Left And Right Brain Balancing Improve Child Intelligence...

Face it, the older the age when our memories tend to increasingly lose sharpness. We begin to forget things, like names of people, forget to put something or we have to do the job. But old does not mean your brain is also becoming increasingly blunt. For brain and memory can always be honed even stay sharp, here are some tips:

Step I: LEFT BRAIN TRAIN

Your left brain is working to regulate the ability in reasoning, language, writing, logic and arithmetic. Left-brain memory are short term (short term memory). If there is damage to the left brain, there will be disruption in terms of functions of speech, language and mathematics. To maintain the capacity of your left brain, try to learn a new language or do puzzles games.

Step 2: RIGHT BRAIN TRAIN

Right brain function is to handle the process of human creative thinking. Usual right brain identified about creativity, imagination, shape or space, emotion, music and color. Their memories are long right brain (long term memory). The way it works is not well structured and tend not to think about things that are too detailed. If there is damage to the right brain in diseases such as stroke or brain tumor, then the disturbed brain function is the ability of visual and emotional. To maintain the sharpness of your right brain practice playing a musical instrument, sing or make crafts.

Step 3: WHOLE BRAIN TRAIN

Learning meditation
By doing your meditation can reduce stress, overcome anxiety is excessive, and activate the control centers of the brain for happiness and satisfaction.

Train Memory capacity
You remember as a kid, a lot of things you should know by heart. The sharpness of your memory will increase if you always train memory skills.

Participate in social activities
Having a solid schedule of social activities which are believed to make the brain work more actively and to reduce deterioration of the brain.

In addition to genetic factors, ability and intelligence of a child can be trained and taught in a way to do the activation in the right brain. Generally, the participants who could be taught by several instructors aged between four to 12 years. Next try doing some activities with your eyes closed.

The kids and even then engaged in various activities ranging from reading and guess the number. There also are reading the holy verses of Al-Quran with eyes closed. Not only that, they ride bikes in a zigzag with eyes closed. All were obtained through focused training.

In addition to training the right brain to the brain's ability, motivation is beneficial for children to generate self-potential and positive character in the child. Currently, a number of activities are offered which aim to improve the ability of children with a variety of methods. In addition to that offered a variety of ways, most important, of course, attention and guidance of the parents of the children themselves.

Communities often assess IQ (intelligence quotient) is equated with intelligence or skill. In fact, IQ only measures a fraction of the skill.

"It was a bright child is a child who can react in a logical and useful to what is experienced in the neighborhood," said Eileen Rachman, a psychologist who is also Director of EXPERD, a human resources consultant at the seminar 10 Ways to Sharpen IQ and EQ (emotional quotient) Child , in Jakarta. At the same seminar also launched a book entitled Optimizing Intelligence Child.

Eileen explained that IQ is a number that is used to describe the thinking person's capacity as compared with the average of others. In general, the average IQ was 100.

"IQ is only used among others, imagined space, see the environment around coherently and find the relationship between one form and other forms. But IQ does not measure creativity, social skills, and wisdom, "he said.

Meanwhile, the intelligence of children seen from the understanding and awareness of what they experienced. Later on in his mind, the experience was transformed into words or numbers. Therefore, Eileen emphasizes the importance of understanding. "Because understanding is a combination of efforts to increase the input through the senses and the knowledge they have," explained Eileen.

How to optimize your child's intelligence? Eileen suggested that parents enhance learning, reading, and repeat. For example, to introduce how to read, the mother helps the child by making a line under words that are important, ask your child to read aloud and explain the meaning of reading.

In addition, parents are also introducing the strategy, making rational decisions, sparked the idea as smoothly as possible, midmapping, increase vocabulary, thinking as he imagined, humor, critical thinking, and play. The goal to balance the left and right brain work, because the structure of the left and right brain hemispheres have different tasks.

Why need to balance the left and right brain work? Eileen said that the child can read fluently with full comprehension, creative writing, spelling, remembering, listening, thinking while at the same or become the champion in a particular sport. All it takes left and right brain coordination with both well trained.

But to balance the left and right brain work can also be through customs. Eileen explained, for example by enjoying the music and the arts, enjoying color, space and shape, value creativity and appreciate the sentiment.

Meanwhile, Dr. Andre Meaza said that during early childhood is the golden period to perform an active process through the process of sensory stimulation for the purpose of forming wiring system. "Stages of early life stages of the child are important because children are able to receive skills and teaching as a basis of knowledge and thought processes."

Andrew also explained, half the child's intellectual development took place prior to entering the age of 4 years. Precisely 17 years of age cognitive development is a cumulative development of the child is born.

According to Andre, 0-4 year olds have the cognitive development of 50%, 30% 4-8 years and 9-17 years at 20%. "It's brain development before age 1 year early, but the maturation of the brain take place after the child is born," he said.

He warned that the influence of early environment on brain development will impact long. Therefore, children who have good environmental stimulation, brain function will develop better.

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About Action Research

In the literature, discussion of action research tends to fall into two distinctive camps. The British tradition - especially that linked to education - tends to view action research as research oriented toward the enhancement of direct practice. For example, Carr and Kemmis provide a classic definition:

Action research is simply a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices, and the situations in which the practices are carried out (Carr and Kemmis 1986: 162).

Many people are drawn to this understanding of action research because it is firmly located in the realm of the practitioner - it is tied to self-reflection. As a way of working it is very close to the notion of reflective practice coined by Donald Schön (1983).

The second tradition, perhaps more widely approached within the social welfare field - and most certainly the broader understanding in the USA is of action research as 'the systematic collection of information that is designed to bring about social change' (Bogdan and Biklen 1992: 223). Bogdan and Biklen continue by saying that its practitioners marshal evidence or data to expose unjust practices or environmental dangers and recommend actions for change. In many respects, for them, it is linked into traditions of citizen’s action and community organizing. The practitioner is actively involved in the cause for which the research is conducted. For others, it is such commitment is a necessary part of being a practitioner or member of a community of practice. Thus, various projects designed to enhance practice within youth work, for example, such as the detached work reported on by Goetschius and Tash (1967) could be talked of as action research.

Origins
Kurt Lewin is generally credited as the person who coined the term 'action research':

The research needed for social practice can best be characterized as research for social management or social engineering. It is a type of action-research, a comparative research on the conditions and effects of various forms of social action, and research leading to social action. Research that produces nothing but books will not suffice (Lewin 1946, reproduced in Lewin 1948: 202-3)

His approach involves a spiral of steps, ‘each of which is composed of a circle of planning, action and fact-finding about the result of the action’ (ibid.: 206). The basic cycle involves the following:

This is how Lewin describes the initial cycle:

The first step then is to examine the idea carefully in the light of the means available. Frequently more fact-finding about the situation is required. If this first period of planning is successful, two items emerge: namely, “an overall plan” of how to reach the objective and secondly, a decision in regard to the first step of action. Usually this planning has also somewhat modified the original idea. (ibid.: 205)

The next step is ‘composed of a circle of planning, executing, and reconnaissance or fact finding for the purpose of evaluating the results of the second step, and preparing the rational basis for planning the third step, and for perhaps modifying again the overall plan’ (ibid.: 206). What we can see here is an approach to research that is oriented to problem-solving in social and organizational settings, and that has a form that parallels Dewey’s conception of learning from experience.

The approach, as presented, does take a fairly sequential form – and it is open to literal interpretation. Following it can lead to practice that is ‘correct’ rather than ‘good’ – as we will see. It can also be argued that model itself places insufficient emphasis on analysis at key points. Elliott (1991: 70), for example, believed that the basic model allows those who use it to assume that the ‘general idea’ can be fixed in advance, ‘that “reconnaissance” is merely fact-finding, and that “implementation” is a fairly straightforward process’. As might be expected there was some questioning as to whether this was ‘real’ research. There were questions around action research’s partisan nature – the fact that it served particular causes.

The decline and rediscovery of action research
Action research did suffer a decline in favour during the 1960s because of its association with radical political activism (Stringer 2007: 9). There were, and are, questions concerning its rigour, and the training of those undertaking it. However, as Bogdan and Biklen (1992: 223) point out, research is a frame of mind – ‘a perspective that people take toward objects and activities’. Once we have satisfied ourselves that the collection of information is systematic, and that any interpretations made have a proper regard for satisfying truth claims, then much of the critique aimed at action research disappears. In some of Lewin’s earlier work on action research (e.g. Lewin and Grabbe 1945) there was a tension between providing a rational basis for change through research, and the recognition that individuals are constrained in their ability to change by their cultural and social perceptions, and the systems of which they are a part. Having ‘correct knowledge’ does not of itself lead to change, attention also needs to be paid to the ‘matrix of cultural and psychic forces’ through which the subject is constituted (Winter 1987: 48).

Subsequently, action research has gained a significant foothold both within the realm of community-based, and participatory action research; and as a form of practice oriented to the improvement of educative encounters (e.g. Carr and Kemmis 1986).

Exhibit 1: Stringer on community-based action research

A fundamental premise of community-based action research is that it commences with an interest in the problems of a group, a community, or an organization. Its purpose is to assist people in extending their understanding of their situation and thus resolving problems that confront them….
Community-based action research is always enacted through an explicit set of social values. In modern, democratic social contexts, it is seen as a process of inquiry that has the following characteristics:
• It is democratic, enabling the participation of all people.
• It is equitable, acknowledging people’s equality of worth.
• It is liberating, providing freedom from oppressive, debilitating conditions.
• It is life enhancing, enabling the expression of people’s full human potential.
(Stringer 1999: 9-10)
The action research process works through three basic phases:
Look - building a picture and gathering information. When evaluating we define and describe the problem to be investigated and the context in which it is set. We also describe what all the participants (educators, group members, managers etc.) have been doing.
Think – interpreting and explaining. When evaluating we analyse and interpret the situation. We reflect on what participants have been doing. We look at areas of success and any deficiencies, issues or problems.
Act – resolving issues and problems. In evaluation we judge the worth, effectiveness, appropriateness, and outcomes of those activities. We act to formulate solutions to any problems. (Stringer 1999: 18; 43-44;160)


The use of action research to deepen and develop classroom practice has grown into a strong tradition of practice (one of the first examples being the work of Stephen Corey in 1949). For some there is an insistence that action research must be collaborative and entail groupwork.

Action research is a form of collective self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own social or educational practices, as well as their understanding of those practices and the situations in which the practices are carried out… The approach is only action research when it is collaborative, though it is important to realise that action research of the group is achieved through the critically examined action of individual group members. (Kemmis and McTaggart 1988: 5-6)

Just why it must be collective is open to some question and debate (Webb 1996), but there is an important point here concerning the commitments and orientations of those involved in action research.

Conclusion
One of the legacies Kurt Lewin left us is the ‘action research spiral’ – and with it there is the danger that action research becomes little more than a procedure. It is a mistake, according to McTaggart (1996: 248) to think that following the action research spiral constitutes ‘doing action research’. He continues, ‘Action research is not a ‘method’ or a ‘procedure’ for research but a series of commitments to observe and problematize through practice a series of principles for conducting social enquiry’. It is his argument that Lewin has been misunderstood or, rather, misused. When set in historical context, while Lewin does talk about action research as a method, he is stressing a contrast between this form of interpretative practice and more traditional empirical-analytic research. The notion of a spiral may be a useful teaching device – but it is all too easily to slip into using it as the template for practice (McTaggart 1996: 249).

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Concepts of Research Methodology

Steps of the scientific method are shaped like an hourglass - starting from general questions, narrowing down to focus on one specific aspect, and designing research where we can observe and analyze this aspect. At last, we conclude and generalize to the real world.

FORMULATING A RESEARCH PROBLEM

Researchers organize their research by formulating and defining a research problem. This helps them focus the research process so that they can draw conclusions reflecting the real world in the best possible way.

HYPOTHESIS

In research, a hypothesis is a suggested explanation of a phenomenon.

A null hypothesis is a hypothesis which a researcher tries to disprove. Normally, the null hypothesis represents the current view/explanation of an aspect of the world that the researcher wants to challenge.

Research methodology involves the researcher providing an alternative hypothesis, a research hypothesis, as an alternate way to explain the phenomenon.

The researcher tests the hypothesis to disprove the null hypothesis, not because he/she loves the research hypothesis, but because it would mean coming closer to finding an answer to a specific problem. The research hypothesis is often based on observations that evoke suspicion that the null hypothesis is not always correct.

In the Stanley Milgram Experiment, the null hypothesis was that the personality determined whether a person would hurt another person, while the research hypothesis was that the role, instructions and orders were much more important in determining whether people would hurt others.

VARIABLES

A variable is something that changes. It changes according to different factors. Some variables change easily, like the stock-exchange value, while other variables are almost constant, like the name of someone. Researchers are often seeking to measure variables.

The variable can be a number, a name, or anything where the value can change.

An example of a variable is temperature. The temperature varies according to other variable and factors. You can measure different temperature inside and outside. If it is a sunny day, chances are that the temperature will be higher than if it's cloudy. Another thing that can make the temperature change is whether something has been done to manipulate the temperature, like lighting a fire in the chimney.

In research, you typically define variables according to what you're measuring. The independent variable is the variable which the researcher would like to measure (the cause), while the dependent variable is the effect (or assumed effect), dependent on the independent variable. These variables are often stated in experimental research, in a hypothesis, e.g. "what is the effect of personality on helping behavior?"

In explorative research methodology, e.g. in some qualitative research, the independent and the dependent variables might not be identified beforehand. They might not be stated because the researcher does not have a clear idea yet on what is really going on.

Confounding variables are variables with a significant effect on the dependent variable that the researcher failed to control or eliminate - sometimes because the researcher is not aware of the effect of the confounding variable. The key is to identify possible confounding variables and somehow try to eliminate or control them.

OPERATIONALIZATION

Operationalization is to take a fuzzy concept, such as 'helping behavior', and try to measure it by specific observations, e.g. how likely are people to help a stranger with problems.

See also:

Conceptual Variables

CHOOSING THE RESEARCH METHOD

The selection of the research method is crucial for what conclusions you can make about a phenomenon. It affects what you can say about the cause and factors influencing the phenomenon.

It is also important to choose a research method which is within the limits of what the researcher can do. Time, money, feasibility, ethics and availability to measure the phenomenon correctly are examples of issues constraining the research.

CHOOSING THE MEASUREMENT

Choosing the scientific measurements are also crucial for getting the correct conclusion. Some measurements might not reflect the real world, because they do not measure the phenomenon as it should.

RESULTS

SIGNIFICANCE TEST

To test a hypothesis, quantitative research uses significance tests to determine which hypothesis is right.

The significance test can show whether the null hypothesis is more likely correct than the research hypothesis. Research methodology in a number of areas like social sciences depends heavily on significance tests.

A significance test may even drive the research process in a whole new direction, based on the findings.

The t-test (also called the Student's T-Test) is one of many statistical significance tests, which compares two supposedly equal sets of data to see if they really are alike or not. The t-test helps the researcher conclude whether a hypothesis is supported or not.

DRAWING CONCLUSIONS

Drawing a conclusion is based on several factors of the research process, not just because the researcher got the expected result. It has to be based on the validity and reliability of the measurement, how good the measurement was to reflect the real world and what more could have affected the results.

The observations are often referred to as 'empirical evidence' and the logic/thinking leads to the conclusions. Anyone should be able to check the observation and logic, to see if they also reach the same conclusions.

Errors of the observations may stem from measurement-problems, misinterpretations, unlikely random events etc.

A common error is to think that correlation implies a causal relationship. This is not necessarily true.

GENERALIZATION

Generalization is to which extent the research and the conclusions of the research apply to the real world. It is not always so that good research will reflect the real world, since we can only measure a small portion of the population at a time.

VALIDITY AND RELIABILITY

Validity refers to what degree the research reflects the given research problem, while Reliability refers to how consistent a set of measurements are.

Types of validity:

External Validity
Population Validity
Ecological Validity
Internal Validity
Content Validity
Face Validity
Construct Validity
Convergent and Discriminant Validity
Test Validity
Criterion Validity
Concurrent Validity
Predictive Validity
Reliability may be defined as "Yielding the same or compatible results in different clinical experiments or statistical trials" (the free dictionary). Research methodology lacking reliability cannot be trusted. Replication studies are a way to test reliability.

Types of Reliability:

Test-Retest Reliability
Interrater Reliability
Internal Consistency Reliability
Instrument Reliability
Statistical Reliability
Reproducability
Both validity and reliability are important aspects of the research methodology to get better explanations of the world.

ERRORS IN RESEARCH

Logically, there are two types of errors when drawing conclusions in research:

Type 1 error is when we accept the research hypothesis when the null hypothesis is in fact correct.

Type 2 error is when we reject the research hypothesis even if the null hypothesis is wrong.

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How to Improve Your Pronunciation

Here are some tips to help you improve your English pronunciation.

First of all, don't worry about not having a native-English accent. It's important to be able to speak clearly, so that people can understand you. However, it's almost impossible to sound exactly like a native English speaker if you are learning English as an adult in a non-English speaking country.

However, there are many things that you can do to improve your pronunciation and your speaking skills.

1. Listen to spoken English as often as possible.

Listen to how speakers pronounce various words and phrases and "model" your pronunciation on what you hear.

2. Learn the phonetic alphabet.

Use the phonetic alphabet page (at the beginning of most good dictionaries) as a guide to pronouncing new words.

3. Don't forget to learn the word stress of a new word.

Every English word has its own stress, or intonation. For example, the word "believe" has two syllables (be and lieve), but only the second syllable is stressed. We say be'lieve and not 'be lieve. Your dictionary will show the syllable stress by an apostrophe (') before the syllable to be stressed.

Word stress is important. In fact, it is more likely that someone misunderstands you because of wrong word stress than because of the wrong pronunciation of a sound.

4. Work out which sounds cause you most problems in English.

Depending on what your first language is, you may have problems with certain sounds. For example, French speakers have difficulties with "th"; speakers of Mandarin have difficulties with "r" or "l", and Arabic speakers have difficulties with "p" and "b".

5. Practise the sounds you find difficult.

A useful exercise is a "minimal pair" exercise. For example, if you have difficulty distinguishing between "p" and "b", try practising pairs of words which are the same except for the sound "p" and "b":

For example, "pair" and "bear"; "pond" and "bond"; "pie" and "buy" etc.

6. Be aware of intonation and sentence stress.

Not all words in a sentence have equal stress, and generally only the "information" words (nouns and verbs) are stressed.

'Where's the 'pen I 'gave you?

'Where's the 'red 'pen I 'gave you?

Where's the 'red and 'blue 'pen I 'gave you 'yesterday?

The unstressed words (such as "the", "I", "you" and "and") don't carry as much "weight" as the stressed words. They become much smaller in length, and are almost abbreviated. For example, "and" becomes "un".

Changing stress

Sentence stress isn't "fixed" like word stress. In fact, you can stress words that are normally unstressed in order to highlight different meanings.

For example:

I 'love you. (Love, rather than just like.)
'I love you. (With the stress on I to highlight that it's me rather than another person who loves you.)
I love 'you. (And nobody else.)

Intonation

There are a couple of easy to remember rules about intonation. Usually our voices go up at the end of the sentence to show a question, and down at the end to show a statement.

Intonation is also important in "tag questions":

You know him, don't you? (With rising intonation on "don't you?" to show it's a question)
You know him, don't you. (With falling intonation on "don't you" to show it's a statement you expect the other person to agree with.)

7. Learn to recognise spelling patterns.

For example, "tion" on the end of a word is pronounced "shun", while "sion" can be pronounced "zhun". There are often many ways to pronounce a particular spelling pattern, but it certainly helps to know what the variations are. For example, the pattern "ough" can be pronounced "uff" as in "enough" and "tough", or "or" as in "ought" and "bought" or "oh" as in "although" and "dough".

8. Don't rush.

If you speak too fast, the danger is that you could skip over some words, fail to pronounce them completely, or mix them up. If you speak too slowly, you might end up sounding unnatural. But it's better to speak slowly and clearly than too quickly.

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The Structure of a sentence

There are three basic kinds of sentences: simple, compound, and complex. They are formed by using one or more independent and dependent clauses and phrases. An independent clause can stand alone as a sentence, while a dependent clause or a phrase can not. A phrase is distinguished from a dependent clause by its lack of a necessary subject. The phrase "sentence fragment" is often appended to a student's work when a professor sees a dependent clause or phrase standing on its own.
If you understand the difference between a dependent clause and an independent clause, you will be able to write proper sentences. You also will be able to form proper compound sentences (which consist of two or more independent clauses) and complex sentences (which consist of one or more dependent clauses and at least one independent clause).


1. Do not leave dependent clauses or phrases standing alone; these are sentence fragments, not sentences. Sentence fragments often contain a verb with no subject (creating a dependent clause or a phrase). A writer who makes this error will invite the ridicule of more experienced writers. The best way to avoid the problem is to be certain that every sentence has at least one subject linked to each verb. You also can avoid the problem by attaching the fragment to an independent clause with a conjunction, a comma, or both. Be careful, however, not to attach two independent clauses with a comma. This error, known as a comma splice, is discussed in rule 2.

Incorrect Use of Phrase:

The appellate court ruled for the plaintiff. Affirming the judgment of the trial court.

Solution #1:

The appellate court ruled for the plaintiff. It affirmed the judgment of the trial court.

Explanation: In the incorrect example above, the sentence fragment is created because there is no subject linked to the verb "affirming." This problem can be solved by providing a subject. In the corrected version, the pronoun "it," referring to the appellate court, is the subject of the verb "affirmed."

Solution #2:

The appellate court ruled for the plaintiff, affirming the judgment of the trial court.

Explanation: By placing a comma before affirming, the writer links the phrase to the independent clause on which it relies for its context.

Solution #3:

The appellate court ruled for the plaintiff and affirmed the judgment of the trial court.

Explanation: By placing the conjunction "and" before the phrase, the writer links the dependent clause to the independent clause on which it relies for its context.

Incorrect Use of Dependent Clause:

The counsel for the defendant was called to the judge's chambers. Because he had failed to file the complaint within the time provided in the statute of limitations.

Solution #1:

The counsel for the defendant was called to the judge's chambers because he had failed to file the complaint within the time provided in the statute of limitations.

Solution #2:

The counsel for the defendant was called to the judge's chambers. He had failed to file the complaint within the time provided in the statute of limitations.
2. Do not link two independent clauses with a comma. This error, known as a comma splice, can easily be avoided. Instead of using a comma to connect two independent clauses, either use a period to create two sentences, a conjunction to link the two clauses in one sentence, or (if the independent clauses are closely related) a semicolon to link the two clauses in one sentence.

Incorrect: The appellate court found that the constitutional prohibition against warrantless searches had been violated, it therefore remanded the case for a new trial.

Solution #1:

The appellate court found that the constitutional prohibition against warrantless searches had been violated. It therefore remanded the case for a new trial.

Explanation: Because the second independent clause can stand alone as a sentence, the writer can avoid the comma splice by replacing the comma with a period and capitalizing the word "It."

Solution #2:

The appellate court found that the constitutional prohibition against warrantless searches had been violated, and it therefore remanded the case for a new trial.

Explanation: A conjunction such as "and" or "but" can be used to link two independent clauses; however, be sure to place a comma before a conjunction that introduces an independent clause.

Solution #3:

The appellate court found that the constitutional prohibition against warrantless searches had been violated; it therefore remanded the case for a new trial.

Explanation: When two independent clauses are closely related in substance, one can link them with a semicolon.


3. Use strong subject-verb formulations. Good writers provide their readers with strong subject-verb formulations early in their sentences. The result is forceful writing that quickly gets to the point. Avoid beginning your sentences with phrases such as "there is" and "it is" in place of subject-verb formulations.

Undesirable:

There is disagreement about the best approach to negligence law.
Better: Scholars disagree about the best approach to negligence law.

Undesirable:

It is a different argument than the one the court adopted.
Better: The argument is different than the one the court adopted.

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How to be a Great Academic Writer

A Great Academic Writer Knows How to Write Well

A thorough understanding of proper grammar and sentence structure is absolutely essential to the success of an academic writer. In other forms of writing, such as fiction writing or poetry, strict adherence to conventional rules of grammar, sentence structure, and punctuation is not required. However, academic writing is held to a much higher standard, and any straying from conventional grammar rules lowers the quality of the paper, even if the content is fantastic.

To Be a Great Academic Writer, You Must Be a Great Listener

An ability to write is important, but it is even more important to able to listen. A great academic writer will be able to listen closely to the needs of the client. This is undoubtedly the most important aspect of becoming a successful freelance writer, and will prevent the need for frequent rewrites when a paper does not meet the client's requested specifications.

A Great Academic Writer is Honest and Reliable

A degree of integrity is important to success in any career, but it is of even greater importance to an academic writer. Clients put a great deal of faith in the writers that are commissioned to produce written material for them, so a great academic writer can be relied on to produce that material and keep all private information completely confidential. Doing so allows for the development of ongoing relationships between clients and academic writers, therefore custompapers.com only maintains independent contract writers that are completely honest and reliable.

Plagiarism is Never Tolerated by a Good Academic Writer

A successful academic writer would never dare consider plagiarizing other writer's works when creating his or her own. This is not only a bad business practice that will certainly destroy any degree of trust between the client and the writer; it is also unethical and can ruin a student's academic career. It is also important to understand that plagiarism is not always blatantly apparent. By not following proper citation procedures, a sub par academic writer can unintentionally plagiarize and cause just as much damage as a writer that does it intentionally. The writers at custompapers.com are thoroughly practiced in the proper way to cite other writers' works and would never even consider plagiarism.

A Great Academic Writer is Willing to Put in Research Time

Our custom essay writers generally write about subjects they have already thoroughly studied during their own academic careers. However, a great academic writer realizes the importance of researching the topic of the academic paper he or she is preparing. Therefore, our experienced writers spend as much time as is necessary to ensure that each paper that is prepared is as detailed and precise as possible.

A Great Academic Writer Can Always Meet a Deadline

Any writing professional understands this, including contracted freelance writers. It is extremely important to able to meet a client's deadline, provided of course that enough time is allowed to complete the amount of work requested.

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writing skills is very important

Of all the classes I took in college and graduate school, the two that have helped me most in my career have been English Composition and Business English. In these classes I learned effective writing skills, which I have used in every job I have ever had. No other job but my work on this site included writing as part of my job description. In spite of this, I was required to write in every job, and it was taken for granted that I would be able to do this. This is the case with most jobs -- whether you must write internal memos, correspond with clients, or help design sales materials. Writing beautiful prose and poetry is a talent. Writing effectively, however, is a skill that can be learned.
Organize Your Writing

Whether you are writing a memo to your co-worker or a report for your boss, you should decide what information you want to convey. Here is how to do this:
1. List each item you need to discuss in your memo or report.
2. Put them in order — from most to least important
3. Write a brief summary of your entire memo — this will be your first paragraph.
4. Expand on each item listed in step 1.
5. If any action needs to be taken by the recipient, state that in your closing paragraph.

Some Tips

Avoid wordiness. Say out loud what you are trying to write. Listen to how the words sound. For example, the sentence, "I found out that I should take a look at our past sales figures in order to come up with a plan to help us re-evaluate our sales technique" could be more simply stated as "I must take a look at our past sales figures to re-evaluate our sales technique."
Write for your audience. Use simple language. You don't want the reader to need a dictionary to decipher what you are trying to say. You should not try to impress your reader with your huge vocabulary. Chances are you will frustrate your reader instead. Most people are juggling several tasks at the same time, and are interested in receiving only necessary information. You are responsible for making this happen. Instead of saying, "His gregarious nature credentials him as a superlative candidate for the job," say "His friendliness makes him a top candidate for the job."

Stay away from jargon your reader may not understand. If your work is very technical, but the person you are writing to is not well versed in that field, stick to words that person will understand. For example, if you are a Web site designer, this sentence in a memo to your client, a psychologist, will make no sense: "What would you like me to use as the BGCOLOR for your site: #ADD8E6 or #FFFFFF?" Anyone proficient in Web page design knows that this question can be translated to "What would you like the background color of your site to be: Light Blue or White?" However, don't expect your client to be more familiar with this technical jargon than you would be with her discussion of a psychological term such as trichotillomania.

A cliche a day keeps the reader away — or at least it does not make him or her remember what you are saying. You want your writing to be memorable. Because we hear cliches often, we become desensitized to them. The words, then, are not uniquely associated with your writing. Rather than saying "Don't put off until tomorrow what you can do today" in a memo to a subordinate you are trying to motivate. Simply say, "Stop procrastinating. Get the job done now."

When possible, use the active voice. The active voice makes your sentence stronger and usually shorter. Let's try these examples. Passive voice: "Sales increased due to the networking I did." Active voice: "My networking increased sales."

Don't be redundant. It is not necessary to say "2 p.m. in the afternoon" or "the expectant pregnant woman." Saying "2 p.m." or "2 in the afternoon" or "the expectant woman" or "the pregnant woman" all convey what you want to say and are less wordy.

Of course pay attention to grammar. Use Strunk and White's Elements of Style, available on the Web. A good dictionary should be nearby, along with a thesaurus. A thesaurus will allow you to keep your writing fresh by helping you find a variety of words to use. Many of these resources are available online.

Proofreading is one of the most important things you can do. Since you probably do most of your writing on a computer, you have access to automated spelling and grammar checkers. Beware though — some words, used in the wrong context may be missed by computerized spell checkers. For example the sentence "To employees attended too meetings two learn about the gnu software," would pass through the spell check without any misspellings being detected. Have someone else proofread your document, if possible. If time allows, put your composition away, and proofread it later, or even better, the next day.

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Instruction How to Write a Concept Explanation Essay English

1.Select a concept for your essay by considering how well you understand the topic and the availability of sufficient relevant information. If you choose a frequently used repeated topic, think of new information or an interesting angle to cover in your essay. Focus your essay on a few significant aspects of a concept to provide an in-depth explanation rather than briefly touching on a wide range of issues. For example, if you wish to write on the impact of information technology, you obviously cannot cover all areas; concentrate on the effects of technological advancement on healthcare.

2.Search for information on the topic you select. Research books by famous authors or subject experts on the topic. Think of your personal experiences relevant to the topic that you can include in the essay. Find quotes from great personalities that succinctly express the concept. Find quotes that are apt, but rarely used. Locate statistical information that supports the viewpoint your essay propounds.

3. Begin the concept explanation essay with a quotation, anecdote or statistics to grab the attention of the reader. For example, if your essay is on the need for educating kids about drugs and alcohol abuse, offer statistics that highlight the prevalence of such abuse among youth. Give your thesis statement and the gist of the ideas you will explore in the essay.

4.Divide your material into several short paragraphs, each covering a specific point such as classification, comparison and narration of events. Make use of examples, similes and metaphors to convey your point clearly. Remember that a concept essay is an unbiased exploration of the concept and not a vehicle to express your personal opinions.

5. Conclude the essay with a summary of the salient points your essay conveys. Use words and sentences that are different from the ones you have used before, but which essentially convey the same idea. State the concept again clearly in light of the discussion in the preceding paragraphs. Make sure the sentences you use link your conclusion to the beginning of the essay. Use a quotation that aptly sums up the essence of the concept you have developed.

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How to Make Better Speak

1. Listen to yourself talk. Many people do not like to do this, and they often react by saying: "I hate the way I sound." But, use whatever technical tools you need to take this step. Whether it's a simple recording on a voicemail or answering machine, or something more advanced, you need to hear yourself before you can learn to improve your speaking voice. One trick here: record yourself speaking, but do not listen to it immediately. Wait a day. This advice coming from some of the best talent coaches in the country, who train some very prominent public speakers. You must allow time to separate yourself from whatever you have recorded, so you can be more objective. Record something. Wait a day. Then listen to your voice.

2. Begin working on the weaknesses you hear. One of the biggest hurdles to hop over, is getting away from that "monotone" delivery. This happens on the phone and speaking to groups. For some reason, we tend to shy away from using inflection. That is because we are trying to sound professional. But, truth be told, your speaking voice will end up sounding flat when you try too hard at this. Use inflection, like you do when you are telling a funny joke, or a really great story. Envision yourself sitting around the dinner table talking to your family. Let your voice go "up" a little during the more exciting parts, like you do in normal conversation. This will keep people engaged when they listen to you.

3. Learn to warm up your mouth and jaw, just like you warm up muscles for working out. Open your jaw very wide and stretch it, then close, and open and repeat. This will also help relax you. Another good exercise is to loosen up your tongue and vocal chords by using a few little tools learned from well trained talent coaches. If you are driving to a meeting or to give a public speech, repeat this phrase: "Over the lips, the teeth the tongue." Sounds funny, just try it. You will feel it loosen up your mouth. Also stand in front of the mirror and say (opening your mouth nice and wide): "Woo, Whoa, War, Wow." This will also stretch out that mouth and jaw. You don't want to speak when you are all clenched up.

4. Speak from your gut. You have probably heard that you are supposed to "push from the diaphragm." Same thing. The idea is to pull that voice up from the center of your body, instead of speaking out of your throat. You will find this is easier than you think. All you do is breathe and relax, and speak naturally. You should be able to feel your tummy moving a little (just below your ribs) if you press down on it when you do this. This will give your voice a nice, resonant sound. It will also keep you from getting a sore throat, which is what happens when you push directly from the vocal chords.

5.Sing. Even if you believe you are a terrible singer, sing anyway. Just be sure and do it when you are alone, so you are comfortable. This will help your inflection and your control more than you can imagine. Public speakers, news anchors, and actors often even take singing lessons to help them learn to control their voices. You don't have to go that far. Just sing to yourself. And don't hold back. Belt it out.

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