children. Students need to feel the force of these things, or values will not be strong in their lives--but they also need to be able to defend themselves. There's nothing about literature that says it always has to be moral. Many people think that the Yugoslav war comes down in part to poetry, to the sort of thing Serbian students learned in school. Karadzic is an expert on folk ballads.
4. Literature has the power to change destructive ways of thinking on many levels. In my life, poetry has been a wonderful thing. When your emotions bear down on you to see the world in a negative light, and believe that it's not you, it's just real, at a time like that, you need something as powerful as poetry. It can crystalize what you feel at that moment, or it can transform it into something better. I believe in memorizing poetry. If you memorize a poem, it will become a part of your emotional structure, and it can only do that because its structure is unyielding. It will not give, and that's why it is worth it to you. When I was in teachers' college in Montreal in 1983, I read George Gabori's wonderful book When Evils Were Most Free. He was a political prisoner in Stalinist Hungary. When he was in solitary confinement, he exercised his mind by trying to remember all the poetry he ever knew. He says by the time he got out, he could recite for eight hours at a stretch without repeating himself. That is how important literature is.
5. Literature is about reality. Some of you out there have probably read deconstructionist criticism from the eighties that goes on about literature being only about itself. What nonsense. Literature is about itself in so far as it is a self-contained system. But so is mathematics, and yet the bridges built by mathematical calculation stay up. "Poems are imaginary gardens with real frogs in them." Who said that?
I suppose I am preaching to the choir here, but I think these are good reasons, and maybe you would like to know them, too.
Friday, November 12, 2010
Example Narrative Text: Three Fish
Once three fish lived in a pond. One evening, some fishermen passed by the pond and saw the fish. ‘This pond is full of fish’, they told each other excitedly. ‘we have never fished here before. We must come back tomorrow morning with our nets and catch these fish!’ So saying, the fishermen left.
When the eldest of the three fish heard this, he was troubled. He called the other fish together and said, ‘Did you hear what the fishermen said? W must leave this pond at once. The fishermen will return tomorrow and kill us all!’ The second of the three fish agreed. ‘You are right’, he said. ‘We must leave the pond.’
But the youngest fish laughed. ‘You are worrying without reason’, he said. ‘We have lived in this pond all our lives, and no fisherman has ever come here. Why should these men return? I am not going anywhere – my luck will keep me safe’.
The eldest of the fish left the pond that very evening with his entire family. The second fish saw the fishermen coming in the distance early next morning and left the pond at once with all his family. The third fish refused to leave even then.
The fishermen arrived and caught all the fish left in the pond. The third fish’s luck did not help him – he was caught and killed.
When the eldest of the three fish heard this, he was troubled. He called the other fish together and said, ‘Did you hear what the fishermen said? W must leave this pond at once. The fishermen will return tomorrow and kill us all!’ The second of the three fish agreed. ‘You are right’, he said. ‘We must leave the pond.’
But the youngest fish laughed. ‘You are worrying without reason’, he said. ‘We have lived in this pond all our lives, and no fisherman has ever come here. Why should these men return? I am not going anywhere – my luck will keep me safe’.
The eldest of the fish left the pond that very evening with his entire family. The second fish saw the fishermen coming in the distance early next morning and left the pond at once with all his family. The third fish refused to leave even then.
The fishermen arrived and caught all the fish left in the pond. The third fish’s luck did not help him – he was caught and killed.
Example Recount Text: My Holiday at The Beach
Last week my friend and I were bored after three weeks of holidays, so we rode our bikes to Smith Beach, which is only five kilometres from where I live. When we arrived at the beach, we were surprised to see there was hardly anyone there.
After having a quick dip in the ocean, which was really cold, we realized one reason there were not many people there. It was also quite windy. After we bought some hot chips at the takeaway store nearby, we rode our bikes down the beach for a while, on the hard, damp part of the sand. We had the wind behind us and, before we knew it, we were many miles down the beach.
Before we made the long trip back, we decided to paddle our feet in the water for a while, and then sit down for a rest. While we were sitting on the beach, just chatting, it suddenly dawned on us that all the way back, we would be riding into the strong wind.
When we finally made it back home, we were both totally exhausted! But we learned some good lessons that day.
After having a quick dip in the ocean, which was really cold, we realized one reason there were not many people there. It was also quite windy. After we bought some hot chips at the takeaway store nearby, we rode our bikes down the beach for a while, on the hard, damp part of the sand. We had the wind behind us and, before we knew it, we were many miles down the beach.
Before we made the long trip back, we decided to paddle our feet in the water for a while, and then sit down for a rest. While we were sitting on the beach, just chatting, it suddenly dawned on us that all the way back, we would be riding into the strong wind.
When we finally made it back home, we were both totally exhausted! But we learned some good lessons that day.
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