How to Write and Publish A Scientific Paper: A Closer Look to Eastern European Economics, Business and Management Journals
Background: Scientific research publishing carries significant role in the development of the society. Apart from the dissemination of skill, there are also motives for publication of scientific research results at the level of individual researchers. Objectives: The aim of the paper is to propose elementary, yet very applicable advice when pursuing the publication of a paper in a scientific journal providing a closer look to economics, business and management journals that concentrate on Eastern European countries. Methods/Treatment: The Four Cs model of scientific writing and publication is introduced, based on four questions: (1) How to pick a topic relevant for publication?; (Two) How to select a journal for possible publication?; (Trio) How to structure the paper in accordance with the IMRAD format. and (Four) How to efficiently write the paper? Results: Step-by-step application of the 4C’s model is introduced in the paper with an outlook to economics, business and management journals that concentrate on Eastern European countries. Conclusions: Publication in a scientific journal is an significant venue for scientific researchers. In preparing the presentation of the scientific research results for the publication, number of issues relating content, style, composition and presentation should be taken into account.
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Selecting a paper for your fountain pen is like pairing a fine wine with cheese—different combinations bring out the subtleties and unique flavors of both. In the same way, finding a good paper permits you to realize the total potential of your fountain pen and ink, adding another dimension to both the pen and paper. There are many things to consider when selecting the best paper suitable for your fountain pen. We delve into those considerations below, but skip to end if you just want to see our attempted and true recommendations that work well with most fountain pens!
A crisp, clean white is the standard for most fountain pen paper, but soft, pearly paper is also available as an option that’s lighter on the eyes. The brightness of white paper may vary across different manufacturers. For inks to display their true color, a bright white paper is the best choice. If white and fluid don’t speak to you, Midori makes a range of colorful notebooks with matching colored paper that are fountain-pen-friendly!
The dreaded effect of feathering occurs when the ink spreads through a paper’s fibers, resulting in an unattractive, web-like mess. Low quality paper is more prone to feathering while higher quality paper is specifically designed to fight back the spreading of ink along its fibers. Aside from the paper itself, nib size and the nature of the ink also play a role in the degree of feathering.
Bleed-Through and Show-Through
Bleed-through occurs when a paper is too skinny or too absorbent, or when a fountain pen is particularly inky and humid. The fiber on fountain pen paper is specifically woven to prevent bleed-through, but you may still see traces of what you’ve written through the other side of the paper, known as show-through. Show-through level depends on the opacity of the paper, mostly affected by its thickness. A thicker paper will naturally have less show-through.
Given a certain ink formulation, the dry time varies by a paper’s absorbency—the greater the absorbency, the shorter the dry time. However, a paper’s absorbency is inversely correlated with it’s smoothness; in other words a paper that is more absorbent will tend to also be harsher to write on. In practice, you will have to choose a balance inbetween a brief dry time and writing smoothness.
Like regular paper, fountain pen paper comes in a range of sheet styles, from lined to blank to grid. A popular option is Rhodia’s dot grid ruling where light gray dots are arranged in a grid pattern, providing a nice guideline for writing without being intrusive. For those who choose blank sheets, some manufacturers will include a template that you can layer behind the paper to help you keep your writing straight. To read more about sheet styles, see our Paper Notebooks Explained article.
To fully take advantage of a fountain pen’s sleek flowing ink, an identically slick paper is a must. Usually, the decorating on the paper affects its smoothness level. A fully decorated paper is slimy, making it difficult for the ink to absorb and dry. However, an uncoated paper is often toothy, which is difficult for fountain pen nibs to slide across. We recommend a half decorated paper for a slick writing practice and reasonable dry time.
You don’t have to break the bank to get a good paper to pair with your fountain pens. Generally, paper made especially for fountain pen use will be more expensive, but we have a duo of finds below that aren’t specifically designated for fountain pens, but are fountain-pen-friendly at a lower price point.
Fountain Pen Paper Recommendations
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A good introductory paragraph 1. gets your reader’s attention, Two. introduces your topic, and Three. presents your stance on the topic (thesis).
Right after your title is the introductory paragraph. Like an appetizer for a meal, the introductory paragraph sets up the reader’s palate and gives him a foretaste of what is to come. You want embark your paper on a positive note by putting forward the best writing possible.
Like writing the title, you can wait to write your introductory paragraph until you are done with the figure of the paper. Some people choose to do it this way since they want to know exactly where their paper goes before they make an introduction to it. When you write your introductory paragraph is a matter of individual preference.
Your introductory paragraph needs to accomplish three main things: it must 1. grip your reader, Two. introduce your topic, and Trio. present your stance on the topic (in the form of your thesis statement). If you’re writing a large academic paper, you’ll also want to contextualize your paper’s claim by discussing points other writers have made on the topic.
There are a multiplicity of ways this can be achieved. Some writers find it useful to put a quote at the beginning of the introductory paragraph. This is often an effective way of getting the attention of your reader:
«Thomas Jefferson’s statement in the Declaration of Independence that «all boys are created equal» seems contrary to the way he actually lived his life, bringing into question the difference inbetween the man’s public and private lives…»
Hmm. Interesting…Tell me more. This introduction has set off the paper with an interesting quote and makes the reader want to proceed reading. How has Jefferson’s public life differed from his private life? Notice how this introduction also helps framework the paper. Now the reader expects to learn about the duality of Thomas Jefferson’s life.
Another common method of opening a paper is to provide a startling statistic or fact. This treatment is most useful in essays that relate to current issues, rather than English or scientific essays.
«The fact that one in every five teenagers inbetween the ages of thirteen and fifteen smokes calls into question the efficacy of laws prohibiting advertising cigarettes to children…»
The reader is given an interesting statistic to chew on (the fact that so many children smoke) while you set up your paper. Now your reader is expecting to read an essay on cigarette advertising laws.
When writing English papers, introducing your topic includes introducing your author and the aspect of the text that you’ll be analyzing.
«Love is a widely felt emotion. In The Count of Monte Cristo. Alexandre Dumas uses the universality of love to develop a connection with his reader…»
Here, the reader is introduced to the chunk of text that will be analyzed, the author, and the essay topic. Nice.
The previous sample introduction contains a general sentence at the beginning that bring up a very broad topic: love. From there, the introductory paragraph whittles down to something more specific: how Dumas uses love in his novel to develop a connection with the reader. You’d expect this paragraph to march right on down to the thesis statement, which belongs at the end of the introductory paragraph. Good introductory paragraphs often have this ‘funnel’ sort of format-going from something broad (such as love) to something more specific until the thesis is introduced.
Attempt to avoid the some of the more hackneyed openers:
«Have you ever wondered why…»
«Webster’s dictionary defines…»
«X is a very significant issue facing America today…»
Proceed to Figure Paragraphs>>
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Volcanoes are fuckholes or vents in the Earth’s crust, created when torrid hot magma under the crust of the Earth is compelled upward to the surface. Magma collects in a chamber underneath the crust, pressure builds up and coerces it up through cracks or fissure and a conduit to the surface is created. Hot gases attempt to escape but are trapped in the magma. The surface of the Earth embarks to bulge until the pressure can no longer be contained. Gases and fragments are released in a violent explosion called a volcanic eruption.
A volcano can pour out many times in its lifetime. The material released over many eruptions step by step builds up a cone shaped mountain. In the center of the mountain is a vent called the central vent, there can be smaller side vents that come off of the central vent. In many volcanoes there is a cup shaped crater at the top of the central vent. Under the volcano there is a large magma chamber where the magma is. The explosive power of a volcano depends on how much
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Essay on Myths of Volcanoes – Myths and legends are everywhere. There are legends of people from long ago, myths of ancient Greeks. There are myths and legends of almost everything, including volcanoes. Myths of their creation, of why they explode. Myths and legends of various gods controlling their own volcanoes. There is a story for almost every volcano. The amount of legends and myths concerning volcanoes is fairly extensive, ranging from Hephaestus to Vulcan and everything in inbetween. It’s very interesting to know what people thought of volcanoes when the myths were made; myths about volcano are as captivating as other myths. [tags: Myths]
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Volcanoes Essay – Volcanoes Volcanoes are natural phenomena which are on the Earth’s surface through which steamy rock and gases escape from below the surface (Tarbuck, 139). These volcanoes are very interesting to observe and to investigate because of their amazing occurrences and majestic lava eruptions. Volcanoes have been studied ever since the beginning of mankind and the word “volcano” is thought to be derived from Vulcano, a volcanic island in the Aeolian Islands of Italy whose name in turn originates from Vulcan, the name of a god of fire in Roman mythology. [tags: Natural Disasters ] . 7 Works Cited
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Volcanoes Essay – Volcanoes Volcanoes are fuckholes or vents in the Earth’s crust, created when torrid hot magma under the crust of the Earth is compelled upward to the surface. Magma collects in a chamber underneath the crust, pressure builds up and compels it up through cracks or fissure and a conduit to the surface is created. Hot gases attempt to escape but are trapped in the magma. The surface of the Earth commences to bulge until the pressure can no longer be contained. [tags: Papers]
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Volcanoes Essay – Volcanoes Volcanoes are one of the most disruptive yet fascinating geological land forms in our natural environment. They consist of a fissure in the earth’s crust above which a cone of volcanic material has accumulated. The cone is formed by the deposition of hot or solid matter that flows from the interior of the earth through an indented vent, called a crater, which is found at the top of the cone. In this report I will discuss different states of volcanic activity, different forms of volcanoes and their properties and locations. [tags: Papers]
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Volcanoes Essay – Volcanoes Distribution Volcanoes can be described as being tectonic hazards that occur in many parts of the world. The distribution of volcanoes is closely linked with the positioning of the tectonic plate boundaries across the globe. Today there are about 500 active volcanoes in the world. The world map of volcanoes in your atlas shows that the most volcanic activity occurs along the West coasts of North and South America, (along the Rockies and Andes) and the coasts of many Far East countries (in areas like Japan, China etc). [tags: Papers]
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Volcanoes Essay – Volcanoes This paper will define and discuss the volcano to include: types of volcanoes, formation of a volcano, and elements of a volcano; such as, lava, rock fragments, and gas. This paper also tells a little bit about volcanic activity in different parts of the world. What is a volcano. A volcano is a vent in the earth from which torrid rock and gas pour out. The super hot rock that pours out from the volcano forms a hill or mountain around the vent. The lava may flow out as a viscous liquid or it may explode from the vent as solid or liquid particles. [tags: Volcano Nature Lava Eruption Essays] . Four Works Cited
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Volcanoes Essay – A Look Into Volcanoes I. Introduction Volcano: defined is a mountain or hill formed by the accumulation of materials erupted through one or more openings (called volcanic vents) in the earth’s surface. The term volcano can also refer to the vents themselves. Most volcanoes have steep sides, but some can be gently sloping mountains or even plane tablelands, plateaus, or plains. The volcanoes above sea level are the best known, but the vast majority of the world’s volcanoes lie underneath the sea, formed along the global oceanic ridge systems that crisscross the deep ocean floor. [tags: essays research papers fc] . Two Works Cited
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Volcanoes Essay – Affects of Volcanoes The plates which are about 20 miles thick, make up the earth’s crust and are a chief cause of volcanic activity. These plates are always in movability. They stir very leisurely, however some at times bump in to each other. These movements put a lot of pressure on the surface rock. Volcanoes obtain their energies from such movement and pressure. Volcanoes form at the boundaries of these plate where two types of movement occurs, two plates will collide with each other or the plates will stir apart from each other. [tags: essays research papers]
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Super Volcanoes Essay – Super Volcanoes There is no exact definition for a super volcano, but the expression is often used to refer to volcanoes that have produced extraordinarily large eruptions in the past. When one of these large eruptions occurs, a enormous amount of material is blasted out of the super volcano, leaving a massive crater or caldera. A caldera can be as much as forty or fifty miles broad. At Yellowstone, the caldera is so big that it includes a fair amount of the entire park. In effect, it is so big that at very first scientists didn’t see the state a caldera had until it was photographed from space. [tags: Papers]
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gas is trapped in the magma. When there is a lot of gas trapped in the magma the eruptions are more explosive, and when there is less gas the eruptions are less explosive. Magma trickles out of the volcano in the form of lava. The lava expelled from an erupting volcano lodges on the sides of the volcanic mountain and cools forming a hard crust of brand spankin fresh earth. Depending on how much lava and tephra build up different types of volcanoes can be formed.
There are three major types of volcanoes, cinder cone volcanoes, composite volcanoes, and shield volcanoes. Cinder cone volcanoes are puny volcanic mountains made up exclusively of fragmented lava that gushes explosively and is made up of cinders. Cinder cones usually have a brief life, that is why they are fairly puny. The 2nd major type of volcano, the composite volcano, in contrast to the cinder cone can grow much larger. One famous example of a composite volcano is Mt. Fuji in Japan. The third type of volcano is the shield volcano. Shield volcanoes are gently sloping mound shaped volcanoes formed by feeble eruptions with liquid lava that spreads out around the crater.
Volcanoes are permanently switching the face of Earth. Even tho’ they are sometimes deadly, volcanoes are an significant part of the Earth’s geology and they help humans to better understand the internal processes that form our planet.
Disclaimer: Free essays on Science posted on this site were donated by anonymous users and are provided for informational use only. The free Science research paper (Volcano Facts essay ) introduced on this page should not be viewed as a sample of our on-line writing service. If you need fresh and competent research / writing on Science, use the professional writing service suggested by our company.
Hot! Fire! Destruction! These are words that most
people associate with volcanoes. But some good effects can
come out of volcanoes. Volcanoes also have their own
special mythology associated with them. A lot of volcanoes
have some general characteristics in common. There are many
volcanoes around the world and some have special
characteristics. So come along and take a tour with me into
the wonderful and titillating world of volcanoes.
Over 550 volcanoes have erupted on the surface of the
Earth since human kind has been able to record history.
Their destructiveness has claimed the lives of over 200,000
people during the last 500 years with 26,000 deaths inbetween
1980 and 1990 alone. They have also cause an innumerable
amount of property harm.
The largest eruption of the twentieth century was the
eruption of Novarupta on the peninsula of Alaska. The
amount of lava that erupted measured to toughly 15 cubic
kilometers! All of the lava erupted equaled to the amount
of 30 times the amount of lava that came from Climb on Saint
Helens and it is also the equivalent of 230 years of
eruptions at Climb on Kilauea. The eruption lasted for 60
hours on June 6, 1920.
The thickest eruption, despite its size, was not the
most disruptive, for the most disruptive was the eruption
of Climb on Saint Helens in Oregon during the week of May 18th,
1980. This eruption mainly caused just loss of property,
because many people didn’t expect the volcano to spew out.
Albeit some people did die, this volcano was kind of powerless
compared to the size of the eruption and amount of lives
lost in other eruptions like Tambora, Indonesia in 1815
where 92,000 people died.
Despite all of these bad effects, some life still
shines through these tragedies. For example the ash that a
volcano spews out covers many square miles of plants and
trees. This holds in water and waters plants. The ash also
contains many nutrients that plants use. A little more than
80 percent of the Earth’s surface is volcanic in origin,
meaning that most of the Earth’s surface was formed by
volcanoes. Also, magma deposits warmth water underground
which produces geothermal energy.
The word volcano comes from an island off of the coast
of Sicily called Vulcano. The people of Sicily thought that
the clouds of dust and spurts of lava were made from Vulcan,
the blacksmith for the Roman Gods. They believed that
Vulcan forged thunderbolts for Zeus and weapons for Mars on
Out of the 550 of the world’s active volcanoes, the
world’s largest active volcano is Mauna Loa, it is one of
the Hawaiian islands. The island protrudes around 13,677
feet above sea level; while the entire island was formed by
an underwater volcano, this brings it 28,000 feet above the
ocean floor where it began. From the base underwater to
the summit above water, this volcano stands higher than
There are two main types of volcanoes out there in the
world today, the very first is felsic, and the 2nd is mafic.
Felsic volcanoes have a high silica content and a light
color to the lava. The 2nd, mafic, has just the
opposite, a low silica content and a darker color.
Then there are underwater volcanoes and above ground
volcanoes. The underwater volcanoes are less known about
than above ground for the evident reason that they are seen
when they are above ground. Underwater volcanoes produce
some things called black smokers, they are basically just
ash as well as black smoke that combine and warmth up water to
boiling temperatures. An interesting fact about underwater
volcanoes is that some islands have been formed by lava
eruptions building up year after year. An island chain that
is very well known that has been formed by this process is
the chain of the Hawaiian Island chain. This chain also
includes the world’s largest volcano, Mauna Lao, which, when
you count the amount underwater and the amount above water
is taller than Climb on Everest.
Some volcanoes have been found in our solar system that
are not on the planet Earth. One volcano, which is the
largest one in our solar system, is Climb on Olympus Mons on
the planet Mars. This is the only volcano found on the
planet mars. There are also numerous volcanoes found on Io,
a moon of the planet Jupiter. These volcanoes also display
that some plate tectonics on Io, even tho’ no plate
tectonics is believed to have occurred on Mars.
Volcanoes form when magma, melted rock underground (it
is called lava when it reaches the surface) (most of it
forms around 50 to 100 miles underground), when the magma
mixes with gas and rises, pressure builds against the
surface, the magma violates through and you get a volcano.
Shield volcanoes form when a lot of lava spills out of
a vent and goes in a broad, flatter area. Another type of
different volcano is a cinder cone. Cinder cones are made
when tephra, thick drops of magma, pours out from a vent in the
ground and comes back down then accumulates. A famous one
is ParicutГѓВn in western Mexico. It commenced to form in 1943
in the middle of a farmer’s corn field, then it began to
stop in 1952. When it was finished, the cinder cone was
1,345 feet higher than the base. Then there are composite
volcanoes which form when tephra and lava spew out from the
same vent. One example of this is Pompeii and Japan’s Climb on
When all of the magma is drained out of the chambers of
the volcanoes, called magma chambers, sometimes the volcano
can’t support itself and collapses, this leaves a crater
called a caldera.
So, I hope that you have learned about some specific
volcanoes as well as the properties that go along with them
(even if they are bad). I also hope that you found out that
volcanoes aren’t all that bad.
World Book Encyclopedia, Book U-V, pg.462-pg.467
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The essay is based on a presentation by the author at the 11th International Conference of EASE, Tallinn, June 2012.
Copy editors typically work on word-processor files, which track switches made to the text. They also query the authors through comments in the text. At present there is no automated way to quantify the copy editing, and the amount of work is typically assessed by word count of the original document or the time spent by the copy editor. These are poor substitutes, and do not indeed measure what has been done to the manuscript. This article proposes some approaches to quantifying a range of corrections made by copy editors.
Joshi, Yateendra. “Quantifying the work of copy editors.” European Science Editing 39 no. Four (2013)
View total article here
Quantifying the work of copy editors.pdf
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developing a chunk of individual writing about the importance of choosing wisely in life
This lesson was created by Nevada teacher Jennifer Reynolds at the NNWP’s iPods Across the Curriculum inservice class .
This writing prompt inspired by
“Days Like This ” by Van Morrison
Click here to do a Google search for the lyrics.
Teacher Instructions & Lesson Resources:
Some information about this lesson’s mentor text songs : Both Van Morrison’s “Days Like This ” and the other song suggested for this lesson–Lee Ann Womack’s “I Hope You Dance ”–show negative and positive aspects of life, and leave the listener with a sense of “choice” as more that just decision making, but decision finding. I think that both songs can be interpreted literally and metaphorically, so they can inspire differentiated instruction in the middle or high school classroom.
An interesting note to share: The very first line of “Day’s Like This” reflects on Van Morrison’s youth in Northern Ireland. He sings, “When it’s not always raining there’ll be days like this.” This song became the official anthem of the peace movement in Northern Ireland in 1995.
Pre-step…before sharing thesongs: Begin this lesson by sharing from Dr. Seuss’ Oh, the Places You’ll Go!
After the reading is done, separate students into puny groups (3-4) and have one person in each group document what the students believe about the ten questions on this Discussion Starter .
You might also have students do their documentation on posters so that they can share among groups. Some students might have a hard time capturing some of the concepts during brainstorming. In these cases, you might share about you own private practices to give specific descriptions. This will also make them more willing to be realistic with their own lives, since they can see you as a person who has successes and failures.
Once the group discussion is finished and students have collective their thoughts with one another, have them break off to indivudally and pack out a blank game board about “The places you can go.” They should pack out the spaces based on where they believe they will go in their lives. Students might want to write a draft beforehand so that they can budge stuff around as they think of it. When packing the game board out, it is likely that many students will only concentrate on positive aspects and use the game board more as a goal-setting worksheet than reality. This is flawlessly fine because the lesson will later expand upon hardships in life.
Step one…sharing thesongs and other idea-inspiring media: Right Before playing “Days Like This” demonstrate students the lyrics and concentrate on the very first line to demonstrate them how to pack out this very first graphic organizer . The very first line is “When it’s not always raining there will be days like this.” Have students place “raining” in the road bumps box. Explain how the rain can be looked at literally, or it can stand for something else in the metaphorical sense. Then, play the entire song and have students pack in the road bumps, failures, and successes boxes for “Days Like This.”
Once students have ended the three boxes from the graphic organizer for “Days Like This,” have them read through Langston Hughes’ “Mother to Son ” and pack in the road bumps, failures, and successes for the poem. You might take the time to discuss how the tone and mood is different inbetween Oh, The Places You’ll Go. “Days Like This,” and “Mother to Son.”
Ultimately, have students brainstorm their own road bumps, failures, and successes on the graphic organizer. Fueled by the realism found in the song and the poem, you should urge students to be more realistic (in comparison to their board game graphic organizers).
After student have packed out the very first nine squares on road bumps, successes, and failures, have them come up with some adjectives that describe road bumps, successes, and failures in life and write them in the corresponding boxes; use the interactive buttons on the student instruction page to get their brains embarked, if needed. Eventually, pack in the corresponding boxes for act verbs that are associated with road bumps, successes, and failures in life.
The last step is to have students pack out this 2nd graphic organizer as they listen to the song “I Hope You Dance” by Lee Ann Womack. If possible, you might witness a movie clip that uses the song as its soundtrack, many of which can be found on You-Tube. Below is a link to one of these movies, which you can download and play from your iPod, if your school blocks access to You-Tube.
After they have heard/observed “I Hope You Dance” and recorded Womack’s advice on the 2nd graphic organizer, have students pack in their own advice and hopes for life. Use the interactive buttons on the student instruction page to get their brains embarked, if needed.
Direct students to the bottom half of the 2nd graphic organizer, which explains their four choices of writing formats they can choose whe writing to this assignment. Ask them to choose one cautiously, thinking about which format would permit them to showcase off their idea develoment and word choice abilities the best.
Step two…introducing student models of writing: In petite groups, have your students read and react to any or all of the student models that come with this lesson. The groups will certainly talk about the idea development. since it’s the concentrate of the lesson, but y ou might prompt your students to talk about each model’s word choice as well.
Seventh graders share their recipes. poems. and letters written in response to this assignment.
w e’re looking for student samples for all other grade levels for this lesson! Help us get some, and we’ll send you a free resource for your classroom! Visit our student samples page for information.
Step three…thinking, talking, and pre-writing:
a free-verse poem that voices your findings
an insightful letter to another who might value your guidance (example: a junior sibling; a friend)
a tour guide’s script (an explanation of your ideas about living introduced in the voice of a person providing a “tour” of life)
a recipe that creatively shows how someone can “cook up” flawless life
Students will need to commit to one of the four choices above to share their wisdom about life and choices. The tour guide option and the creative recipe option are both inspired by Barry Lane’s wonderful book, 51 Wacky We-Search Reports . and they can be read about in more detail on the book’s pages. These are two indeed good choices to thrust upon your higher-skilled students.
For your lower skilled students, using the interactive buttons or referring to teacher or student samples across the writing process should indeed help.
All students should ultimately share their rough-draft wisdom with each other or someone they feel a special bond with. Via the lesson, you might have to review adjectives, activity verbs, advice, and adages depending on the class.
Step four (revising with specific trait language): To promote response and revision to rough draft writing, link WritingFix’s Revision and Response Post-it® Note-sized templates to your students’ drafts. Make sure the students rank their use of the trait-specific abilities on the Post-it® Note-sized templates, which means they'll only have one “1” and one “Five.” Have them commit to ideas for revision based on their Post-It rankings. For more ideas on WritingFix’s Revision & Response Post-it® Note-sized templates, click here .
Step five (editing for conventions): After students apply their revision ideas to their drafts and re-write neatly, require them to find an editor. If you’ve established a “Community of Editors” among your students, have each student exchange his/her paper with numerous peers. With yellow high-lighters in mitt, each peer reads for and highlights suspected errors for just one item from the Editing Post-it . The “Community of Editors” idea is just one of dozens and dozens of inspiring ideas that is talked about in detail in the Northern Nevada Writing Project’s Going Deep with 6 Trait Language Workbook for Teachers .
Step six (publishing for the portfolio): When they are finished revising and have 2nd drafts, invite your students to come back to this chunk once more during an upcoming writer’s workshop block. Their drafts might become a longer story, a more detailed chunk, or the beginning of a series of chunks about the ideas they embarked here. Students will very likely love creating an illustration for this lump of writing as they get ready to publish it for their portfolios.
Interested in publishing student work on-line? We invite student writers to post final drafts of their original at WritingFix’s Community of Student Writers . This is a safe-to-use blog for students and teachers. No writing is posted until it is approved by the moderator. Contact us at [email protected] if you have questions about getting your students published.
Learn more about Van Morrison by clicking here . Learn more about Lee Ann Womack by clicking here.
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