essay report on school activities

404 Not found

404 Not found

Importance of School Activities Essay Example

School activities are so important for a student to participate in. Joining a club is one of the school social activities whereby the students may encounter while they are enrolled in school. The clubs vary from academic, sports to volunteer work and each kind of these activities assist to improve the student’s character and even may inspire one to take a certain career path while growing up as an adult. And if I have to choose what type of club I would join, I would choose an academic club for some reasons.

Firstly, Joining an academic club can put you in a perfect environment to meet students with likewise sort of thinking with whom you could be friends even outside the club, and the right companionship can have a very positive effect on someone’s decisions and lifestyle. Furthermore, being engaged in an academic club, one can encounter with many professors from various disciplines, which opens the mind to different academic possibilities. Moreover, one can learn from experienced professors about the pros and cons of the academic career and how a professor spends his time in real life and whether that kind of life is worthy for the time and effort, one had to give away to become an academic. 

Secondly, learning how to think and write in an academic way is another advantage, one could acquire when participating in an academic club. Because writing papers or essays are a typical requirement and topic in different courses whether one is an undergraduate or even graduate student. 

In conclusion, joining an academic club can give anyone who is particularly interested in being in the academic field someday, the basic skills and introduction for this life and career.

Related Samples

• Personal Narrative Essay: Learning to Play the Guitar
• Essay Sample about Heroes: Beowulf and Chief Orio Palmer
• Essay about Paralympic Games
• My High School Experience Essay Example
• Siblings Compare and Contrast Essay Example
• The Turning Point in My Life Essay Example
• Narrative Essay Example: My Strengths
• Procrastinating During The Pandemic
• Reflection Paper about My Views on Politics
• Research Paper about Peer Pressure

Didn't find the perfect sample?

You can order a custom paper by our expert writers

Narrative Report for Elementary School Activities

Introduction

This report offers a detailed account of the various activities conducted at the elementary school level. It aims to evaluate these activities in terms of participation, engagement, learning outcomes, and overall enjoyment for the students.

Activity Summary

1. overview of activities, 2. participation breakdown.

[Bar Chart showing the number of participants in each activity]

Detailed Activity Analysis

Storytelling session.

• Objective: To enhance listening and comprehension skills.
• Highlights: Interactive stories, character role-playing.
• Outcome: Improved language skills and creativity.

Field Trip to Zoo

• Objective: To provide hands-on learning about animals and nature.
• Highlights: Guided tours, animal feeding sessions.
• Outcome: Enhanced understanding of biology and environmental awareness.

Science Fair

• Objective: To spark interest in science and experimentation.
• Highlights: Student-led experiments and model displays.
• Outcome: Increased curiosity and understanding of basic scientific concepts.

Art and Craft Day

• Objective: To encourage artistic expression and creativity.
• Highlights: Various art and craft workshops.
• Outcome: Development of fine motor skills and artistic talents.
• Objective: To promote physical health and teamwork.
• Highlights: Track and field events, team sports.
• Outcome: Improved physical fitness and sportsmanship.

Feedback and Insights

1. student feedback.

• Overall Enjoyment: Highly positive responses.
• Favorite Activity: Art and Craft Day.
• Suggestions for Improvement: More outdoor activities and trips.

2. Graphical Representation of Feedback

[Pie Chart depicting student preferences for each activity]

Conclusions and Recommendations

• Success Factors: High levels of engagement, diverse range of activities, positive feedback.
• Areas for Improvement: Incorporate more technology-based learning activities.
• Future Plans: Organize a cultural festival and introduce regular nature walks.

Appendix A: Event Photos

• [Collection of photos from each activity, showcasing student participation]

Appendix B: Detailed Feedback Reports

• [Complete feedback forms and comments from students and teachers]

Report Generator

Text prompt

• Instructive
• Professional

Generate a report on the impact of technology in the classroom on student learning outcomes

Prepare a report analyzing the trends in student participation in sports and arts programs over the last five years at your school.

404 Not found

8.5 Writing Process: Creating an Analytical Report

Learning outcomes.

By the end of this section, you will be able to:

• Identify the elements of the rhetorical situation for your report.
• Find and focus a topic to write about.
• Gather and analyze information from appropriate sources.
• Distinguish among different kinds of evidence.
• Draft a thesis and create an organizational plan.
• Compose a report that develops ideas and integrates evidence from sources.
• Give and act on productive feedback to works in progress.

You might think that writing comes easily to experienced writers—that they draft stories and college papers all at once, sitting down at the computer and having sentences flow from their fingers like water from a faucet. In reality, most writers engage in a recursive process, pushing forward, stepping back, and repeating steps multiple times as their ideas develop and change. In broad strokes, the steps most writers go through are these:

• Planning and Organization . You will have an easier time drafting if you devote time at the beginning to consider the rhetorical situation for your report, understand your assignment, gather ideas and information, draft a thesis statement, and create an organizational plan.
• Drafting . When you have an idea of what you want to say and the order in which you want to say it, you’re ready to draft. As much as possible, keep going until you have a complete first draft of your report, resisting the urge to go back and rewrite. Save that for after you have completed a first draft.
• Review . Now is the time to get feedback from others, whether from your instructor, your classmates, a tutor in the writing center, your roommate, someone in your family, or someone else you trust to read your writing critically and give you honest feedback.
• Revising . With feedback on your draft, you are ready to revise. You may need to return to an earlier step and make large-scale revisions that involve planning, organizing, and rewriting, or you may need to work mostly on ensuring that your sentences are clear and correct.

Considering the Rhetorical Situation

Like other kinds of writing projects, a report starts with assessing the rhetorical situation —the circumstance in which a writer communicates with an audience of readers about a subject. As the writer of a report, you make choices based on the purpose of your writing, the audience who will read it, the genre of the report, and the expectations of the community and culture in which you are working. A graphic organizer like Table 8.1 can help you begin.

Summary of Assignment

Write an analytical report on a topic that interests you and that you want to know more about. The topic can be contemporary or historical, but it must be one that you can analyze and support with evidence from sources.

The following questions can help you think about a topic suitable for analysis:

• Why or how did ________ happen?
• What are the results or effects of ________?
• Is ________ a problem? If so, why?
• What are examples of ________ or reasons for ________?
• How does ________ compare to or contrast with other issues, concerns, or things?

Consult and cite three to five reliable sources. The sources do not have to be scholarly for this assignment, but they must be credible, trustworthy, and unbiased. Possible sources include academic journals, newspapers, magazines, reputable websites, government publications or agency websites, and visual sources such as TED Talks. You may also use the results of an experiment or survey, and you may want to conduct interviews.

Consider whether visuals and media will enhance your report. Can you present data you collect visually? Would a map, photograph, chart, or other graphic provide interesting and relevant support? Would video or audio allow you to present evidence that you would otherwise need to describe in words?

Another Lens. To gain another analytic view on the topic of your report, consider different people affected by it. Say, for example, that you have decided to report on recent high school graduates and the effect of the COVID-19 pandemic on the final months of their senior year. If you are a recent high school graduate, you might naturally gravitate toward writing about yourself and your peers. But you might also consider the adults in the lives of recent high school graduates—for example, teachers, parents, or grandparents—and how they view the same period. Or you might consider the same topic from the perspective of a college admissions department looking at their incoming freshman class.

Quick Launch: Finding and Focusing a Topic

Coming up with a topic for a report can be daunting because you can report on nearly anything. The topic can easily get too broad, trapping you in the realm of generalizations. The trick is to find a topic that interests you and focus on an angle you can analyze in order to say something significant about it. You can use a graphic organizer to generate ideas, or you can use a concept map similar to the one featured in Writing Process: Thinking Critically About a “Text.”

Asking the Journalist’s Questions

One way to generate ideas about a topic is to ask the five W (and one H) questions, also called the journalist’s questions : Who? What? When? Where? Why? How? Try answering the following questions to explore a topic:

Who was or is involved in ________?

What happened/is happening with ________? What were/are the results of ________?

When did ________ happen? Is ________ happening now?

Where did ________ happen, or where is ________ happening?

Why did ________ happen, or why is ________ happening now?

How did ________ happen?

For example, imagine that you have decided to write your analytical report on the effect of the COVID-19 shutdown on high-school students by interviewing students on your college campus. Your questions and answers might look something like those in Table 8.2 :

Asking Focused Questions

Another way to find a topic is to ask focused questions about it. For example, you might ask the following questions about the effect of the 2020 pandemic shutdown on recent high school graduates:

• How did the shutdown change students’ feelings about their senior year?
• How did the shutdown affect their decisions about post-graduation plans, such as work or going to college?
• How did the shutdown affect their academic performance in high school or in college?
• How did/do they feel about continuing their education?
• How did the shutdown affect their social relationships?

Any of these questions might be developed into a thesis for an analytical report. Table 8.3 shows more examples of broad topics and focusing questions.

Gathering Information

Because they are based on information and evidence, most analytical reports require you to do at least some research. Depending on your assignment, you may be able to find reliable information online, or you may need to do primary research by conducting an experiment, a survey, or interviews. For example, if you live among students in their late teens and early twenties, consider what they can tell you about their lives that you might be able to analyze. Returning to or graduating from high school, starting college, or returning to college in the midst of a global pandemic has provided them, for better or worse, with educational and social experiences that are shared widely by people their age and very different from the experiences older adults had at the same age.

Some report assignments will require you to do formal research, an activity that involves finding sources and evaluating them for reliability, reading them carefully, taking notes, and citing all words you quote and ideas you borrow. See Research Process: Accessing and Recording Information and Annotated Bibliography: Gathering, Evaluating, and Documenting Sources for detailed instruction on conducting research.

Whether you conduct in-depth research or not, keep track of the ideas that come to you and the information you learn. You can write or dictate notes using an app on your phone or computer, or you can jot notes in a journal if you prefer pen and paper. Then, when you are ready to begin organizing your report, you will have a record of your thoughts and information. Always track the sources of information you gather, whether from printed or digital material or from a person you interviewed, so that you can return to the sources if you need more information. And always credit the sources in your report.

Kinds of Evidence

Depending on your assignment and the topic of your report, certain kinds of evidence may be more effective than others. Other kinds of evidence may even be required. As a general rule, choose evidence that is rooted in verifiable facts and experience. In addition, select the evidence that best supports the topic and your approach to the topic, be sure the evidence meets your instructor’s requirements, and cite any evidence you use that comes from a source. The following list contains different kinds of frequently used evidence and an example of each.

Definition : An explanation of a key word, idea, or concept.

The U.S. Census Bureau refers to a “young adult” as a person between 18 and 34 years old.

Example : An illustration of an idea or concept.

The college experience in the fall of 2020 was starkly different from that of previous years. Students who lived in residence halls were assigned to small pods. On-campus dining services were limited. Classes were small and physically distanced or conducted online. Parties were banned.

Expert opinion : A statement by a professional in the field whose opinion is respected.

According to Louise Aronson, MD, geriatrician and author of Elderhood , people over the age of 65 are the happiest of any age group, reporting “less stress, depression, worry, and anger, and more enjoyment, happiness, and satisfaction” (255).

Fact : Information that can be proven correct or accurate.

According to data collected by the NCAA, the academic success of Division I college athletes between 2015 and 2019 was consistently high (Hosick).

Interview : An in-person, phone, or remote conversation that involves an interviewer posing questions to another person or people.

During our interview, I asked Betty about living without a cell phone during the pandemic. She said that before the pandemic, she hadn’t needed a cell phone in her daily activities, but she soon realized that she, and people like her, were increasingly at a disadvantage.

Quotation : The exact words of an author or a speaker.

In response to whether she thought she needed a cell phone, Betty said, “I got along just fine without a cell phone when I could go everywhere in person. The shift to needing a phone came suddenly, and I don’t have extra money in my budget to get one.”

Statistics : A numerical fact or item of data.

The Pew Research Center reported that approximately 25 percent of Hispanic Americans and 17 percent of Black Americans relied on smartphones for online access, compared with 12 percent of White people.

Survey : A structured interview in which respondents (the people who answer the survey questions) are all asked the same questions, either in person or through print or electronic means, and their answers tabulated and interpreted. Surveys discover attitudes, beliefs, or habits of the general public or segments of the population.

A survey of 3,000 mobile phone users in October 2020 showed that 54 percent of respondents used their phones for messaging, while 40 percent used their phones for calls (Steele).

• Visuals : Graphs, figures, tables, photographs and other images, diagrams, charts, maps, videos, and audio recordings, among others.

Thesis and Organization

Drafting a thesis.

When you have a grasp of your topic, move on to the next phase: drafting a thesis. The thesis is the central idea that you will explore and support in your report; all paragraphs in your report should relate to it. In an essay-style analytical report, you will likely express this main idea in a thesis statement of one or two sentences toward the end of the introduction.

For example, if you found that the academic performance of student athletes was higher than that of non-athletes, you might write the following thesis statement:

student sample text Although a common stereotype is that college athletes barely pass their classes, an analysis of athletes’ academic performance indicates that athletes drop fewer classes, earn higher grades, and are more likely to be on track to graduate in four years when compared with their non-athlete peers. end student sample text

The thesis statement often previews the organization of your writing. For example, in his report on the U.S. response to the COVID-19 pandemic in 2020, Trevor Garcia wrote the following thesis statement, which detailed the central idea of his report:

student sample text An examination of the U.S. response shows that a reduction of experts in key positions and programs, inaction that led to equipment shortages, and inconsistent policies were three major causes of the spread of the virus and the resulting deaths. end student sample text

After you draft a thesis statement, ask these questions, and examine your thesis as you answer them. Revise your draft as needed.

• Is it interesting? A thesis for a report should answer a question that is worth asking and piques curiosity.
• Is it precise and specific? If you are interested in reducing pollution in a nearby lake, explain how to stop the zebra mussel infestation or reduce the frequent algae blooms.
• Is it manageable? Try to split the difference between having too much information and not having enough.

Organizing Your Ideas

As a next step, organize the points you want to make in your report and the evidence to support them. Use an outline, a diagram, or another organizational tool, such as Table 8.4 .

Drafting an Analytical Report

With a tentative thesis, an organization plan, and evidence, you are ready to begin drafting. For this assignment, you will report information, analyze it, and draw conclusions about the cause of something, the effect of something, or the similarities and differences between two different things.

Introduction

Some students write the introduction first; others save it for last. Whenever you choose to write the introduction, use it to draw readers into your report. Make the topic of your report clear, and be concise and sincere. End the introduction with your thesis statement. Depending on your topic and the type of report, you can write an effective introduction in several ways. Opening a report with an overview is a tried-and-true strategy, as shown in the following example on the U.S. response to COVID-19 by Trevor Garcia. Notice how he opens the introduction with statistics and a comparison and follows it with a question that leads to the thesis statement (underlined).

student sample text With more than 83 million cases and 1.8 million deaths at the end of 2020, COVID-19 has turned the world upside down. By the end of 2020, the United States led the world in the number of cases, at more than 20 million infections and nearly 350,000 deaths. In comparison, the second-highest number of cases was in India, which at the end of 2020 had less than half the number of COVID-19 cases despite having a population four times greater than the U.S. (“COVID-19 Coronavirus Pandemic,” 2021). How did the United States come to have the world’s worst record in this pandemic? underline An examination of the U.S. response shows that a reduction of experts in key positions and programs, inaction that led to equipment shortages, and inconsistent policies were three major causes of the spread of the virus and the resulting deaths end underline . end student sample text

For a less formal report, you might want to open with a question, quotation, or brief story. The following example opens with an anecdote that leads to the thesis statement (underlined).

student sample text Betty stood outside the salon, wondering how to get in. It was June of 2020, and the door was locked. A sign posted on the door provided a phone number for her to call to be let in, but at 81, Betty had lived her life without a cell phone. Betty’s day-to-day life had been hard during the pandemic, but she had planned for this haircut and was looking forward to it; she had a mask on and hand sanitizer in her car. Now she couldn’t get in the door, and she was discouraged. In that moment, Betty realized how much Americans’ dependence on cell phones had grown in the months since the pandemic began. underline Betty and thousands of other senior citizens who could not afford cell phones or did not have the technological skills and support they needed were being left behind in a society that was increasingly reliant on technology end underline . end student sample text

Body Paragraphs: Point, Evidence, Analysis

Use the body paragraphs of your report to present evidence that supports your thesis. A reliable pattern to keep in mind for developing the body paragraphs of a report is point , evidence , and analysis :

• The point is the central idea of the paragraph, usually given in a topic sentence stated in your own words at or toward the beginning of the paragraph. Each topic sentence should relate to the thesis.
• The evidence you provide develops the paragraph and supports the point made in the topic sentence. Include details, examples, quotations, paraphrases, and summaries from sources if you conducted formal research. Synthesize the evidence you include by showing in your sentences the connections between sources.
• The analysis comes at the end of the paragraph. In your own words, draw a conclusion about the evidence you have provided and how it relates to the topic sentence.

The paragraph below illustrates the point, evidence, and analysis pattern. Drawn from a report about concussions among football players, the paragraph opens with a topic sentence about the NCAA and NFL and their responses to studies about concussions. The paragraph is developed with evidence from three sources. It concludes with a statement about helmets and players’ safety.

student sample text The NCAA and NFL have taken steps forward and backward to respond to studies about the danger of concussions among players. Responding to the deaths of athletes, documented brain damage, lawsuits, and public outcry (Buckley et al., 2017), the NCAA instituted protocols to reduce potentially dangerous hits during football games and to diagnose traumatic head injuries more quickly and effectively. Still, it has allowed players to wear more than one style of helmet during a season, raising the risk of injury because of imperfect fit. At the professional level, the NFL developed a helmet-rating system in 2011 in an effort to reduce concussions, but it continued to allow players to wear helmets with a wide range of safety ratings. The NFL’s decision created an opportunity for researchers to look at the relationship between helmet safety ratings and concussions. Cocello et al. (2016) reported that players who wore helmets with a lower safety rating had more concussions than players who wore helmets with a higher safety rating, and they concluded that safer helmets are a key factor in reducing concussions. end student sample text

Developing Paragraph Content

In the body paragraphs of your report, you will likely use examples, draw comparisons, show contrasts, or analyze causes and effects to develop your topic.

Paragraphs developed with Example are common in reports. The paragraph below, adapted from a report by student John Zwick on the mental health of soldiers deployed during wartime, draws examples from three sources.

student sample text Throughout the Vietnam War, military leaders claimed that the mental health of soldiers was stable and that men who suffered from combat fatigue, now known as PTSD, were getting the help they needed. For example, the New York Times (1966) quoted military leaders who claimed that mental fatigue among enlisted men had “virtually ceased to be a problem,” occurring at a rate far below that of World War II. Ayres (1969) reported that Brigadier General Spurgeon Neel, chief American medical officer in Vietnam, explained that soldiers experiencing combat fatigue were admitted to the psychiatric ward, sedated for up to 36 hours, and given a counseling session with a doctor who reassured them that the rest was well deserved and that they were ready to return to their units. Although experts outside the military saw profound damage to soldiers’ psyches when they returned home (Halloran, 1970), the military stayed the course, treating acute cases expediently and showing little concern for the cumulative effect of combat stress on individual soldiers. end student sample text

When you analyze causes and effects , you explain the reasons that certain things happened and/or their results. The report by Trevor Garcia on the U.S. response to the COVID-19 pandemic in 2020 is an example: his report examines the reasons the United States failed to control the coronavirus. The paragraph below, adapted from another student’s report written for an environmental policy course, explains the effect of white settlers’ views of forest management on New England.

student sample text The early colonists’ European ideas about forest management dramatically changed the New England landscape. White settlers saw the New World as virgin, unused land, even though indigenous people had been drawing on its resources for generations by using fire subtly to improve hunting, employing construction techniques that left ancient trees intact, and farming small, efficient fields that left the surrounding landscape largely unaltered. White settlers’ desire to develop wood-built and wood-burning homesteads surrounded by large farm fields led to forestry practices and techniques that resulted in the removal of old-growth trees. These practices defined the way the forests look today. end student sample text

Compare and contrast paragraphs are useful when you wish to examine similarities and differences. You can use both comparison and contrast in a single paragraph, or you can use one or the other. The paragraph below, adapted from a student report on the rise of populist politicians, compares the rhetorical styles of populist politicians Huey Long and Donald Trump.

student sample text A key similarity among populist politicians is their rejection of carefully crafted sound bites and erudite vocabulary typically associated with candidates for high office. Huey Long and Donald Trump are two examples. When he ran for president, Long captured attention through his wild gesticulations on almost every word, dramatically varying volume, and heavily accented, folksy expressions, such as “The only way to be able to feed the balance of the people is to make that man come back and bring back some of that grub that he ain’t got no business with!” In addition, Long’s down-home persona made him a credible voice to represent the common people against the country’s rich, and his buffoonish style allowed him to express his radical ideas without sounding anti-communist alarm bells. Similarly, Donald Trump chose to speak informally in his campaign appearances, but the persona he projected was that of a fast-talking, domineering salesman. His frequent use of personal anecdotes, rhetorical questions, brief asides, jokes, personal attacks, and false claims made his speeches disjointed, but they gave the feeling of a running conversation between him and his audience. For example, in a 2015 speech, Trump said, “They just built a hotel in Syria. Can you believe this? They built a hotel. When I have to build a hotel, I pay interest. They don’t have to pay interest, because they took the oil that, when we left Iraq, I said we should’ve taken” (“Our Country Needs” 2020). While very different in substance, Long and Trump adopted similar styles that positioned them as the antithesis of typical politicians and their worldviews. end student sample text

The conclusion should draw the threads of your report together and make its significance clear to readers. You may wish to review the introduction, restate the thesis, recommend a course of action, point to the future, or use some combination of these. Whichever way you approach it, the conclusion should not head in a new direction. The following example is the conclusion from a student’s report on the effect of a book about environmental movements in the United States.

student sample text Since its publication in 1949, environmental activists of various movements have found wisdom and inspiration in Aldo Leopold’s A Sand County Almanac . These audiences included Leopold’s conservationist contemporaries, environmentalists of the 1960s and 1970s, and the environmental justice activists who rose in the 1980s and continue to make their voices heard today. These audiences have read the work differently: conservationists looked to the author as a leader, environmentalists applied his wisdom to their movement, and environmental justice advocates have pointed out the flaws in Leopold’s thinking. Even so, like those before them, environmental justice activists recognize the book’s value as a testament to taking the long view and eliminating biases that may cloud an objective assessment of humanity’s interdependent relationship with the environment. end student sample text

Citing Sources

You must cite the sources of information and data included in your report. Citations must appear in both the text and a bibliography at the end of the report.

The sample paragraphs in the previous section include examples of in-text citation using APA documentation style. Trevor Garcia’s report on the U.S. response to COVID-19 in 2020 also uses APA documentation style for citations in the text of the report and the list of references at the end. Your instructor may require another documentation style, such as MLA or Chicago.

Peer Review: Getting Feedback from Readers

You will likely engage in peer review with other students in your class by sharing drafts and providing feedback to help spot strengths and weaknesses in your reports. For peer review within a class, your instructor may provide assignment-specific questions or a form for you to complete as you work together.

If you have a writing center on your campus, it is well worth your time to make an online or in-person appointment with a tutor. You’ll receive valuable feedback and improve your ability to review not only your report but your overall writing.

Another way to receive feedback on your report is to ask a friend or family member to read your draft. Provide a list of questions or a form such as the one in Table 8.5 for them to complete as they read.

Revising: Using Reviewers’ Responses to Revise your Work

When you receive comments from readers, including your instructor, read each comment carefully to understand what is being asked. Try not to get defensive, even though this response is completely natural. Remember that readers are like coaches who want you to succeed. They are looking at your writing from outside your own head, and they can identify strengths and weaknesses that you may not have noticed. Keep track of the strengths and weaknesses your readers point out. Pay special attention to those that more than one reader identifies, and use this information to improve your report and later assignments.

As you analyze each response, be open to suggestions for improvement, and be willing to make significant revisions to improve your writing. Perhaps you need to revise your thesis statement to better reflect the content of your draft. Maybe you need to return to your sources to better understand a point you’re trying to make in order to develop a paragraph more fully. Perhaps you need to rethink the organization, move paragraphs around, and add transition sentences.

Below is an early draft of part of Trevor Garcia’s report with comments from a peer reviewer:

student sample text To truly understand what happened, it’s important first to look back to the years leading up to the pandemic. Epidemiologists and public health officials had long known that a global pandemic was possible. In 2016, the U.S. National Security Council (NSC) published a 69-page document with the intimidating title Playbook for Early Response to High-Consequence Emerging Infectious Disease Threats and Biological Incidents . The document’s two sections address responses to “emerging disease threats that start or are circulating in another country but not yet confirmed within U.S. territorial borders” and to “emerging disease threats within our nation’s borders.” On 13 January 2017, the joint Obama-Trump transition teams performed a pandemic preparedness exercise; however, the playbook was never adopted by the incoming administration. end student sample text

annotated text Peer Review Comment: Do the words in quotation marks need to be a direct quotation? It seems like a paraphrase would work here. end annotated text

annotated text Peer Review Comment: I’m getting lost in the details about the playbook. What’s the Obama-Trump transition team? end annotated text

student sample text In February 2018, the administration began to cut funding for the Prevention and Public Health Fund at the Centers for Disease Control and Prevention; cuts to other health agencies continued throughout 2018, with funds diverted to unrelated projects such as housing for detained immigrant children. end student sample text

annotated text Peer Review Comment: This paragraph has only one sentence, and it’s more like an example. It needs a topic sentence and more development. end annotated text

student sample text Three months later, Luciana Borio, director of medical and biodefense preparedness at the NSC, spoke at a symposium marking the centennial of the 1918 influenza pandemic. “The threat of pandemic flu is the number one health security concern,” she said. “Are we ready to respond? I fear the answer is no.” end student sample text

annotated text Peer Review Comment: This paragraph is very short and a lot like the previous paragraph in that it’s a single example. It needs a topic sentence. Maybe you can combine them? end annotated text

annotated text Peer Review Comment: Be sure to cite the quotation. end annotated text

Reading these comments and those of others, Trevor decided to combine the three short paragraphs into one paragraph focusing on the fact that the United States knew a pandemic was possible but was unprepared for it. He developed the paragraph, using the short paragraphs as evidence and connecting the sentences and evidence with transitional words and phrases. Finally, he added in-text citations in APA documentation style to credit his sources. The revised paragraph is below:

student sample text Epidemiologists and public health officials in the United States had long known that a global pandemic was possible. In 2016, the National Security Council (NSC) published Playbook for Early Response to High-Consequence Emerging Infectious Disease Threats and Biological Incidents , a 69-page document on responding to diseases spreading within and outside of the United States. On January 13, 2017, the joint transition teams of outgoing president Barack Obama and then president-elect Donald Trump performed a pandemic preparedness exercise based on the playbook; however, it was never adopted by the incoming administration (Goodman & Schulkin, 2020). A year later, in February 2018, the Trump administration began to cut funding for the Prevention and Public Health Fund at the Centers for Disease Control and Prevention, leaving key positions unfilled. Other individuals who were fired or resigned in 2018 were the homeland security adviser, whose portfolio included global pandemics; the director for medical and biodefense preparedness; and the top official in charge of a pandemic response. None of them were replaced, leaving the White House with no senior person who had experience in public health (Goodman & Schulkin, 2020). Experts voiced concerns, among them Luciana Borio, director of medical and biodefense preparedness at the NSC, who spoke at a symposium marking the centennial of the 1918 influenza pandemic in May 2018: “The threat of pandemic flu is the number one health security concern,” she said. “Are we ready to respond? I fear the answer is no” (Sun, 2018, final para.). end student sample text

A final word on working with reviewers’ comments: as you consider your readers’ suggestions, remember, too, that you remain the author. You are free to disregard suggestions that you think will not improve your writing. If you choose to disregard comments from your instructor, consider submitting a note explaining your reasons with the final draft of your report.

As an Amazon Associate we earn from qualifying purchases.

This book may not be used in the training of large language models or otherwise be ingested into large language models or generative AI offerings without OpenStax's permission.

Want to cite, share, or modify this book? This book uses the Creative Commons Attribution License and you must attribute OpenStax.

Access for free at https://openstax.org/books/writing-guide/pages/1-unit-introduction

• Authors: Michelle Bachelor Robinson, Maria Jerskey, featuring Toby Fulwiler
• Publisher/website: OpenStax
• Book title: Writing Guide with Handbook
• Publication date: Dec 21, 2021
• Location: Houston, Texas
• Book URL: https://openstax.org/books/writing-guide/pages/1-unit-introduction
• Section URL: https://openstax.org/books/writing-guide/pages/8-5-writing-process-creating-an-analytical-report

© Dec 19, 2023 OpenStax. Textbook content produced by OpenStax is licensed under a Creative Commons Attribution License . The OpenStax name, OpenStax logo, OpenStax book covers, OpenStax CNX name, and OpenStax CNX logo are not subject to the Creative Commons license and may not be reproduced without the prior and express written consent of Rice University.

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

My journey as a teacher: a report on my internship as an elementary school teacher

This internship report details my four month journey as a teacher and what I have learned from this journey. I have also discussed what I have done well and what I feel I could have done better. I describe my contribution in terms of my students’ learning, as well as my continuous effort to help my students to learn better. In this report I have also critically reflected my teaching, citing examples from my teaching experiences. In my teaching I attempted to implement what I have learnt attending various courses during my undergraduate study. However, I feel it is not always easy or possible to implement what the books suggest; rather I need to innovate and make activities more fun and enjoyable for my students. I have discussed a few of these experiences. I consider myself lucky to get the chance to do my internship at a renowned English Medium School named Brighton (pseudonym) school. The internship was four months in duration. During this internship, my responsibility was to help...

Related Papers

Stephen D Grams

The paper is a narrative of my first year of full time high school teaching experience in an rural, economically disadvantaged school of minority students in South Dakota. It is an attempt to promote understanding of the first year of teaching which is often deemed as a matter of survival. Being a high school science teacher there was difficult at the time, but like most things that are, very rewarding.

Royston Flude

The Executive Summary provides an overview of the book The Journey into Education: Primary Years that is a review of Primary Education at the request of the UK National Audit Office. It draws on input from more than 500 global practitioners, academics, politicians and decision makers to formulate innovative insights in Education.

Voices of Teachers and Teacher Educators

Sumbul Khalil

Today, school education has shifted from being teacher centric to child centric. This has prompted a change in the role of teachers to that of a friend, facilitator and guide. With a change in role of the teacher, the Teacher Education Programmes have also been re-structured. In the light of the NCTE Regulations 2014, the field of Teacher Education is presented with many challenges like quality of teachers, preparing the teachers for inclusive classrooms, implementation of ICT in learning, gender issues etc. The School Internship Programme forms an essential part of the pre-service teacher education. The aim of this paper is to suggest strategies for making teaching practice for school internship more effective divided in three phases i.e., Pre internship phase, Interactive Phase and Post Internship Phase. These strategies would help in improving practice teaching and whetting the professional skills which are desired by the changed school system. Keywords: School Internship programme, practice teaching, Primary Schools

Debbie Barry

Language Arts Journal of Michigan

Mary Anna Scenga Kruch

Cristina Dimaguila-Macascas

This study attempted to explore the lived experiences of teacher interns during practice teaching using the qualitative research approach. Eight participants were recruited using snowballing technique. Data collection was done through interview and document examination. The researchers adopted Corbin and Strauss’s (1990) coding procedures (open coding, axial coding, and selective coding) in mapping out the concepts along with social constructivism and the principle of narrative as analytical lenses. The data triangulation method was employed to do data saturation and validation of results. The findings of the study reveal that there are four dimensions of teacher interns’ experiences: I-need-tobe-ready-for-this; So-this-is-how-things-aredone; I-know-I-can; and, Come-to-think-of-it. Moreover, the study also reveals that teacher interns possess three core values—Integrity, Perseverance, and Discernment—which they found useful in going through the practice teaching program.

Gina Buchanan

Suzanne Wilson

Nancy Joseph

RELATED PAPERS

Summa Phytopathologica

Rogerio Melloni

Journal of the American Association for Laboratory Animal Science : JAALAS

Sean Maguire

International Journal of Tourism Research

Mohd Zaini Abd Karim

American Journal of Plant Sciences

irene lichtscheidl

Ecosistemas

Alberto Martorell

Neuroimaging of Pain

Claudia Fattuoni

Bioconjugate Chemistry

Simon Guerrero

David Sevillano

Kathryn Butler

rakesh donthi

María Norma Mogrovejo Aquise

Proceedings of the American Society for Information Science and Technology

Qiping Zhang

Computer Standards & Interfaces

Anar İsmayılov

International Surgery Journal

Nandkumar Dravid

Revista Brasileira de Parasitologia Veterinária

Enrique Paredes

Fırat Üniversitesi Sosyal Bilimler Dergisi

FİGEN YILDIRIM

Proceedings of the Genetic and Evolutionary Computation Conference Companion

PAULO SÉRGIO MAIA

Tobacco Induced Diseases

Biva Arani Mallik

The Medical Journal of Australia

Anthony Zwi

Aston毕业证 li

Acta Scientiarum. Language and Culture

Anderson Bastos Martins

Annals of Surgery

David Nagorney

See More Documents Like This

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

• Research Paper
• Book Report
• Book Review
• Research Proposal
• Annotated Bibliography
• Answers Questions
• Multiple Choice Questions
• Dissertation
• Proofreading
• Powerpoint Presentation
• Poster Presentation
• Excel Exercises
• Thesis Proposal
• Discussion Board Post
• Dissertation Abstract
• Dissertation Introduction
• Dissertation Literature
• Dissertation Hypothesis
• Dissertation Methodology
• Dissertation Results
• Dissertation Discussion
• Dissertation Conclusion
• Movie Critique
• Literary Essay
• Article Critique
• Article Review
• Blog Writing
• Capstone Project
• Movie Review
• Response Paper
• Marketing Plan
• Reaction Paper
• Business Plan
• Grant Proposal
• IB Extended Essay
• Application Letter
• Literature Review
• Motivation Letter
• Questionnaire
• Scholarship Essay
• White Paper

School Activities

School is one of the parts of the democratic society. It is very significant for the future of the whole country because in this institute the background of the world-outlook is formed. School is the first step in our way of socialization, development, and demonstration of our skills, that has a great influence on our personality. Thus, I consider school activities to be a very helpful and interesting way to enrich my inner world and share it with others.

As every person, I am not good at every sphere of our life. But there are some things I am really keen on.  Since my childhood I have been fond of music.  At the age of 6 I became a student of the music school. Despite professional concerts at the music school, it is very important for me to involve my friends at school it this activity. They were inspired by music and we have created a band. Communicating with a great number of talented people at school helps us to do something new together and generate ideas referring to the organization of our cultural and social activities. This year our band won the first prize in the contest for all schools in our town. That was a very pleasant appreciation of our efforts.

I would like to continue devoting myself to this kind of art via taking part in school events.  Moreover, I am quite interested in becoming the member of a volunteer group that would deal with the cultural and social questions, for example, organizing free actions and concerts for children, disabled people, orphans.

Besides, nowadays our country provides the opportunities for students to widen their experience and deepen their knowledge in other countries. There are many exchange programs that are aimed at procurement of cultural collaboration and connections between students of high schools and universities throughout the world. It would be very useful and wondering to go abroad and plunge into the new atmosphere. That is why it is better to use school time efficiently and to be engaged in school activities in order to develop your personality. This is the first stage on the way to success. 

for more than

+1(888) 585-0586

+1(888) 216-9741

[email protected]

• Aptitude Test
• Multiple Choice Test
• Presentation and Speech Writing
• Powerpoint Presentation Poster
• Dissertation chapter – Abstract
• Dissertation chapter – Hypothesis
• Dissertation chapter – Literature review
• Dissertation chapter – Methodology
• Dissertation chapter – Results
• Dissertation chapter – Conclusion
• Literary Analysis
• Blog Article
• Business Report
• Motivation Letter for the University of East Anglia

Trending Post : 12 Powerful Discussion Strategies to Engage Students

8 Meaningful Essay Prewriting Activities

Teaching writing? Sometimes students shut down before they write a single word. Teachers can address this dilemma by making the brainstorming process meaningful. How? Engage students through differentiation and scaffolding. When students are provided with choices, they feel less helpless, become more confident, and produce better compositions. Try using one or more of these essay prewriting activities to generate solid ideas and set your students up for success.

1. USE LOCATION TO INSPIRE

When authors experience writer’s block, one of the strategies they use to overcome the hurdle is to change their location. Allowing students to write in the library, outside, or at a coffee shop (field trip!) can reap results worthy of reading. Alternate settings are the perfect and simplest option for differentiating prewriting. Plus, almost all prewriting strategies can adapt to an outdoor location.

2. MODEL BRAINSTORMING & PREWRITING

Regardless of whether I’m working with advanced students or struggling writers, all students benefit from class brainstorming sessions where the teacher models expectations and scaffolds students from teacher-led instruction to guided practice and, finally, to independence.

What might this look like? After assigning an essay, the first order of business is to show students how to begin.  In doing so, collectively brainstorm topics , research to find support, and fill out graphic organizers. Doing this as a class the first time through is less overwhelming for many students, and it helps students follow along if they have step-by-step directions that they can refer back to later.

3. LIMIT FRUSTRATION VIA CONFERENCES

Some students have difficulty transcribing their ideas onto paper and organizing their thoughts logically. In these instances, it’s necessary to talk students through their prewriting. As you discuss ideas one-on-one, have students take notes on their prewriting materials.

For something new and unique, give students Play-Doh or another manipulative and ask them to create their response to a topic. As an accommodation, teachers or peer partners can jot down the information as students think aloud about what they would like to write.

4. DIFERENTIATE GRAPHIC ORGANIZERS

You might be surprised to find that simply offering students several different options for how they would like to complete their prewriting increases motivation. Possibilities might include, but are not limited to, color-coded graphic organizers , flow charts, webs, trees, outlines, journaling, sketch notes, mind mapping, acronyms , and free writing.

When modeling prewriting, try demonstrating with different strategies. As students begin to brainstorm for their own topic, allow them freedom to choose which prewriting approach they’d like to use.

5. LET THEM READ THE GOOD STUFF

As Kelly Gallagher writes, “ If we want kids to write, we have to take them swimming in the genre first.  Start by wading before taking them to the deep end.”  An integral facet of the brainstorming process should be allowing students to get knee deep in examples of the genre we expect them to write. Teachers can use examples they have written, essays written by previous students, or even published pieces and novels, depending on the genre of study.

Not sure where to start?  Illinois Literacy in Action has some great lists for argumentative, informative, and narrative mentor texts. Here are some of the models I use with students.

6. PROVIDE TIME TO DISCUSS WITH PEERS

Students can learn quite a bit from one other. As a meaningful prewriting activity, give them time to discuss their ideas with a peer or a small group, and listen to the feedback they offer. Not only does this strategy allow students valuable time to mull over their ideas, but also it provides an avenue for teachers to teach students how to have meaningful and productive discussions about writing.

7. USE CAROUSELS TO GENERATE TOPICS

One of the best ways I’ve found to differentiate prewriting for ability levels and interests is to have lengthy class discussions about possible topics. Generally, I lead these conversations, but I have also found success in having students participate in carousel activities.

To start, hang large sheets of butcher paper around the room. Then, brainstorm several possible topics for the essay. Write those topics at the top of the papers. Following, students divide into small groups and work together to devise possible angles they might use to approach each topic. In doing so, they are writing questions as well as possible thesis statements and supporting ideas. Sometimes they come up with related topics as well.

Students move from station to station and add their thoughts. To wrap up, each small group is assigned to present ideas for a given topic to the whole group.

8. SCAFFOLD RESEARCH

Writing a research paper? A successful means of engaging students is by providing an appropriate anticipatory set. Capture students’ interest in topics by incorporating source material and discussing it as a group. Showing them related video clips, reading high-interest articles as a class, and bringing in guest speakers for the subject are all ideal approaches. Interest is a game-changer when it comes to writing.

If students are still struggling with the research element of brainstorming, scaffold their experience by providing a couple articles to get them started. Here are 14 additional scaffolding strategies for building confidence and increasing students’ success with writing.

Writing can be challenging and frustrating, or it can be freeing and therapeutic. By scaffolding and differentiating the prewriting process, we reduce the likelihood that students will struggle. Prewriting activities needn’t be fancy or complex to be effective and meaningful.  Click here  to access a free argumentative prewriting resource to scaffold your students’ prewriting experience.

[sc name=”mailchimp1″]

You may also enjoy...

Get the latest in your inbox.

Courtney Lees

Testimonials

Can I Trust You With Other Assignments that aren't Essays?

The best way to complete a presentation speech is with a team of professional writers. They have the experience, the knowledge, and ways to impress your prof. Another assignment you can hire us for is an article review. Evaluating someone's work with a grain of salt cannot be easy, especially if it is your first time doing this. To summarize, article reviews are a challenging task. Good that you've found our paper service and can now drop your worries after placing an order. If reading 100-page-long academic articles and digging into every piece of information doesn't sound like something you'd want to do on a Sunday night, hire our essay writing company to do your research proposal. Are you struggling with understanding your professors' directions when it comes to homework assignments? Hire professional writers with years of experience to earn a better grade and impress your parents. Send us the instructions, and your deadline, and you're good to go. We're sure we have a professional paper writer with the skills to complete practically any assignment for you. We only hire native English speakers with a degree and 3+ years of experience, some are even uni professors.

• Password reminder
• Registration

Finished Papers

10 question spreadsheets are priced at just .39! Along with your finished paper, our essay writers provide detailed calculations or reasoning behind the answers so that you can attempt the task yourself in the future.

Customer Reviews

Customer Reviews

• Our process

Can I pay after you write my essay for me?

Get access to the final draft

You will be notified once the essay is done. You will be sent a mail on your registered mail id about the details of the final draft and how to get it.

Johan Wideroos

Customer Reviews

Perry High School students win 2024 Perry Optimist essay contest

Perry Optimist Club handed out medals to the local essay contest winners during its meeting on Wednesday, April 3 at the Hotel Pattee.

Linda Andorf, who facilitated the contest, said DMACC VanKirk Career Academy's Linda Kaufman assigned a writing assignment to her Perry High School/DMACC students. The assignment was graded and was then judged anonymously by Perry Optimist Club members. This year, 32 essays were submitted and four places were awarded.

Erika Guardado won first place while Jennifer Ramos received second place. Mia Munoz and Kain Killmer tied for third place.

The prompt for this year’s contest was "Optimism: How it Connects Us."

Guardado’s essay has been sent to the district level. She will also receive a $500 scholarship during the senior awards assembly in May.

Diane M. Omalley

Finished Papers

Huron High School announces top 2024 graduates

NEW BOSTON — Huron School District announces the top 10 graduates at Huron High School.

Name: Lila Clements 

Valedictorian                                                      

Parents: Jason and Sharifa Clements of New Boston

Activities and honors: Varsity girls basketball captain; weekly student newsletter co-writer; Class Council representative; Math Team; Chief Pride

Future plans: Study biology on a pre-medicine track at the University of Michigan, Ann Arbor, or University of South Florida, Tampa

Name: Andrew Traster

Salutatorian                                                        

Parents: Thomas and Carrie Traster of New Boston

Activities and honors: Captain of the varsity soccer team; two-time Most Valuable Player award for soccer; All-State honors for soccer; Varsity Quiz Bowl captain; National Honor Society

Future plans: Study pure mathematics at the University of Michigan, Ann Arbor

Name: Veronica Richardson                                                               

Parents: Greg and Cherie Richardson of Huron Township

Activities and honors: National Honor Society president; Math Team president; Chief Pride vice-president; varsity bowling; Student Council representative

Future plans: Study forensic science with a focus on biology

Name: Claire Setser                                                               

Parents: Garrett Setser of Flat Rock and Nori Setser of New Boston

Activities and honors: National Honor Society; marching band flute section leader; Teens Read; Debate Club

Future plans: Study neuroscience at Wayne State University or Eastern Michigan University

Name: Connor Grant                                                              

Parents: Jamie and Krissy Grant of Belleville

Activities and honors: Baseball; basketball; National Honor Society; Chiefs for Christ; Chief Pride

Future plans: Study sports management and play baseball at Alma College

Name: Peyton Kosikowski                                                      

Parents: Tim and Susan Kosikowski

Activities and honors: National Honor Society; Teens Read; Debate Club; robotics; Women in STEM

Future plans: Study forensic biology at Ohio Northern University

Name: Kragen Patrick                                                    

Parents: Craig and Amanda Patrick of Romulus

Activities and honors: National Honor Society; Tuesday Night Young Men's Group at his home; school store manager; Principal's Honor Roll; department award in language, math and English 

Future plans: Attend Wayne State University or Eastern Michigan University

Name: Emma Dittmar                                                             

Parents: Mike and Katie Dittmar of New Boston

Activities and honors: National Honor Society; varsity volleyball; Link Crew; Chief Pride; missionary work

Future plans: Study engineering at the University of Toledo

Name: Maria Williams                                                             

Parents: Bryan and Samantha Williams of New Boston

Activities and honors: Chief Pride president; class treasurer; varsity bowling; National Honor Society; Teens Read

Future plans: Study nursing at the University of Michigan, Ann Arbor

Subscribe Now: For all the latest local developments, breaking news and high school sports content.

Name: Haley Sample                                                              

Parents: Candy Amburgey of New Boston and PJ Sample of Belleville

Activities and honors: Rotary Youth Exchange Student to France; Drama Club stage manager; National Honor Society; Seal of Biliteracy for French; French Club

Future plans: Study marine biology at the University of Hawaii

Final Paper

The shortest time frame in which our writers can complete your order is 6 hours. Length and the complexity of your "write my essay" order are determining factors. If you have a lengthy task, place your order in advance + you get a discount!

Our writers always follow the customers' requirements very carefully

Essays service custom writing company - The key to success

Quality is the most important aspect in our work! 96% Return clients; 4,8 out of 5 average quality score; strong quality assurance - double order checking and plagiarism checking.

John N. Williams