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Madame Bovary, de Flaubert : Analyse et Résumé (1/3) Analyse et resume : Madame Bovary , de Gustave Flaubert (1/3) Premiere partie : Biographie et psychologie des personnages de Madame Bovary. Gustave Flaubert pretendait, quand il etait realiste, l’etre absolument, sans melange et sans diversion, et il s’imposait cette loi. Thinking Processes The Village? Or cela etait absolument nouveau en France. Writing Admiral? Madame Bovary a fonde le realisme dans notre pays. On etait excede de litterature d’imagination. Critical School? Or, en 1850 le romantisme proprement dit etait epuise.
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Autant qu’Emma, il est ne immortel. How To Write Essays Academy? Il represente la betise vaniteuse du petit bourgeois francais. The Village School? Betise developpee par une demi-instruction et cultivee par la vanite. College? Vanite developpee par le sentiment toujours present d’une legere superiorite d’education sur les personnes environnantes. Critical The Village School? Son trait essentiel est la certitude, il est toujours certain. How To Write? Il est toujours affirmatif. Processes The Village School? Il ne doute d’aucune idee qui lui vient. Persuasive Essay College? Il l’admire toujours et est frappe de ce qu’elle contient de juste, de pratique, de salutaire et de distingue.
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Il serait si facile de te prendre pour guide et de le garder comme tel ! Il s’irrite surtout contre l’Eglise et la religion. Write An Descriptive Essay? Ce n’est pas impatience d’une contrainte, puisqu’il n’est aucunement vicieux ; c’est sentiment d’une rivalite. Thinking? La religion a la pretention de gouverner les ames. Writing Articles Farragut? De quel droit ? La direction des ames, des esprits, des c?urs, doit appartenir a la science. Thinking Processes The Village School? La science, c’est M. The College Essay Sixth? Homais. The Village School? La religion empiete sur les droits naturels et acquis de M. How To Write An Descriptive Conestoga College? Homais. Critical Processes? Cela n’est guere supportable. How To Quickly? Aussi sa combativite, vive ailleurs, mais intermittente, est vehemente ici et implacable et continue. Critical Processes The Village School? Le clericalisme, c’est l’ennemi ; c’est plus : c’est la concurrence. How To Conestoga College? Non pas que M. Critical Thinking Processes? Homais n’ait pas de religion.
Il a un Dieu ; c’est « le Dieu de Socrate, de Franklin, de Voltaire, de Beranger et de la confession du Vicaire savoyard . Critical In Problem Solving IUBH & Management? » Mais la religion officielle est son ennemie, en cela qu’elle est un obstacle a tout progres et a la domination intellectuelle de M. Critical Thinking? Homais sur les masses. Essay Topis College? Elle fait obstacle aux lumieres dont M. Critical Thinking School? Homais est le depositaire et le propagateur. How To Informative Essay? Elle l’empeche quelque peu d’accomplir sa haute mission. Critical Thinking? Elle n’est pas sans nuire aussi, par la doctrine des miracles, au commerce de la pharmacie. M. How To An Descriptive College? Homais n’est pas seulement un savant.
Il a des lettres et des gouts artistiques. Thinking Processes The Village School? Il a appele une de ses filles Athalie ; car Athalie est un chef-d’?uvre, encore que les idees et tendances en soient dangereuses ; mais il faut pardonner aux fautes du genie. Critical In Problem Solving IUBH Of Business? Il ne deteste pas prendre quelques-uns des airs et manieres des artistes de Paris et de semer ses discours, generalement didactiques, de locutions pittoresques en usage dans les ateliers. Critical Processes? C’est que M. How To Write Stevenson Academy? Homais n’est pas un « type ». Critical Thinking The Village School? Le type exigerait un langage toujours pompeux, doctoral, academique, et forme de vocables inintelligibles a M. Freelance Articles Admiral Academy? Homais. Critical Processes The Village? Mais M. Quickly Stevenson? Homais est un homme vrai, vivant, et qui, par consequent, a certains traits qui lui sont tout particuliers et personnels. Thinking Processes School? Son Importance M. Write Adelphi? Homais a en elle un element de legerete aimable et fringante, qui pour appartenir plutot au commis-voyageur qu’au pharmacien de premiere classe, ne le rend que plus sympathique, et s’il sait prendre et garder une attitude grave quand il endoctrine, il ne laisse pas de pirouetter sur son talent a certaines heures. Une seule personne dans tout son entourage lui impose un peu. Critical Thinking Processes? C’est Mme Bovary. Informative Essay? Il n’a pas l’idee insolite qu’elle puisse lui etre superieure ; mais il la sent son egale. Critical Thinking School? Il comprend qu’elle a des sentiments et des idees tres distingues.
Ce n’est pas une Mme Homais. Writing Essay College? Si M. Critical Thinking School? Homais n’etait pas tres honnete homme, voue, du reste, aux grandes preoccupations scientifiques et sociales, il courtiserait Mme Bovary. Essay Cardiff Sixth? Mais il la respecte, avec un sentiment confus d’admiration. Critical Thinking Processes? Il ne discute jamais avec elle. Topis? Il la voit dans une crise religieuse assez longue, sans combattre une defaillance qu’il deplore. Critical Thinking Processes School? Ce n’est que quand la crise est passee, qu’il se permet de lui dire avec un bon sourire : « Vous donniez un peu dans la calotte ! » Homais est galant homme, respectueux des personnes du sexe, et assez intelligent pour distinguer les ames d’elite, sur lesquelles il ne voudra jamais exercer qu’une douce influence, d’egal a egal. Charles Bovary est, plus qu’Emma, le triomphe, du talent de l’auteur.
Car il s’agissait de peindre un personnage nul et de lui donner une individualite et de le faire et de le maintenir vivant. Essay College? Et Flaubert y a reussi. Thinking? C’est admirable. Write An Descriptive Conestoga College? Bovary est la nullite, et en cela il est un « type » un peu plus que les autres personnages du roman, etant representatif de l’immense majorite des gens de sa classe sociale ; mais encore il a des traits fort individuels qui lui donnent sa precision et son relief. Critical The Village School? C’est l’etre passif, qui n’est exactement rien par lui-meme, qui est modele par ses entours comme l’eau prend la forme de ce qui la contient. Write Stevenson Academy? Son intelligence est nulle, sa volonte nulle, son imagination nulle.
Il n’a jamais ni pense, ni reve, ni voulu. The Village? Ses pensees seront celles des autres, ses reveries celles qu’on lui inspirera, ses volontes celles qu’on aura pour lui. Essay Du Leman? Il est essentiellement executif. The Village? Sa sensibilite meme, remarquez-le, existe et est assez profonde, mais elle prend le caractere que l’on veut qu’elle ait. Essay College? C’est une sensibilite abondante et amorphe. Thinking The Village? Il aime profondement sa femme ; mais il l’aime comme elle veut etre aimee. How To Write Essay? Il l’a aimee d’une. Processes The Village? passion sensuelle tant quelle s’y est prete ; il l’aime d’une adoration respectueuse et qui se tient a distance quand elle en a decide ainsi, et cela sans paraitre avoir souffert du changement. Critical Thinking In Problem Of Business & Management? Il aime sa fille, et, selon ce que veut sa femme, ou il la caresse avec passion ou il la renvoie. Thinking The Village School? C’est un etre absolument passif qui a besoin d’une main qui le mene, pour agir, pour penser, et, en verite, meme pour sentir. Critical Solving IUBH & Management? Il a ete marie une premiere fois par sa mere ; il se marie une seconde fois lui-meme, dans une maniere d’entrainement et parce qu’il aime ; mais aussi par habitude.
Il s’est accoutume d’aller a la ferme du pere Rouault. Critical Thinking? Il s’est accoutume de regarder Emma. Essay Topis Du Leman? Il en vient, invite, pousse doucement, endigue par le pere Rouault, a lui dire : « Maitre Rouault, je voudrais bien vous dire quelque chose. Processes School? » Il n’en dit pas plus, il n’en a jamais dit plus. Thinking IUBH Of Business? Emma lui a ete accordee avant qu’il la demandat. School? « Maitre Rouault, je voudrais vous dire quelque chose », ceci est le seul acte d’initiative de la vie de Charles Bovary. Bovary a les plaisirs et les peines, sourde, confus et profonds, du vegetal paisible qui boit l’air, la lumiere, l’eau et les sucs du sol. Freelance Articles Admiral? Ses mouvements sont lents, sa vie douce, languissante et minutieuse, son inintelligence absolue de tout ce qui l’entoure.
Il vivra mollement, en une espece de torpeur et de demi-sommeil continuels, vaguement satisfait de vivre, n’ayant pas de sensations particulieres, et le fait de vivre etant sa seule sensation, jusqu’au jour ou une blessure profonde, dont il souffrit atrocement d’abord, sourdement ensuite, et par ou s’ecoulera goutte a goutte, incessamment, toute sa seve, l’inclinera vers la terre et l’y couchera enfin comme desseche. Critical Processes The Village? Mais ce vegetal a sa physionomie. Persuasive Essay Du Leman? C’est une plante grasse, au dessin mou, aux formes laches et floues, une plante amorphe. Processes The Village? Ses gros pieds, ses grosses mains, mal attaches, son dos rond et « tranquille », ses epaules lourdes, sa figure ronde, sans modele, son front bas, sa physionomie « raisonnable et embarrassee » donnent l’idee d’un etre que les eaux de la vie pousseront et rouleront d’un cours tranquille, feront glisser le plus souvent sans heurt et sans bruit, masse visqueuse, quelquefois froisseront et dechireront aux asperite de quelque roc, toujours sans cri et sans plainte, si ce n’est sourde et etouffee. Critical Thinking Solving IUBH School Of Business? Nos numerus sumus . Critical Processes The Village School? Il est ! e nombre et l’innombrable. Essay Du Leman? Il est l’un de ces milliers et milliers d’etres qui ont cette destinee de traverser la vie, je ne dis pas sans la comprendre, ce qui est le sort de tous, mais sans commencer meme a en comprendre un mot, sans se rendre compte du petit coin meme ou la naissance les a fait vegeter, sans voir d’ensemble, meme un peu, leur propre vie, leur propre existence, sans pouvoir porter leur regard au-dela du jour et de l’heure qui passe. School? Ils vivent pourtant, et c’est miracle. Writing Admiral Academy? C’est qu’ils trouvent qui les porte. Critical Thinking? C’est l’institution sociale qui les place en un poste assigne ou ils n’ont a faire, par respect et par instinct d’imitation, que ce qu’ont fait ceux qui les ont precedes ou ce que font ceux qui sont en des postes semblables.
C’est une femme, mere ou epouse, qui veut pour eux et pense ou plutot a quelque instinct de vigilance pour eux. Thinking In Problem Solving IUBH School & Management? C’est un ami, un M. Critical Thinking School? Homais, qui leur fait faire une sottise quelquefois, des choses a peu pres sensees et suffisamment suivies tous les jours. How To Write Essays Stevenson? Ils peuvent ainsi aller jusqu’ a une mort tardive. Critical Thinking Processes School? S’ils tombent sous la domination d’un esprit desequilibre, ils auront l’apparence d’etre desequilibres eux-memes, et de chute en chute, rapidement, tomberont ecrases sous le poids de la vie qu’ils sont impuissants a soutenir. [D’apres Emile Faguet, Flaubert , Paris, Librairie Hachette et Cie, 1899] superbe analyse tres complete, bien ecrite et profonde. Essay? Merci! vous m'avez servi par cette analyse bien detaillee merci beaucoup. Ty bcp c'est super ;) Ce resume est absolument fantastique! J 'adore votre style d'ecriture!
Merci infiniment :) ce resume m' a facilite la comprehension du roman merci encore une fois c fantastique. Des resumes et analyses tres edifiants et saisissants. Emma Bovary ou l’impossibilite du deuil de la transcendance. Dieu n’est pas simplement mort ; non, il s’est aussi retire en nous laissant derriere lui l’ennui mortel, le spleen baudelairien. Critical Thinking School? Arrive alors la grande depression et une exaltation qui ne charrie ni de deplace rien d’autre que du vent : on critical thinking in problem, se croit arrive alors que l’on n’est meme pas encore parti ; on critical The Village, n’a pas bouge d’un pouce ; c’est l’illusion du mouvement, de l’action, un surplace vertigineux : on write University, finit par trebucher avant de sombrer sans remission. Comment identifier en nous cet infini qui, chez certains etres, hurle a la vie, a l’action et parfois meme a la mort ? La selection d'Annick Geille des meilleurs livres de la periode avec des extraits exclusifs.
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Developing Critical Thinking Skills in the High School…pdf15 Кб
3 ways to utilise didactic teaching methods a critique. Discussion in my school has often turned in the past two years to the notion of didactic teaching. Didactic teaching in the classroom has, at best, been disparaged over the past twenty years or so. However, I know some colleagues in the highest performing (albeit selective) schools in processes The Village, the UK teach with a style that could be described as #8216;didactic#8217;. Therefore, this evening I decided to brew some strong coffee, and question my assumptions of didactic teaching, and gauge how useful it might be as a teaching tool. What, anecdotally, is a didactic teaching style? It is critical solving, one that: a) Has the students learn by thinking, primarily listening. b) Is taught at College du Leman a high level, often at critical thinking processes The Village School a standard beyond which the students are currently capable of realising. c) Is largely teacher-led. d) Can be used as a behaviour tool. e) Requires advanced explaining and questioning skills. Persuasive Essay Topis College! f) Benefits from a charismatic approach and/or presence by the teacher. Processes! g) Most closely aligns with learning in higher-level education (FE colleges and 18+ institutions). Didactic teaching has been labelled with the derogative term, #8216;Chalk and essay Talk#8216;.
This term implies: a) There is no differentiation in the explanations (to the class, let alone for groups of students). Thinking Processes The Village School! b) There is near-zero preparation time. c) Following on from the writing the college Cardiff Form College above, the explanation is often unplanned and can easily move off on critical thinking The Village a tangent. Needless to say, until about 18 months ago, I still saw didactic teaching as almost a term of offence. The conventional impression of #8216;ineffective#8217; (or uncharismatic) didactic teaching was that the teacher explained (or #8216;taught) a concept at a very high level, and the student understood very little. I attempt to depict this below: while the student might recognise terms and notions, and feel as if they do understand the teacher (or at least feel interested!), their actual understanding demonstrated is very low. In this case #8216;5#8217;. The teacher is pitching the knowledge at #8217;20#8217;. The kind of how to write informative essay teaching activities that make learning #8216;interactive#8217; or #8216;personalised#8217; involve the teacher dropping the processes School level of their teaching. They simply cannot (or, rather, do not) pitch their teaching at writing the college essay Cardiff Form College a level much more advanced than the thinking School understanding that which the students are capable of currently achieving. In the persuasive essay topis case below, reducing the critical thinking School teaching level to #8217;15#8217; results (via the interactive activities) in student understanding becoming #8217;10#8217;.
This is, of course, a crude assumption. The above example drove practice in teaching in learning quite dramatically after an inspection in a school in our area. As a result of solving IUBH & Management judgements made by agencies, an critical processes The Village, assumption amongst a critical mass of teachers was made: that the more personalised the learning, the greater the level of understanding the pupils would gain (and the more rapidly progress would be made). Needless to say, this is a natural consequence of the disdain for write essay #8216;chalk and talk#8217;, and an inevitable extension of the idea that teachers should have an #8216;all-singing, all-dancing#8216; lesson for Ofsted, and other observers. Critical! Indeed, on how to informative University the TES it is common to hear that teachers are surprised when the #8216;same lesson#8217; receives different judgements from different observers: surely a series of rapid activities that excite the students should be judged as outstanding each and every time?
One of the movements in critical thinking processes The Village School, Ofsted is to step away from the #8216;all-singing, all-dancing#8217; model of observations. Essay! Below you can see this referenced in critical, their criteria: 25. The key objective of lesson observations is to evaluate the quality of teaching and persuasive College its contribution to learning, particularly in the core subjects. Inspectors will not look for a preferred methodology but must identify ways in which teaching and learning can be improved… …Quality of teaching in critical thinking processes The Village School, the school… …111. Inspectors must not expect teaching staff to teach in any specific way or follow a prescribed methodology… Of course, observers cannot help but want people to how to write an descriptive essay Conestoga, teach in their image. The observed can but hope the The Village observer has a develop enough self-image to realise the spectrum of teaching styles. What does this mean? It means that the assumption that pupils #8216;learning it all for critical solving School of Business & Management themselves#8217; may not (or, more likely) will not work. For example, students analysing evaluative analysis might devise constructs of tripartite structures, or could even memorise lists of connective sign-posts that suggest a type of analysis (antithetical, for one). Critical Thinking The Village School! But whether they will (ever) reach a level of specific understanding of how evaluative analysis differs from conventional PEE cannot be guaranteed by #8216;individual learning#8217;.
Indeed, in the graph below, another crude attempt is made to suggest that, if a teacher chooses to not model a higher level of Academy understanding than the students might be capable of themselves, their actual learning drops immensely. In this example, a teacher has students complete an activity where they explore how to analyse evaluatively, but they never give them a higher-level answer, or model what an outstanding answer would look like. As the teacher pitches the work at #8217;10#8217;, the students only achieve #8216;5#8217; in understanding. Of course, the truth of pedagogical effectiveness may exist somewhere between the critical processes The Village School spaces provided by these examples. Without receptiveness (stimulated, at times, from from personalised activities where the teacher does not model a high level of understanding), the students may not respond to persuasive essay topis College, didactic demands to receiving higher-level theoretical knowledge.
But to suggest that the #8216;students learn everything for critical thinking The Village School themselves#8217; model of teaching is especially effective is, for informative essay Adelphi me, somewhat naive. I think that it has its place a method in the range of processes teaching. Articles Farragut! But it does not deserve its current emphasis, especially not without a proviso that the students should be stretched by the teacher#8217;s questioning and explanation at times, too. Where might didactic teaching not be enough, though? Another assumption that has driven Western education for a time now is thinking processes, that of Bloom#8217;s Taxonomy. As the demonstration of #8216;higher-order#8217; questioning and thinking is deemed to be impressive to an observer, there is Farragut Academy, a temptation for a teacher to The Village, focus on these types of skills in a lesson (I know that pressure!). The activities planned may compel students to the college Cardiff Form College, rate ideas and reorder texts (such as judging what animal imagery is most effective in Of Mice and Men ) above factual understanding (what order the events occur). The truth is, factual knowledge of texts isn#8217;t tested in exams (although it is assumed).
So a teacher can happily teach #8216;higher-order#8217; skills almost exclusively (which isn#8217;t a terrible thing). However, rigorous higher-order skills require, I think, a rigorous basis of understanding. In the study of English, specific analysis makes specific evaluation possible. At this time, I assume didactic teaching in English is a necessary tool, specifically in the teaching of analysis and understanding. Modelling expectations for the level of factual understanding and accuracy of students leads, I believe, to more rigorous higher-level skills (even if students do not achieve that level of factual understanding). However, even higher-level skills also require #8216;even-higher#8217; levels of understanding modelled by thinking The Village, the teacher: not, though, to the extent as that of understanding-skills. This is especially the critical thinking case in English, where once the techniques of evaluative analysis are mastered, meaning becomes a somewhat relative concept, especially amongst gifted and talented students. So what does this mean for my teaching? This means two things (or, in the words of Monty Python, three things!): 1) More didactic rigor expected across texts studied for my students.
2) Judicious (and occasional) didactic modelling during higher-level evaluative tasks. And, as a source for future reflection: 3) Use increasingly varied structures of interaction to critical thinking, encourage personalised learning skills, especially in higher-level challenges. The first point will result in Conestoga College, the form of more supportive/differentiated worksheets and close-modelling. T he second point will lead to more essays and examples of extended, specific analysis. The final point requires me to explore the following website, and see which of its models for group-interaction are functional in the classroom: Hi, very interesting article How can i cite this for my Primary BEd dissertation?
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Critical Thinkingpdf54 Кб
How to Write Better Essays: 6 Practical Tips. The best students enjoy writing essays because they’re a chance to shine; they’re an interesting intellectual exercise in which the writer must craft thoughtful arguments on complex topics within the confines of a prescribed and often restrictive word count. For many such students, each essay brings with it the challenge of making it that little bit better than the last one. The problem is that when you write essays regularly, it’s easy to get stuck in critical thinking processes The Village School, a rut of repeating the same formula each time – particularly when you already receive good feedback from the how to write informative, teachers who read them. The Village! So how do you take your essays to essay Conestoga College, the next level and go from great to brilliant? Here are some practical tips and techniques that will help you write consistently impressive essays.
Offer to share your essays with other people and they may return the favour. Even better: start a study group. Just as the books you read subconsciously help mould your own writing style, so reading other people’s essays can help you develop and build on your own essay-writing style. Thinking School! Try to read a range of other essays, including those of your peers and of academics. Read essays on a wide variety of subjects, not necessarily just those that you’re studying; different disciplines might apply different kinds of arguments or styles, so the wider you read, the more possible techniques there are for topis College du Leman you to processes The Village, pick up and use in how to write informative essay University, essays of your own. As you read other people’s essays, don’t just take them at processes The Village School face value. Persuasive Essay Topis College Du Leman! Be critical: what do you like about them? What don’t you like about them?
How persuasive do you think they are? Is the argument a balanced one, with points adequately supported with evidence? Has the writer used any techniques you’ve not seen before? Another good source of essays is the broadsheet newspapers. Read the opinion pieces and dissect how the writer has supported their points with evidence, and again, be critical; note where they’ve left things out to processes The Village, try to persuade you to a particular opinion.
Essays should be balanced, so you can learn from the best of how to write informative Adelphi University, these writers and processes The Village School, pick up some techniques to help you shape a balanced piece. 2. Build your vocabulary and use it properly. Make use of dictionaries and freelance Admiral Farragut Academy, thesauri. A good vocabulary will allow you to express exactly what you mean, as clearly and thinking processes School, concisely as possible. How To Write Informative Essay Adelphi! Economy with words is a characteristic of all good essays, because readers (and essay-markers) don’t like having their time wasted with long, rambling points that could have been expressed in half the number of words. One way of ensuring that you can communicate clearly and to The Village, the point is through accurate and effective use of advanced vocabulary. A good essay writer should never rest on their laurels when it comes to vocabulary; it’s something you should be working on continually, as there are always new words to learn that could help convey a point more effectively. What’s more, deploying a good vocabulary displays intelligence and how to write quickly Academy, allows you to School, be more persuasive in your essay-writing. Here are some ways in which you can build your vocabulary: – Subscribe to a ‘word a day’ email (such as this one from Merriam-Webster).
Create a folder in your email account for new word emails, so that you can file each email away and have them all in one place ready to flick through and persuasive essay, learn from in an idle moment. – Read widely, and refer to a dictionary for words you don’t know as you go along; this way, you’ll learn the new word as well as seeing it in context so you know how to use it properly. Read different genres of fiction, and non-fiction covering a range of topics, and you’ll have the added bonus of widening your general knowledge as well as your vocabulary. – Use a thesaurus – if you find yourself using the same words over and over School, again, add variety to your language by looking up those words in a thesaurus and write essays quickly Stevenson Academy, finding other words that mean the same thing. A word of warning: words you find in a thesaurus can’t always be used interchangeably; even words with similar meanings can differ subtly in a way that makes them inappropriate in certain contexts, so find examples of a word used correctly before you use a new word for the first time. – Learn prefixes, suffixes and roots – it sounds boring, but this shortcut will help you learn a great many more words. Many roots come from Latin and Greek words, such as “bene” in thinking processes The Village School, Latin, meaning “good”, which gives rise to words such as “benefactor”, “benevolent” and “benefit”.
It’s often possible to thinking in problem solving of Business & Management, deduce the meaning of a new word if you know its root and read it in context. Prefixes are added to the beginning of a word to change the meaning, such as “semi” or “ante”, while suffixes are added to the end, such as “-able” or “-ance”. – Start a vocabulary book – you probably have one if you’re learning a foreign language, so why not have one for critical The Village your native language as well? Buy yourself a nice notepad and use it to collect new words and their meanings. College! The act of writing down the definition will help you remember it, and you could include an critical thinking processes The Village School example of articles Admiral Farragut Academy, how the word is used to increase your chances of memorising it for use in essays. It may help to have different sections for words on particular themes; you could have a general section, and then further parts of the critical thinking, notebook could be dedicated to essay Form College, words of use in history essays, science essays and so on. The aim of thinking processes, improving your vocabulary is to increase precision and informative Adelphi University, reduce waffle. Put the new words you’ve learned to good use right away, perhaps setting yourself the challenge of including a minimum number of thinking, new ones in IUBH of Business, each essay you write. This will help consolidate your knowledge at the same time as impressing the reader. One important thing to remember, though: don’t use big words just for the sake of it.
Using a long, obscure word when a simpler one would suffice risks making you sound pompous, which may have the opposite effect to the one intended. Critical Processes School! What’s more, be wary of adding words for the sake of it; cut the waffle by how to essays quickly Academy, reviewing each sentence and removing any words or sentences that don’t add anything to what you’re saying. Critical Thinking The Village! Ultimately, your goal should be to make your writing as clear and easy-to-understand as possible, so that it is a pleasure to read. 3. Essay Topis College! Words to critical thinking processes, help develop an writing the college Form argument. Part of sounding intelligent in an essay is not repeating yourself; as you’re writing, focus on using language effectively to help build an argument and critical processes School, create a sense of structure. To that end, avoid using the Conestoga College, same words every time; many people overuse the word “also”, for example. Vary your language, and use words such as “moreover”, “furthermore” and “however”. Such words help develop your argument and make the reader feel they are being guided through the thinking The Village, problems on a sort of an descriptive, ‘journey’ to thinking processes The Village School, your conclusion.
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