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First, it helps you organize your topic in a logical manner. Your outline will consist of three main sections: the introduction, body and conclusion composed in a hierarchical structure. The first section is the Introduction which includes the thesis statement and points leading up to the thesis statement. Knowing the main points of your thesis statement is very important during this stage because these points will dictate the rest of the paper. When making your outline—and composing your thesis statement—you will want to order the points so that each argument flows into the next. The next section begins the Body of the paper and consists of the points posed by the thesis statement; supporting evidence in the form of quotations, research data and examples; and your interpretation of how this evidence applies to your argument.

Each point will have three to five pieces of supporting evidence depending on the length of your paper.

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Be sure to include any citations for your evidence on the outline. This will save you time later when you are plugging the information into your paper. The last section is the Conclusion and is the inverse of the Introduction. The conclusions begins with a modified version of the thesis statement followed by a few points that address your overall conclusions on the topic.

Very similar to the way you wrote papers in middle school, the 3-point thesis paper consists of three parts: an introduction with a thesis statement, a body which is the bulk of the paper, and a conclusion that wraps everything up. With this method, your thesis statement is king and everything else in your paper serves the king. Your introduction does more than start your paper. It forms the building blocks of the argument upon which your thesis statement is built. Every good introduction has a hook. Your hook should be use as a segue into the thesis statement.

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Your thesis statement guides all the other elements of your paper. The introductory paragraph should flow into the argument of the thesis statement—the final sentence of your introduction. The thesis statement consists of a single sentence containing between 2 and 5 points depending on the length of the paper. If your thesis takes more than one sentence to state, revise your thesis. For a smooth transition from one argument to the next, consider ordering your thesis points in one of the following ways:.

The bulk of your paper will be the body. In the body, you set upon the task of proving the points made by the thesis. Use quotations, research data, and relevant examples to support each point you are trying to make. Organize your evidence so that it transitions into the next piece of evidence smoothly. If you have evidence that applies to more than one thesis point, restate that evidence in the appropriate section of the body. Do not discuss more than one thesis point at a time as this can lead to a paper that is muddled and unfocused.

Take your time to formulate logical correlations between argument and evidence. Your instructors are most interested in how you synthesize and apply supporting evidence to your arguments.

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The conclusion is more than a summary of the paper. Think of the conclusion more like a closing argument based on the points provided in the body. Here you will answer the questions posed in the introduction as well as provide insight into the argument as a whole. Plan to start early so that you have at least two or three days for revisions. When revising your paper, reading aloud can help you find grammatical errors and confusing wording and language.

A common pitfall for many students is not having a properly formatted bibliography. Be sure to cross reference your bibliography with the citation style required by your instructor.

Working on your bibliography as you gather your research materials will be a time saver when you are writing your paper. If you want to learn more about some of the tips mentioned above, check out some of these articles from the authors at Study Hacks.

Google Scholar — Provides a search of scholarly literature across many disciplines and sources, including theses, books, abstracts and articles. How to Transform your Professor into Your Paper Writing Partner — Some ground rules and tips for asking your professor to critique your paper as you write it.

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Pamela Burnard Farida Larry Discursive assessment practices in special education: a systemic functional analysis of talk and text in a special school for young girls identified with a disability in Saudi Arabia. Susan Robertson Min Kyung Lee Parenting and children's executive functioning: a comparative study between UK and Korean parents of 4-year-old children. Andreas Stylianides Juljana Mandra Conceptualisations of global learning and primary school teachers' perceptions of pedagogy for global learning.

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Susan Robertson Aikaterini Mourelatou The contribution of the curriculum to developing inclusive practices for primary aged students with disabilities and special educational needs in Greece. Kenneth Ruthven and Nidhi Singal Mansi Nanda Exploring teacher motivations and engagement with the community in rural India Pauline Rose Seema Nath Education for Children with Disabilities in India - A case study to critically understand teaching and learning practices in schools that include all learners. Madeleine Arnot and Anna Vignoles Robert Neal Investigating the intelligibility of young beginner learners of Chinese at an inner-city secondary school in the north of England.

Pamela Burnard Patrick Nketia Higher education and advancement of capabilities: A study of AHSS University graduates' experiences and employability Arathi Sriprakash Alanna O'Beirne A complex adaptive systems approach to exploring the development of a health promoting school network in the mid-west region of Ireland. John Gray Babatunde Ojewunmi Pastoral care, academic outcomes and institutional behaviour of Further Education Colleges following the implementation of the Equality Act a case study approach.

Zoe Jaques and David Whitley Karen Ottewell Looking behind the writing: the design and implementation of a framework to provide transitional support for the development of written articulacy at PG level - a University of Cambridge case study. Yongcan Liu Tanya Paes The efficacy of a pretend play intervention on the self-regulation, language, and pre-literacy skills of 4- to 5-year-olds with English as an Additional Language.

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Michelle Ellefson Rosemary Penford Investigating the modality specific cognitive abilities predictive of arithmetic competence, using a developmental trajectories approach. Maria Nikolajeva and Dr. Pamela Burnard Zhen Rao Pretend play and its relationship to the experience and regulation of emotions: an exploration among seven- to ten-year-old children in a Chinese boarding school Jenny Gibson Christopher Rauch Trainee teachers in transition: A cross-context, longitudinal study of epistemology and teaching beliefs in teacher education Jan Vermunt Luke Roberts Developing systems thinking to address the sustainability of anti-violence interventions in schools.

Hilary Cremin Marie Ryan What are we doing in the name of assessment? A multi-site case-study of assessment practices and conceptions of assessment purpose in junior infant classrooms in Ireland. Neil Mercer and Christine Howe Sahar Shah An Analysis of the interaction of the gender of head teachers with their leadership styles in secondary schools within Pakistan's context: A Pragmatist perspective. Anna Vignoles Richard Shakeshaft On the road to utopia? Exploring the representation of technology and the posthuman in contemporary Young Adult speculative fiction. Yongcan Liu Assel Sharimova An exploration of knowledge-sharing behaviour within virtual professional networks of teachers in Kazakhstan.

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Three Minute Thesis Competition Showcases GSAS Students’ Research and Communications Skills

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