Introductions & Conclusions

Introductions & Conclusions Choose relevant points only, ones that most reveal the theme or help to make a convincing and interesting argument. In the main body of the essay every paragraph should demonstrate both knowledge and critical evaluation. Quality of Written Communication - writing clearly and succinctly with appropriate use of paragraphs, spelling and grammar. All sources referenced accurately and in line with APA guidelines. A good conclusion should summarise your main points and, in most cases, make some sort of judgment. It should also refer back to the question, so that you more or less bring the reader back to the starting point. That means that the best essays are about surprise, “You probably think it’s one way, but in reality, you should think of it this other way.” See tip #3 for more on this. Now let’s summarise the main points of this tutorial. Remember to follow the formula to structure your introduction. The real value of writing introductions based on a simple structural formula is that you’re more likely to feel more confident about what you’re writing. As you develop your writing skills you can modify your style to suit your needs. Ensure that you let the introduction speak for itself. Try to create an introduction that captures the target reader; and don't let the target reader second guess what you’re trying to say. This is the first paragraph of the introduction. Ideally the conclusion should summarize the key themes / arguments of your essay. State the take home message â€" don’t sit on the fence, instead weigh up the evidence presented in the essay and make a decision which side of the argument has more support. Be clear why each point is is relevant to the argument. It would be useful at the beginning of each paragraph if you explicitly outlined the theme being discussed (.e.g. cognitive development, social development etc.). It is best to structure your essay according to key themes. Themes are illustrated and developed through a number of points . Click through the slides below to learn about the key characteristics of academic writing. The reference list is at the end of your essay and is a list of all the sources you used in-text to support your argument. Essays usually have an introduction, body paragraphs, a conclusion and a reference list. At undergraduate level, more so than at A-Level, you will need to demonstrate evidence of further reading. Lectures are supposed to be a pointer and guide for your further reading. If there is a word count for your essay try to devote 10% of this to your introduction. When you are writing an evaluation paragraph use the PEC system. It is more appropriate to use original content to demonstrate your understanding. Each paragraph should have a purpose / theme, and make a number of points - which need to be support by high quality evidence. By reading, we mean published, peer-reviewed literature; Wikipedia does not count! Other websites should not be cited in essays, but you can use them to further your understanding and get lists of peer-reviewed literature to read. Finally, make sure you read carefully any feedback you are given on your essays. Your tutors will be keen to help you learn and progress. You can read my ten best tips for having fun while writing an essay that earns you the top grade, or checkout this presentation designed by our friends at Canva Presentations. Yes, you need to follow the guidelines in your assignment. If your teacher tells you to write a five-paragraph essay, then write a five-paragraph essay! However, within those guidelines, find room to express something that is uniquely you. Stop trying to write a good essay (or even a “good-enough” essay). Instead, write aninterestingessay, write an essay you think is fascinating. And when you’re finished, go back and edit it until it’s “good” according to your teacher’s standards. Because when you focus on external approval, you shut down your subconscious, and the subconscious is the source of your creativity. You also need to check spelling, sentence structure and punctuation. Correct all of these on your first draft unless you are making drastic changes which require a significant amount of rewriting. If you choose to use a printed copy of your writing, you might find it useful to use a different pen so that the corrections and alterations are clearly visible. Check sentence structure, spelling and punctuation as you revise.

Introductions & Conclusions

Introductions & Conclusions Choose relevant points only, ones that most reveal the theme or help to make a convincing and interesting argument. In the main body of the essay every paragraph should demonstrate both knowledge and critical evaluation. Quality of Written Communication - writing clearly and succinctly with appropriate use of paragraphs, spelling and grammar. All sources referenced accurately and in line with APA guidelines. A good conclusion should summarise your main points and, in most cases, make some sort of judgment. It should also refer back to the question, so that you more or less bring the reader back to the starting point. That means that the best essays are about surprise, “You probably think it’s one way, but in reality, you should think of it this other way.” See tip #3 for more on this. Now let’s summarise the main points of this tutorial. Remember to follow the formula to structure your introduction. The real value of writing introductions based on a simple structural formula is that you’re more likely to feel more confident about what you’re writing. As you develop your writing skills you can modify your style to suit your needs. Ensure that you let the introduction speak for itself. Try to create an introduction that captures the target reader; and don't let the target reader second guess what you’re trying to say. This is the first paragraph of the introduction. Ideally the conclusion should summarize the key themes / arguments of your essay. State the take home message â€" don’t sit on the fence, instead weigh up the evidence presented in the essay and make a decision which side of the argument has more support. Be clear why each point is is relevant to the argument. It would be useful at the beginning of each paragraph if you explicitly outlined the theme being discussed (.e.g. cognitive development, social development etc.). It is best to structure your essay according to key themes. Themes are illustrated and developed through a number of points . Click through the slides below to learn about the key characteristics of academic writing. The reference list is at the end of your essay and is a list of all the sources you used in-text to support your argument. Essays usually have an introduction, body paragraphs, a conclusion and a reference list. At undergraduate level, more so than at A-Level, you will need to demonstrate evidence of further reading. Lectures are supposed to be a pointer and guide for your further reading. If there is a word count for your essay try to devote 10% of this to your introduction. When you are writing an evaluation paragraph use the PEC system. It is more appropriate to use original content to demonstrate your understanding. Each paragraph should have a purpose / theme, and make a number of points - which need to be support by high quality evidence. By reading, we mean published, peer-reviewed literature; Wikipedia does not count! Other websites should not be cited in essays, but you can use them to further your understanding and get lists of peer-reviewed literature to read. Finally, make sure you read carefully any feedback you are given on your essays. Your tutors will be keen to help you learn and progress. You can read my ten best tips for having fun while writing an essay that earns you the top grade, or checkout this presentation designed by our friends at Canva Presentations. Yes, you need to follow the guidelines in your assignment. If your teacher tells you to write a five-paragraph essay, then write a five-paragraph essay! However, within those guidelines, find room to express something that is uniquely you. Stop trying to write a good essay (or even a “good-enough” essay). Instead, write aninterestingessay, write an essay you think is fascinating. And when you’re finished, go back and edit it until it’s “good” according to your teacher’s standards. Because when you focus on external approval, you shut down your subconscious, and the subconscious is the source of your creativity. You also need to check spelling, sentence structure and punctuation. Correct all of these on your first draft unless you are making drastic changes which require a significant amount of rewriting. If you choose to use a printed copy of your writing, you might find it useful to use a different pen so that the corrections and alterations are clearly visible. Check sentence structure, spelling and punctuation as you revise.

Online Student Attendance Management System Term Paper - 275 Words

Online Student Attendance Management System Term Paper (Term Paper Sample) Content: Use case diagramFigure SEQ Figure \* ARABIC 1: Use case diagramUse case descriptionsUse Case UC60-Login for OSAMSUse Case Login for OSAMS Actors Teacher, Administrator, Student Description Enable Teacher/Administrator/Student to access the online student management system OSAMS. Pre-Condition The Teacher/Administrator/Student has a valid username andpassword and is not currently logged in. Post-Condition The Teacher/Administrator/Student can now access thesystem and perform their operations. Type Complex Normal Course of Action 1) The user clicks Log In on interface of the OASMS.2) The OSMS shows a screen with username and password text fields along with submit button.3) The user enters their username and password (A1)3.1) The OSMS allows user to access the system according to the access control mechanism. Alternate Course of Action A1) User enters wrong credentials. OSMS notifies teacher/Administrator accordingly and again displays the login screen with appropriate error message. Use Case UC61-Logout for OSAMSUse Case Log out for WTS Actors Teacher/ Administrator / Student Description Disables logged in Teacher/ Administrator / Student to access the student attendance management system (OASMS). Pre-Condition The Teacher/ Administrator / Student is already logged in. Post-Condition The Teacher/ Administrator / Student cannot access thesystem now. Type Simple Normal Course of Action 1) The user selects Log Out from interface of OSAMS.2) The OSAMS disables access to the system. Alternate Course of Action None Use Case UC62 - Add student for OSAMSUse Case Add student Actors Administrator, Student Description Administrator can add new student in OSAMS system. Pre-Condition The administrator should be logged in OSAMS system. Post-Condition A new student has been added successfully. Type Complex Normal Course of Action 1) The administrator clicks Add student link on the interface of OSAMS.2) A screen is displayed with firstname, lastname, class and t eacher.3) If details are valid, (A1)3.1) Interface displays a success message. Alternate Course of Action A1) The student add screen is displayed with appropriate error message. Use Case UC63 - Approve Leave for OSAMSUse Case Approve Leave Actors Teacher, Student Description Teacher can approve / disapprove leave of a student in OSAMS system. Pre-Condition The teacher should be logged in OSAMS system. Post-Condition A teacher has approved / disapproved leave of the student in OSAMS. Type Complex Normal Course of Action 1) The teacher clicks Leave status link on the interface of OSAMS.2) A search screen is displayed with search button.3) Teacher enters student ID and a screen is displayed with list of students name along with balance leave, leaves taken, approved leaves.4) If balance leave 0, (A1)4.1) Teacher clicks approve leave button.5) Notify student. Alternate Course of Action A1) The teacher clicks Reject Leave button. Use Case UC63 - Mark Defaulter for OSAMSUse Case Mark defa ulter Actors Teacher, Student Description Teacher marks defaulter in OSAMS system. Pre-Condition The teacher should be logged in OSAMS system. Post-Condition Teacher marked defaulter to a particular student. Type Complex Normal Course of Action 1) The administrator clicks Leave status link on the interface of OSAMS.2) A search screen is displayed with search button.3) Teacher enters student ID and a screen is displayed with list of students name along with balance leave, leaves taken, approved leaves.4) If balance 0 and approved leave = 0, (A1)4.1) Teacher clicks Mark defaulter button. Alternate Course of Action A1) The teacher exits system. Use Case UC64 -Add Subject for OSAMSUse Case Add subject Actors Administrator Description Administrator adds a new subject in OSAMS. Pre-Condition The teacher should be logged in OSAMS system. Post-Condition Teacher has added a new subject successfully in OSAMS. Type Simple Normal Course of Action 1) The administrator clicks add subject link on the interface of OSAMS.2) A screen is displayed with subjects name.3) If entered data is valid, (A1)3.1) Success message is displayed on the interface. Alternate Course of Action A1) An error message is displayed on the interface. Use Case UC65 - Suspend student in OSAMSUse Case Suspend subject Actors Administrator, Student Description Administrator suspends a student in OSAMS. Pre-Condition The administrator should be logged in OSAMS system. Post-Condition Administrator has suspended the student successfully via OSAMS. Type Complex Normal Course of Action 1) The administrator clicks Leave status link on the interface of OSAMS.2) Administrator enters student ID and a screen is displayed with list of students name along with balance leave, leaves taken, approved leaves.4) If balance 0 and approved leave = 0, (A1)4.1) Administrator clicks Suspend button.4.2) Student receives a mail regarding the suspension. Alternate Course of Action A1) The administrator exits application. Use Case UC70 - Apply for leave in OSAMSUse Case Apply for leave Actors Student Description Student applies for leave via OSAMS. Pre-Condition The student should be logged in OSAMS system. Post-Condition The student has successfully applied for leave in OSAMS system. Type Complex Normal Course of Action 1) The student clicks Apply Leave link on the interface of OSAMS.2) A screen with student ID, classs ID, duration of leave and type of leave is displayed.3) If available leaves of that particular type 0, (A1)3.1) Student select the leave and select the from and to dates.3.2) Student receives a mail regarding the leave status. Alternate Course of Action A1) The system displays warning message - Consult teacher Class diagramFigure SEQ Figure \* ARABIC 2: Class diagramCRCClass Name: Person ID: 1 Description: An abstract class. Associated use case: - NA Responsibilities:Register Collaborators - NA Attributes:Lastname (text)Firstname (text)Password (text)Username (text) Generalization: - NA Agg regation: - NA Other Association: - NA Class Name: Student ID: 2 Description: An individual that needs to be managed. Associated use case: -UC60-Login for OSAMSUC61-Logout for OSAMSUC62 - Add student for OSAMSUC63 - Mark Defaulter for OSAMSUC70 - Apply for leave in OSAMS Responsibilities:Add studentDelete studentUpdate studentNotify studentTake attendanceUpdate Student countValidate student Collaborators Class Attributes:studentNo (number)joinDate (date)defaulter (text) Generalization: - Person Aggregation: - Other Association: - Class Name: Administrator ID: 3 Description: An individual that manages other users. Associated use case: -UC60-Login for OSAMSUC61-Logout for OSAMSUC62 - Add student for OSAMSUC64 -Add Subject for OSAMSUC65 - Suspend student in OSAMS Responsibilities:Register studentRegister staffAdd courseSuspend student Collaborators Attributes:adminID (number) Generalization: - Person Aggregation: - Other Association: - Class Name: Teacher ID: 4 Description: An i ndividual that manages attendance of students. Associated use case: -UC60-Login for OSAMSUC61-Logout for OSAMSUC63 - Mark Defaulter for OSAMS Responsibilities:Activate attendanceGet AttendanceGet student leaveApprove LeaveReject Leave Collaborators Class Attributes:adminID (number) Generalization: - Person Aggregation: - Other Association: - Class Name: Class ID: 5 Description: A many-to-many class between student and teacher Associated use case: -UC62 - Add student for OSAMS Responsibilities:Add studentUpdate cl...